HASS · Year 2 · The Past Is Different · Term 1

Comparing Homes: Past vs. Present

Students will compare and contrast homes from different historical periods with modern homes, identifying changes and continuities.

• ACARA Content Descriptions
• AC9HASS2K01

About This Topic

This topic introduces Year 2 students to the concept of continuity and change by comparing daily life in the past with the present. Students explore how basic human needs, such as shelter, clothing, and food, have been met across different generations. By looking at the lives of their parents and grandparents, children begin to understand that while technology and fashions change, many aspects of family life and human connection remain the same. This aligns with AC9HASS2K01, focusing on how aspects of daily life have changed or remained the same over time.

In an Australian context, this includes acknowledging the enduring traditions of First Nations peoples alongside the shifting lifestyles of later arrivals. Students develop historical inquiry skills by examining primary sources like old photographs or physical artifacts. This topic comes alive when students can physically handle objects from the past and use their senses to compare textures, weights, and mechanisms to modern equivalents.

Key Questions

1. How were the materials used to build homes in the past different from those used today?
2. What do you think daily life was like for a family living in a home long ago compared to your home now?
3. What changes do you think homes might have in the future, and why?

Learning Objectives

• Compare building materials used in past Australian homes with those used in contemporary homes.
• Explain how daily routines and family life might have differed for children in historical Australian homes versus their own.
• Identify continuity and change in housing features from the past to the present.
• Predict potential future changes in Australian homes based on observed historical trends.

Before You Start

My Family and Community

Why: Students need a basic understanding of family structures and community roles to compare daily life across different time periods.

Objects We Use

Why: Familiarity with common household objects helps students identify changes and continuities in the items found within homes over time.

Key Vocabulary

Materials	The substances used to build something. In homes, this includes things like wood, stone, mud, brick, and metal.
Continuity	Things that stay the same over time. For example, families still need shelter and a place to gather.
Change	Things that become different over time. For example, how homes are heated or the types of appliances used.
Dwelling	A place where people live, such as a house or apartment.

Watch Out for These Misconceptions

Common Misconception

Everything in the past was black and white.

What to Teach Instead

Because students often only see old photos in grayscale, they assume the world lacked color. Using hands-on artifacts and colorized archives helps them realize the past was just as vibrant as today.

Common Misconception

Life in the past was 'worse' because they didn't have technology.

What to Teach Instead

Students often equate lack of electricity with unhappiness. Peer discussions about games, storytelling, and community help them see that 'different' does not always mean 'worse'.

Active Learning Ideas

Stations Rotation: The Mystery Box

Set up stations with a 'mystery' historical object (e.g., a washboard, a rotary phone, a stone tool) and its modern counterpart. Students rotate in small groups to touch, draw, and guess how the old object was used before revealing its purpose.

45 min·Small Groups

Role Play: A Day in the Life

Students are assigned a specific era and a daily task, such as preparing a meal or getting ready for school. They act out the process using only the tools available in that time period, then discuss the challenges and benefits of each era.

30 min·Small Groups

Think-Pair-Share: Then and Now Photos

Display a photo of a local street or kitchen from 50 years ago. Students think individually about three differences they see, pair up to compare lists, and share one 'surprise' with the whole class.

20 min·Pairs

Real-World Connections

• Students can compare the materials in their own homes, perhaps made of brick or modern timber, with images of older homes built with materials like mud brick or corrugated iron, often found in historical house museums or heritage sites in Australia.
• Architects and building conservators work to understand historical building techniques and materials to restore and maintain heritage homes, ensuring they are both safe and historically accurate for visitors.

Assessment Ideas

Quick Check

Provide students with a Venn diagram. Ask them to draw or write one item that was the same in past and present homes in the overlapping section, one item that was only in past homes on one side, and one item that is only in present homes on the other side.

Discussion Prompt

Pose the question: 'Imagine you are a child living in a home 100 years ago in Australia. What is one thing you would miss from your home today, and why?' Facilitate a class discussion, encouraging students to justify their answers based on their learning.

Exit Ticket

Give each student a small card. Ask them to write down two different materials used to build homes in the past and two different materials used to build homes today. Collect these to check for understanding of material changes.

Frequently Asked Questions

How do I explain 'long ago' to a seven-year-old?

At this age, time is abstract. Use concrete anchors like 'when your grandparents were your age' or 'before your parents were born.' Creating a physical timeline in the classroom using string and photos helps students visualize the distance between generations.

What are the best primary sources for Year 2 students?

Physical objects are most engaging. Old toys, kitchen utensils, and clothing allow for sensory exploration. Local library archives and family photos are also excellent for showing how their specific community has changed over time.

How can active learning help students understand the past?

Active learning moves history from a book to a lived experience. When students role-play or handle artifacts, they use historical empathy to imagine life in a different time. This hands-on approach makes abstract concepts like 'change' and 'continuity' tangible and memorable for young learners.

How do I include First Nations perspectives in this topic?

Highlight that for Aboriginal and Torres Strait Islander peoples, many traditional practices have continued for thousands of years. Compare the continuity of certain tools or food gathering methods with the rapid changes in colonial technology to show that 'progress' isn't the only way to view history.