Year 2 History & Geography - Connectedness

What are objects, places or people that are important to

our community? (Preparing to find out) : Lesson number
3
Overview
In this lesson the students will be engaged in the creation of a world map representing where each
students mother and father originated. This activity will lead from lesson 1 and 2 and will enable
the students to connect their new content knowledge together.
The students will be extending their knowledge by discussing that connections can be local,
regional, national and global.
The students will be working in groups to discuss and engage in recognizing historical sites in our
community and whether these sites have an Indigenous background. The students will be given a
range of photographs of different sites or artefacts in our community to scaffold their thinking. The
students will be able to research the sites in our community using ICT.

Explanation
In previous lessons, students have discussed the connections in their lives and different aspects
within their past & present. They have developed knowledge of the definitions of words which
associate with these aspects which are presented on our word wall.

Learning Intentions

Discuss and understand that their caregivers can be connected to other countries such as
their birth place (ACHGK011)
Understand that connections can be local, regional, national and global
Discuss and recognise different historical aspects within our community (ACHHK045)
Research and recognise the historical sites or artefacts that are Indigenous and why they
are important. (ACHHK045)

General Capabilities
Literacy
In this lesson, students are engaging with a world map which is a type of text. The students
are building their vocabulary in relation to connections as well. The students are also writing
in their learning journals at the end of the lesson about a historical site they have
discovered.
ICT
The educator is firstly engaging the students in a mapping activity which is employing an
interactive world map. The students are also encouraged to research historical aspects
within the community and determine whether they are Indigenous or not and why they may
be important in our community.
Critical and creative thinking
The students are engaging in critically and creatively thinking about historical aspects of
their community by determining whether they are Indigenous and why these sites/artefacts
may be important.
Personal and social capability
In this lesson, the students will be working in groups to research historical sites and artifacts
in the community. They will be developing their communication and teamwork skills.
Intercultural understanding
To begin the lesson, each student is recognizing where their caregivers originate from.
They are appreciating and recognizing where each of their peers caregivers come from.
They are also investigating and appreciating historical sites of Indigenous peoples and
other cultures in their community.

Assessment

Assessment as learning will be used in the conclusion stage of this lesson (See assessment tab
for more details)

Resources

World map - interactive whiteboard or A2 printed

Photographs of historical sites or artefacts from the community
World wall - add local, regional, national and global
Table worksheet for each group

Student Orientated Instruction

1. To begin the lesson, the educator will give each student a pink and blue post it note (see
resources)
2. The students will be instructed to write the information they were required to find out for
their homework from the lesson before (their parents birth places). Each student would
have written their mothers birth place on the pink arrow and their fathers birth place on the
blue arrow. They will need to write their name on the back of the arrow to determine which
students caregiver is on each post it note.
3. As a class, I will get each student to come up and place their parents on the interactive
world map. The students will be asked to tell the class where each caregiver comes from
when they place it on the map
4. After this, the educator will put the students in groups of 4 or 5 to work through the next
activity. The educator will state what is required of the students and give each group a
number of photographs to scaffold their research of historical sites/artefacts in the
community.
5. The students will complete the table (Appendix A) and the educator will monitor each
groups progress. At the end of the lesson, the class will have a discussion of the important
historical aspects each group have found.
6. To conclude the lesson, the students will individually write a sentence about an interesting
historical site they have discovered, who it is important too and why. The students will have
the choice to display this in a concept map or sentence format.

Modification for students with varying degrees of ability

A teacher aide is in the classroom to support students that may need extra assistance.
The students will be working in groups of mixed ability to complete the investigation into
historical aspects in the community.
Photographs of different historical aspects will be given to each student to assist in
scaffolding their thinking and learning
The students will reflect in their own way in their learning journals about a historical
site/artefact that they have discovered. This will be their own choice and will vary in degrees
of ability.

Appendix A
Historical aspects within our community

The name of the historical

site or artefact

Who is it important to

Why is it important?