Australian History Series: Foundation Personal Family Histories by Teacher Superstore

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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 Foundation Level Personal and Family Histories

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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.net info@readyed.com.au

ISBN: 978 186 397 866 8 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

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35 36 37 38 39 40 41 42 43 44 45

Section 2: Family Structures Teachers’ Notes 20-21 Family Quilt 22 Types Of Families 1 23 Types Of Families 2 24 Types Of Families 3 25 Family Structure Tree 26 Family Roles 27 Indigenous Family Structures And Roles 1 28 Indigenous Family Structures And Roles 2 29

Pictures Tell Stories 1 Pictures Tell Stories 2 Pictures Tell Stories 3 Pictures Tell Stories 4 Aboriginal Storytelling – Teachers’ Notes Aboriginal Storytelling My Story In Pictures Artefacts Tell Stories My Special Artefact Artefact Rubbings Oral Histories Different Views

51 52 53 54 55 56 57 58 59 60 61 62

Section 3: Celebrating Past Events Teachers’ Notes Birthdays

Memory Game

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Section 1: My Family Teachers’ Notes Family My Family My Family Box More Of My Family Families Are Related Where Does My Family Come From 1? Where Does My Family Come From 2? My Family Shield A Special Family Member My Family Kite

4 5

7-8 9 10 11 12 13 14 15 16 17 18

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Easter 1 Easter 2 Easter 3 ANZAC Day 1 ANZAC Day 2 Australia Day My Celebrations Welcome To Country Ceremonies 1 Welcome To Country Ceremonies 2 Welcome To Country Ceremonies 3 NAIDOC Week

Teachers’ Notes National Curriculum Links

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Teachers’ Notes Personal and Family Histories is written for students living in Australia who are studying History in Kindy and Pre-Primary. This teacher-friendly resource encourages students to develop their historical knowledge and understanding, and demonstrate historical skills. The book is divided into four comprehensive sections which connect to the National Curriculum.

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Section One requires students to think about their own family. They are asked to identify members of their family and start to understand how each family member is related. They are also encouraged to recognise that people in their family may have been born and raised in different places around the world.

Section Two focuses on different types of families. It helps students to understand that not all families are the same, but all families are of equal value. It introduces terms such as ‘nuclear’, ‘only child’, ‘adoptive’, ‘extended’ and ‘blended’. It makes students aware of the family structure which is unique to Aboriginal and Torres Strait Islander Peoples. Section Three explores why the students celebrate certain days in the year. It also looks at the ways in which they celebrate these special days. ‘Welcome to Country’ ceremonies are examined in some detail.

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At the beginning of each section in the book are detailed Teachers’ Notes which comment on every activity sheet. These notes suggest ways of introducing each activity, provide answers, list useful websites and outline possible extension activities. Every effort has been made to make each activity sheet visually appealing so that the students find the work accessible and interesting.

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Students will learn through cutting and pasting, drawing, circling, highlighting, creating, writing, asking questions, comparing, sequencing, finding sources, matching, examining sources and labelling.

National Curriculum Links Historical Knowledge and Understanding ACHHK001: Who the people in their family are, where they were born and raised and how they are related to each other • identifying the different members of a family, (for example mother, father, caregiver, sister, brother, grandparent, aunty, uncle, cousin) and creating simple family trees with pictures or photographs (if possible using ICT) to show the relationship between family members • naming family members, finding out where they were born and raised and placing their photographs, drawings and names on a classroom world map

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ACHHK002: The different structures of families and family groups today, and what they have in common • considering a range of family structures, (for example nuclear, only child families, large families, single parent families, extended families, blended, adoptive parent, grandparent families) as well as kinship groups, tribes and villages • using images and stories to identify similarities and differences between students’ families and those of other children (in their class and in stories about children in other places, e.g. the countries of Asia) • exploring family structures of Aboriginal and Torres Strait Islander Peoples, e.g. where children belong to extended families in which there are specific roles and responsibilities to ensure safety and wellbeing ACHHK003: How they, their family and friends commemorate past events that are important to them • making a calendar of commemorative events that students, their family and friends celebrate, for example birthdays, religious festivals (such as Easter, Ramadan, Budda day, feast of Passover, family reunions and community commemorations (NAIDOC week and ANZAC Day) and discussing why they are important • discussing ‘Welcome to Country’ and recognising that the country, place and traditional custodians of the land or sea are acknowledged at ceremonies and events as a mark of respect

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Historical Skills

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ACHHK004: How the stories of families and the past can be communicated, for example through photographs, artefacts, books, oral histories, digital media, and museums • engaging with the oral traditions, painting and music of Aboriginal and Torres Strait Islander Peoples and recognising that the past is communicated through stories passed down from generation to generation • sharing the story of an object from home, describing its importance to the family, e.g. photographs, old toys, statues, medals, artwork, jewellery and creating a class museum • recognising that stories of the past may differ depending on who is telling them, e.g. listening to stories about the same event related by two different people (such as mother and grandmother)

ACHHS015: Sequence familiar objects and events • ordering significant personal events or milestones using photographs or drawings, e.g. walking, talking, the birth of a sibling, moving house, an illness, an achievement, first day of school

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ACHHS016: Distinguish between the past, present and future • using simple terms to denote time when students talk about ‘now’, ‘yesterday’, ‘today’, ‘tomorrow’ ACHHS017: Pose questions about the past using sources provided • inquiring from members of their families where they were born or raised • posing questions about artefacts, for example ‘Is it old or new?’, ‘What was it used for?’ ACHHS018: Explore a range of sources about the past • identifying relevant features of photographs of family and friends • describing interesting features of an object and photographs connected to the past ACHHS019: Identify and compare features of objects from the past and present • comparing objects from the past with those of the present using ‘older’, ‘newer’

ACHHS021: Develop a narrative about the past • retelling a story about a significant event a student’s family celebrates or commemorates, e.zg. birthdays, weddings, christenings, religious festivals • relating a story about their own life or describing an event they have experienced (orally or through pictures and photographs) 5

Section 1: r e p u S

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My Family or e st

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T eachers ' N o tes

Section 1

My Family More Of My Family (page 12)

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Ask the children to identify each family member on the activity sheet.

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If they cannot read the words they can probably tell who the family members are from the pictures.

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Talk about each family member. Ask them to raise their hands if they have a brother or a sister, etc.

Families Are Related (page 13)

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If children have particularly large families they might like to draw some more bubbles on the back of the sheet.

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The children might have different names for their grandmothers and grandfathers - ask them about these names and write these names on the board. Talk about the relationships between each family member, e.g. your grandmother is the mother of your mother/father, etc.

Encourage the children to talk about the people who they have drawn/identified, and say how they relate to one another.

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Enlarge this family tree to A3 so that students have plenty of room to fill it in and add to it if applicable.

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Create different family trees which show students’ cousins, etc.

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As the students fill in their family trees discuss the relationships between family members.

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Family (page 9)

My Family (page 10)

‘immediate’. •

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Ask the children to think about size as they draw. For example mums and dads should be bigger than themselves, etc. Older children may be able to label the people in their pictures. Write the words that they might need on the board to help them.

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Students will need to complete part of this sheet for homework as they will probably need to ask their parents for the information. This will give them the opportunity to demonstrate ACHHS017.

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Keeping pictures of world flags in the classroom will assist children with this activity.

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As an extension to this activity, students could draw or identify a number of flags which show where family members were born.

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You could enlarge this page to A3 for younger students.

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As an extension activity or homework, children could go to: www.houseofnames. com/?a=54323-172. When the children type in their surnames they will access their family coat of arms. A picture of the coat of arms will appear on the top right hand side of the screen. Students could print this out and bring into class.

Where Does My Family Come From 2? (page 15) •

To help students with this activity enlarge the sheet to A3 size.

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Students might only manage to mark one

T eachers ' N o tes

My Family

Section 1 or two places on the map – this number will vary depending on age and ability. As an extension activity you could create a class map using the information from the students’ activity sheets.

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Students could create their family out of Plasticine.

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Students could make a ‘my family shoebox’. Each student should fill a shoebox with objects or photographs which are symbolic of each person in his/her family.

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Create a picture graph to display in the classroom which records how many people are in each child’s family.

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Ask the students to draw around one of their hands on a piece of card. They can then cut out the shape. On each finger they can write the name of a family member. If they want to include more family members they can draw around both of their hands. This activity could be entitled My Family In Five or My Family In Ten.

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My Family Shield (page 16) •

Shields can be discussed and displayed so that children understand that not all families are the same.

A Special Family Member (page 17) •

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Students will need a thick lead pencil to record fingerprints. They should create a large smudge on a piece of paper with a lead pencil, then press the tip of the finger into the smudge. They should then press the marked fingertip onto the activity sheet. There are generally three different types of fingerprints. They may be interested to see which type they are.

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My Family Kite (page 18) •

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Suggested Additional Activities For Section One

Students can colour their family kites if they wish.

Family

Activity

A family is made up of lots of different people.

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mother (mum)

father (dad)

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 Circle or colour the people below who are in your family.

brother

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aunty

step-brother

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uncle Section 1: My Family

cousin 9

My Family

Activity

Everybody belongs to a family. Think about the family that you belong to.

r o e t s Bo r My name is _________________________. e p ok u S I am ______ years old. I have ____ sister(s). I have ____ brother(s).

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 Tell me about you and your family.

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 Draw the people in your immediate family.

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Section 1: My Family

Family Box

Activity 1

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Family

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 Decorate this box by following the numbered steps.

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Once you have decorated your box…

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

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

o c . • Put something che e r 6 inside the box that o t r s super reminds you of your family.

• Glue the sides together.

Section 1: My Family

More Of My Family

Activity

There are people in my family who don’t live with me.

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 Draw or write the names of the people in your family who don’t live with you.

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Section 1: My Family

Families Are Related

Activity

Family trees show how family members are related.

 Fill in the family tree to show how one family member relates to another. Use words and/or pictures.

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Great Grandmother

Great Grandfather

Great Grandmother

Great Grandfather

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Great Grandfather

Great Grandmother

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Father

Mother

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Section 1: My Family

Where Does My Family Come From? 1

Activity

Members of your family may have been born and raised in different places.

 Tell me about your family. I was born in:_______________________________________

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My mother was born in:______________________________

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My father was born in:_______________________________ My father was raised in:______________________________ My grandfather was born in:__________________________ My grandfather was raised in:_________________________

My grandmother was raised •f orr e vi ew in:________________________ pur posesonl y•

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 Draw a flag to show where one of your family members was born.

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My _____________ was born in ______________. This is the ________________ flag. 14

Section 1: My Family

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America

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Section 1: My Family

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Egypt

Italy

Poland

New Zealand

Papua New Guinea

Australia

Indonesia

Mongolia

China

Russia

Members of your family may have been born and raised in different places.

Brazil

United Kingdom

Greenland

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Alaska

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 On the world map, mark all the places that your family members come from.

Activity

Where Does My Family Come From? 2

My Family Shield

Activity

Years ago people decorated shields with pictures and symbols to show who they were and where they came from.

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1. Write and decorate your family name. 2. Draw a flag to show the place where you were born. Colour it. 3. Draw a map to show where you live. Write the name of the country inside the map. 4. Draw or write the name of a special relative. Say how they are related to you.

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Your name

Section 1: My Family

A Special Family Member

Activity

People in my family might be the same as me or different than me.

 Choose a family member and fill in the table.

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Same (S) or Different (D)?

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The family member who I have chosen is______________________

Hair Colour

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Height

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Shoe Size

Section 1: My Family

My Family Kite

Activity

The people in my family are special to me.

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 Write the names of people who are in your family in the rectangles.

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Section 1: My Family

Section 2: e p u S

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T eachers ' N o tes

Section 2

Family Structures Family Structure Tree (page 26)

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Create a class quilt by joining students’ squares from this activity side by side on the wall in a large rectangular shape.

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Discuss how not all squares are the same because families are often different. You might like to introduce the term ‘nuclear family’ when looking at the quilt so that students have an understanding that a nuclear family consists of two parents and children.

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Types Of Families 1 (page 23) •

To create a class family structure tree, you will need to find a dead branch and place 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 outline onto different coloured bits of paper to create a more visually appealing tree.

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Family Quilt (page 22)

From this activity students should begin to understand that some families are large and others are small, that not everybody has siblings and some students live with extended family members or their grandparents. It doesn’t matter if students cannot find an example for each situation, as long as they begin to understand that not all families are the same.

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Before students sit in groups go through each type of family listed on the table. Terms like ‘blended’ and ‘single parent’ may be new to them.

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Indigenous Family Structures And Roles 1 (page 28) •

This activity sheet will need introducing. Students will need to be aware who Indigenous Australians are – although some may already know.

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You could create a bar or picture graph to display in class using the information from the students’ activity sheets. Analyse the graph to determine the most and least popular family structures.

Types Of Families 3 (page 25)

students’ responses. Discuss how roles within Australian families are changing.

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Types Of Families 2 (page 24)

Family Roles (page 27)

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This activity will help consolidate students' understanding about different family structures.

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Students can paste pictures inside the boxes instead of drawing.

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Tell them that Indigenous Australians were the first people to set foot in Australia. It is believed that they walked to Australia on land bridges, which are now underwater.

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They have lived in Australia for thousands of years and their family structure is very special.

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Tell them that clans can consist of as many as 500 people.

T eachers ' N o tes

Section 2

Family Structures

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People in a clan speak the same language and so are known as language groups.

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Some clans speak the language of other clans nearby.

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Indigenous Family Structures And Roles 2 (page 29)

Suggested Additional Activities For Section Two

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You can talk about the fact that roles within Australian families are changing and that roles within some Aboriginal and Torres Strait Islander families are no longer traditional.

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Cut out pictures of families in magazines and make a collage. Discuss the different family structures.

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© ReadyEdPubl i cat i ons The Best Single Mom in the World: How I Was Adopted • f o r r e v i e w p u r posesonl y• by Mary Zisk Read books that feature different family structures, e.g. blended, single parent, extended, adoptive, etc. Some suggested texts are:

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The Family Book by Todd Parr Love is a Family by Roma Downey Who’s in a Family? by Robert Skutch Welcome Home Little Baby by Lisa Harper The Magical Friendship Garden by Rebekah Barlow Rounce • Place students into two circles (an inside circle and an outside circle). Students face each other and take turns talking about their families. The inside circle rotates.

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On a large sheet of paper draw an outline of a body. Ask the students to call out words that are associated with ‘family’. Record the words inside the body.

Family Quilt

Activity

Some families are the same. Some families are different. All families are great!

1. Write your name in the middle of the ‘quilt patch’. 2. Decorate it with pictures/photographs of your family.

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3. Cut out and give it to your teacher to create a class ‘family quilt’ to display.

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Section 2: Family Structures

Types Of Families 1

Activity

There are different types of families. The type of family which you belong to is special.

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has two siblings…

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 Find and name someone in your class who…. is an only child … has one sibling…

has four or more siblings …

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Section 2: Family Structures

Types Of Families 2

Activity

There are different types of families. The type of family which you belong to is special.

 Sit in a group. Place a tick next to the family type that you belong to. Do the same for three other people in your group.

Person 1: Person 2: Person 3: r o e t s Bo r e p ok u S

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Your Name:

Nuclear Family

Single Parent Family

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Extended Family

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Other

Section 2: Family Structures

Types Of Families 3

Activity

There are different types of families. The type of family which you belong to is special.

 Draw the different types of families.

Single Parent Family

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Nuclear Family

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Extended Family

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Blended Family

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 Use the back of the sheet to draw and label other types of family structures. Section 2: Family Structures

Family Structure Tree

Activity

All families are different. The family that you belong to is special.

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 2: Family Structures

Family Roles

Activity

People in families often have roles to play. Think about the role that you play in your family.

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 Put the rubbish in the bin.

 Help with the shopping.

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 Place a tick next to the things that you do to help your family.

 Keep the pets clean and fed.

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 Water the plants.

 Clean the car.

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 Help with the dishes.

. te o Draw how you feel when c . c e herDiscuss or write r you help your family. why o t s you feel this way. super ______________________________

I feel...

______________________________ ______________________________

Section 2: Family Structures

Indigenous Family Structures And Roles 1

Activity

Indigenous families have a special structure.

• Indigenous families join together to form bands. • Bands join together to form clans.

r o e t s Bo r e p ok u • The kinship Ssystem decides people’s roles. clan band family

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• Clans live peacefully because the people in a clan all have roles to play.

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Some people in a clan have to look after the sick.

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Draw lines to match the symbols to the roles.

o c . e Some people inc a clan are h r e o t r chosen to pay another s s uper person’s debts.

Some people in a clan were chosen to marry others. 28

Section 2: Family Structures

Indigenous Family Structures And Roles 2

Activity

Men do different work than women in indigenous clans.

 Match the pictures to the roles.

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r o e t s Bo r Men hunt large animals. e p ok u S Men make weapons for hunting and produce tools.

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Women make baskets, mats and string.

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Women gather plants, seeds and insects.

Section 2: Family Structures

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Section 3: r o e t s Bo r e Celebrating Past Events p ok u S

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T eachers ' N o tes

Celebrating Past Events

Section 3 Birthdays (page 34)

ANZAC Day 1 and 2

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(pages 38 and 39) Some background information about ANZAC Day in the form of a class discussion will be useful to students before beginning the activity sheets. You could cover the following information:

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ANZAC stands for Australian (and) New Zealand Army Corps.

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ANZAC Day is celebrated every year on 25th April. It was first celebrated in 1916.

This activity sheet will need introducing to some, if not all, students. There may be some students in your class who are already aware of Jesus and the Christian belief that he died so that Christians could live and then rose from the dead. Try to explain the story as simply as possible so that the students understand what we are celebrating at Easter: Jesus (who had many followers) was arrested on a Thursday after eating with his disciples (The Last Supper) and was ordered by Pontius Pilate and King Herod to be crucified the next day on Friday (Good Friday). After his crucifixion his body was placed in a tomb with a boulder at the entrance so his followers, who wanted him to be King, could not access his body. On Sunday (Easter Sunday), women went to the tomb to prepare his body for burial but the boulder had been rolled aside and the body had gone. Jesus had risen from the dead. On Easter Sunday we eat chocolate eggs because eggs symbolise new life and the cross on hot cross buns represent Jesus’ crucifixion.

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Today, on ANZAC Day we remember all soldiers who have fought in all wars. ANZAC Day was first established to remember those who fought in World War I. ANZACS were sent to Gallipoli in 1915 to capture the Gallipoli peninsular, an area almost completely surrounded by water, so that they could secure a point from which to capture Constantinople and knock the Turkish out of the war. The ANZACS landed in Gallipoli on 25th April and fought the Ottoman Turkish army. The fighting lasted for over eight months and over 8,000 Australians were killed.

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Easter 1, 2 and 3 (pages 35-37) •

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Students could make a birthday card for someone whose birthday is approaching.

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Students can share with the rest of the class what they did to celebrate their last birthday. This will give them the opportunity to develop a narrative about the past and demonstrate ACHHS021.

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You could ask an ANZAC to come in to class and talk to the students about his/ her experiences.

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Extension activities could include: decorating blown eggs, baking hot cross buns, and singing ‘Hot Cross Buns’ and ‘Lord of the Dance’.

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Maybe visit local ANZAC memorials and museums.

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Look at ANZAC artefacts, such as uniforms, badges, etc.

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Log on to: www.anzacday.org.au/ interactives/childhood/puzzles/main. html This site has interactive ‘click and drag’ puzzles displaying images relating to ANZAC day.

T eachers ' N o tes

Section 3

Celebrating Past Events

Australia Day (page 40)

Welcome To Country Ceremonies 1

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(page 42)

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Students should colour the circle on the flag, yellow. The circle represents the sun and yellow ochre. Students should colour the bottom half of the flag, red which represents the red earth and red ochre. They should colour the top half of the flag, black. Black represents the Aboriginal people.

Tell them that Captain Arthur Phillips and the First Fleet (which consisted of eleven ships carrying convicts, marines, various skilled men such as, surgeons and their families and supplies) set up the first colony in New South Wales on 26th January 1788.

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Tell the students that it is believed that Indigenous Australians walked from Asia to Australia on land bridges which are said to now be underwater.

Tell them that there are rules associated with the National Flag. Some are: The flag should not be flown/displayed upside down. It is not to be placed or dropped on the ground or used to cover an object. Faded flags should not be displayed.

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(page 43) •

Students should begin to understand that traditional Aboriginal people were hunter-gatherers, which means that they made their own tools to hunt and gather food and therefore survive.

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Answers to matching activity: They used boomerangs to hunt kangaroos, possums and birds; spears were used to hunt fish; the coolamon was used to collect water; the digging stick was used to gather seeds, vegetables, fruit and witchetty grubs; a fishing net was used to gather crabs, oysters and turtles.

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My Celebrations (page 41) •

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Tell the students that older Aborigines, known as Elders, usually perform the Welcome to Country ceremonies because they have the longest and closest connection with the land.

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Discuss what each part of the flag means. (The Southern Cross represents Australia’s geographical position in the Southern Hemisphere as you can’t see this constellation from the Northern Hemisphere. The Commonwealth Star represents all the different states and territories in Australia, and the Union Jack symbolises the early colonisation of Australia.)

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Tell the students that the National Flag is not only flown on Australia Day but on other special days, such as: ANZAC Day, United Nations Day and Remembrance Day.

Brainstorm a list of other celebrations that the students take part in each year before they begin the activity sheet (Christmas Day, Halloween, Melbourne Cup Day, Royal Agricultural Show Days, Mother’s Day, Father’s Day etc.). For extension activities students could create hats for Melbourne Cup Day and show bags for Royal Agricultural Show Day, etc. Students could draw and write in the balloons in lieu of pasting pictures/ photographs.

Welcome To Country Ceremonies 3 (page 44) •

The students should identify the first

T eachers ' N o tes

Section 3

Celebrating Past Events

•

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

The students should identify the second picture as rock art. Tell the students that indigenous art work can be found at indigenous rock shelters on the walls. Experts are able to date the art work and understand how long Aborigines have been in Australia.

Suggested Additional Activities For Section Three •

The third picture is of a traditional Aboriginal hunting tool. Hunting tools have been dug up and dated, to again show that Aborigines have lived in Australia for a long time and are the traditional owners of the land.

Another day you might like to discuss with the children in Ramadan. This is an important Muslim festival. Muslims follow the Islamic faith:

• “Islam” means submission to the will © ReadyEdPu b l i cat i ons of God (Allah). Mohammed is Allah’s prophet – he was given the tenets of •f orr evi ew pur po s es o n l ydown. •This their faith which he wrote

The students should identify the man in the picture as an archaeologist who studies artefacts from the near or distant past to learn about different cultures and civilisations.

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Discuss the significance of the boomerang with the children (it is an Aboriginal hunting tool made from resources taken from the land - wood from trees). The Aboriginal people used the boomerang to hunt large animals - which they ate to survive. Explain the significance of the Aboriginal colours (red, black and yellow). Tell the children that black symbolises the people, red symbolises the red earth which they feel a strong connection to, and yellow symbolises the Australian sun.

As an extension activity set up sand trays around the classroom to simulate an archaeological dig.

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book is known as The Koran.

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Muslims must follow the teachings of the Koran which establishes codes of behaviour, outlines rules about family life, education and business and specifies which foods should be eaten.

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There are five duties that Muslims must fulfil (these are known as the five pillars of Islam). They are: fasting the daylight hours of Ramadan, believing that there is only one God (Allah) and that Mohammad is his prophet, praying in the proper manner at specified times each day (sunrise, noon, mid-afternoon, sunset and at night), the giving of Zakat (a percentage of one’s income to the poor), and fulfilling at least one pilgrimage to Mecca.

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picture as depicting a human fossil or skeleton. Tell them that many indigenous skeletons have been dug up at traditional indigenous burial sites and experts have tested these skeletons to determine the length of time that the Aborigines have inhabited Australia. Some date back thousands and thousands of years and prove that Aborigines were the first people to inhabit Australia.

o c . che e r o t r s super NAIDOC Week (page 45) •

Take students to local rock shelters to see rock engravings and paintings, or to a museum which displays indigenous artefacts.

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NAIDOC Week is celebrated in July. The acronym stands for National Aborigines and Islanders Day Observance Committee.

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NAIDOC Week celebrates the culture and achievements of the traditional owners of the land.

Birthdays

Activity

When you celebrate your birthday you celebrate a past event – when you were born.

 Draw how you feel on your birthday.

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

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How many candles will you have on your cake on your next birthday?

On your next birthday it will be __________ years since you were born.

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o c .  Draw yourself c as a baby to e hcelebrate r o show that birthdayse t r s s r u e p the day when you were born. My birthday is on: ............................ 34

Section 3: Celebrating Past Events

Easter 1

Activity

Easter celebrates a past event. The event is Jesus Christ rising from the dead.

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

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 Use the pictures to tell the Easter story.

This year© Easter Sunday ison: ______________________________ Re ady Ed Publ i cat i ons

•f orr evi ew pur posesonl y•

 Draw what you eat on Easter Sunday. Explain why.

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______________________________ ______________________________ ______________________________

o c . che e r o t r sat Easter. supe r  Colour who hides the chocolate eggs

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Section 3: Celebrating Past Events

Easter 2

Activity

Easter celebrates a past event. The event is Jesus Christ rising from the dead.

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 Colour in the puzzle pieces. Cut them out and paste them on to a piece of paper to make an egg. Eggs symbolise new life.

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Section 3: Celebrating Past Events

Easter 3

Activity

Easter celebrates a past event. The event is Jesus Christ rising from the dead.

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 Colour in the chicken and the egg. Cut out the chicken and the egg, then paste the chicken behind the egg. Eggs represent new life.

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Section 3: Celebrating Past Events

ANZAC Day 1

Activity

ANZAC Day celebrates a past event – all soldiers who have fought in wars around the world.

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 Mark on the calendar when ANZAC Day is:

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 Colour who we remember on ANZAC Day.

APE RIL © Re a d y dPubl i cat i ons 1 2 3 4 5 6 7 8 9 1 0 •f orr evi ew p osesonl y• 11 1p 2u 13r 14

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15 16 17 18 19 20 21 22 23 24 2 5 26 27 28 29 30

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 Colour the place on the map where the ANZACS were sent to fight during World War I.

Austria hungary

serbia

albania

greece

romania

bulgaria

Constantinople (Istanbul) Sea of Marmara Gallipoli

turkey syria

Section 3: Celebrating Past Events

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ANZAC Day 2

Activity

ANZAC Day celebrates a past event – all soldiers who have fought in wars around the world.

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 Explain the ways in which people are celebrating ANZAC Day in each picture. Colour the one that shows how you celebrate ANZAC Day.

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 Soldiers who have fought in wars often receive a medal for being brave. Draw a special medal in the box that you think an ANZAC would like to wear.

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 Tell the class about a time when you have been brave like an ANZAC. Section 3: Celebrating Past Events

Australia Day

Activity

Australia Day marks a past event – the day that Captain Arthur Phillips and the First Fleet landed in Australia.

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 The Australian National Flag is flown on Australia Day. Colour it correctly.

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Section 3: Celebrating Past Events

My Celebrations

Activity

It is important to celebrate special events with your friends and family.

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 Inside each balloon paste a picture of you celebrating an important event.

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Section 3: Celebrating Past Events

Welcome To Country Ceremonies 1

Activity

Aborigines were the first people to arrive in Australia. They are the traditional owners of the land. Welcome to Country ceremonies welcome everyone who has arrived in Australia after them, to their land.

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 Colour the person who usually performs Welcome to Country ceremonies.

 How did Aborigines arrive in Australia? Colour your answer.

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 The Aboriginal flag shows that the Aboriginal people have a very special relationship with Australia because they have lived here for so long. Colour the flag and talk about what each colour means.

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Section 3: Celebrating Past Events

Welcome To Country Ceremonies 2

Activity

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

Boomerang

Spear

Coolamon

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 Aborigines know where to find water in the outback and hunt animals for food. They cleverly make their own tools to hunt animals and gather vegetables and water. Match the tools with the food by cutting and pasting.

Digging Stick

Fishing Net

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Section 3: Celebrating Past Events

Welcome To Country Ceremonies 3

Activity

 Aboriginal people have a strong connection with the Australian land because they have lived in Australia for thousands of years

r o e t s Bo r e p ok u 2.) Label each artefact. S 3.) Look at the man in the picture. What is his job?

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1.) Discuss how the pictures show that Aborigines were the first people to step foot in Australia.

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Section 3: Celebrating Past Events

NAIDOC Week

Activity

NAIDOC Week celebrates Aboriginal and Torres Strait Islander People’s culture and achievements.

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 Colour the boomerang in Aboriginal colours. Discuss why these colours are special to Indigenous Australians.

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Section 3: Celebrating Past Events

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Section 4: r o e t s BoPast r e From The Familyp Stories ok u S

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T eachers ' N o tes

Section 4

Family Stories From The Past

Photographs Tell Stories (page 50) Tell the students that photographs are a great way of recording people’s daily lives in the past and present.

•

Ask them to think of the last photograph that they remember being taken (e.g. a photograph of the family dog yesterday, a photograph of them at their friend’s house). Students can take turns telling the rest of the class about the last photograph that they remember being taken. Show the students a recent photograph. Ask them how they can tell that it was taken recently (in colour, in 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 dated, objects in the photograph are recognisable but not in use today).

Go to: http://trove.nla.gov.au/picture for a searchable database of historic pictures and photographs.

Pictures Tell Stories 2 (page 52) •

Students should colour: the camel (as it was a means of transportation), the pyramids (as Ancient Egyptians buried important kings (Pharaohs) inside), the statue (because Ancient Egyptians believed that there were hundreds of gods and they appeared in animal form. Statues of animals were the Pharaohs' way of honouring the gods).

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Pictures Tell Stories 3 (page 53) •

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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 to their activity sheets and fill in the information.

Discuss the way that traditional Indigenous Australians either walked, or travelled by makeshift boats precolonisation. They did not travel by horse, camel, car, train or plane.

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As an extension activity, students can repeat the activity with a recent photograph.

Pictures Tell Stories 1 (page 51) •

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Tell them that historians believe that 60 million years ago dinosaurs roamed the Earth.

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etc. This will help them to demonstrate ACHHS016.

Introduce vocabulary to the students which will help them talk about the past, such as: yesterday, years ago, once,

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Explain that traditional Indigenous Australians made their own shelters using the resources available to them from the land – such as stones, plants, sticks, etc.

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Discuss the methods used by traditional Indigenous Australians to source food – they used hunting tools that they made themselves to spear fish and kill large animals such as kangaroos and possums, etc.

T eachers ' N o tes

Section 4

Family Stories From The Past

Pictures Tell Stories 4 (page 54) Discuss the way that traditional Indigenous Australians used coolamons made from the bark off trees to collect water from streams.

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Explain that traditional Indigenous Australians sourced vegetables underground by digging in the ground using makeshift digging sticks.

r o e t s Bo r e p ok u S •

Before the students begin the activity sheet you might want to read some Dreaming stories by logging on to: www.dreamtime.auz.net/. Some of these stories might relate to their local area. As an additional activity the students might want to explain one of these Dreaming stories in picture form. The best way for them to do this might be in the form of a storyboard or a sequence of pictures.

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Tiddalick The Greedy Frog is an Aboriginal Dreamtime story which could be said to explain droughts and floods. It could also be said to highlight the importance of sharing water resources and emphasise that all animals need water.

Discuss the method used by traditional Indigenous Australians to keep warm – they would make fires from available wood and by rubbing two sticks against each other.

Aboriginal Storytelling

(pages 55 and 56) •

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Strait Islander Peoples communicate the past through stories passed down from generation to generation. These stories are known as the Dreaming or Dreamtime.

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Read out the story to the students then ask them to complete the activity.

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Other Dreamtime stories to share with your students are: The Rainbow Serpent, How The Crow Became Black, Brolga The Dancer, How The Sun Was Made, Where The Frost Comes From and The Black Swans.

The stories are communicated through dance, music, storytelling and art.

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The Dreaming helps us to understand the unique relationship that Indigenous Australians have with the land as they believe that it is sacred and should be looked after.

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The Dreaming stories are all about the Earth’s creation. They tell tales of Ancestral Beings or Spirits moving around the Earth in human form creating animals, plants, rocks and other forms of the land that we know today. The spirits are then believed to have transformed into stars, rocks, trees, watering holes and other objects. These are regarded as sacred by Indigenous Australians.

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Students may like to create their own stories about the origin of flora, fauna or natural phenomena.

My Story in Pictures (page 57) •

This activity gives students the opportunity to demonstrate some historical skills. It asks them to use vocabulary to talk about the past,

T eachers ' N o tes

Section 4

Family Stories From The Past

present and future and encourages them to think about sequencing (ACHHS015, ACHHS016).

Oral Histories (page 61) Each student will need to chat to his/ her chosen person and listen carefully to complete the activity sheet. Pictures and words can be used to record the interviewee's responses.

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This activity gives students the opportunity to demonstrate some historical skills. It asks them to distinguish between what is old and what is new and compare objects from the past with those of the present (ACHHS017, ACHHS019).

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You might like to invite parents, grandparents and elders into the classroom to talk about their childhoods (ACHHS020).

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Discuss how they know that the old artefacts are not new, and talk about the features of each object and how they would have been used (ACHHS017, ACHHS018, ACHHS019).

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Artefacts Tell Stories (page 58)

Views (Page 62) © ReadyEdPDifferent u b l i c at i ons • From this activity students should begin recognise that stories of the past can •f orr evi ew pur ptodiffer o s eso l y •them, depending onn who is telling

Students might bring in an object that they got on their birthday, on a special trip or event. It will be important to them because it will remind them of that day.

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because people remember events in different ways.

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My Special Artefact (page 59) •

Enlarging the activity sheet to A3 will be useful.

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Students could paste photographs of themselves in the boxes instead of drawing. Students could cut out the words at the bottom of the page and paste them next to, or inside the boxes. Alternatively they can copy the words.

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o c . che e r o t r s super Artefact Rubbings (page 60) •

You could display the students’ artefacts and create a class museum.

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Students will need to choose suitable objects for this activity such as: pieces of jewellery, medals, coins, etc. They can practise taking rubbings of things in school first, using bricks and signs, etc.

Photographs Tell Stories

Activity

Photographs can tell us about the past as well as the present.

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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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o c . che e r o t r s super This is a photograph of__________________________________ I know it is old because_ _________________________________ The condition of the photograph is________________________ The colours in the photograph are_ ________________________ 50

Section 4: Family Stories From The Past

Pictures Tell Stories 1

Activity

Pictures can tell us stories about the past.

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This picture tells us that dinosaurs existed in the past.

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 What else does this picture tell you about the past? Circle Yes or No.

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o c . In the time of the dinosaurs were there: e ch r e o t r s r People? Yes / No s Buildings? Yes / upe

Trees?

Yes / No

Water?

Yes / No

Cars?

Yes / No

Animals?

Yes / No

 Colour in the picture. Section 4: Family Stories From The Past

Pictures Tell Stories 2

Activity

Pictures can tell us stories about the past.

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This picture tells us how Ancient Egyptians lived in the past about 3,000 years ago.

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 What else does this picture tell you about the past? Circle Yes or No.

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Trees?

o c . Yesc / No Buildings? e Yes / No her r o t s Yes / No upWater? er Yes / No s

Cars?

Yes / No

In the time of Ancient Egyptians were there: People?

Animals?

Yes / No

 Colour the objects that you think were precious to the Ancient Egyptians. 52

Section 4: Family Stories From The Past

Activity

Pictures Tell Stories 3 Pictures can tell us stories about the past.

 What does this picture tell us about how Aborigines used to travel when they first arrived in Australia?

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

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 What does this picture tell us about what Aboriginal people did for shelter?

_________________________

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. t ethis picture tell us about how Aboriginal o  What does people c . used to catchc food? e her r o st super _

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_________________________ Section 4: Family Stories From The Past

Activity

Pictures Tell Stories 4 Pictures can tell us stories about the past.

 What does this picture tell us about how Aboriginal people sourced water? _

_________________________

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_ _

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

 What does this picture tell us about how Aboriginal people sourced vegetables?

_________________________

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. t o  What does e this picture tell us about how Aboriginal people c . stayed warm? c e her r o t s super

Section 4: Family Stories From The Past

Activity Aboriginal Storytelling – Teachers’ Notes  Read this Aboriginal Dreamtime story to your students.

Tiddalick The Greedy Frog (adapted by Lisa Craig)

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A long time ago before people lived on Earth, there was a big frog called Tiddalick. Tiddalick lived in the hot Australian desert and he thought he was the boss of all the animals.

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CHORUS: Tiddalick was nasty, Tiddalick was mean, Tiddalick was a green, mean drinking machine!

One day Tiddalick was very thirsty. He went to the only pond of water in the desert garden and he started to drink all the water. He drank and drank and drank. He grew bigger and bigger and bigger. (BLOW UP A GREEN BALLOON PAINTED WITH EYES TO ADD TO THE DRAMA.) He didn’t leave one drop of water in the pond. (CHORUS.)

The other animals in the desert came to the pond to drink. There was no water! They were so thirsty. Then they saw big, fat Tiddalick. "Tiddalick drank all the water!” said the kangaroo.

© ReadyEdPubl i cat i ons "What can we do?” asked the kookaburra. •saidf o r ewombat. vi ew ur p os es o nl y• “I know!” ther sleepy “Let’sp make him laugh and laugh and laugh, then all the water will come out of his mouth.” (CHORUS.)

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The kangaroo hopped on one leg. Then she hopped on the other. She hopped up and down, up and down, up and down. But Tiddalick didn’t laugh. “My turn,” said the emu. The emu danced the can-can and wobbled his big bottom at the frog. Tiddalick didn’t laugh, Tiddalick didn’t even smile!

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The frill-necked lizard was very confident. “Watch me, you big bad frog,” she cried. The lizard turned around and around and around like a ballerina on the desert sand until she was very dizzy, but Tiddalick didn’t laugh.

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The eel that lived in the pond wriggled over to Tiddalick and started to tickle his leg with his tail…then he tickled him on the tummy…then under Tiddalick’s arms. Now the eel was around Tiddalick’s neck and suddenly Tiddalick started to laugh. He laughed and laughed and laughed. Tiddalick laughed so much that all the water came out of his mouth and there was water again for the animals of the desert. The kangaroo, the kookaburra, the emu, the eel, the wombat and the lizard laughed too and they danced under the desert sun. All the animals were happy again. It’s true… (CHORUS). But Tiddalick learned something very important. Did you?

Aboriginal Storytelling

Activity

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Tiddalick laughed so much that all the water came out of his mouth.

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 After the teacher has read Tiddalick The Greedy Frog, arrange the pictures so that they reflect the order of events in the Dreaming story. Cut out each picture and paste it onto a separate sheet. Colour the pictures.

The kangaroo hopped on one leg.

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The lizard turned around and around and around.

The wombat had an idea.

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The emu danced the can-can and wobbled his big bottom. 56

The eel tickled Tiddalick with his tail.

Section 4: Family Stories From The Past

My Story In Pictures

Activity

Pictures can be used to show what people looked like in the past, what they look like now and what they might look like in the future.

 Draw three pictures to show that once you were little, now you are older, and one day you will be an adult. Draw yourself now. r o e t s Bo r e p ok u S

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Draw yourself as a baby.

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Draw what you might look like as an adult.

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 Label the three pictures using the words:

Past

Present Future Yesterday Now Tomorrow Section 4: Family Stories From The Past

Artefacts Tell Stories

Activity

Artefacts are objects which are made by the human hand. There are old artefacts and new artefacts.

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 Colour the boxes around the old artefacts blue. Colour the boxes around the new artefacts red. Use lines to match the old artefacts with the new artefacts.

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Section 4: Family Stories From The Past

My Special Artefact

Activity

Artefacts are important because they tell stories.

 Find an artefact in your house that is important to you. Draw or paste a picture of your artefact below. If it is small enough, you could trace around the artefact.

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r o e t s Bo r My Special Artefact e p ok u S

 How many years old is the artefact (or when was it made)?

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 Tell your class why the artefact is special to you.

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

Section 4: Family Stories From The Past

Artefact Rubbings

Activity

Artefacts are important because they tell stories.

 Take four rubbings of separate artefacts around the home. Tell the class why these artefacts are in your home. Second Rubbing

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First Rubbing

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Fourth Rubbing

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Third Rubbing

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Section 4: Family Stories From The Past

Activity

Oral Histories

If someone tells you a story that happened in the past it is an oral history.

 Interview your mum, dad, grandparent or other relative about their past.

Interview

r o e t s Bo r e p o u k Relation:_ ___________________________________________ S

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Name: ______________________________________________

How did you travel around when you were young?

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Section 4: Family Stories From The Past

Different Views

Activity

Stories can sound different depending on who is telling them.

 As a class think of an event that everyone participated in.

Event:

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r o e t s B r e oo  Draw your favourite part of the event below. p u k S

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 Find someone who has drawn a different part of the event. Write their name and draw their favourite part below.

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Name: 62

Section 4: Family Stories From The Past

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.

clan band

band family

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

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Teac he r

family

o c . che e r o t r s super

Section 4: Family Stories From The Past

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.

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

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. te

m . u

ew i ev Pr

Teac he r

o c . che e r o t r s uper s

Section 4: Family Stories From The Past