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The British Library website offers a great opportunity for HSIE students, particularly in their second stage of schooling, to explore numerous stories from four of the major world religions. This is because, with a choice between animated narratives from either the Christian, Buddhist, Hindu or Islamic faith (which are accessed by clicking on images of corresponding religious scriptures), this resource provides students with a meaningful and interactive ICT experience. This is due to its age-appropriate animations, which not only engage students, but also enhance students’ learning about the different stories’ contents and messages (Ritchhart & Perkins, 2008). This is also because the graphics used to portray each story additionally mirror traditional Christian, Buddhist, Hindu and Islamic art.

Stage two HSIE lessons investigating religious stories (or lessons focusing on specific content indicators for outcome CUS2.4) could incorporate a class viewing of the different narratives from this website on a smart-board, whereby the teacher could pose questions over the course of a few lessons regarding the varying stories’ contents and purposes. The class could additionally discuss the similarities, as well as differences, between the different religious stories (with a particular focus on character archetypes, art styles and real world implications of the stories’ teachings).

References

Ritchhart, R. & Perkins, D. (2008). Making thinking visible. Educational Leadership, 65 (5), 57-61. Retrived from

http://www.visiblethinkingpz.org/VisibleThinking_html_files/01_VisibleThinkingInAction/01b_WhyMake.html

Use drama to activate student learning about the past. Here are a collection of drama activities for Years 2-6 that focus on themes of immigration and cultural diversity.

effects of immigration around the world

Personal stories help young children learn about the past. Use historical narratives in the classroom to humanise significant events like war.

In the book "What is History Teaching?, Chris Husbands describes how 'Storied thinking' is a central tool in the teaching and learning of history. Husbands suggests the teacher's role is to:

• Provide information
• Tell stories
• provide historical context
• interpret
• organise resources and students
• ask questions (ascertain prior knowledge and ideas)
• perform
• pose problems (what if? how about? what do you think?)

Not only do ‘Indigenous Languages’ provide this creative and interactive website aimed at educating students about Aboriginal languages, they also offer a free “Marimrang: Elders and Language” presentation (under the ‘Recent Updates’ tab), in conjunction with the State Library of NSW. This could be attended as a class excursion, adhering to Gilbert and Hoepper’s (2014) recommendation that students learn through genuine contact with Indigenous people (p.352). 

This talk addresses the importance of keeping the original languages of Aboriginal communities alive, and how this can be achieved, through the perspective of an Indigenous speaker. Teachers should use the ‘Working with Aboriginal Communities’ (2008) guide (Section 3.3 p.22) to educate children on respectful ways to communicate with Indigenous people, prior to the excursion. 

As a teaching idea using this website, children could be asked to locate NSW on the map, pinpoint Sydney, and discover the Aboriginal communities first here. They could then visit the ‘Explore Eora’ tab and view ‘Collection Items,’ particularly ‘Lamer’s Vocabulary of Native Names. 1853.’ This provides photographs of an original book of language translations. Teachers could provide students with certain English words from the book and ask them to locate and record/learn the Eora translations of these words.

Specific BOS syllabus outcomes (pp.27,29) suggested use of this source may help achieve:

CUS2.3:

-“Identifies some of the community groups that people can belong to.”

-“Identifies some significant, customs, practices and traditions of their local community, beginning with Aboriginal people.”

-“Locates and identifies evidence of the languages used in their local community, beginning with the original Aboriginal languages, eg signage, place names, sign language.”

CUS2.4:

-"Describes the cultural, linguistic and religious diversity of communities in Australia."

References: 

Board of Studies. (2008). Working with Aboriginal Communities: A guide to community consultation and protocols. Retrieved from http://abed.boardofstudies.nsw.edu.au/ files/working-with-aboriginalcommunities.pdf

Board of Studies Syllabus, NSW (2006). Human Society and Its Environment K-6 Syllabus. Sydney: B.O.S. Retrieved from http:// k6.boardofstudies.nsw.edu.au/ wps/portal/go/hsie

Gilbert, R. & Hoepper. B. (2014).

Teaching Humanities and Social Sciences. History, Geography, Economics and Citizenship in the Australian Curriculum.Fifth Edition. Melbourne: Cengage