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Human Society & Its Environment K-6 Units of Work

Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

What is my history? Learning


about my familys past

Unit of Work
Stage 1
Meghann Bailey 22231934

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

What is my history? Learning about my family's past | Stage 1 | History

CC
Unit overview
CU

This unit of work aims to deepen awareness of students family histories through the examination of
SS similarities and differences in families past and present. Students will look closely at their immediate
families and what similarities and differences they see between their own families and other students.
Using the information gained through a deeper understanding of families generally provides students
with the opportunity to develop a meaningful connection to their own familys history. Stories play an
important part in the sharing of family history and students are provided with the opportunity to
investigate their own histories through the interviews of family members. Students will also compare
and contrast their own experiences with those of past generations. The focus of this unit is on
strengthening the connection to their own family histories as well as developing students understanding
of change and continuity between families past and present.

Duration 4- 5 weeks

Subject Matter Focus

In this sequence, students learn about: Oral histories and their importance in transferring
knowledge between generations
Family structures including their own and others
Family history
Changes and continuity within their family and over
generations Researching family history

Similarities and differences amongst families in the past


and present

Implications for Learning

Implications for Learning In this sequence, students have Share original stories about their familys heritage
opportunities to:
Analyse photographs looking for similarities and
Graphically represent their family structure as a family differences between families
tree by collecting information on their family
Develop questions to interview family members
Explore and reflect upon the importance and
Interview and listen to stories about the life of past
compositions of families
generations
Examine and reflect upon similarities between families
Assemble an online exhibition of their familys history
Compare and contrast families of the past and present

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Literacy Notes

This sequence provides opportunities for students to:

Write responses using different text types including recounts, Read and analyse different texts from a variety of sources
original stories, letters and monologues
Use imagination to portray perspectives
Talk about their families and share original stories in pairs, small
groups and during class discussions

Listen to others share their stories about their familys history

The HSIE teaching strategies/practices in sequence unit include:


Listen to and reflect upon oral history
Classroom discussions
Graphically represent family history
Brainstorming
Compare and contrast photographs
Use timelines
Webquest inquiry
Role play
Group work

Links with other Key Learning Areas

English:

Speaking and listening: Communicates with peers and demonstrates appropriate skills when interacting with them. Listens
with purpose and extends their own and their peers ideas about family through discussions. Understand the purpose of
different modes of communication and that they vary according to purpose, audience, cultural background and context.

Writing and representing: Plans, composes and reviews a variety of texts including imaginative and informative. Draws on
personal experiences and knowledge about families.

Handwriting and using digital technologies: use appropriate handwriting and presentation for the intended audience and
purpose. Constructs texts using software.

Thinking imaginatively and creatively: Respond to, discuss and predict ideas from picture books about families

Expressing themselves: Compose and respond to texts about concepts linked to their own experiences. Discuss personal
experiences and their links to characters and events in texts. Discuss the place of Dream Time stories in Aboriginal and
Torres Strait Islander life.

Reflecting on learning: Identify and discuss features of students own and their peers learning

Creative arts:

Drama: Creates and adapts original stories and family stories for enactment. Expresses meaning through the use of voice
and movement. Shares drama with peers. Acts in character to communicate meaning to the audience.

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Resources overview

Note:

Students will need access to the internet to use the Webquest. Teachers should ensure that adequate computers and/or an
iPad are available with correct and up to date applications/software

Special equipment

HSIE Syllabus K-6, Board of Studies Teaching & Educational Standards NSW

NSW History K-10 Syllabus, Board of Studies Teaching & Educational Standards NSW

English Syllabus K-10, Board of Studies Teaching & Educational Standards NSW

Creative Arts Syllabus K-6, Board of Studies Teaching & Educational Standards NSW

Butchers paper

Markers

White board

Interactive whiteboard/screen projector with internet connection

String and pegs for timeline

Card

Computers/iPads

Personal photographs of family past and present

Recount template

Websites:

Padlet : Family history Exhibition example. (Teachers should create a new page for their class)

http://padlet.com/m_bailey_15/familyhistoryexhibition

Webquest (electronic resource)

http://2bsfamilytree.blogspot.com/2016/04/webquest-is-my-history-learning-about.html

Youtube:

Dreamtime Stories- Mirram The Kangaroo and Warreen The Wombat

https://www.youtube.com/watch?v=xDJrnldb08o

State Library New South Wales

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

http://www.sl.nsw.gov.au/learning/history-family-photo-albums/how-things-change-or-stay-same-over-time

Births Death & Marriages New South Wales

http://www.bdm.nsw.gov.au/Pages/family-history/family-history.aspx

National Archives of Australia

http://recordsearch.naa.gov.au/SearchNRetrieve/Interface/SearchScreens/BasicSearch.aspx

Books/Information Kits/ Education Kits:

Families by Ann Morris

The Roots of My Family Tree by Niki Alling

Papa and the Olden days by Ian Edwards

Tucker by Ian Abdulla

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Outcomes and Indicators

History K-10 HSIE K-6


HT1-1 communicates an understanding of change and CCS1.1 communicates the importance of past and
continuity in family life using appropriate historical terms present people, days and events in their life, in the lives of
family and community members and in other communities
Differences in family structures and roles today, and how
- identifies and talks about the lives of people in
these have changed or remained the same over time
their family
(ACHHK028)
- retells the original stories associated with
Differences and similarities between students' daily lives traditions of their family including Dreaming
and life during their parents' and grandparents' stories, religious stories, recounts, narrative
childhoods, including family traditions, leisure time and
CCS1.2 identifies changes and continuities in their own
communications (ACHHK030)
life and in the local community

- represent graphically the structure of their - describes people at different stages of their life

immediate family - identifies ways in which previous generations in


- compare and contrast their immediate family with their family played and worked
earlier families through photographs and other
- compares how things were, the way they are
sources, discussing similarities and differences
now
- investigate the roles of present family members
and compare with the roles of earlier generations - uses historical language of time and change, eg
using a range of sources old, new, past, future generation
- discuss similarities and differences from
CUS1.3 Identifies customs, practices, symbols, languages
generation to generation, eg family celebrations
and traditions of their family and other families.
and traditions, leisure activities and changes in
technology/communications over time through a - identifies and describes the groups that

range of sources individuals belong to, including family,

- compare and contrast daily life with that of - identifies the significant people they know that
parents and grandparents at the same age belong to different groups locates and identifies
through stories or photographs and pose the symbols and names used by family eg
questions to ask parents/grandparents surname

- gives information about their own family


HT1-4 demonstrates skills of historical inquiry and
background, including the language/s spoken at
communication
home, religion/s, traditions, practices, customs,
How the present, past and future are signified by terms celebrations and stories
indicating time such as 'a long time ago', 'then and now',
- explains ways in which family members learn
'now and then', 'old and new', 'tomorrow', as well as by
from each other about customs and traditions, eg

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

dates and changes that may have personal significance, through recounts, songs, dances, Dreaming
such as birthdays, celebrations and seasons (ACHHK029) stories

- identifies characteristics that make another family


- define and use terms relating to time, sequencing
different or similar to their own
objects or photographs from the past, eg then
and now, past and present, a long time ago CUS1.4 describes the cultural, linguistic and religious
practices of their family, their community and other
communities

- identifies cultural, spiritual and/or religious


aspects of their family life

- identifies the family life of others in their


community and in other communities in Australia

- talks about special people associated with their


family eg grandparents, ancestors

SSS1.8 identifies roles and responsibilities within families,


schools and the local community, and determines ways in
which they should interact with others

- explains how the roles and responsibilities of


family members meet family needs and that
these can differ in families

- identifies different family structures, including


their own, and the ways in which roles and
responsibilities can vary, eg single-parent,
extended, blended families, families with adopted
children

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Values & Attitudes

The values and attitudes are embedded in the content of this sequence (BOS, 1998). However, throughout the completion of this
sequence the values and attitudes that are being promoted include:

Values & Attitudes

Intercultural Understanding

Beliefs and Moral Codes

Lifelong Learning

This sequence will provide each student with the opportunity to develop themselves through questioning, discussions, analysis of
resources, working with peers and interviews.

The values and attitudes that are promoted and role modelled are:

Intercultural Understanding- Supports cultural diversity, appreciates and emphasises with people and families of a variety of
cultural, linguistic and spiritual heritages and respects different viewpoints expressed by their peers

Beliefs and moral codes - recognising that some behaviours are morally wrong and that society has development laws and
sanctions in relation to these, and appreciates and values differences in religious and spiritual traditions of families.

Lifelong learning - appreciating the importance of lifelong learning in a constantly changing world, enthusiastic about the
participation in learning about different people and families, and connecting prior knowledge of families with learning experiences
about family and family history

Assessment overview

Teachers will monitor the progress of individual students throughout the unit of work. Assessment tasks will vary considerably in
length.

Assessment items are marked ** in the lesson sequence.

The teacher will assess values and attitudes throughout the unit through an informal manner i.e. discussions, opinions,
observations, questioning and actions.

To assess students skills, the teacher will collect a variety of assessment strategies throughout the lesson sequences and will
culminate in a series of assessment pieces to be placed on online exhibition. The assessments will be marked against marking
criteria. The teacher will use formative assessment strategies by observing students during the lessons to determine students
ongoing learning and development of deep understanding of the unit of work. Summative assessment will be used at the
completion of the unit to assess student learning against syllabus outcomes. Students will use both peer and self- assessment to
help monitor their own learning against marking criteria.

Skills will also be assessed in the following ways:

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Acquiring Information

Read, view, write, listen to and talk about families, original stories, family history and similarities and differences between
families

Select appropriate sources of information by observing, identifying, finding, displaying, evaluating and reflecting

Identify bias, differences between fact and opinion and omission of information that is shared about family history

Consider information about families and family history, present and past, from a variety of perspectives

Critically reflect on the purpose and intended audience of oral history

Reflect upon and evaluate the skills that have been used to acquire information about family history

Use a variety of sources to learn about families and family history, such as internet, reference texts, original sources and
people

Using an Inquiry Process

Define the purpose of an interview and develop and pose questions

Use relevant sources including people, interviews, museums, ICT and oral histories to gather information about family
history

Use a timeline, Venn diagrams, online platforms and family trees to analyse, organise and store information about
families and family history

Use timelines, family trees, online platforms and Venn diagrams to synthesis and communicate information about families
and family history

Apply knowledge about family and family history when presenting understanding

Reflecting on learning experiences and information gained about family and family history by communicating increases in
knowledge

Social and Civic Participation

Listen and respond to other students ideas about family and family history

Actively participate in lesson activities and related discussions

Engage in productive work and use appropriate action in groups and individually, including cooperation, negotiation, use
encouragement and solving problems

Reflect on decisions and actions

NOTE: Suggested assessment templates can be located at the end of this unit of work.

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Learning Experiences Key assessment opportunities are marked: **

Lesson sequence 1: What is a family?


The objective of this lesson is to elicit prior learning about families and build upon this knowledge through the
construction of a family tree and discussion of similarities and differences between their own immediate families.

Key questions:

What is a family?

How are families similar and different?

What roles do different family members play?

Brainstorm families: Use mind map and list responses. Draw attention to different family structures (single-parent,
blended, nuclear, same-sex parent, extended, many children, no children, adopted/foster children).

Questions: Why are families important? Who can be in your family? What are the roles of people in your family?
Are these roles the same for every family? What events, activities and celebrations do families share (birthdays,
weddings, picnics, sport, Christmas, Ramadan, Chinese New year).

Think Pair Share: Students discuss with a pair examples of events, activities and celebrations their family takes part
in. Students share with the class a similarity and a differences.

Think Pair Share: Read the book Families by Ann Morris. Students discuss how families in the book are similar and
different to students immediate family. Students write a sentence to describe similarities and differences between a
family in the book and their own. Select students to share with the class.

Discussion: Ask - what is history? What is family history? Display a family tree and explain what it represents. Explain
the concept of generations. Place labelled pictures on display - mother, father, grandfather, grandmother, son, and
daughter. Ask students which family members would be grouped by generation. Place images in family tree, ask
students for reasoning behind choices.

Discussion: Read the book The Roots of My Family Tree by Niki Alling. Discuss with students if they know where
past generations came from in the world, how some families come to be in Australia, what evidence they have that
their family is from another part of the world, how reliable is this evidence?

Webquest task: Explain the task: use the Webquest to create an online family history exhibition. Students use a
template to complete a family tree and write short story to describe their family. Students take a photograph and load
into padlet ** (see screen shots of each Webquest lesson and required templates in resource section below).

Display a selection of family trees in the class padlet and share some family stories. Encourage positive dialogue
about similarities and differences.

Questions: Where did you find out about your family history? How reliable is the information you used to complete
family tree? Is there any more information you need to know?

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Lesson sequence 2: looking at the past every family history is different

The objective of this lesson is to support students as they analyse similarities and differences between families in the
present and the past to help develop an understanding that continuity and change exists in families and deepen an
appreciation for their family histories.

Key question:

How are families today similar and different from families in the past?

What are the similarities and differences between generations? e.g. family celebrations, leisure activities, technology,
toys

How have the roles of members of a family changed?

Why have these things changed from generation to generation?

Prompt: Has your life been the same as your parents and grandparents? Why/why not? How is it the same/different?

Read: Papa and the Olden days by Ian Edwards. Ask students to identify what similarities and differences they see
between the story and their own lives. Write similarities and differences in Venn diagram. Link to what students
identified as similarities/differences in prompt.

Timeline: Introduce terms now and then, past and present, a long time ago and timeline. Ask students what they
mean and how they are used. Display large timeline across classroom. Ask students to place the words, now, then,
past, present, a long time ago, future on the time line

Model: Display photos of families from the past and present. Model looking for clues of similarities and differences.
Write on a Venn diagram. Ask students where the families would be placed on the time line and why. Place
photographs on timeline. Take examples of things that are similar and different from 'Papa and the Olden days' and
photographs of families and write whiteboard e.g. types of transport, toys, technologies, foods, clothes etc. Select
students to place the item words along the timeline in the order they represent asking for justification for choices.

Webquest task: Students work in buzz groups to find clues in photographs of similarities and differences between
their own families and those in the photographs. Students complete an individual Venn diagram and use sentence
starters to describe similarities and differences by writing a short contrast and compare text in padlet using
information from their investigation.**

Timeline: Display images of the families from the State Library of NSW website, ask students what clues of
similarities and differences they found in the photographs. Have students identify objects and roles depicted in the
photographs that are representative of then- add them to the timeline.

Snowball groups: Individually: Ask students what questions they would ask the people in the photographs to find out
more about their families, their lives and what it was like to live in the past. Pairs: Share questions and develop 5
questions to share with the class. Write these questions down for use in the next lesson. Fours: Questions- Are the
roles you see in the photographs the same as in your family? Is every family in the photograph the same? Why/why
not? Do you think their family histories would be different or the same? Why? Ask students to explain how family
histories can be different.

Peer Assessment: In pairs, reads the others compare and contrast sentences and complete Two Stars and a Wish.

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Lesson sequence 3: Investigating family history- The importance of oral history

The objective of this lesson is to develop student historical inquiry skills to find information about family history using
interviews of family members.

Key question:

How do families share their history?

How can we find information about our family history?

Brainstorm: mind map about how we can find out about family history and how reliable sources are e.g. National
Archives, libraries, internet etc.

IWB: go to the NSW Registry of Births, Deaths & Marriages website Family History Search section (see examples in
resource section below). Show students that the government keeps records of births, deaths and marriages over
100/30/50 years ago respectively. Ask students how this will help them discover their family history? Do these
records help them find information about their immediate family (Grandparents)? Model searching for the
marriage/birth/death of a personal family member. Show how results are displayed, some records are unavailable
and that for further information a purchase is required. Ask students what this basic record shows us, does it tell us
how our grandparents met (for a marriage)? Does it share with us any stories about their childhood or what it was like
to grow up in the past? Is it reliable?

IWB: Go to the National Archives of Australia website (see examples in resource section below), model searching a
name of a grandparent under the name search tab. Show that results show many different people with the same or
similar names, but may not be an exact match to personal family member. Ask students why only some names and
records are in the archives, is this a reliable method of finding family history records?

Read : Tucker by Ian Abdulla. Discuss with students that this text is a recount of the authors childhood and is used
to share his family history. The author has told a story using pictures and words in a book. Question: What does it tell
us about the authors childhood and family history? Use examples for text.

Discussion: Engage students in a discussion about the stories their family members tell about the past, how families
share these stories, how they change depending on who tells them or how old the story is. Ask students what they
think about the purpose of the stories they have heard e.g. are they to share information, warn about something,
entertain etc. Which mode of telling stories would be the most reliable and why? (Oral, written, drawings); How a
story could be changed or seen from a different view depending on who told it? Would the emotions linked to the
story impact how the story is told? (Emotions such as hate, fear, anger and sadness). Play the game Pass the
Message to demonstrate how stories can easily be changed if someone hears it wrong or interprets the information
another way.

Explain: oral history is a method of sharing stories. Oral history tells us more information that official records cannot
about our family history, although oral history is not unbiased and that people can change the history or see if from
different points of view. Ask: what is the main issue with Oral histories?

Introduce Dreamtime stories. Explain to students the important role that storytelling plays in indigenous culture and
that it is used to pass of knowledge to future generations. Watch the video Mirram The Kangaroo and Warreen The
Wombat and ask students to interpret the purpose for the story e.g. share information about the land, culture or

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

animals; for entertainment; to teach about customs and ways of behaving; spirituality etc.

Share: Share an original oral history story with students. Have students share a story they have heard from a family
member with a peer. Have students write short monologue about the story from the perspective of their family
member. In small groups have students record this skit and upload into padlet. ** Think Pair Share: Have students
discuss possible other perspectives on the story. Ask how the story could be different if told from a different point of
view.

Webquest task: Explain that we can learn about family history through oral history and stories that older generations
tell. Groups watch videos on family history and how to interview someone. They also watch two interviews between a
child and a grandparent.

Discussion: When the Webquest is complete, have students share the tips for interviews, ideas for questions and
their questions with the class. Use prompts to encourage students think about celebrations, technologies, leisure,
occupations, places or birth, family structure, family roles, etc. The teacher should record these on the board for the
students.

Questions: what is the purpose of an interview? What information can we find out? Students are then to
conduct the interview of a parent, grandparent or other family member, record the information (by writing it
down or videotaping it) and bring it to the next lesson.

Students complete a self-assessment of the interview.

Lesson sequence 4: My family history

The objective of this lesson is for students to share information about their families using stories and then compare and
contrast their family history to another.

Key questions:

What is my family history?

How is my story different to other people in my family?

How is my family history different to other family stories?

Read: share an example of family history recount. Teacher should use their own family story for this example. Show
family tree and photographs to help with explanation

Think Pair Share: Students talk about the family history stories they heard from the family member they interviewed.
Each pair must think of one thing in their partners story that was interesting and one thing that is different from their
family history to share with the class.

Questions: How reliable is the information found in the interview? Why/why not? What influences this information?

Family tree: Student revisit their family tree and add any information they have discovered during the interview.

Write: Students use the recount template to organise the information gained from the family interview and their family
history. Using this information students write a recount of their family history to share with the class. Take photograph
and upload into Family History Exhibition padlet. **

Compare and contrast: Students use Venn diagram to compare and contrast their experiences of childhood with the

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

family members they interviewed. Students take on the perspective of their family member to write an informative
narrative about their childhood.

Timeline: As a class have students generate examples of experiences/objects/technologies etc. in their childhood
and their family members childhood to add to the class timeline, placing them in the correct position to represent
now or then

Webquest: Divide class into pairs to complete the final Webquest task. Students read to each other their family story
from Lesson 1 and their family history recount. Using a Venn diagram students work in pairs to identify similarities
and differences in their family stories. Students take photo and upload imaged into padlet. **

Review: Review the online family exhibition created on padlet. Explore a selection of students family history posts.
Have students discuss what they have learnt about their familys history, why people might share their family history,
what the purpose have sharing family history is, why it is important to share family history and how they will share
their family history.

Invite family and friends to view the Family History Exhibition by sending an invitation home with the URL and
password.

Where to from here?

Have students collect artefacts that have important places in their family history and write a recount of the events and
stories that let to this artefact being important. Have students examine in more depth the cultural and religious traditions
that influence family life and ways of living. Students should examine the changing roles and responsibilities within groups
in society, including families.

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Resources:
Webquest:

Introduction: this introduces the students to the topic and explains what they will be doing during the
Webquest

Task: outlines the objective of the Webquest and provides information about evaluation and instructions

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Lesson 1: Outlines the tasks that students must complete- graphically representing their family tree and
writing a short family history story

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Lesson 2: Outlines the tasks that students must complete-Students use inquiry skills to analyse
photographs, compare and contrast family life, and apply knowledge in comparison sentences

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Lesson 3: Outlines the tasks that students must complete-Develop students historical inquiry skills by
viewing sources to help in the development of understanding interviews and asking interview questions.

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Lesson 4: Outlines the tasks that students must complete: review peers work and compare and contrast
family histories

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Evaluation: Provides students with the marking criteria for the assessments

Conclusion: A personal message to the students about the Webquest. Credits: links to the relevant
resources

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Family Tree:

Padlet example

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Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Venn Diagrams:

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Lesson sequence 3: Screen captures of family history records

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Lesson sequence 4: recount template

Family history recount plan

My grandparents My parents generation My generation


generation

- Where?

- When?

- Who?

- Why?

Important events in my
family history

What was the most


interesting part about
your family history?

How do you feel?

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Assessment:

Lesson sequence 2
Peer Assessment: Two stars and a wish

2 stars and a wish


Name_______________________________________

Criteria:

Used examples from the photographs to describe similarities and differences

Included information about their family to describe similarities and differences

Sentences are easy to understand

Used correct punctuation, grammar and sentence structure

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Lesson sequence 3
Family Story Perspective drama performance rubric:

Student name: Class: Date:

Outstanding Good Below expectations

Retells original story during


performance

Takes on the perspective of


family member

Uses opportunity to
highlight about similarities
and differences between
past and present family life

Uses historical language

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Self-assessment of family member interview

Self- assessment rubric


Family History interview Name:

I did a great job! I need to work on this I still need help

I used effective
interview skills

I spoke clearly

I was enthusiastic

I listened to my
family member

I recorded the
information I found

I used questions
about the topic

My questions helped
me learn about my
family history

I have excellent
understanding about
my family history

Comments:

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Lesson sequence 4:
Family history recount rubric:

Student name: Class: Date:

Outstanding Good Below expectations

Identifies and talks about


people in their family

Retells original stories


within recount

Explains the roles and


responsibilities of people in
the family in each
generation

Identifies different family


structures throughout their
family history

Uses recount to talk about


special people within the
family

Recounts family history of


at least three generations

Identifies cultural, spiritual


an/or religious aspects for
each generation

Compares how things were


and how they are now

Uses historical language

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Webquest tasks Rubric:


Incomplete Below expectations Meets expectations Above expectations

Graphic Did not complete Only completed Completed family Provided additional
representation of some parts of family tree information in family
family tree tree tree

Family story Did not complete Wrote only a short Wrote story about Wrote story about
story with few details their family with their family with
details about details about
members and some members and history
history

Venn diagram- past Did not complete Did not effectively Effectively used Outstanding use of
and present families use diagram. diagram. Described diagram. Described
Described few similarities and many similarities and
similarities and differences, used differences, used
differences, some not examples from the examples from the
related to photographs photographs
photographs

Comparing and Did not complete Used only some Effectively used Effectively used
contrasting sentences starters to sentence starters to sentence starters to
sentences compare and compare and compare and
contrast families contrast families contrast families.
Used additional
information.

Venn diagram Did not complete Did not effectively Effectively used Outstanding use of
comparing and use diagram. diagram Described diagram. Described
contrasting family Described few similarities and many similarities and
histories similarities and differences, used differences, used
differences, some not examples from the examples from
related to family stories and recounts stories and recounts
histories

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Webquest engagement assessment rubric

CATEGORY 4 3 2 1

Content Shows a full Shows a good Shows a good Does not seem to
understanding of the understanding of the understanding of parts understand the topic
topic. topic. of the topic. very well.

Listens to Other Listens intently. Does Listens intently but has Sometimes does not Sometimes does not
stories not make distracting one distracting noise appear to be listening appear to be listening
noises or movements. or movement. but is not distracting. and has distracting
noises or movements.

Collaboration with Almost always listens Usually listens to, Often listens to, shares Rarely listens to,
Peers to, shares with, and shares with, and with, and supports the shares with, and
supports the efforts of supports the efforts of efforts of others in the supports the efforts of
others in the group. others in the group. group but sometimes others in the group.
Tries to keep people Does not cause is not a good team Often is not a good
working well together. "waves" in the group. member. team member.

Comprehension Student is able to Student is able to Student is able to Student is unable to


accurately answer accurately answer accurately answer a accurately answer
almost all questions most questions posed few questions posed in questions posed in the
posed in the Webquest in the Webquest about the Webquest about Webquest about the
about the topic. the topic. the topic. topic.

Purpose Presentation of each Presentation of each Presentation of each Presentation of each


task has a clear and task is interesting but task is not very task is not interesting
interesting purpose. purpose is somewhat interesting and and has no discernible
unclear. purpose is somewhat purpose.
unclear.

Knowledge Student showed Student showed Student showed Student needed note
excellent knowledge of excellent knowledge of excellent knowledge of cards to talk and to
content, needing no content, but 1-2 content, but 1-2 often answer questions.
cues and showing no students once needed needed note cards to
hesitation in talking or note cards to talk or talk or answer
answering questions. answer questions. questions.

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Outcome Assessment:

Unit Title: What is my history? Learning


about my familys past
What is my history? Learning about my familys past

Term: 3

Stage: 1

Social systems History


Change and Continuity Cultures
and structures

SSS1.8 identifies CCS1.1 CCS1.2 identifies CUS1.3 CUS1.4 HT1-1 HT1-4


roles and communicates changes and Identifies describes the communicates demonstrates
responsibilities the importance continuities in customs, cultural, linguistic an understanding skills of historical
within families, of past and their own life and practices, and religious of change and inquiry and
schools and the present in the local symbols, practices of their continuity in communication
local community, people, days community languages and family, their family life using
and determines and events in traditions of community and appropriate -
ways in which their life, in the their family and other historical terms
they should lives of family other families. communities
interact with and community
others members and
in other
communities

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Human Society & Its Environment K-6 Units of Work
Meghann Bailey 22231934 STAGE 1: What is my history? Learning about my familys past

Student Names:

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Reference

Abdulla, I. (2014). Tucker. Norwood SA: Omnibus Books.

Alling, N. (2012). The Roots of My Family Tree. North Charleston SC, United States: Createspace.

Board of Studies Teaching & Educational Standards NSW. (1999). Human Society & Its Environment K-6: Units of Work. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/e2e15d58-a440-46c4-98ef-67b90efb8e8a/k6hsie_unitsofwork.pdf?MOD=AJPERES

Board of Studies Teaching & Educational Standards NSW. (2006). Creative Arts K-6 syllabus. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce0d0525-fb53-44db-b4bb-f9d252549824/k6_creative_arts_syl.pdf?MOD=AJPERES

Board of Studies Teaching & Educational Standards NSW. (2006). Human Society & Its Environment K-6 syllabus. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/93e2f966-0629-492b-9ae6-4a3b052edf98/k6_hsie_syl.pdf?MOD=AJPERES

Board of Studies Teaching & Educational Standards NSW. (2012). English syllabus K-10. Retrieved from http://syllabus.bostes.nsw.edu.au/english/english-k10/

Board of Studies Teaching & Educational Standards NSW. (2012). History K-10 syllabus. Retrieved from http://syllabus.bostes.nsw.edu.au/hsie/history-k10/

Board of Studies Teaching & Educational Standards NSW. (n.d). History sample unit: Past and Present Family life. Retrieved from
http://syllabus.bostes.nsw.edu.au/assets/global/files/history_s1_sampleu1.pdf

Clayclowns. (2010, May 24). Lilys Grandparents Interview [video file]. Retrieved from https://www.youtube.com/watch?v=NjFKbYH2zdE

Edwards, I., & Tonkin, R. (Illustrator). (2013). Papa and the Olden Days. Port Melbourne VIC: Walker Books Australia.

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59ad89ad859f/1/14160.zip/family/looking_back.html

Falstaff Productions. (2014, May 13). Tell me your story- Interviewing tips for kids [video file]. Retrieved from https://www.youtube.com/watch?v=SWRYIAfojqk

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is
protected by Crown copyright. 3
Human Society & Its Environment K-6 Units of Work
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Gilbert, R. (2014a). Planning for student learning. In R. Gilbert & B. Hoepper (Eds.), Teaching humanities and social sciences: History, geography, economics &

citizenship in the Australian curriculum (5th ed.) (pp. 66-95). South Melbourne, VIC: Cengage learning Australia

Morris. A. (2000). Families. New York, NY, United States: Haper Collins Publishers Inc.

National Archives of Australia. (2016). Record Search. Retrieved from http://recordsearch.naa.gov.au/SearchNRetrieve/Interface/SearchScreens/BasicSearch.aspx

Queensland Curriculum & Assessment Authority. (2013). Australian Curriculum Prep History sample assessment: Exploring my family history . Retrieved from
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Queensland Curriculum & Assessment Authority. (2013). Australian Curriculum Year 1 History sample assessment: Exploring family life: My present, past and future.
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RedPixelsAnimation. (2012, February 12). Dreamtime Stories- Mirram The Kangaroo and Warreen The Wombat [video file]. Retrieved from

https://www.youtube.com/watch?v=xDJrnldb08o

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family-photo-albums/how-things-change-or-stay-same-over-time

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The Centre for Teaching Excellence. (2016). Group work in the classroom: types of small groups. Retrieved from https://uwaterloo.ca/centre-for-teaching-
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TSL Education Australia. (2013). Two stars and a wish peer assessment. Retrieved from http://www.tesaustralia.com/teaching-resource/Two-stars-and-a-wish-peer-
assessment-3007603

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