History Support Materials
History snapshot: Daily life
History/Historical Skills/Analysis and use of sources
|Content Description||Relevant aspects of the Achievement Standards|
Identify and compare features of objects from the past and present (ACHHS035)
Students explain how some aspects of daily life have changed over recent time while others have remained the same.
Students sequence events in order, using everyday terms about the passing of time. They pose questions about the past and examine sources (physical and visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts.
Nature of the assessment
Teacher-devised task and teacher observation
Purpose of the assessment
To assess students’ ability to distinguish between objects from different time periods and their control of the language needed to discuss the differences
Stage of the teaching sequence
During a classroom activity at the start of a teaching cycle
The teacher had an established routine of seating students in a circle, and giving each student a bag with a mystery object in it. The routine involved the students feeling the object and then describing it. In this instance the teacher used the routine to introduce students to toy cars from different time periods. The most recently purchased cars were made of plastic. The others were die-cast or wooden. Having allowed the students time to describe and guess the objects, the teacher then got them to place the cars in front of themselves. She led discussion about the similarities and differences between the cars. She then laid out three cards which said, very old, quite old, new. She explained that very old referred to toy cars their grandparents may have played with, quite old to cars their parents may have played with and new to cars they themselves may play with. The students had to place their cars next to the appropriate cards.
Once the cars had been sorted the teacher led discussion about how the students had decided to which group the cars belonged, what this told them about objects and what it told them about children in different time periods. She continued the discussion to explore their understanding that their grandparents had once been children and looked for evidence of whether any students held the misconception that only old people lived in the past.
- identify differences and similarities between objects
- classify objects according to similar features
- relate different features to different time periods
- explain that grandparents were once children and played with toys
- use appropriate language structures to talk about the past and present.
Using the information
The teacher had listed the assessment criteria in her lesson plan so that she would remember to take the discussion in the direction of eliciting information about students’ understanding of the past and present. Her purpose was not to assess each child, but to get a good sense of how she should approach further teaching of these concepts. She did however make a note of several students who seemed to find the concepts particularly challenging.