Year 3

History Support Materials

History snapshot: History baseball

History/Historical Knowledge and Understanding/Community and remembrance and Historical Skills/Historical questions and research

Content Description Relevant aspects of the Achievement Standards

Historical knowledge and understanding
Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems (ACHHK063)

Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)

Historical skills
Pose a range of questions about the past (ACHHS067)

Students identify events and aspects of the past that have significance in the present.

They pose questions about the past.

Nature of the assessment


Purpose of the assessment

To gauge students’ knowledge of key facts

Stage of the teaching sequence

End of semester

Assessment task

The teacher divided the students into two groups. Each group was divided into two teams.

He gave each team a set of 10 index cards. During history lesson time, the team members had to work together to write a pair of questions. The first question in each pair had to be question about facts. The second question had to address historical understandings (for example, When is Anzac Day celebrated? and What is the importance of Anzac Day?). The students wrote each of their questions and answers on a card.

A game of history baseball was played during PE time. The class was divided into two groups, each group had two teams. The students therefore arranged two sets of bases in the sports area. A student from each group was allocated as a time keeper. The two teams in each group were assigned to being a 'pitching team' or an 'answering team'. The pitching team asked the question. If the running team member correctly answered within the specified time limit, that runner advanced one base, and continued to advance if the next person answered the next question correctly. If a team member missed a question, then they were out. Once there were three outs, the teams switched. At the end of game, the team with most 'runs' won. 


The teacher reviewed the students’ questions and answers after the history lesson which provided him with information about the students’ understanding of the content. He corrected any errors and provided feedback to the groups. During the game, the teacher informally observed the number of correct answers compared to incorrect answers.

Using the information

The teacher was satisfied that the students had remembered key information taught during the semester and could pose and answer questions about facts as well as questions that elicited historical understanding. The teacher used this information together with information from project work to evaluate his teaching program and plan his program for the next semester.

Overview of research 

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