Celebration & Commemoration - Lesson Sequence
Lesson Five – Australian Indigenous celebrations/commemorations. National reconciliation week, NAIDOC week, National Sorry Day. What symbols and emblems are used to commemorate these events? How and why are these events celebrated and commemorated?
Lesson One - What is the difference between celebration and commemoration?
1. Starter activity:
Students to ‘Think, Pair, Share’ and list as many special celebrations and days that they know are celebrated in Australia. List them. The Celebrations below are suggestions but teachers can use their discretion based on the cultural diversity of their class.
Whole class: Discuss these and do an initial sort, are they a celebration or a commemoration? Write the answers on a T- chart ready for a display/ word wall. A word wall would be useful as it gives a visual representation for the students to view and add to throughout the unit of study.
2. Whole class discussion: What is a commemoration? Come up with a definition.
Look at the photo’s of ANZAC Day and Remembrance Day. Talk about how the peoples are dressed, how they are behaving, the expressions on their faces.
3. What is a celebration or a festival?
In table groups or groups of 4-6, brainstorm the definition of a celebration. Give time limit of approximately 3 minutes then come back to the whole class and share the ideas of each group.
Briefly discuss common celebrations such as Christmas Day, Australia Day or birthdays. Mention that sometimes towns or cities have festivals with singing, dancing, parades and costumes, and ask students to suggest some local events. Add these to your list and re- sort on the T chart.
4. Can the students name any other special days that are celebrated in any other countries?
Write the names of any special days that are suggested by students on the board. Include examples of national celebrations in other countries and cultures such as Bastille Day in France, Independence Movement Day in Korea, or the King's Birthday in Thailand.
Start by exploring the heritage of the children in your class ask, do any of these celebrations originate from countries other than Australia? Add the suggestions to the T chart. Ask: does anybody know any more?
Initial activity – teacher to take anecdotal notes – how are students interacting in the discussions?
What contributions are they making to the ‘Think, Pair, Share’ activity and the class T-chart.
Are the students using relevant historical terms?
Lesson Two - Does Australia Day have significance fro all Australians and is it a celebration or a commemoration?
1. What is the significance of Australia Day and why do we celebrate it? Watch the video extract once to begin the lesson.
Timeline of events
Put the main events in chronological order: See student resource sheet. Display the table for the students, discuss the events as seen in the video.
Students then to complete the table in the correct order, using the information they have been given.
2. View the video again and ask what did they see.
What do they think? What do they wonder about this?
See, think, wonder.
Pause the video after each section and discuss each viewpoint
CIRCLE OF VIEWPOINTS ROUTINE:
Wrap Up: What new ideas do you have about the topic that you didn’t have before? What new questions do you have?
Record the questions and add to the display board.
Are the students able to place events in chronological order.
Are the students able to pose relevant questions?
Are the students able to express the perspectives of different groups with regard to Australia Day?
Lesson Three - What is Harmony Week and why is it significant?
What is Harmony week? How is your local community, state and Australia diverse in its culture? Think, puzzle, explore
In preparation for this lesson, students will need to interview their parents, grandparents or carers to find out where in the world they come from. Discuss with the students how their information was gathered, was it via Skype, Facetime, telephone, email, family tree, conversation etc.
Everyone belongs activity – This activity can be adapted to suit the diversity of the class group.
This activity could be expanded to include a class survey where teachers can gather the results and display the data as pictograms or graphs. These can be added to the display board.
Uses sources appropriately to locate information an answer questions posed.
Uses relevant facts to show significance and cultural aspects of a local area to individuals and groups.
Lesson Four - What are the symbols and emblems connected with ANZAC Day and how significant is it today? How is it celebrated in the local community?
What are the symbols and emblems connected with ANZAC Day and how significant is it today? How is it celebrated in the local community? 5 visible thinking questions.
To stimulate the children’s ideas and questions, show a clip of the local ANZAC Day March from each capital city. These are readily available on the ABC website around the time on ANZAC Day.
1) Give the students a copy of the stimulus photos of the different symbols connected with ANZAC Day. (Put these on separate slides) These resources are available on Sparklebox.
Follow the link below.
Split the class into groups of 2-4 children, give 3 photos from the Sparklebox resource to each group and ask the children to ask the 5 visible thinking questions about each symbol.
What do you think?
Why do you think that?
What makes you say that?
Can you tell me more?
What questions do you still have?
Use the AWM website to find out the answers and the photos. IT opportunity – use iPads for research.
Draw four symbols and explain the significance of each. Add to the display.
Other suggested activities:
Can students describe how and why events and/or aspects of the past (eg symbols and emblems) are commemorated/celebrated?
Lesson Five - Australian Indigenous celebrations/commemorations. National reconciliation week, NAIDOC week, National Sorry Day. What symbols and emblems are used to commemorate these events? How and why are these events celebrated and commemorated?
National reconciliation week, NAIDOC week, National Sorry Day. What is the different between symbols and emblems. Think, Pair, Share.
What significance do these days have for Australians today? How and why are these events celebrated and commemorated? Think, puzzle, explore – FLAGS – symbols and emblems
It is suggested that teachers complete the background reading for this lesson, which can be accessed through the teacher resource notes for this activity.
1) Opening activity:
Match the flags to the correct group of people. Using the teacher notes, discuss the meaning behind the colours and symbols on each flag.
2) Main activity:
FLAGS Scootle activity - design your own flag using either the Scootle activity or using the symbols you have talked about on the various flags of Australia.
PART 2 - GLOBAL CELEBRATIONS
Lesson Six - What are some significant celebrations around the world and what are the different ways in which they are celebrated?
What are some significant celebrations around the world and what are the different ways in which they are celebrated?
STOP at 1:33. When Mexico map appears.
Watch You tube video as a hook.
Students will be split into 6 groups of 5 (at teacher’s discretion). Each group will choose a global celebration out of a hat pre-prepared by the teacher. These celebrations should reflect the cultural make-up of the class, thereby being relevant to the students. To expand their knowledge of other cultures, set up the student groups so that they are not exploring a culture they are already familiar with.
American Independence Day
Chinese New Year
St Patrick’s Day
Have a stimulus photo of each one of the celebrations to begin a ‘See, think wonder’ exercise and start group discussions around the celebration they have chosen.
Each group is to ask 6 questions about the celebration using the question thinking dice
and will record them on Popplet or other mind-mapping app or in their history journals.
Lesson Seven - Exploring celebrations around the world: Celebration Expo
Return to the Popplet or mind map and the questions posed in the previous lesson.
Each group will produce a ‘display’ for a celebration expo to be held for parents and visitors to come and look around. Each child in the group is responsible for answering one of the questions posed in the previous lesson and also for another part of the display. Therefore each child will contribute to two aspects of the presentation and will be assessed accordingly.
Each stand will be a display showing different aspects of the celebration, including answers to the questions they have posed.
After class discussion, it was decided to include the following aspects within each presentation and display;
A colourful title
The History behind the celebration
Any stories/legends that go with the celebration
A map labelling the country of origin of the celebration How children celebrate.
The display must also incorporate some creative aspects such as music and songs, costume, dancing, artwork
The content can be displayed in the classroom and given to each group so a record of what has been completed on the display can be kept.
Celebration expo resource - Resource 25
Research can be done on the iPads and can be presented in a visual, oral and written form.
Cross curricular links to LOTE, Art, Music, Drama, T&E, Literacy, Geography
Lesson Eight - Drawing conclusions – present findings
The final task of the unit forms a summative assessment, which goes alongside the presentation and expo display.
The students receive a copy of resource 26 and using the information they have gathered and additional research for which they may use websites, encyclopaedias and their own notes, complete the answers to the questions posed.
Teachers are then able to assess students against the rubric provided in resource 27
The rubric is designed with reference to the history judging standards found on the following website;