HASS · Year 1 · The Way We Were · Term 2

Investigating Old Objects

Students examine historical artifacts and household items to infer their original purpose and how they were used.

• ACARA Content Descriptions
• AC9HASS1K03
• AC9HASS1S02

About This Topic

Investigating old objects helps Year 1 students explore family life in the past by examining historical artifacts and household items. They infer original purposes, such as how a butter churn worked or a washboard cleaned clothes, and compare these to modern alternatives like electric mixers or washing machines. This activity draws on AC9HASS1K03, which covers differences in daily life over time, and AC9HASS1S02, focusing on interpreting sources to draw conclusions.

Students develop skills in observation, questioning, and evidence-based reasoning while building empathy for past generations. Discussions around key questions, like challenges of living without fridges, foster perspective-taking and connect personal family stories to broader historical changes. This topic fits within the unit 'The Way We Were,' encouraging students to see history as relevant and relatable.

Active learning shines here because hands-on examination of real or replica objects makes abstract concepts concrete. When students handle items, sketch their uses, and share inferences in groups, they actively construct understanding, retain details longer, and practice collaborative skills essential for historical inquiry.

Key Questions

1. What do you think this old object was used for?
2. What do we use today instead of this old object?
3. What do you think it would have been like to live without a fridge or washing machine? What would be hard?

Learning Objectives

• Classify historical household objects based on their inferred original purpose.
• Compare the function of historical household objects with their modern equivalents.
• Explain how changes in technology have impacted daily life for families over time.
• Infer the challenges faced by people living without common modern conveniences.

Before You Start

Identifying and Describing Objects

Why: Students need to be able to observe and describe the physical characteristics of objects before they can infer their purpose.

Basic Needs of People

Why: Understanding fundamental needs like food preparation and cleaning helps students connect historical objects to their functions.

Key Vocabulary

Artifact	An object made by a human being, typically an item of cultural or historical interest, such as an old tool or piece of pottery.
Household item	An object commonly found and used within a home, such as for cooking, cleaning, or personal care.
Inference	A conclusion reached on the basis of evidence and reasoning, like guessing what an old object was used for by looking at it.
Modern equivalent	A current object or technology that serves the same or a similar purpose as an older one.

Watch Out for These Misconceptions

Common Misconception

Old objects were just toys or broken things.

What to Teach Instead

Many served practical purposes like food preparation or cleaning. Hands-on stations let students test grips and movements, revealing functionality through trial, which shifts their views during group discussions.

Common Misconception

Life in the past was always worse than now.

What to Teach Instead

Past ways had benefits, like fresher food without fridges. Role-play activities help students experience challenges and advantages, building balanced empathy through peer sharing.

Common Misconception

We can know exactly how old objects were used without clues.

What to Teach Instead

Inferences rely on evidence like shape and wear. Comparing objects in pairs encourages evidence-based guesses, reducing overconfidence as students justify ideas.

Active Learning Ideas

Stations Rotation: Object Mystery Stations

Prepare 4-5 stations with old objects like a candle mould, egg beater, or irons. Students rotate in groups, observe each item for 5 minutes, sketch it, and discuss possible uses. End with a class share-out to vote on best inferences.

45 min·Small Groups

Pairs: Then and Now Matching

Provide cards with old objects and modern equivalents. Pairs match them, discuss why changes happened, and draw one old item in use. Circulate to prompt deeper thinking with questions from the key standards.

30 min·Pairs

Whole Class: Object Detective Role-Play

Display a mystery object. Students suggest uses through role-play skits in turns. Record ideas on chart paper, then reveal facts and revisit inferences to refine thinking.

35 min·Whole Class

Individual: My Family Timeline

Students draw a simple timeline of one household task, showing past and present methods based on class learnings. Share one drawing with a partner for feedback.

25 min·Individual

Real-World Connections

• Museum curators at local historical societies, like the Powerhouse Museum in Sydney, use their knowledge of artifacts to display and explain how people lived in the past.
• Antiques dealers and collectors research the history and original use of old furniture, tools, and household items to determine their value and significance.
• Families often have heirlooms, such as old photographs or kitchen gadgets, that connect them to grandparents or great-grandparents and tell stories about past ways of life.

Assessment Ideas

Exit Ticket

Provide students with a picture of an old household object (e.g., a washboard). Ask them to write or draw: 1. What they think this object was used for. 2. What we use today instead of this object.

Discussion Prompt

Present students with a list of modern conveniences (e.g., refrigerator, washing machine, microwave). Ask: 'Imagine you didn't have [convenience]. What would be the hardest part of your day? Why?' Record student responses.

Quick Check

Hold up two objects: an old one and its modern equivalent (e.g., a manual egg beater and an electric mixer). Ask students to point to the object they think is older and explain one difference in how they might be used.

Frequently Asked Questions

How do I source safe old objects for Year 1?

Collect from op shops, family donations, or school collections: washboards, manual egg beaters, butter paddles. Use replicas from museums or online educators' stores for safety. Label with care instructions and supervise closely to prevent small part risks, ensuring all align with curriculum focus on household items.

What active learning strategies best support this topic?

Hands-on stations and role-plays engage senses and movement, making inferences memorable. Small group rotations build talk skills while individual drawing solidifies ideas. These approaches match AC9HASS1S02 by practicing source interpretation collaboratively, with teachers scaffolding through prompts to deepen historical thinking.

How can I differentiate for diverse learners?

Provide visual aids like photos for old object uses alongside real items. Offer sentence starters for discussions, such as 'I think this was for... because...'. Extend challenge by adding family interviews. Track participation with checklists to ensure all voices contribute.

How do I assess student understanding?

Use rubrics for inference accuracy, evidence use, and comparison depth from sketches and discussions. Observe during activities for skills like questioning. Exit tickets with 'One old object I investigated and its use' provide quick formative data linked to standards.