Who Am I and My History · Term 1

Mesopotamia: Cradle of Civilization

Investigating the rise of early civilizations in Mesopotamia, focusing on their social structures and innovations.

About This Topic

This topic focuses on the concept of continuity and change over time. Students reflect on their own growth from infancy to the present, identifying physical changes and new skills they have acquired. This is a foundational historical concept in the ACARA HASS curriculum (AC9HASSFK02), helping children understand that time passes and that the past can be different from the present. It introduces the idea of evidence, as students use photos, clothes, and stories to prove how they have changed.

By comparing their 'past self' to their 'present self,' students develop a sense of agency and achievement. They recognize the progress they have made in their learning journey. This topic comes alive when students can physically compare objects from different stages of their lives, such as a baby shoe next to their current sneaker, making the passage of time visible and measurable.

Active Learning Ideas

Inquiry Circle: The Growth Timeline

In small groups, students sort a set of mixed-up cards showing baby items, toddler items, and school-aged items into a chronological sequence. They must explain why a bottle comes before a lunchbox based on their own experiences.

⏱ 20 min·Small Groups

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Stations Rotation: Then and Now

Set up three stations: 'What I wore,' 'What I ate,' and 'What I played with.' Students move through the stations, drawing a 'baby' version and a 'now' version of themselves at each stop.

⏱ 40 min·Small Groups

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Peer Teaching: My New Skill

Each student identifies one thing they can do now that they couldn't do as a baby (e.g., hopping, writing their name). They then 'teach' or demonstrate this skill to a partner, celebrating their growth together.

⏱ 15 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

Students often think they will stay the same size forever or that they grew 'overnight'.

What to Teach Instead

Use a class height chart updated over several months. This hands-on tracking helps students understand that growth is a slow, continuous process rather than a sudden jump.

Common Misconception

Children may believe that 'the past' only refers to things that happened to other people.

What to Teach Instead

By using their own baby photos as 'historical evidence,' students learn that they have a personal past. Comparing their own artifacts helps them grasp that they are part of history too.

Frequently Asked Questions

What if a student doesn't have access to baby photos?

Focus on 'generic' evidence of growth. Use items like a nappies vs. underwear, or a rattle vs. a ball. Students can also interview a teacher or an older student about what they were like when they were little, keeping the focus on the concept of change rather than specific personal artifacts.

How can active learning help students understand the concept of time?

Time is abstract for five-year-olds. Active learning strategies like 'Human Timelines,' where students physically line up according to the sequence of a day or their life, turn time into a spatial concept they can see and feel. This makes the transition from 'past' to 'present' much clearer.

How does this topic prepare students for later years in HASS?

It introduces the core historical concepts of 'continuity and change' and 'evidence.' By learning to look at a photo and say 'I was small then, I am big now,' they are performing the same basic analysis they will later use for complex historical documents.

What are some good indoor activities for 'How I Have Changed'?

Creating 'Growth Handprints' where they compare their hand size to a template of a newborn's hand, or a 'Skill Suitcase' where they draw things they have 'packed' into their brain as they grew (like counting or tying shoes).

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