History At2 Written Table 2

Historical inquiry lesson sequence
Link to supporting website

http://makeeliwatthistoryinquirylearning.weebly.com/references.html
Year level
Two
Inquiry question
What aspects of the past can you see today? What do they tell us?
Key historical concept
Evidence, continuity and change.
Key historical skills
Analysis and use of sources.
Inquiry model
TELSTAR (Tune in, Explore knowledge, Look, Sort, Test, Act and Reflect)
Assessment of learning
Formative assessments can be seen in lessons 3, 5, 6 as students either write in workbooks or complete a worksheet. The final
summative assessment can be seen in the 'Historical inquiry final findings worksheet'. Self-reflections take place frequently in the
form of students recorded their feelings about findings in work books.
History achievement standard
The highlighted section of the history achievement standard for year two is what will be demonstrated throughout this historical
inquiry.
By the end of Year 2, students analyse aspects of daily life to identify how some have changed over recent time while others have
remained the same. They describe a person, site or event of significance in the local community.
Students sequence events in order, using a range of terms related to time. They pose questions about the past and use sources
provided (physical, visual, oral) to answer these questions. They compare objects from the past and present. Students develop a
narrative about the past using a range of texts.
Overview of learning
Students will be provided with an inquiry based question that aims to instill both historical concepts and skills within students
history skill set. The concept that will be taught is evidence, continuity and change and the skill is chronology, terms and
concepts, however other various skills and concepts can be seen throughout lesson plans. These concepts and skills will be
taught through a serious of both primary and secondary resources and lesson plans. Each lesson plan will provide students with a
different activity and experience that will influence research and reflection to be undertaken on the main focus question. The
classroom teacher will monitor students work throughout each activity and will assess learning through formative and summative
tasks. Formative tasks consist of assessing students contribution to each class discussion as well as how well the student works
(researches and completes set task) to answering the main inquiry question. The final summative task will see students complete
a mind map where they have will include the information that has been collected and their final thoughts on the main inquiry
question. Each lesson plan has clear links to the Australian Curriculum: History for the year two level as well as displaying links to
other curriculum areas including English, math and ICTs. On completion of all activities and experiences, students should be able
to identify the differences between the past and present and recognize why some feature have remained the same.
Additional information
All posters, artifacts and group work completed by students will be displayed within the classroom after it has been used.
Students will be encouraged to add new ideas and thoughts to these resources when their perspectives change throughout
the inquiry. This also allows students to fully engage in leading their learning throughout the inquiry process.
Lessons that have been highlighted in yellow are main lessons that include the use of either a primary or secondary
resource. These lessons have been included on the developed website in the student resource section as they are focus
lessons from the proposed lesson sequence.
While the main historical concepts and skills have been identified in the above overview, other concepts and skills will be
evident throughout lesson plans.
Each main lesson (lessons that have been highlighted) is displayed on the supporting website. These lessons will be
completed with the support of the resources displayed on the website. Students can either use school computers, laptops
or iPads to access the website.
Lesson 1- Introduction of History as a discipline.

Introduction
Teacher to begin by gaining whole class attention. This can be achieved through simple attention grabber teaching strategies (THocus pocus, S-Everybody focuses). Students to gather on mat area as the task requires group work.
Body
Teacher to start by asking students, What is history? When students begin to give answers the teacher will write these onto a
large poster. Questions to be asked by the teacher include, however are not limited to the following:
- What is history?
- Can we see history?
- Where might we find information about past events?
- Who writes/ creates history?
- What do you think history means?
All answers will be recorded on the poster. Once ideas have been collected as a whole group, students to return to their individual
work spaces and write the brainstorm into their note books for later use.
Conclusion
Teacher to recap what has been said and recorded. If students are concerned or have any questions the teacher will address
these before moving onto the next lesson. The poster will be displayed within the learning environment and students are to be
encouraged to add new ideas and thoughts on sticky notes once they emerge throughout the historical inquiry.
TELSTAR
Tune in is emphasized within this lesson as the lesson objective is to engage learners in history. Students are provided with
multiple opportunities to contribute their ideas, therefore resulting in students reflecting the first step of the TELSTAR model.
Historical skill
Historical questions and research is fulfilled as the teacher questions students current knowledge on history.
Historical concept
Evidence, continuity and change are demonstrated through students creating a bank of evidence to begin the historical inquiry
(collecting students current knowledge on history as a discipline).

Resources
Area for group time.
Poster paper.
Markers.
Student workbooks.
Intended student learning
To begin thinking about history as a discipline that consists of both concepts and skills. (This information will be presented in a
way that students will understand).
Australian Curriculum: History learning objectives
(ACCHS054) Use a range of communication forms (oral, graphic, written, role play) and digital technologies.
Australian Curriculum cross-curricular links
Students are also exposed to Design Technologies through the use of a brainstorm to deliver and store information.
Lesson 2- Introduction of the historical inquiry.

Introduction
As the historical inquiry is new to students the teacher will gather them in one place before providing information on what will
happen. Once students are gathered in one spot the teacher will go over information that was provided in the previous lesson.
Teacher to provide learners with a copy of the historical inquiry so they know what they will be participating in (this can be found
on the website under, Teacher Resources).
Body
Teacher to introduce the historical inquiry through the main question, What aspects of the past can we see today? What do they
tell us? Working together as a whole class, the question will be broken down so that students know what it is asking. Question to
be written on poster paper and later displayed in classroom. The teacher will also introduce students to the supporting website
and will explicitly demonstrate how to use it. At this point the teacher should set expectations of the learners, these may include
the following:
- Explicit instruction for the proper use of the website.
- Inform students that they can add new information and ideas to previous lessons through the use of sticky notes.
- Worksheets must be completed and handed into the teacher once finished.
- Working collaboratively means that new ideas are shared amongst peers.
- When the teacher is introducing a new artifact or piece of information, its important to focus in order to know what is
happening.
Conclusion
Teacher to answer any questions that students have, either in relation to the inquiry question or the website. Recap information
that has been discussed in this lesson.
TELSTAR
Tune in is included as students work together in order to solve a problem. The second phase of this model, explore knowledge, is
also supported as students apply their current skill set to breaking down the main inquiry question.
Historical skill
Analysis and use of sources is highlighted as the students are encouraged to firstly analyze the question, and then secondly
breaking it down to gain a further understanding of its content.
Historical concept
Analysis is applied when students are encouraged to break down the main inquiry questions. Students have to think about the
information that is presented before breaking it down.
Resources
IPads or class computers to access the website.
Poster paper.
Markers.

To understand the inquiry question and to have a clear understanding on the proper use of the website.
(ACHHK046) The impact of changing technology on peoples lives (at home and in the ways they worked, travelled,
communicated, and played in the past).
(ACHHS048) Distinguish between the past, present and future.
(ACHHS049) Pose questions about the past using sources provided.
Digital Technologies
(ACTDIK001) Identify, use and explore digital systems (hardware and software components) for a purpose.
Lesson 3- Introduction of first secondary source. Reading of 100 year by Donna Marriot.
Introduction
As this is the first lesson where an artifact has been introduced, the teacher will ask children to gather on the mat. Teacher will
start lesson by discussing both primary and secondary resources. Teacher will ask questions such as:
- Does anyone know what types of artifacts there are?
- Why might there be different types of artifacts?
- Why are artifacts important when we talk about history and historical events?
- Can you think of any primary resources?
- Can you think of any secondary resources?
These questions and answers will be recorded on poster paper and displayed around the classroom for later use.
Body
After this discussion, the teacher will introduce the first artifact. Teacher to say, from the library we have this artifact. It is a story
book that tells us about the past and the present. Do you think this is a primary resource or a secondary resource? The teacher
will provide time for students to think about the question. Teacher to then break the resource down as a whole class in order for
students to understand how the resource is a secondary source. This can be done by asking:
- When was the story written? If was only written a few years ago do you think that will change what source it is?
- 100 years ago would they of been able to produce books like this?
- What do the pictures tell us about the story?

Once the resource has been established as secondary, the teacher will read the story to students. When reading, remember to
ask questions, change voice to suit different characters etc.
After reading the story the teacher should ask students the following questions:
- What did you like about the book?
- Why did you like this part? Why didnt you like this part?
- What can you see thats the same?
- Whats different?
- Now that we have read the story, do you think it is a primary or secondary resource?
These answers should be recorded on poster paper (students can add new ideas to this throughout the historical inquiry).
Now that students have read the book they must choose one part that was their favorite. They will then write this into their work
book and draw an illustration of themselves completing the action. For example, if you choose cooking as your favorite part, then
you would draw yourself cooking. Teacher can begin this activity by saying, Ok now that we have read our story, we are going to
choose our favorite and imagine ourselves doing this. If you choose drawing, then you would draw a picture of your self-drawing. I
would like you to imagine whats around you when youre doing this thing. Do you have an iPad next to you? Maybe there is a
television or magazine in this back ground? Once students have completed this step, they need to write a justification about why
this is their favorite part. Students will also write one to two sentences about what has changed from the book to their drawing.
The teacher should circulate around the room and assist students when needed. If there is a question that has been asked by
multiple students, the teacher will stop the class, gain everyones attention and address the issue.
Conclusion
Teacher to recap on what has happened in the lesson. Teacher to ask if anyone would like to share their work with the class or if
they would like to share a piece of information that they have learnt. The teacher will collect students work to assess whether or
not they understood the task. The teacher will also provide feedback through written comments on students individual work.
TELSTAR
Explore knowledge is examined in this lesson as students are provided with a lightly structured experience by looking at a
secondary resource. Students were given a chance to analyse and explore the text and where further provided with questions to
promote higher order thinking skills.
Historical skill
Analysis and use of sources are used well as learners must choose a piece of the story and then relate this back to their personal
lives. This incorporates the students analyzing the story in order to choose a part that specifically relates to them.
Historical concept
The chosen historical concept can be seen within the story as it compares the past to the present. This shows students continuity
in change in a basic format, therefore making it an easy concept for students to grasp.
Resources
100 Years Ago written by Donna Marriot.
Workbooks.
Students should be able to relate the story to their personal lives. Students should be able to recognize that some things change
over time and some things stay the same.
(ACCHS052) Explore a point of view.
English
(ACELA1469) Identify visual representations of characters actions, reactions, speech and thought processes in narratives, and
consider how these images add to or contradict or multiply the meaning of accompanying words.
Lesson 4- Reflection on previous secondary resource.

Introduction
Referring back to 100 years by Donna Marriot, teacher will go over what was discussed in the previous lesson. Teacher to ask
students what aspect of the book they chose to work on. Teacher should allow time for students to ask questions.
Body
Students will create a poster based on the book. Information that should be included in the poster would include:
- What life was like 100 years ago?
- What life is like now?
- What has remained the same and what has changed?
- What will life be like in another 100 years? Will we have the same thing as we did 100 years ago? Why do you think this?
Students can either create the poster with paper or on class laptops/ iPads. Once completed the posters will be displayed in the
classroom.
Conclusion
Provide students with sticky notes and ask if they would like to add any new ideas or information to posters and artifacts. Teacher
to use written as a formative assessment to gauge whether to not students understand the historical inquiry and main inquiry
question. Teachers can also assess whether students understand different time frames (then, now, past and present).
TELSTAR
This activity demonstrates the idea of Reflection. This is evident as the students must reflect on the information that they have
been given.
Historical skill
The chosen historical skill can be identified within this lesson plan as learners re encouraged to analyze what data they have
received before reflecting on this.
Historical concept
The key historical concept of change is seen as the students are reflecting on a story that shows significant differences between
the past and the present.
Resources
100 years by Donna Marriot (students can refer to this if they are having trouble with their recount).
Writing books.
Previously completed posters and artifacts.

Students should be able to write a critical reflection that is based on the first artifact. The recount should be in relation to the
information that has been provided u until this point. Students writing should consist of well-formed letters and sound sentence
structure.
English- Language
(ACELA1435) Recognise that sentences are key ways of expressing ideas.
Lesson 5- Introduction of first primary resource. Spot the difference activity.

*This activity will require explicit teaching as it requires students to access the supporting website, access another website and
conduct research. Please note that the second website contains both primary and secondary sources. The focus is the primary
resources of the original photos that the site contains.
ICTs will be used in order for students to work collaboratively in order to complete the task.
Introduction
The following demonstration will take place on the Interactive White Board so that all students can see what is happening. The
teacher will gather all students on the mat where they will explicitly explain the website to students. This will be achieved by
saying, Today is our first lesson using the website. When we are on the website we need to remember that we are working.
When you get onto the website, go to student resources. You will find a heading saying, lesson five. Below is a link, you need to
go onto this link to access the website. Once we have gotten onto the website we will be looking at the pictures of the past.
Once this has been explained students to move back to desks. Students will be working in pairs.
Body
Students will begin by opening up the website. Teacher to provide students 2 minutes to have a look at the site as it is new and
exciting. Students will click on the link provided under the lesson five heading. Teacher to be following along on the IWB to ensure
learners are on task. Once the second site has been opened, students are to investigate the images. In pairs students to discuss
the following points (these will be written on the white board so students can refer to them):
- What is happening in the pictures?
- Who is in the pictures?
- Where do you think the pictures were taken?
Once students have examined these pictures, they will research for picture from the present. Teacher will say, Once you have
looked at the secondary resources from the website, use Google to find images of children completing the same tasks from the
present. We will then print these and glue them in our books. We will then find the things that are the same about the two
pictures and write why these things havent changed, or if they have changed, how? Search engines including Google images
will be great for this. Teacher to circulate the classroom and monitor students activity whilst online. After students have found
pictures of the present, they must print these as well as the pictures from the past. Students to cut out pictures and match them
in their workbooks, for example, a picture from the past containing a child drawing will be matched with a picture from the
present where the child is completing the same task. Students will then work together to circle the similarities within the pictures.
Students are then to write about the similarities and why some things have not changed over time. Teacher will say, make sure
that you are working with your partner. Help each other to find the things that are the same and then to write about these.
After completing this activity, students will write about their findings. Each sentence should justify the reasoning behind students
selection. Teacher can prompt students to justify their work by saying the following:
- Why do you think these pictures are the same?
- What is happening in the pictures that is the same?
- Are the same people in the pictures?
- Why do you think these things stayed the same?
Conclusion
Teacher to ask students how they liked the website and if they were able to access the link easily. Teacher to ask pairs what
similarities they found and why they think they have stayed the same. Teacher to collect this work sample to assess students
understanding of the task. Feedback will be given through the use of notes.
TELSTAR
Students are demonstrating Look as they search for images and identify similarities within these.
Historical skill
The main historical skill is influenced through analyzing the set of pictures found by students. Students are encouraged to find
their own source of information through simple online research.
Historical concept
The idea of change is highly evident within this lesson as students are analyzing pictures from both the past and the present.
Resources
Website.
Laptops or iPads.
IWB.
Students to work collaboratively in the form of small groups with the support of the website. Students to use primary resources to
complete the set tasks. Students to complete simple computer tasks (researching, typing and printing).
Design and Digital Technologies
(ACTDIK001) Identify, use and explore digital systems (hardware and software components) for a purpose.
English
(ACELA1469) identify visual representations of characters actions, reactions, speech and though processes, and consider how
these images add to or contradict or multiply the meaning of accompanying words.
Lesson 6- Introduction of second primary resource. Museum in a box experience.

The box contains artifacts from the past. These artifacts consist of house hold items.
Introduction
Teacher to start by addressing information that was previously spoken about, for example:
- What is a primary source?
- What is a secondary source?
- What do sources tell us?
The teacher will then say, we have this resource from the library and its called Museum in a box. What do you think might be
in here? after asking this teacher to provide students with time to think before asking them to contribute answers. Once
students have thought about the box, the teacher will reveal whats inside. The teacher will show students the objects in the box
and will continue to ask, do you think these objects are primary sources or secondary sources? How can you tell?
Body
Once the students have established whether or not the sources are secondary or primary, they will each be able to choose one to
hold onto. Whilst students are holding onto items the teacher will circulate the room and ask the following questions:
- What does it feels like?
- Is it heavy, light, soft or fluffy?
- What do you think it was used for?
- Do you have this item in your house? What do you use it for?
After students have inspected the items the teacher will collect them (this will ensure students are listening to the teacher).
The students will now use these items to role play. This will provide students the opportunity to gain another perspective on what
life was like in the past. The teacher will say, We are now going to roll play with the items. We will be in groups of four and each
person will need to contribute equally to the roll play. When you are role playing try and think about how people would have
spoken and acted in the past. The teacher will break students into groups of four and provide them with items from the box.
Every 10-15 minutes the students will rotate their items. This will ensure students effectively engage with all of the artifacts. After
students have roll played with all items the teacher will say, Now that we have finished roll playing we are going to work with
our groups to brainstorm about the artifacts. Can group 1 please collect a piece of poster paper and find a space to answer the
questions on the board (continue this for the remaining groups).
Questions for students to answer in groups are below (students may think of other information that they wish to include on their
posters):
- Are the artifacts primary or secondary? How can we tell?
- Do we still have these items at home?
- Are the items useful?
- How did you roll play with the items?
Completed posters will be displayed in the room for students to see.
Conclusion
Teacher will call all students to the mat where they will ask the following questions:
- Who thought the artifacts where a secondary source or a primary source?
- Who enjoyed roll playing with the sources?
- What did we find out about the sources?
Teacher will answer any questions that students have.
TELSTAR
Through the use of role play students are role modelling act of the inquiry model.
Historical skill
Students are implementing the main historical skill as they analyse sources in a different form. This will allow learners a different
perspective of looking at primary and secondary sources.
Historical concept
Students reflect the main historical concept and they critically reflect on what items have changed from the present to the future.
Resources
Poster paper and pencils.
Museum in a box.
Students should be able to identify whether or not artifacts from the past are useful in the present. Students must work
collaboratively in order to complete and understand the task.

(ACELA1470) Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious
choices about vocabulary to suit audience and purpose.
Lesson 7- Reflection on two previous sources.

Introduction
The teacher will discuss the previous two artifacts and allow students to talk about new information that they have acquired.
Students will be working individually to complete a written reflection on the past two artifacts and sources.
Body
Students will write a written reflection about the two previous artifacts. As the previous items are displayed around the room,
students can use this to draw inspiration for their writing. If students are having trouble, the teacher will assist them by starting
with a single artifact to reflect on.
Conclusion
Teacher will provide students with a five minute warning to ensure they are aware that the lesson is ending.
TELSTAR
Students are sorting information into the form of a recount that is based on previous experiences and activities.
Historical skill
Students are analyzing sources by reflecting on their purpose and the information that they provide.
Historical concept
While the main focus is on the main historical skill, students are still thinking about
Resources
Workbooks.
Previous artifacts and posters.
Students should be critically reflecting on previous activities. Students should be able to produce a piece of written information
that is at a year two level.
English
Students will be practicing their writing skills which include letter formation and text structure.
Lesson 8- Introduction of second secondary resource. Short video entitled, Past vs

Present.
Introduction
As students have previously used the website, a less explicit teaching method will be required to guide learners through this
experience. Instead the teacher will demonstrate on the IWB where to find the worksheet that will be used to complete this task.
Once the teacher has shown students this they will play the YouTube vide on the IWB for all students to see.
Body
After watching the video students will complete the provided worksheet. The teacher will introduce this by saying, Now that we
have watched the video we are going to complete this worksheet. The worksheet is asking you to think about the video when
completing the worksheet. You will each individually complete a worksheet, but you can work together to do this.
Teacher to assist students where needed throughout this activity. If needed, students can re-watch the video in order to help
them with the completion of the worksheet.
Teacher to discuss what has changed with students. This can be an open discussion where students contribute their thoughts and
ideas.
Conclusion
Teacher to ask students questions that are on the work sheet in order to assess whether or not students understood the task. The
teacher will collect this worksheet as a formative assessment piece.
TELSTAR
Students will sort the information gained from the video and apply this to the worksheet.
Historical skill
Students must analyse information in the video to extract information that will ensure the worksheet is completed appropriately.
Historical concept
The video shows differences between the past and the present in a visual way allowing students to receive information through
multimodal forms.
Resources
Website.
Worksheet.
IWB
Students to apply comprehending skills (take information from the video and apply it to the worksheet).
Comprehension skills.
Lesson 9- Final reflection on all resources and information. Complete summative

assessment (in the form of a mind map worksheet).
Teacher to use this worksheet as the summative assessment.
Introduction
The teacher will recap on all previously explored sources and posters. Teacher will encourage students to have an open
discussion about what they have learnt throughout the historical inquiry. Teacher to refer to artifacts that are around the
classroom. Teacher to show students where they can access the worksheet on the website.
Body
The teacher will put the worksheet on the IWB and explicitly explain each step and part to students. Teacher will say, This work
sheet is where we are going to answer our main historical question, make sure that you support your ideas with the sources
around the room. Teacher will answer any questions that students have. Students are then to move back to their individual wok
spaces and begin work on the summative task.

Conclusion
Once all students have completed the task they will gather on the mat. Teacher will take this opportunity to ask if any one has
any final questions. Students will once again be provided with the opportunity to contribute their ideas towards the inquiry. The
teacher will inform students the historical inquiry is finished by saying, Now that we have answered our main inquiry question
our historical inquiry is finished. You can still learn about the past and the present by talking to your family members. Remember
that history changes, so next year if you were to answer the same question it may change.
TELSTAR
Students are reflecting on the new information that they have received. Students will then use this information to apply critical
thinking skills and higher order thinking skills to answer the main inquiry question.
Historical skill
Students are analyzing all information in order to answer the main historical question.
Historical concept
Students will discuss the historical concept through the questions asked on the worksheet.
Resources
Final historical inquiry worksheet
Students to apply acquired skills to the worksheet in order to answer the main inquiry question.
(ACCHS054) Use a range of communication forms (oral, graphic, written, role play) and digital technologies.
English

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Historical inquiry lesson sequence

Link to supporting website

Lesson 1- Introduction of History as a discipline.

(collecting students current knowledge on history as a discipline).

Lesson 2- Introduction of the historical inquiry.

Intended student learning

- What do the pictures tell us about the story?

Lesson 4- Reflection on previous secondary resource.

Previously completed posters and artifacts.

Lesson 5- Introduction of first primary resource. Spot the difference activity.

these images add to or contradict or multiply the meaning of accompanying words.

Lesson 6- Introduction of second primary resource. Museum in a box experience.

collaboratively in order to complete and understand the task.

Lesson 7- Reflection on two previous sources.

Lesson 8- Introduction of second secondary resource. Short video entitled, Past vs

Lesson 9- Final reflection on all resources and information. Complete summative

spaces and begin work on the summative task.

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