HASS · Year 3 · Community and Remembrance · Term 1

Uncovering Our Local History

Investigating the history of our local area: who lived here first, how the area has changed, and what stories the place can tell.

• ACARA Content Descriptions
• AC9HASS3K01
• AC9HASS3S01

About This Topic

Uncovering Our Local History invites Year 3 students to explore the past of their immediate community. They examine the significance of First Nations peoples as the original custodians, trace changes from past to present, and identify historical evidence such as sites, stories, and artefacts. This aligns with AC9HASS3K01 on local history narratives and AC9HASS3S01 for developing historical inquiry skills like sequencing events and evaluating sources.

Students build chronological understanding by comparing old photographs with current views of landmarks, and they analyze evidence through questions like 'Who lived here first?' and 'What stories does this place tell?' This work fosters empathy for diverse perspectives, especially Aboriginal and Torres Strait Islander histories, and connects personal identity to broader community narratives.

Active learning shines here because local history is immediate and relatable. Field walks to nearby sites, handling replica artefacts, or interviewing community members turn abstract timelines into lived experiences. Students construct meaning through discovery, boosting retention and critical thinking as they piece together their place's story collaboratively.

Key Questions

1. Explain the historical significance of the first peoples in our local area.
2. Compare and contrast the local area's past with its present state.
3. Analyze various forms of historical evidence found within our community.

Learning Objectives

• Explain the significance of the First Peoples in the local area's history.
• Compare and contrast the local area's appearance and activities in the past with its present state.
• Analyze different types of historical evidence, such as photographs, maps, and oral stories, found in the local community.
• Sequence key historical events in the local area chronologically.
• Identify changes and continuities in the local area over time.

Before You Start

Communities

Why: Students need a basic understanding of what a community is and the different people and places within it to explore its history.

Sequencing Events

Why: Understanding the order of events is fundamental to grasping historical change and chronology.

Key Vocabulary

Indigenous Australians	The original inhabitants of Australia, including Aboriginal and Torres Strait Islander peoples, who have lived on the continent for tens of thousands of years.
Custodians	People who are responsible for looking after and protecting a place or thing, often used in relation to Indigenous Australians and their connection to Country.
Chronological Order	Arranging events or information in the order in which they happened, from earliest to latest.
Historical Evidence	Information or clues from the past, such as old photographs, documents, buildings, or stories, that help us understand what happened.
Continuity and Change	Continuity refers to things that have stayed the same over time, while change refers to how things have become different.

Watch Out for These Misconceptions

Common Misconception

Local history only involves events after European arrival.

What to Teach Instead

First Nations peoples shaped the land for thousands of years through sustainable practices. Local walks and guest speakers from community groups help students uncover pre-colonial evidence like scar trees, building accurate timelines through direct observation and discussion.

Common Misconception

The past has no connection to today; everything changed completely.

What to Teach Instead

Many places retain continuous stories and uses across time. Comparing old and new photos in pairs reveals patterns of continuity, helping students see history as evolving rather than replaced, with hands-on sorting activities reinforcing these links.

Common Misconception

Historical evidence is only written records or museums.

What to Teach Instead

Oral stories, place names, and land features are vital sources, especially for First Nations histories. Artefact hunts and interviews show students diverse evidence types, encouraging them to value multiple perspectives through collaborative analysis.

Active Learning Ideas

Field Walk: Community Time Trail

Plan a 30-minute walk to three local sites like a park or building. Provide clipboards for students to sketch, note changes from photos, and record oral histories from plaques. Follow with a class debrief to sequence findings on a shared timeline.

50 min·Whole Class

Pairs Interview: Elder Stories

Pair students to prepare three questions about local changes, then interview a willing community member or use pre-recorded videos. Students transcribe key facts and compare responses to photos. Share highlights in a class story circle.

45 min·Pairs

Small Groups: Evidence Hunt

Divide the class into groups and distribute photos, maps, and object cards of local evidence. Groups sort items into 'past' or 'present' piles, justify choices, and create a visual display. Present to the class for peer feedback.

40 min·Small Groups

Individual: My Place Timeline

Each student draws a personal timeline of their street or school, adding First Nations elements from class research. Include drawings of changes and one evidence source. Compile into a class book for display.

30 min·Individual

Real-World Connections

• Local historians and archivists at community museums or libraries work to collect, preserve, and interpret historical records and artefacts. They help people understand how places like our town or city developed.
• Urban planners and council members use knowledge of past land use and community development to make decisions about future growth and infrastructure. They consider how areas have changed to plan for present and future needs.
• Tour guides at historical sites or heritage walks share stories and information about the past, connecting visitors to the history of a place. They use evidence to explain the significance of buildings and events.

Assessment Ideas

Discussion Prompt

Pose the question: 'Imagine you are showing a visitor around our local area. What is one thing you would tell them about who lived here first, and why is that important?' Encourage students to use vocabulary like 'Indigenous Australians' and 'custodians'.

Quick Check

Provide students with a set of three images: one of the local area from the past, one from the present, and one artefact or historical marker. Ask them to write one sentence comparing the past and present, and one sentence explaining what the artefact or marker tells us about the history.

Exit Ticket

On a small card, ask students to draw a simple timeline with two points: 'First Peoples lived here' and 'Today'. Then, ask them to write one word describing how the area has changed between those two points.

Frequently Asked Questions

How do I teach Year 3 students about First Nations significance in local history?

Start with respectful resources from local Aboriginal Land Councils or ACARA guides. Use stories, maps showing Country boundaries, and site visits to highlight custodianship. Students sequence events on timelines, discussing impacts, which builds cultural awareness and inquiry skills over 4-6 lessons.

What activities compare local area's past and present?

Photo matching pairs old images with current sites during walks. Timeline builds in small groups sequence changes like bush to suburb. Student reflections connect personal memories, helping them analyze continuity and transformation through evidence-based discussions.

How can active learning engage students in local history?

Field trips to sites, artefact handling, and community interviews make history tangible. Students rotate through stations collecting evidence, then collaborate on displays. This approach sparks curiosity, improves retention by 30-50% via kinesthetic methods, and links abstract concepts to their world.

Where to find safe historical evidence for Year 3 HASS?

Use school libraries, State Library digital archives, or local council histories. Invite verified guest speakers and pre-vet sites for walks. Teach source evaluation by checking reliability in groups, ensuring content respects First Nations protocols and avoids sensitive areas.