Teacher Notes
This unit is based on the Australian Curriculum: History for Year 3. Through this unit, students are guided through an historical inquiry process that involves posing questions, locating and analysing sources and using evidence from sources to develop an informed explanation about the past.
The students explore the history of transport in Queensland with a particular emphasis on railways. Trams in Brisbane is an example of change as this form of transport was once common but has ceased. Trains are an example of continuity in transport, although there have been changes in trains over time.
The unit is designed to be taught in approximately 5 hours of class time plus an excursion to Ipswich Rail Workshops Museum. |
ONE important example of change and ONE important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061) |
Tuning in
Introducing the topic (30 minutes)
Read the picture book "The Tram to Bondi Beach" by Libby Hathorn and Julie Vivas to engage students in the topic of transport from the past. (More ideas for using this book can be found in the Teachers' Guide.)
Ask students if they have ever travelled by tram. Brainstorm or list forms of transport that are used in Brisbane. Have all of these modes of transport always been used? What forms of transport once existed in Brisbane but no longer exist? Introduce the inquiry question: How has transport in Brisbane changed and stayed the same over the past 150 years?
Asking good inquiry questions (30 minutes)
Brainstorm “question words”. Have students pose questions about the history of transport in Queensland. Students write their questions on post its or an online version (e.g. Popplet or LIFE). Discuss the difference between open and closed questions. As a class, sort the students original questions into “open” and “closed”. Discuss different reasons for asking different types of questions (survey to collect data often uses closed questions to make collating data simpler, inquiry requires open questions, Mum might ask a closed question to get a quick response about what you want for lunch – yes/no or limited choices, but in a conversation open questions allow the person to speak more freely). Since we are looking to do an inquiry, we need open questions. As a class, look at closed questions and see if these can be changed to open questions.
Using the continuum in the Scholastic article, sort the questions that students originally provided into less and more powerful questions. Discuss what makes a question powerful. Have students pose a new question about transport based on their deeper understanding of questions. Create a display of student questions or share these via class blog.
Read the picture book "The Tram to Bondi Beach" by Libby Hathorn and Julie Vivas to engage students in the topic of transport from the past. (More ideas for using this book can be found in the Teachers' Guide.)
Ask students if they have ever travelled by tram. Brainstorm or list forms of transport that are used in Brisbane. Have all of these modes of transport always been used? What forms of transport once existed in Brisbane but no longer exist? Introduce the inquiry question: How has transport in Brisbane changed and stayed the same over the past 150 years?
Asking good inquiry questions (30 minutes)
Brainstorm “question words”. Have students pose questions about the history of transport in Queensland. Students write their questions on post its or an online version (e.g. Popplet or LIFE). Discuss the difference between open and closed questions. As a class, sort the students original questions into “open” and “closed”. Discuss different reasons for asking different types of questions (survey to collect data often uses closed questions to make collating data simpler, inquiry requires open questions, Mum might ask a closed question to get a quick response about what you want for lunch – yes/no or limited choices, but in a conversation open questions allow the person to speak more freely). Since we are looking to do an inquiry, we need open questions. As a class, look at closed questions and see if these can be changed to open questions.
Using the continuum in the Scholastic article, sort the questions that students originally provided into less and more powerful questions. Discuss what makes a question powerful. Have students pose a new question about transport based on their deeper understanding of questions. Create a display of student questions or share these via class blog.
Finding out
Exploring information sources (1 hour 30 mins)
Students read the Fact Sheet: Australian Rail Technology throughout Time from the QM booklet and complete the concept map. They discuss their concept map with a partner. They answer the questions from the activity sheet provided in the QM booklet, including completing a Venn Diagram and a drawing task. They identify things that have changed and stayed the same.
Students listen to the oral history (see QM booklet) and answer comprehension questions to recall key facts from the text. They reflect on their own experiences and talk to an older relative about their memories of train travel.
Excursion to Ipswich Rail Workshops Museum
While at the museum, students complete a number of activities (see QM booklet) to learn more about how railway travel has changed and stayed the same in Queensland.
Students read the Fact Sheet: Australian Rail Technology throughout Time from the QM booklet and complete the concept map. They discuss their concept map with a partner. They answer the questions from the activity sheet provided in the QM booklet, including completing a Venn Diagram and a drawing task. They identify things that have changed and stayed the same.
Students listen to the oral history (see QM booklet) and answer comprehension questions to recall key facts from the text. They reflect on their own experiences and talk to an older relative about their memories of train travel.
Excursion to Ipswich Rail Workshops Museum
While at the museum, students complete a number of activities (see QM booklet) to learn more about how railway travel has changed and stayed the same in Queensland.
Sorting out
Photographs from the past
Students view photographs of different forms of transport from the past and identify changes and things that have remained the same
Documentaries
Students view short documentaries about the history of transport in Queensland. They make notes about what has changed and what has stayed the same.
Students organise information about trains to make a simple timeline about trains in Queensland.
Students view photographs of different forms of transport from the past and identify changes and things that have remained the same
Documentaries
Students view short documentaries about the history of transport in Queensland. They make notes about what has changed and what has stayed the same.
Students organise information about trains to make a simple timeline about trains in Queensland.
Making conclusions
They identify some key changes and continuities in rail transport.
Going further
Oral History Interview
Provide students with the questions from the QM booklet. Sort these questions on the “powerful questions” continuum. Also sort the questions into heart wonders and research wonders. Students complete the questions about their own experience of train travel. They then take the questions home to ask an older person.
Students compare the similarities and differences between their train experiences and the older persons. They write a paragraph to describe the similarities and differences.
Asking good questions for an interview with an expert
Students apply what they have learnt through the previous lessons to construct a powerful research or heart wonder question to pose to a “transport history expert”. They also write research inquiry questions that could be answered from other sources (e.g. internet, books, photographs, videos) and suggest the best sources to find the information. These questions could be posted in a LIFE discussion.
Provide students with the questions from the QM booklet. Sort these questions on the “powerful questions” continuum. Also sort the questions into heart wonders and research wonders. Students complete the questions about their own experience of train travel. They then take the questions home to ask an older person.
Students compare the similarities and differences between their train experiences and the older persons. They write a paragraph to describe the similarities and differences.
Asking good questions for an interview with an expert
Students apply what they have learnt through the previous lessons to construct a powerful research or heart wonder question to pose to a “transport history expert”. They also write research inquiry questions that could be answered from other sources (e.g. internet, books, photographs, videos) and suggest the best sources to find the information. These questions could be posted in a LIFE discussion.
Reflecting and sharing
Students retell (written or orally) the story from their oral history interview.