ASSESSMENT TASK 3: Caitlin Button

EDUC 4726 - 9311

Assessment Task: “History through an artefact” Lesson Plan with justification

Instruction

Select an artefact that has significance to Australian history. A good starting point could be the
book by Toby Creswell, Australian History in 100 objects which is available in the Flinders
Library on limited loan.

Devise one lesson plan for History at any level F - 7 with a focus on the concepts of evidence
and significance. Explain the significance the artefact has to Australian history and justify the
learning activity(s) you have chosen for this lesson.

For this exercise “learning activity(s)” are defined as “activities designed or employed by the
teacher to bring about or create conditions for learning”

Your History lesson can be located in a broader Unit of Work as either:

· an initial lesson, e.g., first week of a Unit

· a middle lesson, e.g., third week of a Unit
· a concluding lesson, e.g., last week of a Unit

You can briefly elaborate on this context in section 7 “General background”, below.

Follow the structure below. Use brief dot points and sentences when filling out the template.
Try to not exceed 200 words.

When you have filled in the template, justify your approach to the learning activity(s) that you
have selected. Carefully observe the assessment rubric descriptors.

The word count for the written justification is 500 is words. Your justification should cite at least
two peer reviewed articles or books.

This history lesson plan has:

1 Title:
Family Artifacts.

Aim:
Exploring personal and family histories that connect to the past.

Outcomes: stated as content knowledge, skills, achievement

- Know: That artefacts can be used to tell stories about history.
- Understand: Understand how artefacts (toys) from families tell different
stories, and can vary through cultures. Adapted from: (ACHASSK013)
- Do: Can sequence objects (toys) from old to new. Adapted from:
(ACHASSI004)

Time:
120 minutes
(double lesson)

Year level:
Foundation.

Key inquiry question(s):

- What is my history and how do I know?
- What stories do other people tell about the past?
- What questions do you ask your parents/grandparents about school and
toys?

Australian Curriculum Codes:

- Sequence familiar objects and events (ACHASSI004 - Scootle).
- How the stories of families and the past can be communicated, for example,
through photographs, artefacts, books, oral histories, digital media and
museums (ACHASSK013 - Scootle).

2 General background describing the artefact

- The students will all bring their own artifact from home. There will be a letter
sent home (Appendix 4) asking for students to ‘Bring in something old from
home’, with documentation of who, what, where and when so that it can be
displayed. This can be something from parents, grandparents or great
grandparents. The students will also take home an A5 booklet titled ‘When I
was 5’, in which the student, parent and grandparent can fill out 6 questions
about them and an image that can go with the questions (Appendix 3). This
will help connect the artifacts to schooling life and family history.
- The previous lesson in History gave students the opportunity to share their
artifacts from their family and the importance it may have on their family and
 our connection to school now. The sharing of artifacts was completed prior,
as it would take too long to include in this lesson.

3 Introduction to the lesson

- Introductory YouTube video to engage students and remind them about the
topic we’re learning about: artefacts and toys from the past.
https://www.youtube.com/watch?v=EDAPaEVr1Hk
- The students will be reintroduced to the artifacts that were presented in the
last lesson.
- A short discussion will be had about the separate artifacts.
What stories do these artifacts tell? How old are they?

4 Body of the lesson

- The discussion at the start of the lesson will get students to start thinking
about whereabouts these artifacts will be placed in a timeline.
- The timeline will be set in these stages: Really really old, Really old, Old,
Now. There will be room for there to be older stages on the timeline if
necessary. (Please see appendix 1).

5 Conclusion to the lesson

- The artifact will be placed in the timeline with an image of the student it
belongs to and the information that is with it. This will help the teacher
readdress information to the students and the parents and grandparents can
have a look at the artifacts together (The artifact can be an image of the
artifact if it is too precious to be at school).
- These artifacts can be connected to the following activity on the A5 booklets
that will be completed after this lesson.
- At the end of the lesson students will be given an exit quizz to check for
understanding of the lessons content and learning objectives. (Please see
appendix 2).

6 Reflection
- There is real opportunity for students to discuss and connect to how things
have changed. This can lead into a personal history concept more strongly.
- Most of the students don’t consider time before their existence.
- Providing opportunity for grandparents to come in and share would help
extend this for a unit.
- Connection to dreamtime stories can be made if applicable to students, if not
it can be a great extension to segway into future lessons incorporating cross-
curriculum priorities.
 Assessment
Students will be able to:
- Identify important event in their own lives.
- Identify how they, their families and friends know about their past.
- Respond to question about their own past.

7 Evaluation (Briefly Stated):

Assessment rubric

Name: Can sequence objects Understand how Understand how over Be able to appreciate
(toys) from old-new artefacts (toys) from time people, places and and understand that
families tell different things (toys) change artefacts (toys) can tell
stories, and can vary give information about
through cultures the past

Adapted from:
Adapted from: Adapted from: Adapted from: (ACHASSI002)
(ACHASSI004) (ACHASSK013) (ACHASSI006)

Student A

Student B

Student C

Student D

The following two sections comprise the bulk of your written justification of
500 words

8 Concept focus for the lesson are “Evidence” and “Significance”

The significance of these artifacts to Australia’s History is to make a connection to
the Foundation students in the idea of history and how they are included in history
already in their young lives, allowing the students to participate in both a personal
and collaborative inquiry experience (Farmer & Cooper, 1998, p.7). Australia’s
History that is usually taught in older years of school can be connected to, depending
on what artifacts are collected from the class. The students are able to discuss
arising issues and connect them to their family history and gain insight into other
students’ history as well. There can also be a connection made to Aboriginal and
Torres Strait Islander histories through this lesson.
 9 Learning activity(s)
These particular learning activities have been specifically designed and chosen in
order to give the students a visual representation of time and how things change.
Within the foundation year level, students are expected to develop their knowledge
and understanding on their personal worlds, including their personal and family
histories (ACARA, 2014). By allowing the students to have a visual and physical
representation of an artefact, they are given the opportunity to begin creating a
sense of belonging and strengthen their inquiry skills in regards to analysing and
questioning.

As the students will be bringing in personal artefacts from their families (toys), the
learning objectives for the lesson will be directly linked to the individual students
creating an engaging environment and opportunity to explore their own families
history and how things change over time. These artefacts will assist in directly
achieving the learning objectives by having a physical model from the past
(Backanan, 2013, p.112). By doing so, students are able to develop their inquiry
skills through making personal connections reflecting on the essential questions of
the lesson which include:
-What is my history and how do I know?
-What stories do other people tell about the past?
-What questions do you ask your parents/grandparents about school and toys?

Students will be exposed to research and practicing identifying information and

sorting data. They will be complying to the Australian Curriculum as they will be
exploring sources (photos, pictures, artefacts) from the past, and participating in
investigational work through ordering objects to show a sequence in history revolving
around their families toys (ACHASS1002 and ACHASS1004).

By including the timeline activity where students are to sort their artefacts into one of
the following categories: Really really old, Really old, Old and Now, students can
begin to pose questions about past and present objects (ACHASSI001) and explore
sources relating to their own and classmates lives (ACARA, 2014). Sharing these
artefacts with their classmates gives the students an opportunity to emerge
themselves in a historical and cultural experience, as these objects can tell a story of
a families past which can come from a variety of different cultures and experiences
(Catling, Willy & Butler, 2013, p.187) .

References:
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014) Foundation to year 10 curriculum: HASS
(ACELA1428). Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-
sciences/hass/?year=12096&strand=Inquiry+and+skills&strand=Knowledge+and+Understanding&capability=ignore&capability=Liter
acy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+a
nd+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Und
erstanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+
and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elabo
rations=false&scotterms=false&isFirstPageLoad=false

Buchanan, John 2013, 'Creative teaching and assessment practices', in Buchanan, John & Batchelor Institute of Indigenous Tertiary
Education, History, geography and civics: teaching and learning in the primary years, Cambridge University Press,
Cambridge, pp. 109-129.

Catling, Simon, Willy, Tessa & Butler, John 2013, 'Planning geography teaching', in Catling, Simon, Willy, Tessa & Butler, John,
Teaching Primary Geography for Australian Schools: Early Years to Year 6, Hawker Brownlow Education, Moorabbin, Victoria,
pp. 185-206.

Farmer, Alan & Cooper, Christine 1998, 'Storytelling in history', in Hoodless, Pat, History and English in the primary school:
exploiting the links, Routledge, London, pp. 35-51.

Glam, Inc. (2015). 10 Years of Toys [YouTube video]. YouTube. Retrieved from: https://www.youtube.com/watch?v=EDAPaEVr1Hk

Exit card adapted from:

Australian Curriculum. (2013). History Personal and Family Histories. R.I.C Publications, Australia.
Appendix 3

Appendix 4
You will be assessed on the extent to which:
Perf Perf Perf Perf Perf
Assignment 3 Indicat Indicat Indicat Indicat Indicator
RUBRIC ors ors ors ors s

UNDERGRADUATE
and
MASTERS’ LEVEL

Student seminar F P CR DN HD weig

presentation ht
Not To an To a To an To a
Criteria achiev adequ sound advanc distingui
ed ate level ed shed
level 65-74 level of level of
0- 49 50-64 master mastery
y 85+
75-84

The students have 10%

devised attainable age
–appropriate
objectives/outcomes
for the lesson in
accordance with the
Australian Curriculum
framework or PYP
framework
and has constructed a
lesson with clear
structural coherence
and progression
The students have 20%
explained the two
concepts of
‘evidence’ and
‘significance’ clearly

The written justification 20%

explains how and why
certain learning
activity(s) were
selected

The justification clearly 20%

explains how the
learning activity(s) will
assist the learner to
develop knowledge
or skills or
understandings in
line with Australian
Curriculum
requirements for
HASS History

The student draws on 20%

relevant peer
reviewed readings in
support of the choice
of learning activity(s)
for an effective history
lesson
Minimum of two peer
reviewed readings are
required.

The justification is 10%

written with clarity,
correct grammar , and
academic form in line
with the University’s
conventions for essay
writing and referencing

Write your names here