HISTORY OVERVIEW, TERM 1 - General Web viewmake appropriate word selections and decode and...

HISTORY OVERVIEW, TERM 1UNIT TITLE: Roles and Responsibilities – Who is the busiest person in your family?

UNIT OUTLINE CONTENT DESCRIPTIONS ASSESSMENT (A)Comparing and contrasting roles and responsibilities of families in the past, present and future.

Historical Knowledge and Understanding

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

Historical Skills

Chronology, terms and concepts

Distinguish between past, present and future. ACHHS032

Perspectives and Interpretations

Explore a point of view ACHHS036

Explanation and Communication

Use a range of communication forms (oral, graphic, written, role play) and digital technologies ACHHS038

Diagnostic (For learning)

- Observation (Tuning In Phase)

- Participation in activities (Looking Phase)

Formative (As learning)

- Completed Y-chart (Exploring Phase)

- Completion of Lenses worksheet (Looking Phase)

Summative (Of learning)

- Assessment Part 1 and 2 (Sorting Phase)

- Assessment Part 3 (Reflecting Phase)

HISTORICAL CONCEPTS

Evidence

Continuity and Change

Cause and effect

Perspective

Empathy

Significance

Contestability

LINKS TO OTHER LA’S

- English (writing)

- Maths (graph)

- Drama (roleplay)

Diocese of Cairns, Catholic Education Services

DEVELOPING INQUIRING AND REFLECTIVE LEARNERS Community Contributor

Leader and Collaborator

Effective Communicator

Active Investigator

Designer and Creator

Quality Producer


CROSS CURRICULA PRIORITIES

Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia’s Engagement with Asia

The overarching purpose of Catholic schools of the past, as well as the future, is to bring the Good News of Jesus to all who hear it. In the midst of a world of educational, social and economic change the focus on the holistic growth of the individual remains the surest way catholic school can prepare students for the uncertainties of the future.

Defining Features, Diocese of Cairns

The curriculum provides opportunities for young people to connect their curriculum experiences to a living Christian faith.

Active engagement of inclusive curriculum practices which reflect Aboriginal and Torres Strait Islander perspectives, knowledge, histories, cultures and spirituality. A genuine commitment to Reconciliation, guided by principles of personal dignity, social justice and equity, which reflects the Gospel message and the mission of the Church.

The curriculum provides opportunities to value and respect:

1. traditional knowledge and practices2. culture and natural heritage3. spirituality

and to critically examine and/or challenge:1. social constructs 2. prejudice and racism

This perspective requires students to develop skills, knowledge and understandings related to Asia and Australia’s engagement with Asia.

The curriculum provides opportunities to know, understand and be able to:

1. Understand ‘Asia’2. Develop informed attitudes and values3. Know about contemporary and traditional

Asia4. Connect Australia and Asia5. Communicate effectively with people of the

Asian region both within and outside Australia confidently

Sustainability Education Social Emotional Learning Inclusive Education

Access to current information about environmental issues and promotion of a reflective and responsive attitude towards stewardship of the gifts of creation.

The curriculum provides opportunities to reflect upon:

1. the gift of creation2. an attitude of responsible stewardship

and to critically examine and/or challenge:1. the impact of human interaction with the

Social and emotional competencies are integral to academic and work success and are the basis of resilience, relational quality and social capital.

The curriculum provides opportunities to develop:1. Self Awareness2. Social Awareness3. Responsible Decision Making4. Self-Management5. Relationship Management

It is by the quality of interactions and relationships that all students learn to understand and appreciate difference, to value diversity and learn to respond with dignity and respect to all through mutually enriching interactions.

The curriculum provides equitable access for and/or positive interactions with students from different backgrounds and with diverse needs and abilities.


natural, built and social environment2. current environmental issues

GENERAL CAPABILITIES

Literacy Numeracy Information and Communication Technology Critical and Creative Thinking

Students become literate as they develop the skills to learn and communicate confidently at school and to become effective individuals, community members, workers and citizens. These skills include listening, reading, viewing, writing, speaking and creating print, visual and digital materials accurately and purposefully within and across all learning areas.

Literacy involves students engaging with the language and literacy demands of each learning area.

As they become literate students learn to: interpret, analyse, evaluate, respond to

and construct increasingly complex texts (Comprehension and composition)

understand, use, write and produce different types of text (Texts)

manage and produce grammatical patterns and structures in texts (Grammar)

make appropriate word selections and decode and comprehend new (basic, specialised and technical) vocabulary (Vocabulary)

use and produce a range of visual materials to learn and demonstrate

Students become numerate as they develop the capacity to recognise and understand the role of mathematics in the world around them and the confidence, willingness and ability to apply mathematics to their lives in ways that are constructive and meaningful.

As they become numerate, students develop and use mathematical skills related to: Calculation and number Patterns and relationships Proportional reasoning Spatial reasoning Statistical literacy Measurement.

Students develop ICT competence when they learn to: Investigate with ICT: using ICT to plan and

refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems

Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks

Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology)

Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In learning to think broadly and deeply students learn to use reason and imagination to direct their thinking for different purposes. In the context of schooling, critical and creative thinking are integral to activities that require reason, logic, imagination and innovation.As they develop critical and creative thinking students learn to: pose insightful and purposeful questions apply logic and strategies to uncover

meaning and make reasoned judgments think beyond the immediate situation to

consider the ‘big picture’ before focussing on the detail

suspend judgment about a situation to consider alternative pathways

reflect on thinking, actions and processes generate and develop ideas and

possibilities analyse information logically and make

reasoned judgments evaluate ideas and create solutions and

draw conclusions


learning (Visual information) assess the feasibility, possible risks and benefits in the implementation of their ideas

transfer their knowledge to new situations

Ethical Behaviour Personal and Social Competence Intercultural UnderstandingStudents develop ethical behaviour as they learn to understand and act in accordance with ethical principles. This includes understanding the role of ethical principles, values and virtues in human life; acting with moral integrity; acting with regard for others; and having a desire and capacity to work for the common good.

As they develop ethical behaviour students learn to: recognise that everyday life involves consideration of

competing values, rights, interests and social norms identify and investigate moral dimensions in issues develop an increasingly complex understanding of ethical

concepts, the status of moral knowledge and accepted values and ethical principles

explore questions such as: o What is the meaning of right and wrong and can I be

sure that I am right? o Why should I act morally? o Is it ever morally justifiable to lie? o What role should intuition, reason, emotion, duty or

self-interest have in ethical decision making?

Students develop personal and social competence as they learn to understand and manage themselves, their relationships, lives, work and learning more effectively. This involves recognising and regulating their emotions, developing concern for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.

As they develop personal and social competence students learn to: recognise and understand their own emotions, values and

strengths, have a realistic assessment of their own abilities and a well-grounded sense of self-esteem and self-confidence (Self-awareness)

manage their emotions and behaviour, persevere in overcoming obstacles, set personal and academic goals, develop self-discipline , resilience, adaptability and initiative (Self-management)

perceive and understand other people’s emotions and viewpoints, show understanding and empathy for others, identify the strengths of team members, define and accept individual and group roles and responsibilities, be of service to others (Social awareness)

form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management).

Students develop intercultural understanding as they learn to understand themselves in relation to others. This involves students valuing their own cultures and beliefs and those of others, and engaging with people of diverse cultures in ways that recognise commonalities and differences, create connections and cultivate respect between people.

As they develop intercultural understanding students learn to: identify increasingly sophisticated characteristics of their

own cultures and the cultures of others recognise that their own and others’ behaviours, attitudes

and values are influenced by their languages and cultures consider what it might be like to ‘walk in another’s shoes’ compare the experiences of others with their own, looking

for commonalities and differences between their lives and seeking to understand these

reflect on how intercultural encounters have affected their thoughts, feelings and actions

accept that there are different ways of seeing the world and live with that diversity

stand between cultures to facilitate understanding take responsibility for developing and improving

relationships between people from different cultures in Australia and in the wider world

contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians.


WEEKLY PLANNERWEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIES SEL

Tuning In Exploring Looking Sorting Acting Reflecting

TUNING IN RESOURCESLooking at 4 pages of Smith FamilyPreview a portrait of the Smith Family. Look at each family member and discuss their roles in the areas of Home Life, Work Life and Recreation Life. Cover the roles and get students to predict:

What do you think the family members do? Do both the Mother and Father work? Do you think the children would do the same things you do after school?

Read 4 pages of The Smith’s Home Life, tuning the students into life in the “Olden Days”. Watch The Olden Days http://www.youtube.com/watch?v=PACHhaJSKlwhttp://www.youtube.com/watch?v=4BxQQSr0hvE&feature=related http://www.youtube.com/watch?v=duJr4owjpOE

Discuss in detail each Smith family member’s role, their duties and whether their work was paid or unpaid. Discuss in detail each Smith family member’s role, their duties and whether it was a choice or an expectation.

Student Resources:

Teacher Resources: 4 pages of The Smith’s Home Life Butcher’s paper Pens Computer/Projector

ASSESSMENT OPPORTUNITIESDiagnostic Observation of student participation

HISTORICAL LANGUAGE AND VOCABULARY Roles Responsibilities Recreation Expectations Olden Days/ Past


http://www.youtube.com/watch?v=duJr4owjpOE

http://www.youtube.com/watch?v=4BxQQSr0hvE&feature=related

http://www.youtube.com/watch?v=PACHhaJSKlw

WEEK 1 2 3 4 5 6 7 8 9 10

GENERAL CAPABILITIES CROSS CURRICULAR PRIORITIESSEL


EXPLORING RESOURCESPre- Phase Retrieval Chart (homework)Prior to the exploring phase, students need to take home a retrieval chart outlining their family members and their roles in relation to Work Life, Home Life and Recreation Life.

Identifying similarities and differences from Retrieval ChartAs a whole class, students will discuss and elaborate about their differences and similarities between their own family members and those of the Smith Family in the Olden Days. Verbal Questions may include:

Are there similarities between “Mother Smith’s” jobs and your Mum’s jobs? Do any of your family members share jobs that only Mother or Father Smith did in the pages? Do you and your brothers/sisters do the same as the Smith children? How were the Olden Days different to life now? Are there any jobs that no longer exist?

Student ResponseStudents write a response in relation to the discussion including 1 similarity and 1 difference.E.g. The boy in the Smith family plays cricket, I play cricket too. The girl in the Smith family takes sewing lessons but I take netball/cricket/hockey lessons.

Introduction of Big Question Introduce big question “Who is the busiest in your family?”Teacher leads discussion on the meaning of the question, e.g. What does busy mean? What does busy look like in our classroom? In pairs, students complete a Y-chart about the word “busy” in relation to school life. Teacher models how to complete the Y-chart.

Student Resources:Y-chart worksheet between two studentsPencilsRetrieval chart (Homework)

Teacher Resources:Smith Family pagesBusy: engaged in activity, as work Completing lots of activities Model Y-Chart

ASSESSMENT OPPORTUNITIESFormative- Completed Y-chart

HISTORICAL LANGUAGE AND VOCABULARY


Busy Similarity Difference Y-Chart Olden Days/ Past Exist Introduce continuity and change (Unit terms – stayed same and changed)


WEEK 1 2 3 4 5 6 7 8 9 10



LOOKING RESOURCESGraphing opinion of the busiest Smith Family memberRefocus students to the 4 pages of the Smith Family and the definition previously discussed about the term busy. Whole class discusses who they feel is the busiest in the Smith family.

Whole class graph of opinion of the busiest family memberEach student receives one sticky note on which they write who they feel is the busiest in the Smith Family. As each student adds their sticky note to the graph titled Who is the Busiest in the Smith Family (displayed largely in the classroom) the student provides their opinion/explanation as to why they think this person is the busiest.

5 Lenses of Busyness Teacher introduces students to the 5 Lenses of Busyness. [Teacher Note: Take into consideration stereotyping e.g. that busy people plan spare time] Using the lenses, students share their opinion of who is the busiest from the Smith Family when looking through each of the lenses.

1. Earning Most Money Lens2. Spare Time Lens3. Counting Jobs Lens4. New Learning Lens5. Physical/Most Tiring Lens

Students look at their personal retrieval chart and complete the 5 Lenses of Busyness Worksheet in relation to their own family.

Student Resources:Sticky note eachPencil5 Lenses of Busyness Worksheets

Teacher Resources:Large graphTitle for graph: Who is the busiest in the Smith Family5 Lenses of Busyness

ASSESSMENT OPPORTUNITIESDiagnostic Participation in class activities FormativeCompletion of worksheet

HISTORICAL LANGUAGE AND VOCABULARY Roles Responsibilities Busyness Introduce the term perspective Introduce significance (busyness/importance)


Empathy (understanding)

WEEK 1 2 3 4 5 6 7 8 9 10



SORTING RESOURCESSummative Assessment Part 1Students identify which of their family members is the busiest and provide reasons why.Summative Assessment Part 2Students will compare the busiest in their family with the same family member from the Smith Family. They will then provide detailed justification of their choice.E.g. The Smith Mother is busier because she had to wash the clothes by hand, but my Mum does it in the washing machine.

Student Resources:Assessment Task sheet 1 and 2

Teacher Resources:Rubric

ASSESSMENT OPPORTUNITIESSummative Assessment Part 1 and 2.

HISTORICAL LANGUAGE AND VOCABULARY Olden Days Busier Similarity Difference compare reasons

WEEK 1 2 3 4 5 6 7 8 9 10




ACTING RESOURCESPredicting Future Roles of Smith Family Teacher draws attention to the changes in history and the technological advances that created that change. E.g. wireless to TV, slate boards to pens, blackboards to interactive whiteboards, cameras

As a whole class, recreate the Futuristic Smith Family’s Mother and Father, using the Smith Family template. (E.g. descriptions of work life, home life and recreation life).

In pairs, students complete the Smith Family template for the Futuristic Smith Family children, creating descriptions for work life, home life and recreation life. Futuristic Smith childrens’ roles and responsibilities will reflect students thinking about what the future will be like and what roles/responsibilities will/will not be relevant anymore.

Once each pair has completed their template for the Futuristic Smith children they will share with the whole class. Whole class will vote and decide on which pair’s Futuristic Smith children is most relevant and using Futuristic Smith Family’s Mother and Father (that was created earlier in the lesson) the whole class will create a book: Smith Family: In the Future.

Student Resources:Smith Family Book Template

Teacher Resources:Butcher’s paperPens

ASSESSMENT OPPORTUNITIES

HISTORICAL LANGUAGE AND VOCABULARY Futuristic Description Cause and Effect (role changes in relation to technological advances)

WEEK 1 2 3 4 5 6 7 8 9 10



REFLECTING RESOURCESSummative Assessment Part 3Compile a list of jobs/tasks that students identified in their Retrieval Chart (from Exploring Phase).

Student Resources:Retrieval chart


Students choose a job/task that someone in their family does. Students complete the worksheet to show their understanding of the continua of past, present and future of that job/task.E.g.Past: Washing the clothes using a washboard (Refer to YouTube movie in Tuning In)Present: Using a washing machine.Future: Washing your clothes while they are on you.

Dramatic Role PlayIn groups of 3, students choose a job/task from the list and show the form it took in the past, present and future.E.g:Past: Mowing the lawn using a rotary mower.Present: Mowing the lawn using a ride-on mower.Future: Grass that doesn’t grow but looks and feels like real grass and makes oxygen.

Summative Assessment Part 3

Teacher Resources:

ASSESSMENT OPPORTUNITIESSummative Assessment Part 3

HISTORICAL LANGUAGE AND VOCABULARY Jobs/Tasks Past Present Future Futuristic

REFLECTION


St Therese’s School, Bentley Park

Educational Modifications

CLASSROOM ACCOMMODATIONS FOR WHOMSeat near teacherAssign student to low- distraction areaSeat near positive peer modelsUse support groups / cooperative learningUse rows instead of tablesUse learning centreUse of time-outStand near student when giving instructionArrange classroom for safe visibility, accessibility and movement

PRESENTATION OF LESSONS FOR WHOMAdjust work load, reduce assignments or give alternative assignmentsUse visual aids with oral presentationTeacher gives student outlines or study guidesEnsure regular lesson revisits/reviewsHighlight instructions (marker or highlighter tape)Give clear behavioural objectivesAsk student to repeat instructions for clarification and understandingUse high- impact game-like materialsCall on student oftenAcknowledgment effort put forthGive reminders for student to stay on task, monitor student is on task/topicUse large type/font and dark inkKeep page format simpleUse visual promptsDivide page into clearly marked sectionsRemove distractions from paper

ALTERNATIVE EVALUATION PROCEDURES FOR WHOMReduce number of itemsPractice completely similar questionsArrange for oral testingHave support staff administer testPermit student to type or use word processingAdjust grading criteria based on individualAdjusted grading option

NOTE TAKING STRATEGIES FOR WHOMProvide student the means to recordArrange for note taker e.g. AideGive student a copy of notesProvide time for periodic review of student’s notes (written, dictated, word processed)

Catholic Education Services Diocese of Cairns 13


ORGANISATIONAL STRATEGIES FOR WHOMUse calendar to plan assignmentsUse of assignment notebook or work checklist especially diaryDaily scheduleGive time top organise desk during classAM check-in to organise for the dayLunch-time check-in to organise for PMPM check-out to organise for homeworkArrange a duplicate set of classroom material for use at homeDevelop parent/school contractTraining in time management

SUPPORT SERVICES FOR WHOMPeer tutoringCross-age tutoringStudent buddyWork with school officerMeet with staff during available timesTeach student to monitor own behaviourImplement behaviour contract/rewardSelf advocacy/communication skill trainingConflict resolution strategiesOther _____________________

Adapted with permission from Positive Partnerships PD Facilitators GuideModule 5 Support materials



History Assessment Task Sheet

Student Name: Year Level: 1

Name of Task: Assessment Task 1/2: Who is the busiest?

Teacher:

Learning Area/s: History

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Teacher

Task Description

Assessment Task 1

Students identify the busiest person in their family and justify the reason for their chose

Assessment Task 2

Students compare and make judgement on who is the busiest person in their family. Then compare and make judgement against the corresponding person in the Smith Family. E.g. My mum is busier then Mother Smith because she has a job and does all the house work. (2 or more for a sound)

Procedure

1. Assessment Task 1

i. Students interpret their retrieval chart and make judgement on the busiest, students write their response on the Assessment Sheet




i. Students interpret their retrieval chart and through pictorial communication make judgement on the busiest person in their family and the corresponding person in the Smith Family.

ii. Students then provided written communication as to which person is the busiest from the pictures they drew.

iii. Students then provided written communication justifying their reasons for why they think this person is the busiest.

Resources:

Assessment task Sheet 1 & 2


History Assessment Task Sheet

Student Name: Year Level: 1

Name of Task: Assessment Task 3: Jobs/task: Past/Present/Future

Teacher:

Learning Area/s: History

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Teacher

Task Description

Assessment Task 3

Students choose a job or task. They draw a picture of what the task/job looked like in the past, present and will look like in the future.

Students write a sentence to describe what the job/task would involve.

Procedure


i. Students choose a job/task which they have knowledge on in relation to the past and present.

ii. Students use their knowledge to predict what this task might look like in the future.

iii. Students use this knowledge to draw and picture and write a sentence to describe the task.

Resources:

Assessment Task 3


CRITERIA SHEET ‘WHO IS THE BUSIEST IN YOUR FAMILY’Criteria A B C D E

Know

ledg

e an

d U

nder

stan

ding

Part 1Justification of

Who is the Busiest in Your

Family

Student identifies busiest person and provides a comprehensive reason for their choice.

Student identifies busiest person and provides a thorough reason for their choice.

Student identifies busiest person and provides a satisfactory reason for their choice.

Student identifies busiest person. No reason is provided for their choice.

Student does not identify the busiest person or provide a reason.

Part 2Compare and Contrast the

Busiest Family Member to the

Smith Family

Student thoroughly lists a range of jobs to show how busy the person is and comprehensively compares and contrasts the two people chosen.

Student satisfactorily lists a range of jobs to show how busy the person is and attempts to compare the two people chosen.

Student satisfactorily lists a range of jobs to show how busy the person is.

Student may list 1 job to show how busy the person is.

Student does not list any jobs to show how busy the person is or provides irrelevant answer.

Skill

s Part 3Past/Present/

Future Job Chart

Student displays a comprehensive understanding of the progression from past to present to future by isolating technological advances within the chosen job/task.

Student displays a thorough understanding of the progression from past to present to future by isolating technological advances within the chosen job/task.

Student displays a satisfactory understanding of the progression from past to present to future by isolating technological advances within the chosen job/task.

Student displays a limited understanding of the progression from past OR present OR future by isolating technological advances within the chosen job/task.

Student does not display any progression between past to present to future within the chosen job/task.


TheSmithFamily

A study of life in the Old Days


Father Smith

Home Life Maintaining the horse and carriage Caring for the horses Repairing and maintaining the house Trimming the hedge and trees Feeding and caring for the animals Butchering cattle/chickens/lamb for eating

Work Life Working Monday to Saturday 9 am – 5pm as a

‘Blacksmith’

Recreation Life Going to Church Attending

dances Listening to

radio


Mother Smith

Home Life Cooking and preparing meals Washing by hand and hanging out clothes Cleaning the house Preparing school lunches Maintaining the vegetable garden Grocery shopping

Work Life Volunteering at the school

Recreation Life Baking goods Sewing clothes Going to Church Listening to

radio Attending

dances


Smith Child – Boy

Home Life Mowing the yard Walking the dog Setting the table Cleaning out the chicken coop Collecting the eggs and changing the water for

the chickens Emptying the bins and putting the bins out for

collecting

Work Life Going to school Monday to Friday 9 am – 3pm

Recreation Life Fishing off the bridge Playing cricket Going to Church Listening to radio


Smith Child – Girl

Home Life Collecting and folding washing from the line Clearing the table and washing the dishes Collecting the eggs from the chicken coop Collecting vegetables from the vegetable garden Care for any younger siblings

Work Life Going to school Monday to Friday 9 am – 3pm

Recreation Life Sewing lessons Playing piano Going to Church and

helping with Church activities

Listening to radio


http://img3.etsystatic.com/il_fullxfull.196026011.jpg

Family Member: Family Member: Family Member: Family Member: Family Member:

Home Life

__________ __________ __________ __________ __________ __________

__________ __________ __________ __________ __________ __________

__________ __________ __________ __________ __________ __________

__________ __________ __________ __________ __________ __________

__________ __________ __________ __________ __________ __________

Work Life

__________ __________ __________ __________ __________

__________ __________ __________ __________ __________

__________ __________ __________ __________ __________

__________ __________ __________ __________ __________

__________ __________ __________ __________ __________

Recreation life

__________ __________ __________ __________ __________ __________

__________ __________ __________ __________ __________ __________

__________ __________ __________ __________ __________ __________

__________ __________ __________ __________ __________ __________

__________ __________ __________ __________ __________ __________



Sounds like

Feels like

Looks like

5 Lenses of Busyness Earning Most Money

The busiest person in my family when considering ‘who earns the most money’ is ________________


Spare Time

The busiest person in my family when considering ‘who has the most spare time’ is ________________


Counting Jobs

The busiest person in my family when considering ‘who does the most jobs’ is ________________


New Learning

The busiest person in my family when considering ‘who is learning new things’ is ________________


Physical/ Most tiring

The busiest person in my family when considering ‘who does the most physical and tiring jobs’ is ________________


Assessment Task 1: Who is the Busiest in your family?

The busiest person in my family is ____________________________ because ________________________________________________________________________________________________________________________________________________

Assessment Task 2: Draw a picture of theBusiest Person in my

FamilySame person from the

Smith Family


Who is busiest? Your family member or the Smith’s family member?Who is busiest out of the two pictures above?

___________________________________________________________________

Why? Give reasons why you think they are busier.

___________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


FUTURE SMITH TEMPLATE

FUTURE Father SmithHome Life

____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Work Life ____________________________

Recreation Life ____________________________ ____________________________ ____________________________


FUTURE Mother SmithHome Life

____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Work Life ____________________________

Recreation Life ____________________________ ____________________________ ____________________________ ____________________________ ____________________________


FUTURE Smith Child – BoyHome Life

____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Work Life ____________________________

Recreation Life ____________________________ ____________________________ ____________________________ ____________________________


FUTURE Smith Child – GirlHome Life

____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________

Work Life ____________________________

Recreation Life ____________________________ ____________________________ ____________________________ ____________________________


Assessment Part 3 Choose a job/task and draw a picture of what the job/task would look like in the past, present and future. Write a sentence to describe what the job/task would involve.

Past Present Future


Bibliography

A Black Smith [Image]. (2008). Retrieved from: http://www.old-picture.com/daguerreotypes/Blacksmith.htm

A Woman by the oven/stove [Image]. (2008). Retrieved from http://www.old-photos.blogspot.com

A Girl wearing a dress and bonnet [Image]. (2010). Retrieved from http://www.taylorsscarletthread.com/girls.html

A portrait of a boy.[Image]. (n.d.). Retrieved from http://voutsadakis.com/GALLERY/ALMANAC/Year2010/Jul2010/07262010/2010jul26.html

Jalessiphoto. (2011, July 20). Australiana Pioneer Village [Video file]. Video posted to http://www.youtube.com/watch?

v=4BxQQSr0hvE&feature=related

Living History School. (2010, April 15). Pioneer Skills Pioneer Clothes Washing [Video file]. Video posted to http://www.youtube.com/watch?

v=duJr4owjpOE

OzPix. (2008, April 12). The Olden Days [Video file]. Video posted to http://www.youtube.com/watch?v=PACHhaJSKlw


http://www.youtube.com/watch?v=PACHhaJSKlw





http://voutsadakis.com/GALLERY/ALMANAC/Year2010/Jul2010/07262010/2010jul26.html

http://www.taylorsscarletthread.com/girls.html

http://www.old-photos.blogspot.com/

http://www.old-picture.com/daguerreotypes/Blacksmith.htm

HISTORY OVERVIEW, TERM 1 - General Web viewmake appropriate word selections and decode and...

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