What History Tells Us About The Past
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Foundation Statement strands
The following strands are covered in this activity:
Description of activity
Students create a timeline of their life, showing significant events. They then write these events in a recount.
- Students create a timeline of their life showing significant events such as the day they were born,the day they took their first steps, their first tooth, the first day of school etc.
- They highlight personally significant life changes in a different colour and explain why these changes occurred by writing in the timeline or telling the teacher.
- Students independently construct a recount of a significant event on their timeline.
Suggested materials
Paper, lined paper for recount, pencils/textas
Prior learning
Students have explored timelines and jointly constructed a timeline sequencing the major events of a person’s life. They have discussed the concept of ‘the past’ and have a good general understanding of what this term means. Students have jointly constructed recounts and have also independently constructed recounts of shared events. They have used various proformas to write recounts.
Board of Studies, HSIE K–6 Units of work, pp 55–58
Outcomes
Significant Events and People (CCS1.1)
Communicates the importance of past and present people, days and events in their life, in the lives of the family and community members and in other communities.
Time and Change (CCS1.2)
Identifies changes and continuities in their own life and in the local community.
Identities (CUS1.3)
Identifies customs, practices, symbols, languages and traditions of their family and other families.
Criteria for assessing learning
Students will be assessed on their ability to:
- use a timeline to sequence events in their life
- explain the changes that have occurred in their life.