“The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges.”
(ACARA, 2012d para. 1)
As an example of approaching the teaching of history through Web 2.0 based inquiry using the Information Search Process, we have focused on the Year 6 Australian Curriculum History. Using one of the key inquiry questions we will explore how the teaching of History might be approached in the classroom, using Web 2.0 tools and online resources for the research, gathering, recording and presenting of information. The excerpt below gives the Year Level Description and Achievement Standard for Year 6 in the Australian Curriculum History. Click on the link to visit the Australian Curriculum History online curriculum to view other year level descriptions and achievement standards.
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| Link to Austrlian Curriculum History Foundation to Year 10 |
Australian Curriculum History
Year 6 Level Description
Australia as a nation
The Year 6
curriculum moves from colonial Australia to the development of Australia as a
nation, particularly after 1900. Students explore the factors that led to
Federation and experiences of democracy and citizenship over time. Students
understand the significance of Australia’s British heritage, the Westminster system,
and other models that influenced the development of Australia’s system of
government. Students learn about the way of life of people who migrated to
Australia and their contributions to Australia’s economic and social
development.
The content
provides opportunities to develop historical understanding through key concepts including sources,
continuity and change, cause and effect, perspectives, empathy and significance.
These concepts may be investigated within a particular historical
context to facilitate an understanding of the past and to provide a focus for
historical inquiries.
The history
content at this year level involves two strands: Historical Knowledge and
Understanding and Historical Skills. These strands are interrelated and
should be taught in an integrated way; they may be integrated across learning
areas and in ways that are appropriate to specific local contexts. The order
and detail in which they are taught are programming decisions.
A framework for
developing students’ historical knowledge, understanding and skills is provided
by inquiry questions through the
use and interpretation of sources. The key inquiry questions at this year level
are:
Key inquiry questions
- Why and how did Australia become a nation?
- How did Australian society change throughout the twentieth century?
- Who were the people who came to Australia? Why did they come?
- What contribution have significant individuals and groups made to the development of Australian society?
Year 6 Achievement Standard
By the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group.Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources
(ACARA, 2012a)
