Unit 2 History Grade 3 Continuity and Change in Local Communities

Curriculum Content Descriptors

Historical Knowledge and Understanding
Community and Remembrance

The importance of Country and

Place to Aboriginal and/or Torres
Strait Islander peoples who
belong to a local area. (This is
intended to be a local area study
with a focus on one Language
group; however, if information or
sources are not readily available,
another representative area may
be studied) (ACHHK060)
ONE important example of
continuity over time in the local
community, region or
state/territory; for example, in
relation to the areas of transport,
work, education, natural and built
environment, entertainment, daily
life (ACHHK061)
Historical Skills

Chronology, terms and concepts

Historical questions and research

Analysis and use of sources

Explanation and communication

Sequence historical people and

events (ACHHS065)
Use historical terms (ACHHS066)
Pose a range of questions about
the past (ACHHS067)
Identify sources (ACHHS215)
Locate relevant information from
sources provided (ACHHS068)
Use a range of communication
forms (oral, graphic, written) and
digital technologies (ACHHS071)
Develop texts, particularly
narratives (ACHHS070)

Key Sequence

Curriculum

Resources

Lesson 1 Aboriginal
and Torres Strait
Islander peoples.
Develop interest and
intrigue into past
culture through
videos, identifying
what sources look like
and a timeline.

Historical Knowledge
and Understanding
Community and
Remembrance
The importance of
Country and Place to
Aboriginal and/or
Torres Strait Islander
peoples who belong to
a local area. (This is
intended to be a local
area study with a focus
on one Language
group; however, if
information or sources
are not readily
available,

another representative
area may be studied)

(ACHHK060)
Historical Skills
Chronology, terms and
concepts

Sequence historical
people and events
(ACHHS065)
Use historical terms
(ACHHS066)
Historical questions

and research
Pose a range of
questions about the
past (ACHHS067)

Paper

YouTube
Activity sheets for
terminology
Key stages of
settlement sheet.
https://learningplace.
eq.edu.au/cx/resourc
es/file/e973989506bb-84fc-3dd3628642c76fc3/1/His_
Y03_U2_ILM_LP01_Sh
03.pdf
Dreamtime story.
Map of Aboriginal
Tribes
C2C video of word
Country
History journals

Lesson 2 Gubbi
Gubbi People
Display map of
Aboriginal tribes in
Australia and the
languages. Create
questions about the
Gubbi Gubbi people.
Lesson 3 Gubbi
Gubbi People contd.
Explore significant
sites of the Gubbi
Gubbi people and
begin to answer the
questions developed
in the earlier lesson.

Youtube videos of
Gubbi Gubbi people.
Sheet Sites of the
Gubbi Gubbi people.

Assessment
Anecdotal
observations.

Formative
History Journals
Questions formed
and quality of
questions.

Formative
History Journals
responses to the
questions made
earlier.

Differentiation
Work with support group on the floor. Joint
construct the key stages of settlement
together.

Share questions in support group.

Teacher helps extension students make their
questions better through framing scaffolding
questions on the board.
Jack writes his questions on his laptop.
Students with difficulty writing could draw
their questions, if it makes sense (Zeke may
need a scribe).
Guide students to the right sources.
Model critical thinking required to answer
questions for support students or students
having difficulty.

Lesson 4 Saibai
People
Identify on a map
where the Torres
Strait Islander people
are and importance of
place to them.
Students develop
questions and identify
sources of the Saibai
People. Describe
significance of place.

Analysis and use of

sources
Locate relevant
information from
sources provided
(ACHHS068)
Explanation and
communication
Use a range of
communication forms
(oral, graphic, written)
and digital
technologies
(ACHHS071)

History Journal

Youtube video
about Torres Strait
Islanders
Map Torres Strait
Island
Different sources of
the Saibai people.

Formative
History Journals
answering
questions and
describing what
place is to the
Torres Strait
Islander peoples.

Lesson 5 Language,
Dance and Culture in
the local community.
Lyndon comes into
class to talk about
Gubbi Gubbi peoples
and their past and
present.

Historical Knowledge
and Understanding
Community and
Remembrance
The importance of
Country and Place to
Aboriginal and/or
Torres Strait Islander
peoples who belong to
a local area. (This is
intended to be a local
area study with a focus
on one Language
group; however, if
information or sources
are not readily
available,
another representative
area may be studied)
(ACHHK060)

ONE important
example of continuity
over time in the local

Aboriginal Crafts and

Objects provided by
Lyndon.

Formative
Observing how
students react to
Lyndons
questions. History
Journals that they
will complete after
he leaves.
Formative
Sorting
photographs of old
and new correctly
in place. Evaluating
difference in
History Journals.

Formative
Anecdotal
observations of
responses to the

Lesson 6 Queensland
Then and Now.
Compare photographs
of Queensland before
and now. Use
Woombye
photographs and
Palmwoods
photographs.
Lesson 7 Transport in
Queensland
Compare photographs
of Transport in

Photographs to be cut
out.
Slideshow aspects of
Life in Queensland and
how they have
changed.

Photographs of
Transport.
Passages of past
written by teacher.

Keep map of Torres Strait Islands on the

smart board for all students to see if they are
having difficulty.
Extended students are given the opportunity
to learn more about the Saibai people if they
finish early by learning specific phrases of
their language.

Warn Jack and Noah of the change at the

beginning of the week and keep reminding
them so that its not a surprise to them. Keep
it in the routine.
Place Zac at the front of the group so he is
not tempted to get distracted or distract
others. If hes disruptive he can then move to
the back with me.
Pre-cut photographs specifically for this
group of students because they will take all
lesson to cut and glue.
Jack completes his journal on his computer,
saves it at the end of the lesson.
Support Chloe personally into writing hers.
Give her sentence starters.
Jack and Noah are given their cushions to sit
on top of in the circle to help them stabilize
themselves.

Queensland. Use
Wishing Chair idea
to get students to
respond to a scenario.
Lesson 8 Past and
Present Trains
Encourage students to
bring in old train sets
they have at home.
Talk about
significance of trains
in the past and the
present. Explore
trains in literature
(Harry Potter).
Lesson 9 Changes in
Trains.
Students write an
explanation on the
changes in trains and
how it has changed
society.
Lesson 10 Local
Community Study
Look at posing
questions to research.
Define a community
and develop
questions for
researching a
community in the past
and the present.
Lesson 11 Changes in
the Built Environment

community, region or
state/territory; for
example, in relation to

the
areas of transport,
work, education,
natural and built
environment,
entertainment, daily life
(ACHHK061)
Historical Skills
Chronology, terms and
concepts
Sequence historical
people and events
(ACHHS065)
Use historical terms

(ACHHS066)
Historical questions
and research

Pose a range of
questions about the
past (ACHHS067)
Identify sources
(ACHHS215)
Analysis and use of
sources
Locate relevant
information from
sources provided
(ACHHS068)
Explanation and
communication
Develop texts,
particularly narratives
(ACHHS070)

Use a range of
communication forms
(oral, graphic, written)

Passages of present
and future.
Chair.

concepts.
Responses written
in Journal.

Models of trains.

Photographs and
videos of trains in
older times and now.
Large sheet of paper
to build train line on.

Formative
History Journals
Respond to the
trains in an
explanation on
how best to travel
around the

Sunshine Coast
and their
experiences.

Activity Sheet
Explanation
YT Videos on Trains
and how they work
(Coal vs modern).

Formative
Explanation activity
sheet to identify
their ability to write
an explanation and
differences in trains.

Formative
Research
questions sheet.

Activity sheet Local

Community.
Community photos
and examples.
Smart Board

Specifically set up the circle so that support

students are next to someone with high level
academic ability. This will make the group
tasks more manageable for them.
Collect the trains immediately after showing
them so students are not distracted (Jack and
Noah as well as Cameron and Lachlan).
Extended students design a train line that
would be effective to navigate the school on
a large sheet of paper.

Jack uses his computer to write up his

explanation and prints it out.
Lachlan, Noah, Chloe come to the front to get
specific directions on how to write and what
to write in their explanation.
Ext group draw a diagram of a train (as well)
and the parts they explained.
Jack writes questions on the computer and
saves them.
Support students are assigned a community
to research with scaffolded research items in
the CLR room.

Activity Sheet
Natural and Built
Environments.

Formative
Natural and built

Extended students have to design and build

their own built environment.

Research changes into

the built
environment. Find
examples and a list of
choices to choose
from.
Lesson 12
Assessment Part A + B
Scaffold research
documents for
students to use to
answer their posed
questions about the
task.
Lesson 13
Assessment Part C.
Model writing an
explanation and
watch videos of
explanations.
Students write an
explanation of their
family moving to a
different
environment.
Lesson 14 Cont
Assessment.
Lesson 15 Cont
Assessment.
Lesson 16 Past and
Present Work
Use wishing chair to
pretend in the past.
Students are assigned
a job and have to
model for the class.

and digital
technologies
(ACHHS071)

Historical Knowledge
and Understanding
Community and

Remembrance
The importance of
Country and Place to
Aboriginal and/or
Torres Strait Islander
peoples who belong to
a local area. (This is
intended to be a local
area study with a focus

on one Language
group; however, if
information or sources
are not readily
available,

another representative
area may be studied)
(ACHHK060)
ONE important
example of change and
ONE important

Videos of natural and

built environment.

environments
sheet.

Support group will work with teacher to

design the environment, putting in a group
effort on a large A3 sheet.

Assessment Task
Part A + B

Summative
Assessment Task
Guide to Making
Judgements.

Jack will be supported to use his computer to

answer questions and research.
Extended students are expected to refer to
the picture and their research.

Summative
Assessment Task
Guide to Making
Judgements.

Jack will be supported to use his computer to

answer questions and research.
Extended students are expected to refer to
the picture and their research.

Assessment Task
Part C.
Research sources.

Formative
history Journal

Support group with teacher at the front to

help support their writing.
Mentor teacher works with extended
students, making sure they think outside of
the box about what their worker would need,

History Journal

Students write a
passage in their work
persona in the history
Journal.

Come back to present

and students have to
re-model it.
Lesson 17 Reviewing
Sources
Deconstruct a model
poster. Cut and paste
aspects of life in
Queensland and put
them in chronological
order.
Lesson 18 Local
Community Poster
Create a poster
showing
understanding of how
a local community has
changed over time.
Cut out photos for
poster.
Lesson 19 Poster
cont.
Lesson 20 Poster
cont.

example of continuity
over time in the local
community, region or
state/

territory; for example,

in relation to the areas

of transport, work,
education, natural and
built environments,
entertainment, daily life
(ACHHK0 61)
Historical Skills
Chronology, terms and
concepts
Sequence historical
peoples and events
(ACHHS065)
Use historical terms
(ACHHS066)
Analysis and use of
sources
Locate relevant

information from
sources provided

(ACHHS068)
Explanation and
communication
Develop texts,
particularly narratives
(ACHHSO70)
Use a range of
communication forms
(oral, graphic, written)
and digital
technologies
(ACHHS071)

where they would live, the types of jobs they

would do and the language they would use.
Aspects of Life in QLD
C2C sheet.
Model Poster C2C
sheet.

Formative
Aspects of Life in
QLD C2C sheet.

Photographs to be cut

out Woombye.
Poster C2C
Modified.

Summative Poster

Teacher aide helps students such as Jack or

Noah in cutting the sheets if necessary (or
Zeke).
Some support students to work at the front
with the teacher simply to READ the captions
on the photos so they know what it says.
Guide support group (Chloe, Zeke, Zac, Noah
and Jack) in where to glue the photos.
Scribe for Jack on his poster for him or TA (if
possible).
Read out the questions out loud for all
students in case of reading difficulties.