Term 1 HASS- History
Celebrations
By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They identify the importance of different celebrations and commemorations for different groups.
Students sequence information about events and the lives of individuals in chronological order. They pose questions about the past and locate and collect information from sources (written, physical, visual, oral) to answer these questions. They analyse information to identify a point of view. Students develop texts, including narrative accounts, using terms denoting time.
Curriculum Links:
Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan) (ACHASSK065)
Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems (ACHASSK064)
Students sequence information about events and the lives of individuals in chronological order. They pose questions about the past and locate and collect information from sources (written, physical, visual, oral) to answer these questions. They analyse information to identify a point of view. Students develop texts, including narrative accounts, using terms denoting time.
Curriculum Links:
Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan) (ACHASSK065)
Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems (ACHASSK064)
Lesson 1:
Why do we Celebrate? Watch Peppa Pig’s Birthday
In partners students discuss and reflect how their celebrations are the same/different. . Lesson 2: Australia Day
Complete National Celebrations task. Discuss as class: Why might special symbols be important to these national celebrations? Do these national celebrations have any special symbols in common? How do you think each of these national days might be celebrated? Lesson 3:WA DAY WA Day- Discuss and research Key dates. https://www.celebratewa.com.au/what-is-wa-day/ https://www.celebratewa.com.au/wp-content/uploads/2016/11/50-more-western-australian-historical-facts-trivia.pdf Our Western Land 1829 – 1890 Our Western Land 1890 – 1939 Why do we celebrate WA Day? Who celebrates WA Day? What dates might we include? What relevant terms? Students complete assessment task (marked against rubric- show students rubrics and discuss beforehand) Why do we celebrate WA DAY? Lesson 4: Australian Commemorations and Celebrations. Watch NAIDOC Video.
Display and discuss slide 16 of the Celebrations Around the World PowerPoint. Ensure that the students understand the subtle difference between a 'celebration' and a 'commemoration'. Complete Australian Celebrations and Commemorations - Comprehension Task. Lesson 6: Religious and Cultural Celebrations. Display and discuss slides 23-27 of the Celebrations Around the World PowerPoint. Encourage the students to focus on the five senses and what might be experienced during each celebration e.g. sight, sound, smell, taste, touch. Watch the Diwali - Fesitval of Lights video on YouTube At the end of the clip, create a five senses graphic organiser on the board (I can see, I can hear, I can smell, I can touch, I can taste) and complete this together as a class for the Festival of Diwali. Allow the students to select another religious celebration. Monitor and support the students as they complete the five senses graphic organiser for their selected celebration independently. Choose some students to share their five senses graphic organiser with the class, covering a range of religious celebrations (if possible). Ask the students:
Lesson 7: Christmas Around The World. Watch Christmas Around the World Video & How Christmas Started Videos At the end of the clip, ask the students to name some of the countries mentioned in the video. Locate each country on a map of the world. Identify whether the country is located in the northern or southern hemisphere and discuss what the weather is likely to be like in each country at Christmas time. Project the Christmas Around The World - Fact Sheets on the board; or, alternatively, provide the students with a copy. As a class, read about how Christmas is celebrated in Australia, Brazil, Japan and France. Compare and contrast the experiences of each country. Students imagine they are in another country for Christmas and send a postcard describing what it is like to friends in Australia. Lesson 8 & 9: Inquiry Task Students select a cultural celebration to research and Write a journal entry which recounts all of your (imaginary) experiences at an important cultural celebration. |
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