Australian History Series: Book 1 - Family Life by Teacher Superstore

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Ready-Ed

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7. iii. I-stock Photos.

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Publications

Title: Australian History Series – Book 1 Family Life

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The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

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Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 820 0 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Teachers' Notes

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National Curriculum Links

Section 1: Family Structures and Roles

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6-8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Activities Past and Future Time Words Important Words One Day One Week A Week at Camp Months One Year Once a Year Seasonal Calendars Seasonal Records Recount Timelines Time in Pictures

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Section 3: Daily Life Now and Then Teachers' Notes Activities Timekeeping Devices Photographs Oral History 1 Oral History 2 My Shield Personal Artefacts Heirlooms Treasures in the Attic Memory Game

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34 35 36 37 38 39 40 41 42 43 44 45 46 47

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Teachers' Notes Activities Family Groups Family Box Different Family Structures Family Structure Tree 1 Family Structure Tree 2 My Family Tree Groups Then and Now 1 Groups Then and Now 2 Toys Then and Now From Old to New Old and New In the Past Chores Now and Then Changing Roles 1 Changing Roles 2 Electricity 1 Electricity 2 Clothes 1 Clothes 2 Indigenous Family Structure 1 Indigenous Family Structure 2 Indigenous Family Structure 3

Section 2: Expressing Time Teachers' Notes

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49 50 51 52 53 54 55 56 57 58

Teachers’ Notes Family Life is written for students living in Australia who are studying History in Year 1. It is divided into three clear sections which connect to the National Curriculum. The first section encourages the students to explore family structures and roles in the recent past and in the present, and examine how they have changed and/or stayed the same. This section also gives students the opportunity to look at family structures in Aboriginal and Torres Strait Islander societies.

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The second section of this book is designed to help students express time. It introduces and consolidates vocabulary to do with the past, the present and the future by exploring significant events and dates within the student's own context. Daily Life Now and Then is the third and final section of the book and it includes activities which help the students investigate the lives of their parents and grandparents when they were young through a number of sources.

All of the activity pages in this book are visually appealing to help the students process the concepts being taught. Many of the tasks are practical and interactive and all are age appropriate.

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ACHHK028 - Differences in family structures and roles today, and how these have changed or remained the same over time.

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ACHHK029 – How the present, past and future are signified by terms indicating time, such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons.

ACHHS031 & ACHHS032 – Chronology, terms and concepts.

ACHHS033 – Historical questions and research. ACHHS034 & ACHHS035 – Analysis and use of sources.

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ACHHK030 – Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications.

Historical Skills

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Historical Knowledge and Understanding

ACHHS036 – Perspectives and interpretations.

ACHHS037 & ACHHS038 – Explanation and communication.

Section 1: r e p u S

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Family Structures or eand Roles st

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T e ach e rs ' N o t e s

Section 1

Family Structures and Roles

Family Groups (Page 9) Extension Activity Help each student to make a ‘my family shoebox’. Each student fills a shoebox with objects or photographs which are symbolic of each person in his/her family.

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Different Family Structures Extension Activities

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Cut out pictures of families in magazines and make a collage. Discuss how each family is different.

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Create a picture graph in the classroom displaying how many people are in each child’s family. Discuss similarities and differences between families and analyse the graph to determine the most popular family structure.

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Use this tree to compare common family structures in the past and present. You may find that the nuclear family was more common in the past than it is in the present. You may also find that families today contain fewer children. Discuss the results.

My Family Tree (Page 14) Introducing the Worksheet

students that they may not be able to fill © ReadyEdTell ubox band l i c at i o s inP every might need ton add their own boxes to the tree. f oofr r ev i ew ur posesonl y• Look at• pictures families around the p Groups Then and Now 1 (Page 15 ) world. Discuss similarities and differences between their own family and those in the photographs. Read books that feature different family structures, e.g. blended, single-parent, extended, etc.

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( Page 13)

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(Page 11)

Family Structure Tree 2

By asking grandparents which groups they were members of, students should start to become aware that some social groups that exist today, also existed in the past.

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outline onto different coloured bits of paper to create a more visually stunning tree.

Groups Then and Now 2 (Page 16)

. te o c Family Structure Tree 1 (Page 12) . che Extension Activity r e o r st super

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Find historic photographs of families. Discuss family structures in the past and how they have changed over time.

To create a class family structure tree, you will need to find a dead branch and put it in a colourful pot filled with soil. Once each student has cut out his/her leaf, he/she can tie a loop of string to the end and hook it on a section of the branch. Alternatively, you can cut a trunk and branches out of brown construction paper and stick the leaves to it to create a wall display. Photocopy the leaf

The 'other' column should introduce students to some different social groups that existed in the past. •

Discuss the reasons why people join groups today and why they joined them in the past, e.g. to meet new people, to learn new things, to spend time with friends, to become better at something.

T e ach e rs ' N o t e s

Section 1

Family Structures and Roles 8 Useful Websites

View other pictures of toys from the past and present and identify the material/s that each toy is made from. Discuss the materials that toys of the past were made from (wood, string, etc.) and compare them to the materials used to make toys today (plastic, batteries, etc.).

http://www.kraft.com.au/Products/ KRAFTHistory/HowPeopleLived/ An interactive website looking at food and families through the decades.

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8 Useful Website http://www.mape.org.uk/ curriculum/history/toys.htm. This website presents photographs of toys from 1900 to 1999, and also includes notes for teachers.

http://www.nma.gov.au/kidz/learn_ and_play/ This website includes interactive games from the National Museum of Australia.

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Toys Then and Now (Page 17)

http://www.tes.iboard.co.uk/player/ index.htm. This website provides some interactive activities on toys and transport.

Changing Roles 2 (Page 23)

© ReadyEdPu bl i c at i o ns Compare students’ drawings and talk about the changes that have happened Discuss your students how the in o terms men’s andn women’s roles •with f o r r ev i e w pur p sofe so l y• new objects suit our different lifestyle. in the home. Talk about how men In the Past (Page 20)

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You may like to help students think about how the old artefacts suited people’s needs at the time and how the replacements suit people’s current needs. (Example: need to travel longer distances, need to reach places more quickly.)

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and women are sharing the roles of cleaning and childcare in the family home today. There may be some men who do all of the cleaning in the family home today and whose role it is to look after the children. Point out that this was not common in the past. The pictures may also show that childcare is partly the responsibility of people outside of the family, more so today than it was years ago.

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Old and New (Page 19)

o c . c e he r Changing Roles 1 (Page 22) o t r s 1 (Page 24) supeElectricity r Compare students’ pictures and talk about the changes that have happened in terms of men’s and women’s roles in the kitchen and the supermarket today. Talk about how men and children, not just women are sharing the role of cooking, buying/sourcing food today.

Help students compare modern day electrical items with older items (such as the electric and steam iron) and discuss the role of ironing using both items.

T e ach e rs ' N o t e s

Family Structures and Roles

Section 1 Clothes 2 (Page 27)

Discuss how common it was for women in the recent past to knit and sew and link this to changing roles. Compare students' pictures.

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Indigenous Family Structure 1

Explain to students that the indigenous kinship system decides each clan member's relationship to other members and determines people's behaviour and obligation. The system is very complicated. In indigenous culture a person's mother and father can be their aunt, uncle and other people the same age as their mother and father. A person's grandparent could be people of their grandparent's age or a respected elder of the clan.

Further Activities For This Section •

Hold an 'Olden Days' day at school.

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Invite an elderly guest speaker into class, to talk about his/her experiences at school and at home as a child.

More Useful Websites

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(Page 28)

distributed, look after the children, teach girls bush skills, pass on Dreaming stories, heal the sick and make laws. The students could make a display to show these roles.

http://www.historyaustralia.org.au/ ifhaa/schools/evelutio.htm

http://www.nettlesworth.durham.sch. uk/time/victorian/vschool.html. This is a UK site which contains some useful information.

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Clans can have as many as 500 members. Each clan has the right to hunt and collect food in a given territory. Invading someone else's territory usually results in conflict. Each clan has their own language. Some clans speak the languages of other clans nearby. Customs and laws are taken seriously.

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http://education.qld.gov.au/library/ edhistory/topics/manners.html. A good manners chart used in schools in the past.

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(Page 29)

http://www.abc.net.au/abc3/myplace/. This website is based on the book My Place by Nadia Wheatley and Donna Rawlins. It is interactive and shows how a fictional Australian house has changed over time from 1888 to 2008.

o c . c e her Indigenous Family Structure 3 r o t s super (Page 30) Men are also expected to protect the band, climb trees to fetch eggs and honey, teach boys hunting methods and clan laws, pass on Dreaming stories, heal the sick and make laws. Women are also expected to find and gather water, decide how food is

Family Groups

Activity

Your family is a group that you belong to. There are many different types of families all around the world.

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Draw the members of your family.

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. Find and t name someone in your class who... e

o c  has three peoplec in his/her family: . e her r o t s super  has four or more siblings:

 is an only child:

 has an extended family member living with them:

Section 1: Family Structures and Roles

Family Box

Activity 1

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Family

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 Decorate the box by following the numbered steps.

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1. Draw how you feel when you are with your family. 2. Print the names of your family. 3. Print your surname. 4. Draw the people in your family. 5. Draw the house that you live in. 6. Draw something your family likes to do together.

Once you have decorated your box…

• Cut out the box and fold tabs along the dashed lines.

o c • . Put something ch6e e r the box that o t r s inside super reminds you of your family.

• Glue the sides together.

Section 1: Family Structures and Roles

Different Family Structures

Activity

All families are different. All family structures should be valued.

 Draw the different types of families. A family with one parent and one or more child is known as a singleparent family.

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A family with a mother, father and one or more child is known as a nuclear family.

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A family that consists of people who are not part of the immediate family (e.g. grandma, aunt, uncle) is known as an extended family.

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A family with one parent, one stepparent and one or more child is known as a blended family.

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 Use the back of the sheet to draw and label other types of family structures. Section 1: Family Structures and Roles

Family Structure Tree 1

Activity

All families are different. All family structures should be valued.

1. Draw the people in your family. 2. Write who they are. 3. Label the type of family structure that you belong to. 4. Cut out the leaf. 5. Write your name on the back of the leaf.

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Inside the leaf:

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Section 1: Family Structures and Roles

Family Structure Tree 2

Activity

All families are different. All family structures should be valued.

1. Draw the people in your mother’s or father’s family. 2. Write who they are. 3. Label the type of family structure that he/she belonged to. 4. Cut out the leaf and write your name on the back of the leaf.

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Inside the leaf:

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Inside the 1. Draw the people in your grandmother’s or grandfather’s family. leaf: 2. Repeat steps 2-4 above.

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Section 1: Family Structures and Roles

My Family Tree

Activity

A family tree can be used to record your family’s structure.

 Complete the family tree using pictures and words. Colour the tree.

Great Grandmother

r o e t s Bo r e p ok u S Great Grandfather

Great Grandfather

Great Grandmother

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Great Grandfather

Grandfather Grandmother Grandfather Grandmother © Re adyEdP ubl i cat i o ns

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Father

Mother

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Section 1: Family Structures and Roles

Groups Then and Now 1

Activity

The groups that you belong to today may be similar to the groups that your parents or grandparents belonged to.

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Sing

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 Trace around each group in a different colour. Match each group with what they do by colouring the star the same colour.

Learn

A football team A choir

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dy© Rea EdPubl i cat i ons •f orr evi ew pur posesonl y • Play  football

A dance group

Dance .  te o A netball team c . che e r o t r s super Play netball

A school group

 Ask a parent, grandparent or other relative if they were once a member of any of these groups. Place a tick next to the groups that they were members of. Section 1: Family Structures and Roles

Groups Then and Now 2

Activity

The groups that you belong to today may be similar to the groups that your parents or grandparents belonged to.

r o e t s Bo2: Person 3: r e Your Person 1: Person p ok Name: u S

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 Write your name in the first column below, then fill out the table by putting a tick next to the groups that you belong to. Do the same for three older people who you know.

Family Group

School Group

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Dance Group

Choir Group

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Other

Section 1: Family Structures and Roles

Toys Then and Now

Activity

Some toys that you play with today will be different from the toys that your parents or grandparents played with as children. Some will be similar.

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 Past  Present

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 Look at the pictures below and tick one or both of the boxes underneath.

 Past  Present

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 Past  Present

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 Past  Present

 Colour all the toys that you play with. Section 1: Family Structures and Roles

From Old to New

Activity

You use different objects than your parents and grandparents did when they were children.

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 Number each set of pictures below in order (one being the oldest and four being the newest).

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 Lightly shade the items that you use in red.

 Lightly shade the items that your parents used in blue.  Lightly shade the items that your grandparents used in yellow.

Section 1: Family Structures and Roles

Old and New

Activity

Many of the things that you use and see in your home are different to those that your grandparents and parents used.

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 Draw lines to match the old and new household objects.

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Section 1: Family Structures and Roles

In the Past

Activity

People live differently now than they did in the past.

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 Look at the artefacts from the past below. Your parents or grandparents will most probably have used them. Label each artefact and say how it was used and what has replaced it.

Name:_ __________________

Use:_____________________

________________________

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•f orr evi ew pu________________________ r posesonl y• ________________________

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o c . che Name:_ __________________ Name:_ __________________ e r o t r s s pUse:_____________________ er Use:_____________________u

________________________

Replacement:_____________

________________________

Section 1: Family Structures and Roles

Chores Now and Then

Activity

Some chores that we do in the home have changed and some have stayed the same.

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 Putting rubbish in the bin.

 Helping with the shopping.

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 Put a tick next to the chores that you do (or help with) at home.

 Keeping the pets clean and fed.

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 Watering the plants.

 Cleaning the car.

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 Helping with dishes.

. te o Write some chores that your parents or c . ch e grandparents did in the past. r er o t s super ___________________________________ ___________________________________ ___________________________________ ___________________________________ Section 1: Family Structures and Roles

Changing Roles 1

Activity  Draw a picture of:

the person (people) who buys/ sources the food in your home.

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the person (people) who cooks the food in your home.

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bought/sourced the food in your mother's/father's home when they were a child.

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cooked the food in your mother's/father's home when they were a child.

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 Ask your grandparents who did the cooking and food shopping in their homes when they were children. Compare your answers with other members in the class. 22

Section 1: Family Structures and Roles

Changing Roles 2

Activity

Roles in the family have changed.

 Draw a picture of: the person (people) who looks after the children in your home.

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the person (people) who cleans your home.

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the person (people) who looked after the children in your mother's/father's home when they were a child.

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the person (people) who cleaned your mother's/ father's home when they were a child.

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 Ask your grandparents who cleaned and looked after the children in their homes when they were children. Compare your answers with other members in the class. Section 1: Family Structures and Roles

Electricity 1

Activity

Electricity has changed the way we live. Homes in the past did not have electricity.

r o e t s Bo r e p ok u S Bedroom Bathroom

Office

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 Draw things that use electricity in the house below.

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Kitchen

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Discuss how electricity has made household chores much easier for people today. 24

Section 1: Family Structures and Roles

Electricity 2

Activity

Electricity is a resource that we use in our homes today.

 Colour all the things that use electricity in the picture below.

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r o e t s Bo r e p ok u S What room is this?

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For Heat

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Section 1: Family Structures and Roles

Clothes 1

Activity

The clothes that we wear today are different to those that your parents and grandparents wore in the past.

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 Look at the people's clothes. Colour the word past or present under each picture. Cut out each picture and try to put them in order (start with the oldest).

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Past 26

Present

Past

Present

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Present Section 1: Family Structures and Roles

Past

Present

Clothes 2

Activity

Clothes are usually made from plant and animal sources.

 Today, few of us make our own clothes. We buy them from the shops. What plant and animal sources would be used to make our clothes today? Draw clothes that could be made from the sources.

r o e t s Bo Cotton Plant r e p ok u S Silk Worm

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Sheep

Cow

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 Ask your parents or grandparents if they had to make their own clothes when they were young. Draw them here.

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Section 1: Family Structures and Roles

Indigenous Family Structure 1

Activity

Traditional indigenous families join together to form bands. Bands join together to form clans.

clan band

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A man or woman could not speak to his/her mother-in-law.

Some people were chosen to pay off another person's debts.

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 The kinship system helps clans live peacefully. It decides people's roles in a clan. Illustrate some of these roles.

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Some people were chosen to look after the sick or elderly.

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Some people were chosen to marry others.

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Section 1: Family Structures and Roles

Indigenous Family Structure 2

Activity

Indigenous Australians live in groups known as clans. Clans share the same territory, the same language, customs and laws.

 Research an indigenous clan.

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Clan name:

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Approximate number of people in the clan:

Territory that they live in and own:

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. Customs: t e

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Language:

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Laws:

Section 1: Family Structures and Roles

Indigenous Family Structure 3

Activity

Men's work is different to women's work in traditional indigenous clans.

 Illustrate some of the roles of indigenous men and women.

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Women gather plants, seeds and insects and hunt small animals.

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Men hunt large animals.

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Women make baskets, mats and string.

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Men make weapons for hunting and produce tools.

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Section 1: Family Structures and Roles

Section 2: e t s Bo r e p ok u S

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Expressing orTime

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T e ach e rs ' N o t e s

Section 2

Expressing Time

One Day (Page 37)

Extension Activity

For older children, discuss what hours of the day make up the morning, the afternoon, the evening, and the night.

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Repeat the activity on the Bininj calendar using other indigenous calendars used in different areas in Australia. Look at the Gagadju (Kakadu), the D'harawal (Sydney), Arremte (central Australia) and the Woiwurrung (Upper Yarra Valley).

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One Week (Page 38)

A Week at Camp (Page 39)

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Seasonal Records (Page 44) Extension Activity

Brainstorm other activities that the students might like to include in their week, e.g. visiting an amusement park and going to the movies.

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Ask students to colour the weekdays in red and the days that make up the weekend in yellow.

Students could record the weather over the course of a day, e.g. before recess, after recess and after lunch. They could then go on to record the weather over the course of a week. Discuss the changes in the weather as a class or in groups.

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Ask questions to develop vocabulary and time concepts (e.g. what month is Christmas in? How many weeks of holidays do you have each year?).

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Ask the students what they think a timeline does. (Records events in the order that they have happened.)

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One Year (Page 41)

Ask them to brainstorm events that have happened, to help them complete the worksheet. You may like to ask the students to complete this at home with their parents’ help. Students can then share their timelines with the class.

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Once a Year (Page 42)

Ask students to look through old calendars for examples of events that only happen once a year.

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You may like to extend this activity by asking students to bring in photographs of themselves which represent different stages in their lives to create visual timelines.

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Create a large timeline on a classroom wall. Students (and the teacher) can bring in photographs of themselves at

Seasonal Calendars (Page 43)

Revise with students the months in Autumn, Winter, Spring and Summer. They could create a little rhyme to help them remember these months and seasons.

T e ach e rs ' N o t e s

Section 2

Expressing Time

various ages to stick on the timeline. Create simple graphs to show how old students were when they lost their first tooth, learned to crawl or said their first word.

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With parent help, students can create a graph with ’age’ as the horizontal axis and ’height’ as the vertical axis to record how they have grown since they were babies.

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Further Activities For This Section •

At the beginning of every morning identify the day and date. Talk about what day it was yesterday, and what day it will be tomorrow.

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Discuss events that happened yesterday (the past), and events that will happen later today and tomorrow (the future).

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Set up a timetable in the classroom outlining the things that children will be doing on a particular day. Review the timetable at the start of each morning and ask questions to develop an understanding of time concepts (e.g. What is happening after sport? What are we doing before recess? What is the first thing that we are doing after lunch? What is the last thing that we are doing today?).

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Learn songs about days of the week and months of the year.

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Read books featuring the days of the week, e.g. The Hungry Caterpillar by Eric Carle. Ask students to draw pictures to illustrate what happened on each day in the book.

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Make a ‘countdown chain’ for a future event by making one link from paper for each day until the event. Break off one link each day as you count down to the event.

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• Paint the same scene as it would look at different times of the day, e.g. sunrise, midday, sunset and nighttime.

Past and Future

Activity

Some words are used to talk about the past and some words are used to talk about the future.

 Colour the word past or future under each picture. Highlight the words in the speech bubbles that tell you whether they are talking about the past or the future.

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r o e t s Bo r My parents e When I grow o p lived in a u k up I am going different house before I was S to be a doctor. born.

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My grandma went to school a long time ago.

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Past

Next week I am going to the zoo.

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Past

Future

 On the back of this page draw something that you did before school today and something that you are going to do after school today.

Section 2: Expressing Time

Time Words

Activity

There are words and phrases that we can use to describe when things are happening, have happened or will happen.

 Cut out and sort the words and phrases below into the past, present and future columns. Present Future r o e t s B r e oo p u k S

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Past

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Next week

Many years ago

At the moment

A long time ago

Last week

Today

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o c . e Once uponc ah time Yesterday Tomorrow r er o t s Next year su r pe In a few days time Right now

 On the back of this page draw: • something that you remember doing a long time ago. • the job that you would like to do when you are older. Section 2: Expressing Time

Important Words

Activity

Some words can be used to talk about the past. Some words can be used to talk about the present.

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In the bubbles write words that you can use to talk about the past.

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In the stones write words that you can use to talk about the present.

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Section 2: Expressing Time

Activity

One Day

Morning, afternoon, evening and night, are all words used to talk about the different times of one day. One day is a period of time.

 Fill out the plan below to show some of the things that you did at each time of the day yesterday.

r o e t s Bo r e p ok u S Morning

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Day:

Afternoon

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Evening

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o c . Night che e r o t r s super

Section 2: Expressing Time

One Week

Activity

A week is a period of time made up of seven days.

 Fill out the plan below to show some of the things that you did each day last week.

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Monday. .............................................................................................................

Tuesday. .............................................................................................................

......................................................................................................................................

Wednesday.....................................................................................................

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......................................................................................................................................

. ..........................................................................................................

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Friday....................................................................................................................

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......................................................................................................................................

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............................................................................................................

......................................................................................................................................

Sunday. ............................................................................................................... ......................................................................................................................................

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Section 2: Expressing Time

A Week at Camp

Activity

A week is a period of time made up of seven days.

 Imagine that you are at a camp where you can choose the activities that you would like to do for the week. Fill out the plan by cutting out one activity from the pictures below for each day.

r o e t s Wednesday Bo r e p ok u S Tuesday

Friday

Thursday

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Monday

Saturday

Sunday

cricket

computer games

swimming

writing

music

horse riding

art and craft

skateboarding

flying a kite

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bike riding

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reading

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Section 2: Expressing Time

football

Months

Activity

A month is a period of time. Most months have 30 or 31 days, but one of the months (February) has only 28 days.

 Sing this little chant to help you remember how many days make up each month.

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All the rest have 31

except February, which has 28 and 29 in a leap year!

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r o e t s Bo r e 30 days has September, p ok u April,S June and November.

June

April May

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January

November

October

February

March

December

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September

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 Next to each month, use the rhyme to write how many days are in each month. 40

Section 2: Expressing Time

One Year

Activity

A year is a period of time made up of 12 months.

 Follow the instructions below. Draw a yellow sun in the summer months. Colour the autumn months orange. Draw rain in the winter months. Colour the spring months green.

r o e t s Bo r e p ok u S March February January

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• • • •

August

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July

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•f orr evi ew pur posesonl y• September

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October

November

December

 Draw stars in the month of your birthday. Section 2: Expressing Time

Once a Year

Activity

There are some events that happen once a year, such as birthdays and some celebrations like Australia Day. If something happens once a year it happens annually.

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 In the balloons below write or draw some events or celebrations that only happen once a year.

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o c . che e r o t r s suabout Think r pethe event that you most look forward to each year. Colour this balloon. Discuss with your class why it is special to you.

Section 2: Expressing Time

Seasonal Calendars

Activity

The names of seasons describe weather patterns in one year.

 Match the pictures with the seasons. Colour the pictures.

Spring

Winter

r o e t s Bo r e p ok u S Summer

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Autumn

This calendar is used by some Indigenous Australians.

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• How many seasons are there? _______

Bininj Calendar

• Colour the seasons yellow.

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• Colour the wet months blue and the dry months red.

Section 2: Expressing Time

Seasonal Records

Activity

Seasonal records can record the weather.

 Look at the weather record and answer the questions.

Average temperatures in 2010

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Lowest r o e t s Bo r -2 e p ok u -4 S -3 Highest 45 40 39 30 29

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Which city recorded the highest temperature in 2010?

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Location Perth Melbourne Sydney Canberra Hobart

•f orr e vi ewtemperature pur pos sonl y• Which city recorded the lowest ine 2010?

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Which city had the lowest highest temperature in 2010?

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. t ethe highest lowest temperature in 2010?co Which city had . c e her r __________________________________________________ o t s super

As well as the temperature, what else might seasonal records record? __________________________________________________  Use the back of this sheet to create your own seasonal record on a topic of your choice. 44

Section 2: Expressing Time

Recount

Activity

Photographs can remind us about things that we have done in the past.

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 Glue a photograph in the space below. Use the photograph to tell a story about where you were, who you were with and what you were doing.

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This is a photo of .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. .................................................................................................................. Section 2: Expressing Time

Timelines

Activity

A timeline can be used to record events of the past. It can record events that have happened a long time ago and events that have happened more recently.

 Complete the personal timeline. For each age write or draw either:

something new that you learned to r o e or t s do (e.g. crawl, play cricket). B r e oo p u k S

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something that you did that year (e.g. lost your first tooth, started school).

Age:

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Age:

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Age:

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Age:

Section 2: Expressing Time

Time in Pictures

Activity

As we get older we are able to do things that we couldn’t do before.

 Draw pictures in each box to show …

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two things that I did as a baby

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Section 2: Expressing Time

Section 3: r e p u S

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Daily Lifes Now and Then or e t

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T e ach e rs ' N o t e s

Daily Life Now and Then

Section 3 Photographs (Page 51)

Tell students that photographs are a great way of recording people's daily lives in the past and present.

Extension Activity

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Show the students a recent photograph. Ask them how they can tell that it was taken recently (in colour, good condition, contemporary clothing, things look familiar). Show students an old photograph. Ask them how they can tell that the photograph was taken a long time ago (in black and white, colours have faded, in poor condition, edges tattered, things don’t look familiar, clothes look old-fashioned, objects in the photograph are recognisable but aren’t used a lot today).

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Invite a guest speaker in to the school to share his/her memories of daily life in the past.

Oral History 2 (Page 53) •

Students will need to chat to their chosen person and listen carefully, to complete their drawings.

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Ask them to think of the last photograph that they remember being taken. (Example: a photograph of the family dog yesterday, a photograph of the new cubby house last week, a photograph of them at their cousin’s house.) Students can take turns telling the rest of the class of the last photograph that they remember being taken.

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Oral History 1 (Page 52)

Personal Artefacts (Page 55) Introducing the Worksheet

Brainstorm as a class the type of objects that would be suitable to select.

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Extension Activity •

Make a classroom display of the students’ objects and museum cards.

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Visit a local museum.

8 Useful Websites

www.pbs.org/wnet/1900house/house/ parlor/index.html. An interactive website that allows you to browse rooms in a 1900s Victorian house and look at objects from that era.

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Students can repeat the activity with a recent photograph.

8 Useful Website

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Ask the students to bring in an old photograph which shows their parents, grandparents or other elder when they were young. They can paste it on their activity sheets and fill in the information.

Discuss the purpose of museums. (They display items that record daily lives in the past.)

www.pictureaustralia.org/trails/index. html. This website contains historic photographs and images grouped by subject, such as fashion, inventions and Australians at play. This site helps the students to understand how photographs can record the people's daily lives.

www.mms.eq.edu.au/docs/Museum-ina-Classroom.pdf. This website suggests ideas for introducing and setting up a museum in the classroom. http://trove.nla.gov.au/picture. A searchable database of historic pictures and photographs.

Timekeeping Devices

Activity

Timekeeping devices measure time. They have changed over the years.

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 Name the timekeeping devices.

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 Cut out the pictures and paste them on a blank piece of paper in the order that you think they were invented. 50

Section 3: Daily LIfe Now and Then

Activity

Photographs Photographs tell us about the past.

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 Ask your parents, grandparents or other elder for a photograph of themselves when they were young. Paste it here.

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Who is in the photograph?_ ____________________________ What are they doing?__________________________________

. teare wearing?______________________________ o Clothes they c . che e r o Objects in the photograph?_ _ ___________________________ t r s super Are the objects in use today?____________________________ Condition of photograph?______________________________ Colours in photograph?________________________________ Section 3: Daily LIfe Now and Then

Oral History 1

Activity

The past can be recorded orally. People can tell you what they remember about the past.

 Interview your mum, dad, a grandparent or other relative about their life when they were young to create an oral history. Use this sheet to record your answers.

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r o e t s Bbirth: r e Year ofo Name of relative: p ok u S

How did you travel to school?__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________________________________________________________________

What was your favourite toy?__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_________________________________________________________________

What chores did you have to do?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________________________________________________________________

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What did you wear to school?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _________________________________________________________________

What did you do for entertainment?_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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_________________________________________________________________

_ ________________________________

_________________________________________________________________

Section 3: Daily LIfe Now and Then

Oral History 2

Activity

People live differently now than they did in the past.

 Draw pictures to show how your mum's, dad's, grandparent's or other relative's life was different to your own.

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Draw one of their family traditions.

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Draw what they did or where they went in their leisure time.

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Draw what they wore.

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Draw how they communicated.

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Section 3: Daily LIfe Now and Then

My Shield

Activity

Shields can be used to celebrate people and things.

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 On your shield draw or write things that you like about your daily life.

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Section 3: Daily LIfe Now and Then

Personal Artefacts

Activity

Some objects provide us with information about how people lived in the past.

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 Choose an object from the past. Draw the object or paste a photograph of it below and fill in the museum card.

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Object: ___________________________________________________________________________________ Year:______________________________________________________________________________________

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What it was used for:________________________________________________________________ _________________________________

_____________________________________________________________________________________________

Donated by:____________________________________________________________________________  Do people still use this object? Yes/No. Section 3: Daily LIfe Now and Then

Heirlooms

Activity

Some objects are special to people and are kept for a long time. These objects are called heirlooms.

 Ask your parents to help you find an old object in your house which tells you about daily life in the past (e.g. an old coin). Bring in the object (or a photograph of the object) to share with your class.

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 Draw the object.

 How many years old is the object?

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 Why is your family keeping the object? What does it tell you about daily life in the past?

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Section 3: Daily LIfe Now and Then

Treasures in the Attic

Activity

Sometimes we can find parts of the past in our homes.

 Sam has found an old suitcase in the attic of his new house! Look at the items that are inside!

A photograph of his family:

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_______________________________________

_______________________________________ © Re adyEdPubl i cat i ons An old fashioned pair ofs pants braces: •f orr ev i e w pur po esand on l y• _______________________________________ _______________________________________

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A spinning top:

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r o e t s Bo r e What might these items p o u k tell us about the owner of S the suitcase's daily life?

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o c . c Ah bag of marbles: e r e o t r s super _______________________________________ _______________________________________

_______________________________________ A journal with maths exercises in it: _______________________________________ _______________________________________ Section 3: Daily LIfe Now and Then

Memory Game In pairs, cut out the cards and turn them face down. Take turns turning each card over to create a pair. You can create your own cards to add to these.

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Section 3: Daily LIfe Now and Then