Harmony Day celebrates the diversity of Australia, and is a favourite in our schools as a day for parents and families to come into school, bring food or give talks about different cultures they represent. This page tells the story of Anh, an Australian girl with a Vietnamese grandma. The page suggests comprehension questions to go with the story, and a "where do I come from?" worksheet. As with the My Place resource, there are many avenues to explore here. I am most interested by the idea of using a World Map to show where everyone is from. With an older class, I might use different coloured tacks to show where grandparents, parents and children were all born. However, with Early Stage one, I would probably just mark on the map where everyone's Grandparents were born. This could be the basis for a whole class activity, with students stating where their grandparents were born, and then being guided by the teacher to mark that place on the class map. Students could then tell the class how their family came to be living in Sydney (or, how they came to live in the house they live in now.) This exercise, and the necessary explanation of the world and it's many countries in a relatable way for Early Stage One. Although discussion of global perspective can be a tricky concept to grapple with, by relating it to family members and the student's own stories it can be made more accessible to the students. Students would be assessed on their ability to find out from a family member where their Grandparents were born and how they (the student) came to be living in Australia, and present this information to the class and teacher.
Printable templates for children's Bible crafts, songs, and worksheets.
Cassie Wright's insight:
This craft activity can links to the creative arts KLA, as well as serving a great classroom display and linking students to their family and heritage in the classroom. While there is a plethora of web resources on family trees, this picture template struck me as especially nice-looking. I would use this resource to create our "class forrest", with a row of trees placed on the wall together. Either we could use family photos, as pictured, or students could draw and write names of their family members.
This activity relates directly to family heritage, and the student's own stories. This activity would have to be done with an awareness of the complexity of families, and perhaps later in the school year when I have a better sense of student's individual backgrounds. Giving time for students to show their tree to other students also gives them the space to develop the second half of this outcome: developing an awareness of the heritage of others.
This activity also relates to Personal Development outcomes, such as GDES1.9 "Identifies how people grow and change". This activity necessitates a basic understanding of concepts like "before I was born" and "When Mum was a baby", which are fascinating ideas to ES1 students.
This special day is observed on Sept. 9 this year. Use these creative activities to help students honor special relatives in their lives.
Cassie Wright's insight:
During my 2nd year Prac, I saw the grandparents day being used with great success. Grandparents day, or just the involvement of some grandparents as guest speakers or visitors to the classroom is a powerful tool for teaching students about heritage and family stories.
This resource includes explanations of the importance of these relationships, and heaps of ideas for activities on the day. The same activity I described in the Harmony Day Scoop also exists here: mapping where our grandparents come from in the world, and adding that global perspective. The site also contains links to other lists of ideas and worksheets.
Having grandparents who can come into school is an amazing resource, and has the ability to link the classroom to the outside world. Grandparents could be asked to speak on the differences between this classroom and the one they used at school, about technological advances like the SmartBoard. Again, sensitivity is needed, and activities planned so that children without grandparents there on the day are included. Predominately, this day would take a lot of planning and resources to run smoothly. Quality teaching dictates that any lesson should be well prepared, and particularly one with so many people in the classroom. I would like to include classroom stations which Grandparents visit with their children, with activities such as comparisons of old and new classrooms can be completed by the student.
This is an incredibly rich resource. My Place, the book by Nadia Wheatley and Donna Rawlins, became the basis for a children's TV series. The 10 minute episodes each tell the different story of a child who considers the same area, the same tree, their own special place. Starting with the 2000, each episode takes the viewer a decade back in time, until reaching 1810 (the final episode is set 'before time', a historical inaccuracy which may confuse some kids).
This website contains clips from the episodes, "behind the scenes" info about the making and creating of the stories, which could be used to make lessons with excellent links to literacy. As my outcome includes children being about to "re-tell stories" about heritage, this resource could be used to create a variety of lessons. I would focus on the links with Indigenous culture and people, because this resource has the great advantage of discussing both ancient and modern Aboriginality. Often, classroom resources on Aboriginal People leave young children which the impression that Aboriginals "lived a long time ago" or that those that live now predominantly live traditional lives involving hunting and gathering. By using this resource explicitly in an Early Stage One class, showing the videos and discussing the issues that are raised and the story that is told, I would hope to start building a complex and deep understanding of Aboriginality among my students, rather than a tokenistic view. As this would be a media based inquiry, the assessment could also be media based. Using a video camera (or ipad), students could be interviewed to determine their understanding of the story and their understanding of heritage.
This web resource is unique in my Scoop It page for being focused on the process of creating something, rather than information and content. As this outcome focuses on story-telling, and the ability to re-tell and show understanding of stories of heritage, this resource is helpful as a tool for creating those stories with a class.
The site itself contains many examples of videos and how they can be used - organised by order, and identifies it's primary aim to be "a useful resource for teachers and students" (found on the Home page). It also contains an explanation of "what is digital story telling?" which outlines the educational benefits. The use of IT to relate stories by students is fairly new, and worth exploring. Continuing on from the educational experiences stemming from the other sites - relating personal history and the heritage of self and others - students can be guided to create a digital story of their own family. Using the classroom SmartBoard, the class can be guided in putting the story together, and use their own pictures or voices to create a substantive comic-strip or video. Using an IT resource to tell stories of heritage adds to students pride in and understanding of their own story.
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