This Week in HASS – term 4, week 5

Halfway through the last term of the year already! This week our youngest students consider museums as a place to learn about the past. Slightly older students are learning about the states and territories of Australia, as well as their representative birds and animals. Older students are in throes of their class election campaign, preparing for Voting Day next week! The Understanding Our World® use of continuous assessment allows teachers to easily stay on top of reporting requirements at this exceptionally busy time of year. In the 4th term in particular, students have already completed the bulk of their assessment tasks by this point, allowing the teacher to stay ahead with marking and preparing final reports.

Foundation/Prep/Kindy to Year 3

Cooktown orchidOur youngest students in Foundaton/Prep/Kindy (Unit F.4) are looking at museums as places to learn about the past. This lesson introduces them to the concept of material culture, which gets expressed in the remaining weeks of the unit, when they prepare costumes and props for a class play. Students in integrated Foundation/Prep/Kindy and Year 1 classes (Unit F-1.4), as well as Year 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) classes, are looking at the states and territories of Australia. All the students learn to identify the states and territories of Australia and their location on a map of Australia. Students in Foundation/Kindy/Prep and Year 1 also consider areas of natural beauty and significance and in which states these are located. Students in Year 2 relate the representative bird, animal, fish and flower of each state with the natural areas of significance in that state; while students in Year 3 compare the states and territories, as well as areas of natural significance, with the places associated with the stories read in Week 1.

Save the Whales funnyYears 3 to 6

Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.5) and 6 (Unit 6.4) are proceeding with their class election campaigns. This week students complete their poster on an issue of relevance to their own school or lives – these may include environmental or political issues, depending on the year level and teacher choice concerning relevance for each class. Students should be encouraged to be creative and have fun with these activities. Students are also campaigning for the class election, for which voting will be held in the next lesson. An electoral roll and customised ballot papers are prepared for the class, using Australian Electoral Commission (AEC) resources. Explanations on accessing and using these resources can be found in the Running A Class Election resource. The electoral roll and ballot papers should be prepared well in advance of the lesson in which the class votes. In Queensland, these activities are of particular relevance as we head into a state election, and non-subscribers might be interested in our Class Election bundle.

 

This Week in HASS – term 4, week 3

This week our youngest students are looking at special places locally and around Australia, slightly older students are considering plants and animals around the world, while our older students are studying aspects of diversity in Australia.

Foundation/Prep/Kindy to Year 3

Green turtle over coral reefStudents in standalone Foundation/Prep/Kindy (Unit F.4) and combined classes with Year 1 (F-1.4) are thinking about special places this week – what places are special to them and their families? What places are special in Australia? This focus gives the teacher a chance to guide the students through the process of considering natural beauty and how we and other agencies, such as the government, can look after special places and places of natural beauty. Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are continuing their focus on the stories of families from around the world from week 1. This week Year 1 and 2 students are focusing on plants and animals from the places described in the stories in week 1. Students in Year 3 also consider the role of climate in the diversity of plants and animals.

Years 3 to 6

Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.4) and 6 (Unit 6.4) are studying different aspects of diversity this week. Students in year 3 are looking at Aboriginal people and the environment, in the context of climate. Students in Year 4 consider both Aboriginal people and technology with respect to the Australian environment. Students in year 5 are starting to consider how Aboriginal people’s interactions with the environment over millennia have set the stage for the recognition of Native Title in Australia; while students in year 6 examine the history of Aboriginal suffrage and Native Title in Australia. These studies of diversity in Australia provide information for the students to start planning a celebration of identity and diversity in the last week. Students in Years 3 to 6 also continue with their scientific experiment of growing a plant.

This Week in HASS – term 4, week 2

This week our youngest students are looking at transport in the past, slightly older students consider places that are special to people around the world and our oldest students are considering reasons why people might leave their homes to become migrants.

Foundation/Prep/Kindy to Year 3

Sugarloaf MountainStudents in standalone Foundation/Prep/Kindy classes (Unit F.4), as well as those in combined Foundation/Prep/Kindy and Year 1 classes (Unit F-1.4), are considering how people used to get around in the past. How did students get to school 100 years ago? Students also think about how these modes of transport moved. Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are continuing their study of families around the world by looking at places that are special to these families. Students will also find these places on the OpenSTEM® “Our World” Blackline World Map, practising their Geography skills. Different year levels will consider different aspects of these places, for example, year 3 students will consider the distance, both geographic and cultural, between these places and Australia; year 2 students will consider which places are natural and which are built and their significance for the people who live there, while year 1 students will compare these places to places that their own families find special.

Years 3 to 6

Refugee childStudents in Year 3 doing Unit 3.8, Celebrating Diversity, will choose a migrant group to study and consider what it is like for people to leave their home country and move to another place. They will also examine the contributions which their group has made to Australian society and look at celebrations special to that group. Students in Year 4 (Unit 4.4) will consider what factors influence people to leave a place and choose somewhere else to live. Students will also examine contact between different groups in Australia and the influence migrants have had on Australian society. Students in year 5 (Unit 5.4) choose a group of migrants to study and consider the changing factors that have influenced migration to Australia over time. Students in year 6 (Unit 6.4) choose a migrant group to study and consider the conditions in the country of origin of the migrant group, how those conditions influenced the migration of those people and how those factors have changed through the course of Australian history. These examinations prepare students to consider the nature of diversity in Australian society in the next lesson.

Stone Axes and Aboriginal Stories from Victoria

Yarra River
Yarra River. Photo Nick Carson.

In the most recent edition of Australian Archaeology, the journal of the Australian Archaeological Association, there is a paper examining the exchange of stone axes in Victoria and correlating these patterns of exchange with Aboriginal stories in the 19th century. This paper is particularly timely with the passing of legislation in the Victorian Parliament on 21 September 2017, concerning management of the Yarra River. This legislation, the first in Victorian state legislation to include phrases in an indigenous language (Woi-wurrung, the language of the Wurundjeri people – custodians of the Yarra River) recognises the connections between the river and local indigenous people. The Act contains a strategic plan for the river’s management and protection, and provides for a council (the Birrarung – a local indigenous name for the Yarra River – Council), which must include at least 2 traditional owners, to advise and advocate for the river.

Port Phillip 10000 yrs ago
Port Phillip during the Ice Age

The Yarra River runs south-west from the Australian Alps and enters Port Phillip Bay in the city of Melbourne. During the Ice Age, when global sea levels were lower, the river drained directly into Bass Strait (see image to right). Port Phillip bay was flooded by rising sea levels at the end of the Ice Age, reaching its present extent about 8,000 years ago. The bay was briefly drained when the entrance was blocked by a sand bar between 800 and 1,000 CE (about 1,000 years ago). Aboriginal stories recall this well: in 1846, the colonial magistrate, William Hull recorded that local Aboriginal people told him that they:

recollected when Hobson’s Bay [Port Phillip Bay] was a kangaroo ground; they say, “Plenty catch kangaroo, and plenty catch opossum there;” and [an informant] assured me that the passage up the bay, through which the ships came, is the River Yarra, and that river once went out at the heads, but that the sea broke in, and that Hobson’s Bay, which was once hunting ground, became what it is

This detailed knowledge of the now submerged area shows the depth of Aboriginal oral traditions, passed down in stories and lore, as part of their ongoing management of the Australian landscape. Many of these stories had intricate myths, which nevertheless included information on how to manage the environment. It appears that the exchange of axes, initially of stone, and later of iron, was part of these stories. The best raw material for making stone axes (and thus the best stone axes) came from the stone quarry at Mount William, near Lancefield about 78 km north of Melbourne. The local Wurundjeri people made very fine greenstone axes, which were traded over huge distances, some as far as 1,000 km, in the period before Europeans arrived in Australia.

William Buckley
William Buckley

In 1803, the British tried to start a convict settlement on Port Phillip Bay, near modern Sorrento, but within a few months the convicts were moved to Tasmania when a lack of water and conflict with local Aboriginal groups made the settlement unviable. During the upheavals, some convicts escaped, one of whom was William Buckley, who then lived with local Aboriginal people, the Wadawurrung, for the next 32 years. After Melbourne was settled and Buckley had rejoined European society, he worked as a translator for the missionary George Langhorne, who wrote down some of Buckley’s stories. One of these mentioned axes (or “tomahawks”):

There are… two imaginary Beings whom [the Wadawurrung] treat with a certain degree of respect. One of these is supposed to reside in a certain marsh and to be the author of all the Songs which he makes known to them through his Sons. The other is supposed to have charge of the Pole or Pillar by which the Sky is propped. Just before the Europeans came to Port Phillip this personage was the subject of general conversation it was reported among them that he had sent a message to the Tribes to send a certain number of Tomahawks to enable him to prepare a new prop for the Sky as the other had become rotten and their destruction was inevitable should the sky fall on them to prevent this and to supply as great a number of iron Tomahawks as possible

Very similar stories are repeated in a range of sources, including the records of A.W. Howitt, a 19th century anthropologist, who interviewed William Barak, a senior clan head of the Woiwurrung, who had been about 11 years old (and a witness to events) when John Batman signed his treaty with clan leaders. Barak’s uncle was custodian of the Mount William stone axe quarry, a title which Barak later inherited. Howitt recorded:

They believed too that the sky was propped up by poles where it rested on the mountains in the north-east. Before the “white men came to Melbourne” a message was passed from tribe to tribe, until it reached the Wurunjerri, that the props were becoming rotten, and that unless tomahawks were at once sent up to cut new ones, the sky would fall and burst, and all the people would be drowned

Aboriginal stone axe
Aboriginal ground stone axe

A similar story was recorded by Ethel Shaw, the daughter of the station manager at Yelta Station (also a mission) on the Murray River, about 500km north-west of Melbourne, home of the Marawara people, as having been told to her father in the late 19th century. These stories were linked to the flood stories, which are very common in Aboriginal traditions, and relate in great detail which areas were flooded. Various mythological reasons are given for these inundations, including that the sky fell, causing the clouds to burst open when they hit the ground and release all the rainwater in huge floods.

Stories also record the efforts of ancestors to manage the water flow down from the mountains, by cutting channels for water to flow – an activity which is described as “using up too many stone axes”. As custodians of the land, each Aboriginal group had responsibilities related to managing the environment and trying to ensure that it remained healthy and stable. It appears that the need for stone axes in the mountains, some distance from the Mount William quarry, was articulated in stories, which ensured that stone axes were supplied to the mountains, thus helping maintain exchange networks over long distances and ensuring equitable access to resources.

We now know that ground stone axes date back 65,000 years to the earliest evidence of Aboriginal settlement in Australia. Over the millennia, especially following the huge climate changes at the end of the Ice Age, Aboriginal people developed ways of managing the environment and exchanging resources. The framework for these activities was a rich tradition of stories and mythology, which helped people to relate to their world and their role within it. We are still learning to interpret all the information within these stories.

Guess the Artefact #3

This week’s Guess the Artefact challenge centres around an artefact used by generations of school children. There are some adults who may even have used these themselves when they were at school. It is interesting to see if modern students can recognise this object and work out how it was used. The picture below comes from the Victorian Collections website, managed by Museums Australia (Victoria). This website is a great source of images and texts from bygone days.

This object is rectangular and made of a relatively thin piece of black stone,measuring 25 x 17.5 cm, surrounded by 4 pieces of wood, which are a couple of centimetres wide. The corners of the wooden pieces have been rounded. There are several sets of faint parallel lines from left to right across the front of the stone, each pair of lines separated by a small gap. The back is plain, without parallel lines. The surface of the stone is slightly scratched. The letters “O.F” have been written and slightly incised into the topmost strip of wood. There is a small hole in between these two letters.

The dark stone is a fine-grained argillaceous (clayey) rock, called slate, which breaks naturally into thin slabs. In Australia, this rock was mined in South Australia, NSW and Tasmania in the 19th century.  The dark surface of the stone reminds one of an object which was common in classrooms until fairly recently. Can you guess which one? They have been mostly replaced by whiteboards in modern classrooms. Yes, it does look similar to a blackboard, but much smaller.

The spacing of the lines is also important and might look familiar. Can you think of a familiar object, also used in classrooms, that has similar lines? Especially the ones used by younger students have similar lines. Yes, pre-ruled exercise books, with spacing for upper and lower case letters have very similar lines.

So it seems that we have a small blackboard-type object marked with lines for learning to write letters. In fact, that is exactly what this is! These objects were called “slates” (I’m sure you can work out why) and were used in place of exercise books by students in schools from the time that Australia was first settled by Europeans, throughout the colonial period in the 19th century and even into the 20th century. Some schools in Queensland continued to use them into the 1960s, but in most places exercise books were used from the 1920s or 1930s.

Children with slates in classroom, Queensland, 1940.

The slates marked with parallel lines were used by younger students learning to write and form their letters correctly, but they were also used for all lessons in many classes. In fact, younger children often struggled to manage the correct use of a slate pencil. The reverse side (with no lines) was used for writing Maths sums and drawing. Until the 1930s, when the bulk manufacture of paper from pulp made from eucalypt trees made paper more readily available, paper was relatively expensive. Thus, where books were provided to students, they were only given to older students, whom, it was hoped, would make less mistakes and would therefore waste less paper. Students used a pencil made from a softer kind of slate, which made white marks on the dark slate, or chalk, to write on the slate. The slate pencil was tied onto the slate using string or ribbon, tied through the hole in the top of the frame. A damp sponge was used to erase the work. Sometimes ‘books’ of 2 or 3 slates were tied together, but usually students would have to write down their lesson, have it checked by the teacher, memorise it and then erase what they had written. This would have meant that they had no notes and had to rely entirely on what they could remember when they wrote their exams!

In practise, sponges would get lost or dirty and students would spit on the slate and rub it out with their sleeves. The wear and tear on clothes led to complaints from parents. Students would also suck on the pencils, as they worked better when damp. Concerns were made about hygiene when using slates. In 1909, a School Medical Officer in the UK managed to culture the bacteria that causes diphtheria off the slate pencils in one particular class, and there were calls for the use of school slates to be discontinued. However, it was also noted that slates were easier to disinfect than paper.

Slates were also used in homes – for writing shopping lists and the like. Archaeological excavations of houses and schools from the 19th century have shown that slate pencils and writing slates were common. However, slate was also used for roofing tiles, which does confuse the evidence sometimes. Writing slates could be used over and over, unlike paper, which could only be written on once. This made slates significantly cheaper than paper for a long time.

Can you make a list of the Pros and Cons of using slates in classrooms? What would be different if you used slates today? How do you think using slates influenced the way lessons were taught in schools? Think about what could be taught and what could not…

This Week in HASS – term 3, week 9

OpenSTEM’s ® Understanding Our World® Units are designed to cover 9 weeks of the term, because we understand that life happens. Sports carnivals, excursions and other special events are also necessary parts of the school year and even if the calendar runs according to plan, having a little bit of breathing space at the end of term can be essential for teachers and students alike. We have many suggestions for activities that can keep the students engaged and learning if there is extra time at the end of term.

So this week is the last week of scheduled lessons in our term 3 units. This week our younger students are ending the term on a high note with a class party! Older students are completing their Reflections on the term’s Scientific Report and engaging in a discussion on the role of Science in our society – always topical.

Foundation/Prep/Kindy to Year 3

The second half of the year can be tough for younger students – they are often starting to get tired and attention may be flagging at this stage. In order to liven things up, the units for Foundation/Prep/Kindy (Unit F.3), Year 1 (Unit 1.3), Year 2 (Unit 2.3), Year 3 (Unit 3.3) and combined Foundation/Prep/Kindy and Year 1 (Unit F-1.3) have a class party scheduled for this week. A range of options are discussed in the Teacher Handbooks – building on year level appropriate material covered during the term. Our Food In the Past resource is always popular and even contains recipes tailored to match the stories covered by students earlier in the term. However, sometimes food is not practical in the classroom, in which case dress-ups, decorations and games can promote the party atmosphere! Our Games From the Past resource has a range of activities both new and familiar, which students love. These games are also matched to the places from the stories covered in the beginning of the term, allowing the teacher to provide a coherent theme for the term.

Years 3 to 6

The older students have finished or are finishing off their Scientific Reports. This week there is an opportunity for them to reflect on what they have learnt during the term. The Student Workbook guides the students through the task of looking back at their work for the term, naming the enjoyable aspects of their projects, as well as any challenges encountered. Students are encouraged to think about alternate ways they could have approached their work, as well as recapping what they have learnt (an important step in integrating their knowledge). These skills of re-evaluating their own work and the processes they used are critical in the development of independent thinking and in teaching them how to manage their work, not only as they go on towards high school, but also for work habits in later life. In addition, we suggest a class discussion on the perspectives Science provides on issues in the world. How do modern perspectives differ from historical ones and what role has Science played in changing our understanding of these issues. The discussion of these points also addresses key parts of the curriculum. Students in Year 3 (Unit 3.7) will consider how their capital city or local community has changed over time. Those in Year 4 (Unit 4.3) can discuss our understanding of Australia before Europeans arrived and around the time of the First Fleet – how has our understanding of Aboriginal Australia changed over time? Year 5 (Unit 5.3) classes can compare colonial Australia to modern Australia and Year 6 (Unit 6.3) students will consider how Australia has changed since Federation.