Literacy within History

Literacy within History Lessons

       Although in today’s day and age there is a noticeable shift from handwriting to technology (i.e. Word documents, texting, email; Integrated Learning Strategies, 2016 ), literacy is just as important as it once was and it is critical that students are given meaningful literacy experiences. Literacy does not only encompass writing but also verbal communication, symbolic representation, analysing texts and even using ICT to express meaning (Alber, 2010). Therefore, this lesson will be developing student’s literacy skills in analysing texts and creating their own.

Why are students learning this?

       This lesson draws on a number of Australian Curriculum content descriptors for grade 1 (ACARA, 2012. See Figure 1) and aims to develop student’s literacy skills in text analysing and interpreting and then in drawing on their knowledge to create their own narrative about the past. Literacy is recognised as being one of the fundamental human rights and is recognised as being imperative to human development and function within society. Stromquist (2005, as cited in UNESCO, 2006) states that literacy is critical to developing informed decision making, active participation within society and personal empowerment, as well as self-esteem, communication skills and success within future schooling.

Figure 1. Australian Curriculum Content Descriptors that are used to Develop this Lesson

The Lesson…

        We will begin the lesson by first reading, as a class, the picture book Homeplace by Anne Shelby (See Figure 2). This text tells the story of how families roles and structure change over time. Students will be asked about their own families and what similarities and differences they see between each family and when compared to their own families. Students will be asked to think about how the roles and jobs have changed as the years go by.

Figure 2. Homeplace by Anne Shelby. Retrieved from http://www.amazon.com/Homeplace-Anne-Shelby/dp/053106882X 

       Students will then be asked to choose a time period and using ICT perform research on the family structure and roles within the family during that period. Students will present their findings to the class.

        As homework, students will be asked to talk to someone older than them, grandparents, parents, neighbours or family friend and find out about their family and the differences between their own family now and the family of their research subject.

Students will then be asked to choose a person, whether it is the person that they spoke to or the families that they researched and write their own narrative about family life. Students will be asked to think about the day to day life of their character, what their character’s family might look like, what their chores might be in the family, do their parents work, what sort of home might they live in.

These stories will then be bound and presented within our classroom for parents and visitors to look at.

How can you help?

         You can help to support your children’s learning by assisted them in researching their subject’s family and by encouraging your children to express and develop their literacy skills within the home. You can do this by reading texts with your children and by fostering their creativity in writing their own narratives.

References:

Alber, J. (2010). How important is teaching literacy in all content areas?. Retrieved from https://www.edutopia.org/blog/literacy-instruction-across-curriculum-importance

ACARA. (2012). History. Retrieved from http://v7- 5.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1

Integrated Learning Strategies. (2016). Handwriting: is handwriting dying out? - why lack of handwriting could cause impulsive behaviors and high emotions in the classroom. Retrieved from http://ilslearningcorner.com/2016-08-handwriting-handwriting-dying-lack-handwriting-cause-impulsive-behaviors-high-emotions-classroom/

UNESCO. (2006). EFA Global Monitoring Report: Literacy for Life. Retrieved from             http://www.unesco.org/education/GMR2006/full/chapt5_eng.pdf