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Chavarn Clark

Q95039643

EDCU12042

History Curriculum and Pedagogy

A Historical Inquiry for Year 2 Students:

‘Rockhampton in Flood’

“What does my place tell me about the past and present?”

Chavarn Perfect Q95039643 History curriculum and pedagogy edcu12042 Assignment 2 1

History surrounds every student and creating awareness of the way historical events have

shaped their local community, combined with understanding the importance of preserving

both primary and secondary sources of information is an essential pedagogical stepping-stone

within early primary learning. The Australian Curriculum and Reporting Authority

(ACARA), within the sub strand of Humanities and Social Sciences, (HASS) reinforces

previous learning and uses the pedagogical approach of further understanding for year level 2

by posing the inquiry question; “What does my place tell me about the past and present?”

The Sub-Strand of History, knowledge and Understanding; then goes about underpinning the

importance of historical events by using the inquiry question “What aspects of the past can

you see today? What do they tell us? (Australian Curriculum and Reporting Authority

(ACARA) (2014))

The township of Rockhampton has endured numerous floods. Many of the students would

have seen or at least heard of the flooding in Rockhampton. Introducing the topic by

discussing the more recent floods will help assist in engaging students and linking the past

events to the present day paving the way for additional understanding regarding the

importance of preserving our invaluable links to the past.

One of the most significant Flood events recorded in Rockhampton’s history is ‘The Great

Flood of 1918’. A timeline of significant flood levels and how these levels are read; The

impact of natural disasters on people themselves and the community; the impact on the

environment; Awareness of the wider national audiences perception of these natural

disasters; The influence each Flood has had on Rockhampton; The changes that have

occurred over the years – including if we believe the floods helped educate people to promote

awareness and knowledge of Flood safety and readiness along with understanding the past

perspectives and evidence is the pedagogical approach taken while focussing on the

Curriculum Inquiry Questions. The resources used throughout the history lessons vary to


incorporate a fully inclusive learning experience offering activities for not only the students

who would prefer the reading and writing method of learning but also a kinaesthetic approach

to understanding. Visual comparisons play a big role in understanding history and the

changes within the community. Students who respond well to auditory and visual stimulus

should enjoy the lessons planned. When looking at how to best engage students and rouse

their interest regarding an historical inquiry the author referred to Naylor (2000) as it is

explained, “an integral aspect of students' construction of meaning is metacognition or

thinking about one's own learning processes. This is another important transferable skill. To

encourage metacognition, the inquiry process should be overt, with students:

involved in developing inquiry questions;

making decisions about what information is required and where it might be found;

analysing primary and secondary sources;

And then, in the reflective manner suggested, recognising where there may be gaps in

the knowledge and skills required and working with the teacher to fill those gaps.”

(Nayler, 2000, p 7.)

Links to the Australian Curriculum: Humanities and Social Science (Hass) Sub-Strand

History specific Links:

The history of a significant person, building, site and/or part of the natural

environment in the local community and what it reveals about the past

(ACHASSK044)

The importance today of a historical site of cultural or spiritual significance in the

local area, and why it should be preserved (ACHASSK045)

How changing technology affected people’s lives (at home and in the ways they

worked, travelled, communicated and played in the past) (ACHASSK046)


Links to the Australian Curriculum, General Capabilities and linking in Creative

Thinking and Literacy and Numeracy:

Pose questions about past and present objects, people, places and events

(ACHASSI034)

Collect data and information from observations and identify information and data

from sources provided (ACHASSI035)

Sequence familiar objects and events (ACHASSI037)

Explore a point of view (ACHASSI038)

Compare objects from the past with those from the present and consider how places

have changed over time (ACHASSI039)

Interpret data and information displayed in pictures and texts and on maps

(ACHASSI040)

The connections of people in Australia to people in other places in Australia and

across the world (ACHASSK050)

Reflect on learning to propose how to care for places and sites that are important or

significant (ACHASSI042)

(ACARA, 2014)


Introduction to Learning –

Source One / The first lesson

To ensure every student in the classroom has a comprehensive understanding of what a flood

is, along with the introduction to flood related vocabulary that students may come across

whilst embarking upon their inqiury; An Introduction to flooding, using a variety of resources

to support all types of learning, followed by a class discussion resulting in a flood mind map

in conjunction with a few simple activities designed to embed understanding of basic

concepts to assist in laying the groundwork for further eduction, not limited to the History

substrand, but also giving students the opportunity practice their learned skills and

encouraging a higher order of thinking. Reinforcing the students research and investigatitve

practices and skills.

Every Student will be given a manilla envelope to decorate as they see fit over the course of

the Rockhampton History unit of learning.

In the Envelope There will initially be two pieces of paper;

What is a Flood? (See Appendices 1)

Word search activitiy Sheet (See Appendices 2)

The students will be informed that the envelope is to put the pieces of numbered paper they

are given throughout the unit into. Upon completion of the Inquiry the students will present

the envelope and a short presentation regarding flooding in rockhampton and what they have

learned.

With Teacher initiated learning, the class will firstly run through the words written on the

word search activity sheet with the dual outcome of creating awareness of some of the words

they may hear during the course of their learning and explaining how to do the word search

that will be for students to complete over the week as homework.


The Students will then watch a You Tube clip on the interactive whiteboard from the BBC

world news regarding the Floods in Rockhampton in 2011.

(https://www.youtube.com/watch?v=835Gc1SwwoE) This primary source creates awareness

of how major the natural disaster was if Rockhampton featured on a ‘World News’ chanel

linking the students general capabilities and interest by making, “The connections of people

in Australia to people in other places in Australia and across the world” (ACHASSK050)

(ACARA, 2014)

The source also links directly to the HASS strand of the curriculum by introducing the

students to “The history of a significant person, building, site and/or part of the natural

environment in the local community and what it reveals about the past” (ACHASSK044)

(ACARA, 2014)

Using the whiteboard in this manner within the classroom gives the teacher the ability to

pause or replay certain parts of the clip to check for understanding and furthermore other

clips are freely available so the options for further extended student initiated learning is

evident. Having the ability to access these ICT’s gives the educator the ability to promote

collaborative and inquiry based learning and looking at Rockhampton floods from other years

or a more personal perspectives of the floods.

Thinking about what they just observed the teacher will then ask the students to contribute by

putting up their hands and saying what words they think of when they think of a flood. The

educator will then write the words the children contribute on the whiteboard for the children

to copy down onto their ‘What is a Flood sheet’ creating a class mind map.

Following the mind map discussion the educator will mention how many floods she has seen

and been involved in. She will then ask the students if they were in Rockhampton for the last

flood. The educator will suggest the students ask family members how many floods they have


https://www.youtube.com/watch?v=835Gc1SwwoE

seen. The teacher will then inform the class that for the next history lesson she will bring a

‘surprise source’ for them to observe and question from the Rockhampton Floods in 1984.

The teacher will bring the lesson to conclusion by checking for understanding regarding the

assigned word search homework sheet, along with creating wonder and excitement in regards

to the next lesson. The teacher will also remind students to keep their history folder safe and

neat.

The first source should capture the students interest immediately creating excitement and awe

by the visual of so much water over and around Rockhampton, and the following discussion

should be animated and enjoyable. Students will be encouraged to learn by the fun literacy

based activities that incorporate all styles of learning.

Resources

Whiteboard

A4 document wallet

Internet

Pre prepared handouts (found already within the mailla document wallet)


A Personal Perspective on the Rockhampton Floods –

Source Two / ‘Then and Now’ making connections with history

For the second lesson in Rockhamptons flood History - a personal perspective from the

Teacher will be the focus of hostorical learning. Photographic evidence as a Primary Source

of information will be provided by the educator herself to the students. (See Appendices

Three) The class will also be given the opportunity to ‘interview’ their teacher, this however,

due to the teachers age in the photographs (4years), would be classed as a secondary source

of information as her answers would be based on familiar stories told about flooding events

over the years combined with a young childs perception of the flood event which may well be

very different from that of an adult. Presenting the source in this way, ie highlighting the

perspectives of the person telling the story assist students in understandign that History can

be very different from different poinbts of view and how what people experince, their age,

their outside and immediate influences all play a part in shaping their own personal view of

history and historical events.

This source was chosen as the second because it was observed as also encompassing “the

importance of learning in a social context drawing on resources in the family (siblings,

parents and other relatives), in the school (peers, teachers, other professional and academic

staff), and the wider community. Working in these wider contexts not only enhances

knowledge and builds connections; it also increases the opportunity for students to take

action, an important step in the inquiry process.” (Nayler, 2000, p7)

The activities designed to work in conjunction with the second source include further

flooding photographic evidence from Rockhampton’s historic archives and local newspaper

archives. (See Appendices 4)


The children are to form groups of four and work together as a team to cut out each

individual picture (there are 10 in total) and glue the pictures in what they think is from the

oldest picture to the most recent. (There is no correct or incorrect answers) In addition to

creating their own ‘photographic timeline’ the students will also be asked to document a

minimum of five differences or similarities (per group) they can see when comparing the

earlier photographs to the more recent ones.

The groups will to discuss the differences/similarities they found when looking at the

photographs and a brief discussion will follow. The students will receive given the week’s

homework assignment, consisting of a handout with example questions provided as a guide.

The students will be asked to talk to a family member or older friend who has lived in

Rockhampton for a minimum of five years in order to understand their (the interviewees)

perception of the occurrence of floods in the Rockhampton region.

The activities incorporate curriculum requirements by giving students the ability to, Pose

questions about past and present objects, people, places and events (ACHASSI034),

Compare objects from the past with those from the present and consider how places have

changed over time (ACHASSI039) , Interpret data and information displayed in pictures and

texts and on maps (ACHASSI040), And begin to think about, How changing technology

affected people’s lives (at home and in the ways they worked, travelled, communicated and

played in the past) (ACHASSK046)

(ACARA, 2014)

The second source should engage the learners by assisting them to make connections between

the past and present while also encouraging them to take note of how many differnces and yet

also similarities can be found between past and present documentation of Rockhamptons

natural disaster history. The source and corresponding activites have been designed to


encourage a higher order of thinking from the students and make the past and present

connections relevant to the students themselves underpinning their importance.

The students are reminded to put everything the have been working on back into their manilla

document wallet.

Resources

Previously prepared handouts (x2)

Scissors

Glue

pencil

Flood Markers ~ Significance, Change and Culture –


Source 3 / Expansion on Then and Now making connections with History, the

community, and ourselves.

The Third source along with the corresponding activities made available to the students takes

a smiliar approach to prior learning in regards to comparing older artifacts with their more

recent conterparts, whilst broadening the students perspective of history within their

community and understanding how one artifact or historical symbol has the ability to provide

factual information, initiate emotions or even offer a sense of security within a whole

township of people. Rockhampton has long had its standard old basic flood marker that has

been one of the many congregation spot for people in their ‘looking at floodwaters

adventures’. In recent an artistic interpretation of the makrer has made an appearance and the

community has not reacted well to it. (Roberts, A., 2014) The outcry from the community

came about because it doesn’t have the correct flood heights in it and it is misleading.

Students will receive a copy of the original flood makrer, floowed by the artisitic

interpretation. The news article that’s aligns with the artistic flood marker will also be given

to students . (see appendices 5) The correspondiong handout (appendices 6) will endevour to

produce a higher order of thinkoing, an understanding of the importance of historical artifacts

and how history can affect us today. Students will complete the handout in groups of four

maintaining a collablorative learning style. Before the students do complete the handout

however, ensuring full understanding and inclusitvity of the class the teacher will read the

newspaper article to the class leaving pleanty of rooom for clarification and questions.

The second activity will be a simple cut and paste wherein the children will have to cut out

the years where there were significant floods in Rockhamtpin and glue them beside the

correct year. Using the copy of the flood marjker received earlier as a guide. Source Three

corresponds witrh Naylors view on the inquiry process by the close examination of the

sources chosen. The activities chosen encourage students to use a hiogher order of thinking,


pose question, involve their critical thinking abilities along with expanding their literacy and

numeracy skills as referred to in the curriculum by:


(ACHASSI034)








(ACHASSI040)





Within the immediate HASS strand of the curriculum- History, the Inquiry question is

reinforced by including;



(ACHASSK044)


local area, and why it should be preserved (ACHASSK045) (ACARA, 2014)

Resources


Previously Prepared handouts

Scissors

Glue

Pencil

whiteboard

1918 – Rockhamrtpns Biggest Flood

Source 4/ embedding hositorical significance and Summing up


The fourth and final source Rockhampton’s great flood of 1918, (Webster, B., 2010) is a

wonderful secondary source which holds the abiltiy to create awareness and understanding of

the times that have passed and how information gathered over a centrury ago still has the

ability to impact people and their community today. Inline with Curriculum framework, this

source enables students to;


(ACHASSI034)








(ACHASSI040)





Within the immediate HASS strand of the curriculum- History, the Inquiry question is

reinforced by including;




(ACHASSK044)


local area, and why it should be preserved (ACHASSK045)

How changing technology affected people’s lives (at home and in the ways they

worked, travelled, communicated and played in the past) (ACHASSK046)

(ACARA, 2014)

To use this source effectively for the educator’s pedagogical approach to learning the teacher

is simply going to open the webpage on the interactive whiteboard for the class to deliberate

over together. The Teacher will read the story itself to the class and a discussion regarding

the children’s thoughts and questions will follow. As the concluding lesson, the only activity

set is a simple questionnaire (see appendices 8). The idea of the questionnaire is to give the

students the opportunity to go back through their folders and reflect on their earlier ideas

regarding the importance of history, and have their opinions changed or stayed the same.

What have they learnt? Identifiers from the past, and their significance along with empathy

for those who have gone through some unimaginable trials dur=e to natural disasters.

“The final step in any inquiry should be reflection. This step is often lost in schools in the

end of term rush but is a vital component of metacognition. Students should be given an

opportunity to reflect on what knowledge they have gained, what they have learnt from that

knowledge and whether it has changed their opinions or approaches to the topic being

studied.” (Menzie, 2016, p2) Creating awareness, understanding, and critical thinking along

with building knowledge to understand historical significance corresponds with the


introductory pedagogy in foundation and early years of schooling. In order to check for

understanding the teacher will go through the manila folders that the students have submitted.

Resources

Interactive Whiteboard

Internet access

Folders/Assessment submitted


References

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10

Curriculum: Humanities and Social Sciences Year 2. Retrieved from:

http://www.australiancurriculum.edu.au/humanities-and-social-sciences/introduction

Menzie, K. (2016, October) Historical Inquiry. Retrieved from CQUniversity e-courses,

ECDU12042 History Curriculum and Pedagogy, retrieved from

https://moodle.cqu.edu.au

Naylor, J., (2000). Inquiry approaches in secondary Studies of Society and Environment key

learning area. Brisbane: Queensland School Curriculum Council

Roberts, A., (2014) Flood Markers revealed on Fitzroy, Retrieved from

http://www.abc.net.au/local/photos/2014/03/05/3957151.htm

Webster, B. (2010) Rockhampton’s Great Flood of 1918, retrieved from

http://www.qhatlas.com.au/content/rockhampton%E2%80%99s-great-flood-1918


http://www.qhatlas.com.au/content/rockhampton%E2%80%99s-great-flood-1918

http://www.abc.net.au/local/photos/2014/03/05/3957151.htm

https://moodle.cqu.edu.au/

Appendices 1

What do you think a Flood is?


Appendices 2

Appendices 3



Who: Mrs Perfect (photo 1) Mrs Perfects’ Dad and Mrs Perfects’ Grandmother with Mrs Perfect (photo 2) Mrs Perfects’ Mother, father, and Mrs Perfect (photo 3)

When: 1984

What: Rowing a boat in the flood waters

Where: In East St Rockhampton

Why: Because my Grandparents lived in flood area so when it flooded that is how we took them food and it was the only way we could see if they were safe.

- In 1983 the river peaked at 8.25m- My (Mrs Perfects’) perception of the Floods was lots

of fun- My Parents didn’t agree with this perception- It was very Smelly when the water went away - My grandmas fish died in her fish pond because it got

flooded- It was boring sometimes because I couldn’t play

outside- There was lots of mosquitos - We ate food out of tins because there was no power- I liked playing in the flood water but my parents said

no- I have seen 6 floods in Rockhampton and I was 4 in

this picture

Can you think of some questions you would like to ask?

Do you think many things have changed from 1983 to now?

Appendices 4

Appendices 5

Name:


Appendices 5

Name: Class:

Who:

(are you

interviewing)

How:

(many floods

have they

seen – old are

they)

When:

(did they see

the most

memorable

flood and why

was it


memorable)

What:

(things have

changed over

the years)

Why:

(do they think

these changes

occurred)

Where:

(do they think

the flood

water was the

worst)


Appendices 6

(Webster, B., 2010)

Appendices 6


1918 1983

1991 1954

Appendices 7


Appendices 8


Is History

Relevant

Today?Do I Think

That I can

see signs

of my past

all around

me?

Yes:

Write 3

points in

agreement

No: explain

why this is

your belief


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