HASS Our unique communities Year 3 Unit 1 Assessment task — Our unique communities Name Class Teacher Date Task To conduct an inquiry to answer the following inquiry question: How and why are Anzac Day commemorations significant for different groups? Instructions Part A: Posing questions Students will pose questions about the significance of Anzac Day. Part B: Locating information Students will: locate and collect information from sources to answer questions identify individuals, events and aspects of the past that have significance in the present identify the importance of different celebrations and commemorations for different groups. Part C: Sequencing and point of view Students will: sequence information about events and the lives of individuals in chronological order examine information to identify a point of view identify and describe aspects of the community that have changed and remained the same over time explain how and why people participate in and contribute to their communities 1 of 12 document.docx
Transcript
HASSOur unique communities Year 3 Unit 1Assessment task — Our unique communities
Name Class
Teacher Date
Task
To conduct an inquiry to answer the following inquiry question:
How and why are Anzac Day commemorations significant for different groups?
Instructions
Part A: Posing questions
Students will pose questions about the significance of Anzac Day.
Part B: Locating information
Students will:
� locate and collect information from sources to answer questions
� identify individuals, events and aspects of the past that have significance in the present
� identify the importance of different celebrations and commemorations for different groups.
Part C: Sequencing and point of view
Students will:
� sequence information about events and the lives of individuals in chronological order
� examine information to identify a point of view
� identify and describe aspects of the community that have changed and remained the same over time
� explain how and why people participate in and contribute to their communities
� communicate conclusions in written forms using simple discipline-specific terms.
Part D: Creating a text
Students will:
� communicate ideas and conclusions in written forms using simple discipline-specific terms.
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Part A: Posing questions
Write sub-questions using starters: who, what, where, when, why and how.
Sub-question 1: Where do different groups commemorate Anzac Day?
Sub-question 2: Why is Anzac Day commemorated in these places?
Sub-question 3:
Sub-question 4:
Part B: Locating information
Copy your sub-questions into the boxes below.
Use sources 1–4 in Anzac Day commemoration sources to make notes for each sub-question.
Notes
Sub-question 1: Where do different groups commemorate Anzac Day?
Why are Anzac Day commemorations significant for different groups?
Use Anzac Day commemoration sources
Part C: Sequencing and point of view
1. Sequence the events and describe the changes you can see in each photograph in Anzac Day parade sources.
2. Identify the aspects of community parades that have stayed the same or changed over time.
� Soldiers march through the streets together.
� Community gathers to watch.
� Community actively participates in the parade.
� Both men and women who have served are honoured.
� Soldiers or their family wear their service medals.
3. Explain why aspects of our Anzac day parades have stayed the same or changed over time.
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Use Anzac Day parade sources.
19 _ _: _________________
________________________
20 _ _: _________________
________________________
20 _ _: _________________
________________________
1936: Soldiers marching fought at Gallipoli, many people are honouring the diggers.
2010
1990
1970
1950
1930
stayed the same over time
changed over time
4. Why do you think people continue to attend the Anzac Day parades today?
‘I got to ride in a car with my Grandpa as part of the Anzac Day parade. I was so proud to be there with him. He was wearing his medals.’
Hannah is commenting on being in the Anzac Day parade with her grandfather, an Australian war veteran.
‘The family of veterans should be allowed to march on Anzac Day, too. They want to pay their respects to their loved ones and show how proud they are.’
Toby is commenting on children and families walking with war veterans in Anzac Day parades.
‘In my family, Anzac Day means a lot because my Great Grandfathers served in World War II.
We probably wouldn’t have the lives we have today if our war veterans didn’t fight for us. ’
Chloe is commenting on the importance on Anzac Day to her and our community.
5. Why do people think commemorating Anzac Day is important?
Tell how different groups commemorate Anzac Day today.
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The Anzacs are a part of Australia’s and New Zealand’s heritage.
Year 3 HASS: Unit 1 — Our unique communities Name:
Purpose of assessment: To conduct an inquiry to answer the following inquiry question: How and why are Anzac Day commemorations significant for different groups?
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Knowledge and understanding Questioning and researching Analysing and Evaluating and reflecting Communicating
Identify individuals, events and aspects of the past that have significance in the present.Identify and describe aspects of the community that have changed and remained the same over time.Identify the importance of different celebrations and commemorations for different groups.Explain how and why people participate in and contribute to their communities.
Pose questions and locate and collect information from sources, to answer these questions.Sequence information about events and the lives of individuals in chronological order.
Examine information to identify a point of view.
Communicate ideas and conclusions in written forms using simple discipline-specific terms.
Makes connections when evaluating past events.Justifies the significance of a commemoration to different groups.Makes inferences to support descriptions of events.Explains the participation of others in a significant community event.
Includes source details to justify responses.Uses chronological information to support narrative.
Justifies a point of view using relevant examples.
Organises ideas with historical accuracy. A
Explains the significance of an event today.Explains the importance of a commemoration to different groups.Uses examples to support descriptions.Explains their own participation in a significant community event.
Poses questions relevant to the topic of the inquiry. Explains point of view.
Uses correct historical text structure to develop ideas.
B
Identifies individuals, events and aspects of the past that have significance in the present.Describes how an aspect of the community has changed and remained the same over time.Identifies the importance of a commemoration to different groups.Explains how people participate in a significant community event.
Poses questions and locates and collects information from sources, to answer these questions.Sequences information about events in chronological order.
Examines information to identify a point of view.
Communicates ideas and conclusions in written forms using simple discipline-specific terms.
C
Identifies the significance of an event.Identifies different groups that commemorate or participate in events.Identifies a change.
Poses a question.Considers a relevant source when locating information.Sequences events in an order.
Identifies a point of view.
Makes a series of statements. D
Identifies an event.Acknowledges change over time.
