HISTORY-+3

=﻿YEAR 3 HISTORY=


 * [[image:australiancurriculumresourcesf-6/Australian-Community.jpg width="194" height="163"]]Community and Remembrance **

Key inquiry questions
Who lived here first and how do we know? How has our community changed? What features have been lost and what features have been retained? What is the nature of the contribution made by different groups and individuals in the community? How and why do people choose to remember significant events of the past?

•listening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong to || Intercultural understanding. , Personal and social competence || Aboriginal Torres Straight Is history and culture || (ACHHK060) || •comparing photographs from both the past and present of a specific location to identify the nature of change or continuity (that is key similarities and differences) || Critical and creative thinking, Personal and social competence ||  || (ACHHK061) || •generating a list of local, state and national symbols and emblems (for example club emblems, school logos, flags, floral emblems, coat of arms) and discussing their origins and significance •examining the symbolism of flags (for example the Australian, Aboriginal and Torres Strait Islander flags) and recognising special occasions when they are flown (for example all three flags are flown during NAIDOC week, National Reconciliation Week, Sorry Day and MABO day) || Critical and creative thinking, Intercultural understanding. , Literacy || Aboriginal Torres Straight Is history and culture || (ACHHK063) || •viewing on the internet videos of celebrations of significant days, such as Independence Day in Greece •investigating the origins and significance of international celebrations or commemorations (for example the International Day of Peace) and of celebrations important to particular cultural groups in Australia and in other countries || Critical and creative thinking, ICT, Intercultural understanding. || Asia and Australia’s engagement with Asia || (ACHHK064) || •using acronyms (for example NAIDOC, ANZAC) and understanding their meaning || Literacy || Aboriginal Torres Straight Is history and culture || (ACHHS066) || •posing appropriate questions when investigating the establishment of a local community (‘How did people settle?’ ‘Who were they?’ ‘Why did they come to the area?’) || Critical and creative thinking ||  || (ACHHS067) || •using information technologies to organise information and make connections (for example creating tables in word processing software, concept mapping) || Critical and creative thinking, ICT ||  || (ACHHS068) || •composing historical texts (for example a biography on a noteworthy individual or group, a report on a significant event) || Literacy ||  || (ACHHS070) || •creating an oral, written, pictorial or digital representation to reflect the diverse ‘character’ of the community today || ICT, Literacy, Personal and social competence ||  || (ACHHS071) ||
 * SUB-STRAND || ELEMENT || ELABORATION || GENERAL CAPABILITIES || CROSS-CURRICULA PRIORITIES || ELEMENT CODE ||
 * Knowledge and Understanding || 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) || •identifying the language groups of Aboriginal and Torres Strait Islander peoples who belong to the local area and explaining the relationship between language, country, place and spirituality
 * Knowledge and Understanding || ONE important example of change and 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 environments, entertainment, daily life (ACHHK061) || •investigating a development in the local community from the time of European settlement to the present day (for example through photographs, newspapers, oral histories, diaries and letters)
 * Knowledge and Understanding || The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062) || •using local sites, museums and online collections (for the local area or state/territory) to identify the cultural groups within the local community and their influence over time (for example as reflected in architecture, commercial outlets and religious buildings) and comparing the development of the local community with another community || Critical and creative thinking, Intercultural understanding. , Personal and social competence ||  || (ACHHK062) ||
 * Knowledge and Understanding || Days and weeks celebrated or commemorated in Australia (including Australia Day, Harmony Week, ANZAC Day, NAIDOC week) and the importance of symbols and emblems (ACHHK063) || •identifying and discussing the historical origins of an important Australian celebration or commemoration
 * Knowledge and Understanding || Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064) || •comparing the significance of national days in different countries, looking at why they developed and elements they have in common
 * Chronology, terms and concepts || Sequence historical people and events (ACHHS065) || •developing an annotated timeline or other visual representation of key stages of settlement, which features local, regional or state events and people of historical significance || Numeracy ||  || (ACHHS065) ||
 * Chronology, terms and concepts || Use historical terms (ACHHS066) || •using historical terms (such as immigration, exploration, development, settlement and naming days of commemoration and emblems) when speaking, writing, and illustrating
 * Historical questions and research || Pose a range of questions about the past (ACHHS067) || •posing appropriate questions when investigating the contribution that individuals and groups have made to the development of the local community (‘Who?’ ‘What?’ ‘When?’ ‘Where?’ ‘Why?’)
 * The analysis and use of sources || Locate relevant information from sources provided (ACHHS068) || •analysing a range of sources (for example photographs, maps, oral histories) to locate information about the people, places and events in their community’s present and past
 * Perspectives and interpretations || Identify different points of view (ACHHS069) || •identifying the meaning of celebrations from different perspectives (for example Australia Day for Aboriginal and Torres Strait Islander peoples compared with Anglo-Australians) || Intercultural understanding., Literacy , Personal and social competence || Aboriginal Torres Straight Is history and culture || (ACHHS069) ||
 * Explanation and communication || Develop historical texts, particularly narratives (ACHHS070) || •writing narratives about the community’s past based on researched facts, characters and events
 * Explanation and communication || Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071) || •creating and editing a presentation (for example one that includes text, images and sounds) to record and explain the past