Australian Curriculum History - Year 2

RIC-6442 4.7/1355

Australian Curriculum History: The past in the present (Year 2) Published by R.I.C. Publications® Copyright© R.I.C. Publications® 2013

A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

ISBN 978-1-922116-39-0 RIC–6442 Titles available in this series: Australian Curriculum History: Personal and family histories (Foundation) Australian Curriculum History: Present and past family life (Year 1) Australian Curriculum History: The past in the present (Year 2) Australian Curriculum History: Community and remembrance (Year 3) Australian Curriculum History: First contacts (Year 4) Australian Curriculum History: The Australian colonies (Year 5) Australian Curriculum History: Australia as a nation (Year 6)

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

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Copyright Notice

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All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2013.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Australian Curriculum History – Foundation to Year 6 is a series of seven books to support the national history curriculum. Each topic is introduced by a text to support the ‘Historical Knowledge and Understanding’ strand, and followed by activities that provide opportunities to answer the key inquiry questions and practise the historical skills expected of the year group.

Historical skills are used to answer the key inquiry questions about the content descriptions given in the ‘Historical Knowledge and Understanding’ strand, providing the framework for investigating Australia’s history.

Contents or e t

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What is The Dreaming? ............................ 34–35

How to use this book ............................... iv – v

Two Dreaming stories ............................... 36–37

Historical skills overview .................................vi

What kinds of places are significant to Aboriginal and Torres Strait Islander people? ..................................................... 38–40

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Teachers notes ........................................... iv – vi

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Historical skills class record ..............................vii Overview of historical skills, key inquiry questions, general capabilities and crosscurriculum priorities.......................................... viii

Aboriginal or Torres Strait Islander sites in my community .................................... 41

Time line templates ............................................ix

Why is Uluru a significant site? ................. 42–44

Learning from the past ................ 2–29

An Aboriginal or Torres Strait Islander site in my community ..................................... 45

What is a time line? ...................................... 2–4

Technology through history ....... 46–73

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My time lines ..................................................... 5

How has the way we play changed? ...... 46–49

How can photographs and drawings tell us about the past? ................. 6–8

What is the history of some toys and games? ............................................. 50–52

Pictures of the past and present ..................... 9

Has this toy or game changed? ................... 53

What are some places that tell us about the past? ................................... 10–12

What are some traditional toys and games of Aboriginal and Torres Strait Islander children? ..................................... 54–57

What are some things in your community that tell us about its past? ......... 13

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How has transport changed? ................. 58–60

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What is an oral history? ............................ 14–16

Transport interview ......................................... 61

An oral history ................................................. 17

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How has the way we communicate changed? ................................................. 62–65

What is the history of the Dawn Fraser Baths? .................................. 18–20

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How have radio and television changed? ................................................. 66–69

A landmark in my community ....................... 21

Why is Dawn Fraser significant? ............... 22–24

A significant person in my community ......... 25

How have things that help us at home changed? ...................................... 70–73

How can placenames tell us about the past? ......................................... 26–28

Quiz questions ......................... 74–82

Placenames in my community ...................... 29

Quiz answers ................................. 83

Respecting the past .................. 30–45

Answers ................................... 84–85

Why is Richmond Gaol an historical site? ........................................... 30–32 An historical site in my community ................ 33

Warning: This series may contain the names and images of Aboriginal and Torres Strait Islander people now deceased.

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Australian Curriculum History: The past in the present

Teachers notes How to use this book Each book is divided into sections based on the number of Historical Knowledge and Understanding content descriptions for the year group. Each content description has been given a general title which is used on the contents page and also in the shaded tabs on the outside edge of each page throughout the book. The tabs provide easy access to pages within each content description.

Topics within each section follow a similar four-page format comprising a teachers page followed by three student pages. The student pages may all be related to one aspect of an historical event or connected activities associated with one historical event.

Features

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• An historical skills overview with a brief explanation of their meaning. (page vi) • An historical skills class record. (page vii)

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• An overview of historical skills, key inquiry questions, general capabilities and cross-curriculum priorities, is provided on page viii.

It shows at a glance how the topics in each book, including the ‘Additional activities’ provided on the teachers pages, cover the requirements of the national curriculum for the Year group.

• A template for two time lines is provided on page ix.

• A set of four or five multiple choice quiz questions plus answers for each topic is provided on pages 74–83.

• Answers or possible answers have been given for the student pages of each section. As certain activities require research, discussion and opinions, some answers are open-ended and are marked as ‘Teacher check’. Answers are located at the back of the book on pages 84–85.

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Four-page format Teachers page

The first page in each four-page unit is a teachers page which provides the following information: The title of the unit

The content description with its code

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A time line places important people and events in context Suggested resources

Additional activities offer suggestions of how the topic may be extended to develop the historical knowledge and understanding of the unit

An elaboration describing the focus of the unit in relation to the content description

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A shaded tab giving the general title of the Historical Knowledge and Understanding content description

The key inquiry questions which will be answered in part or whole by the activities within the unit

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The historical skills that can be practised while completing the unit The historical concepts that can be highlighted while completing the unit Background information provides teachers with relevant facts that put the text and activities in context with what was occurring in Australia and the rest of the world at the same time Teaching notes highlight specific details of the activities that need to be prepared, revised or understood before beginning the unit

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Teachers notes How to use this book Student page 1 This page introduces the topic with an historical literacy text. It features: The title of the unit

A shaded tab giving the general title of the Historical Knowledge and Understanding content description

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Relevant artwork is used to enhance the text and to aid understanding of the subject

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The historical literacy text, which can take the form of different genres

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The content description with its code

Student page 2

This page requires students to work together to discuss questions and activities before recording their own answers. It features:

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The title of the unit

The content description with its code

A shaded tab giving the general title of the Historical Knowledge and Understanding content description

A fact file with an unusual, interesting or relevant fact that may help students better understand or appreciate the topic

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This page usually requires students to work together, developing their historical skills, to complete the activity and present their work to an audience. It features:

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A number of questions or activities that students can complete after discussion

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The title of the page, which may be different from but still related to the unit A shaded tab giving the general title of the Historical Knowledge and Understanding content description

An introductory sentence, paragraph or instruction followed by an activity that requires the application of a number of historical skills The content description with its code

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Teachers notes Historical skills overview

Chronology, terms and concepts

The development of historical skills is essential if students are to become proficient in leading their own historical inquiries and forming a balanced opinion of past events.

Use annotations and photographs to order key events

• Distinguish between the past, present and future (ACHHS048)

Use the correct terms and vocabulary to denote the passing of time and historical features; e.g. ‘in the past’, ‘plaque’, ‘war memorial’.

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It is important that history is seen as an investigative subject with students encouraged to not just accept what they are told but to constantly question and investigate people and events from different perspectives using a range of sources. They will then develop a balanced view as they mature and be able to form their own educated opinions.

Historical questions and research

• Pose questions about the past using sources provided (ACHHS049)

Use the correct verb tenses to ask inquiry questions about the history of a given source; e.g. ‘How did people communicate before telephones were invented?’

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It is not possible for us to know exactly what life was like in a time or place of which we have no direct experience.

But we can study evidence of past events and eras to reach some understanding of our history and how we have arrived at the present.

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• Sequence familiar objects and events (ACHHS047)

Analysis and use of sources

• Explore a range of sources about the Locate and examine sources such as past (ACHHS050) historical buildings, people, museums, natural landmarks, newspapers and photographs—online or in the community.

• Identify and compare features of objects from the past and present

Identify features of a place to reveal its past; e.g. origin of street names, information on a plaque near or on a landmark.

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‘The very ink with which history is written is merely fluid prejudice.’

Perspectives and interpretations

• Explore a point of view (ACHHS052)

It is possible to bring the study of people and events of the past alive, kindling a genuine interest in history. This can be achieved by incorporating many learning areas into the investigation of an historical event as students practise different historical skills.

Exploring similarities and differences about changes in the built and natural environment and how these have shaped life in the present

Explanation and communication • Develop a narrative about the past (ACHHS053)

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This quote from American writer, Mark Twain, describes quite clearly that history is generally written from one aspect. While certain data may be absolute fact, the greater part of the text will be based on opinion.

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(ACHHS051)

In written, oral or digital form, relate stories about the past

• Use a range of communication forms Presenting what has been discovered (oral, graphic, written, role play) and about the past in a variety of ways. digital technologies (ACHHS054)

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Touching on all content descriptions, historical skills and inquiry questions of the national curriculum, Australian Curriculum History – Foundation to Year 6 provides a comprehensive starting place for an in-depth study of Australian history.

For the most effective outcome, students need to be given the opportunity to undertake guided research on topics and discuss the activities before recording their own responses.

The internet has many reliable sites with a range of images of primary sources such as old documents, equipment, letters, photographs and general ephemera that give an insight into life in the past. Information is presented in many forms such as graphs and tables of statistics, reports, diaries and letters.

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Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Develop a narrative about the past (ACHHS053)

(ACHHS052)

Explore a point of view

Identify and compare features of objects from the past and present (ACHHS051)

Explore a range of sources about the past (ACHHS050)

(ACHHS049)

Pose questions about the past using sources provided

Distinguish between the past, present and future (ACHHS048)

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Sequence familiar objects and events (ACHHS047)

Name

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Historical skills class record

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Key inquiry questions

Learning from the past

Explanation and communication

Develop a narrative about the past Use a range of communication forms (oral, graphic, written, role play) and digital technologies

What aspects of the past can you see today? What t do they tell us?

What remains of the past are important to the local community?

Why? How have changes in technology shaped our daily life?

Literacy Numeracy

Historical skills

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Chronology, terms and concepts

pp 18–21

Distinguish between past, present and future Pose questions about the past using sources provided

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Explore a range of sources about the past

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Intercultural understanding

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ATSI histories and cultures Asia and Australia’s engagement with Asia Sustainability

Time line templates Title:

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Title:

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Australian Curriculum History: The past in the present

The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Teacher information

Time line (Example of a life time line using each year of a student’s life to date.

Years can be listed down a page and events written briefly next to each year. The length between each year can be adjusted according to the number of events.)

Elaboration Using time lines to show a sequence of key events in history

Key inquiry questions What aspects of the past can you see today? What do they tell us?

r o e t s Bo r e p ok u S Historical skills

• Sequence familiar objects and events (ACHHS047)

• Distinguish between past, present and future (ACHHS048)

0 years

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

1 year 2 years

Historical concepts

• Continuity and change

3 years 4 years 5 years

7 years

Background information

• Significance

• A time line is a sequence of related events arranged in chronological order. It is usually displayed along a line from top to bottom or from left to right. It is often accompanied by a brief written commentary (in the present tense) and may contain illustrative visual material.

• Interpreting time lines and creating time lines to show the sequence of events is an important historical skill. This section provides activities with time lines that students will need throughout various units in the book.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Teaching notes

• Information has been given on page 3 about the purpose of a time line and two ways it can be presented. Questions involving interpreting each time line to find the answers are provided on page 4. After discussion about the information on each time line on page 3, students can work independently or in pairs, with teacher guidance as required, to answer the questions on page 4.

Note: Events on a time line are written in the present tense, not the past tense.

8 years

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Resources

• Refer to the diagrams of time lines on page ix to create for the students to use in completing time lines.

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6 years

• Cause and effect

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LEARNING FROM THE PAST

What is a time line?

• For students to complete the time line of a typical school day on page 5, they will need to make notes on one day and complete the time line the next day. Ten events and their time can be chosen. For the life time line on page 5, they will need to find out some of the information from their parent(s) about things that happened in each year.

• Students can create questions about their time lines and swap with a partner to find out each other’s answers.

o c . che e r o t r s super Additional activities

• Students write questions other than those on page 4 about the time lines on page 3 and give to another student to find the answer.

• Compare the similarities and differences among the students’ personal time lines of their life and their typical school day.

• Where possible, bring photographs to match events on their personal life time line to use the visual image to explain the event, along with the written response.

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Read the information.

7.00 am Wakes up

r o e t s Bo r e p ok u S 7.30 am Has breakfast

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There are two different time lines below. One shows events that happened in Isabelle’s school day. The other shows one event in each year of Noah’s life.

Isabelle’s school day

Noah’s life

8.00 am Gets bag ready for school

2006

Born on 14 April

8.30 am ©R .

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C.Publ i cat i ons 2007 Begins to walk Gets dropped offp •f orr e v i e w ur posesonl y• at school

. t 3.15 pm e School finishes

12.15 pm Eats lunch, then plays

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Sister born on 8 March

2009

Breaks right arm

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6.30 pm Has a shower

2008

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9.00 am First lesson is maths

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

A time line is a diagram that shows events in the order they happened.

Time lines can be shown in different ways. They can be a list of events with the date or time they happened. The list can be a line or boxes going up and down or across the page.

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2010

Gets lost in the shops

2012

First day in Year 1

2013

Gets a bike for 7th birthday

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LEARNING FROM THE PAST

What is a time line? – 1

Answer the questions about the time lines on page 3.

What does Isabelle’s time line show?

Tick the time Isabelle goes to bed. (a) 6.00 pm

(b) 7. 00 pm

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r o e t s Bo r e p ok When does Isabelle finish school? u S (c) 7.30 pm

List something Isabelle does before 12.30 pm

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© R. I .

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What happened to Noah in 2007?

. tdid Noah move house? o In which yeare c . che e r o t r s super Tick the year Noah was in Year 1. (a) 2006

(b) 2010

(c) 2012

Write something that happened to Noah before 2010.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

What does Isabelle do at 7.30 am?

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LEARNING FROM THE PAST

What is a time line? – 2

Complete each time line below about yourself. school day

Teac he r

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

life

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People usually have their first memory of something that happened to them after the age of two or three.

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LEARNING FROM THE PAST

My time lines

The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Teacher information

Time line (Students create a pictorial time line of what they looked like at each year of their life.)

Elaboration Using photographs and drawings to reveal the past

Key inquiry questions

0 years

What aspects of the past can you see today? What do they tell us?

r o e t s Bo r e p ok u S Historical skills

1 year

• Sequence familiar objects and events (ACHHS047)

2 years

• Distinguish between past, present and future (ACHHS048)

• Pose questions about the past using sources provided (ACHHS049)

3 years 4 years

• Explore a range of sources about the past (ACHHS050)

• Identify and compare features of objects from the past and present (ACHHS049) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

5 years 6 years

Historical concepts • Continuity and change

Background information

7 years 8 years

• Cause and effect

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• Perspectives

• Significance

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• Photographs and drawings of a specific place, person or event are examples of a primary source; i.e. one created during or just after the time being investigated. It helps reveal the past.

• Using primary sources such as these to examine the past and compare with the present is an important historical skill. This section provides practice examining drawings and photographs of the same location from different times. Students can apply this skill throughout various units in the book.

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• Personal and family photo albums and photographs and drawings of significant local landmarks etc. will be a valuable resource for this unit.

• My place by Nadia Wheatley is a book depicting life in Australia in one place from 1988, going back 200 years to 1788.

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Teaching notes • The drawings on pages 7 and 8 represent the view of an area of land on one side of a river about 50 years ago and the gradual transformation that occurred over that time as a bridge was built to connect the land on either side. Students should study each picture carefully, discuss what they see and write their findings under each picture.

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LEARNING FROM THE PAST

How can photographs and drawings tell us about the past?

• Prompt students to make up some questions to ask regarding the pictures; e.g. ‘Why was the bridge built?’ ‘How have the buildings changed?’ ‘Why is the bridge wider than when it was first built?’ Guide them into suggesting valid reasons; e.g. quicker to get to the area on the other side of the river than travelling to and across a bridge a long way from there, the population increased and more traffic used the bridge so it had to be widened, it was widened so a train line could be built down the centre to transport people and so on.

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• For students to complete page 9, they will need to find two photographs or drawings of a local place/landmark or person(s) from the past and the present. Use the internet, reference books or personal photographs for the past. A current photograph could be taken of the location or person(s).

• Students share their pictures with a small group or the class and answer any questions about their picture asked by class members.

Additional activities • Ask students questions to explore a point of view about the bridge. For example, ask: Imagine you lived near where the bridge was built. How did you feel about the bridge being built? Did your feelings change after it was built?

• Before the invention of the camera, historians could only study drawings or actual artefacts from the past. Find out when the first camera was invented and how changes in technology have drastically altered the quality of photographs.

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r o e t s Bo r e p ok u S

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Drawing 1

What can you see in the picture?

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Drawing 2

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How is Drawing 2 different from Drawing 1?

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LEARNING FROM THE PAST

Drawings and photographs are one way we can find out about the past. On this page and the next are drawings taken from four photographs. The first is of a place about 50 years ago and the last as it looks today. Look at each picture and answer the questions. Then talk about why these changes might have happened.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

How can photographs and drawings tell us about the past? – 1

r o e t s Bo r e p ok u How is Drawing 3 different S from Drawing 2?

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Drawing 4

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People have been able to take photographs since the first cameras were invented about 150 years ago. Before that time, drawings were done.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Drawing 3

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LEARNING FROM THE PAST

How can photographs and drawings tell us about the past? – 2

• Find two photographs or drawings of the same place or person(s).

One must be from the past and the other in the present.

• Attach your drawings or photographs with a paperclip or Blu-Tack™ next to the information.

r o e t s Bo r e Date: p ok u Describe yourS picture.

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Picture of the past

Date:

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Picture of the present

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Describe your picture.

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• Complete the information about each one below. Think about how the pictures are the same and how they are different.

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LEARNING FROM THE PAST

Pictures of the past and present

The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Teacher information

Time line (example of a personal history of living in a specific community)

Elaboration Finding out some significant natural and built places, sites and structures that reveal his or her community’s past

Full name and date of birth

Key inquiry questions Address of home where lived when born

What aspects of the past can you see today? What do they tell us?

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Addresses of other homes lived in since birth (if applicable) and dates

What remains of the past are important to the local community? Why?

Historical skills

• Distinguish between past, present and future (ACHHS048) • Explore a range of sources about the past (ACHHS050)

• Identify and compare features of objects from the past and present (ACHHS049) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Historical concepts • Continuity and change

Resources

• On the town: A community adventure by Judith Caseley

• Cause and effect

Background information

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Names, addresses and dates of where child attended formal schooling up to the present, including age/year levels

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• Significance

• People and places of historical interest in a community can provide information about its past.

Local landmarks often provide this information, either in written or digital format within an adjacent building (or orally by a guide) or in information etched on a plaque. Landmarks can be built (e.g. monument, statue, old historical building like a jail or home, structure like a bridge) or part of the natural environment (e.g. Uluru, Great Barrier Reef or a national park).

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• A website that shows students examples of famous Australian natural and built landmarks is: <http://www.list-directory.info/lists/ landmarks.html>

• Locating and using the sources used to complete this unit will assist students with other units throughout the book.

Teaching notes

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• Information has been given on page 11 about some places a community may have that inform about the past, including a short description for students to match with an illustration on page 12.

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LEARNING FROM THE PAST

What are some places that tell us about the past?

• For students to complete the table on page 13, they will need to use a variety of sources to find out some significant people and places in their community. These could include their observations of previous visits to historical landmarks, acquired knowledge of a significant historical local person and looking at community newspapers, information guides and the internet for tourist information sites and local landmarks. As students may discover there are more than one of the places listed in their community, they could choose one to list and draw in the table. Spaces have been left blank for students to add others; e.g. a natural environment site or a person of historical significance.

o c . che e r o t r s super Additional activities

• Collate, display and discuss the places and people students discovered in their community that/ who can tell about its history.

• Collect photographs of various local landmarks to view, instead of the drawings on page 13.

• Discuss what each of the items listed on page 13 might be able to tell about the past. Excursions to various places/incursions by people can be organised to assist in completing further units in the book.

• Use the example on the left of a personal community history time line to assist students to create their own time line.

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r o e t s Bo r e p ok u S There are people and places in a community that can tell about its past. People can remember events that have happened. Learning about what someone from the past did for the community is another way of finding out about its history.

Places like museums and libraries contain information about the past. A landmark is a building, place or structure that is important for what it tells about the past. It could be something like a statue, a monument, a bridge or an old building.

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C.Publ i cat i ons f oabout rr ev i ew pu r po se so nabout l y•the past. (a) • Read some of the things that can tell

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(b) Look at the pictures of them on page 12 and colour them. (c) Cut out the boxes below and glue them under the correct pictures.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

A community is a group of people who live near each other and provide for each other’s needs. It could be a suburb in a city or a large or small town in the country. What kind of community do you live in?

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A museum is a place where objects from the past and present are collected and displayed.

A monument is something that has been built in memory of an important person or event; e.g. statue, war memorial.

the remains of dead people are buried.

information on them. They are found in places like cemeteries, or on monuments and other landmarks.

A place like a sports club or stadium usually has information about the history of the club or sporting events held there.

Old historic buildings like homes and churches are places that have information about the history of a community.

o c . che e r o t r s are flat plates with supe r A cemetery is a place where Plaques

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LEARNING FROM THE PAST

What are some places that tell about the past? – 1

r o e t s Bo r e p ok u S (d)

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(b)

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

(a)

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LEARNING FROM THE PAST

What are some places that tell about the past? – 2

Type of landmark

Name of landmark

Drawing

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Monument

Cemetery

Museum

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building

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Fill in the table about these things you might have in your community. Space has been left blank for you to add others.

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The Sydney Harbour Bridge is a famous built landmark. The Great Barrier Reef is a famous natural landmark.

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LEARNING FROM THE PAST

What are some things in your community that tell about its past?

The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Teacher information

Time line (Time line of events in Gloucester Tree history.)

1750

1937

1946

Approximate year Gloucester Tree begins to grow. (It is considered to be more than 250 years old.)

Using oral histories to reveal the past

Key inquiry questions What aspects of the past can you see today? What do they tell us?

Governor-General, Lord Gloucester, visits area while tree being pegged.

Gloucester Tree named after him.

Gloucester Tree becomes a lookout for bushfires

What remains of the past are important to the local community? Why?

History skills

• Distinguish between past, present and future (ACHHS048)

• Pose questions about the past using sources provided (ACHHS049) • Explore a range of sources about the past (ACHHS050)

• Identify and compare features of objects from the past and present (ACHHS049) • Explore a point of view (ACHHS052) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Historical concepts • Continuity and change

• Cause and effect

1970s Spotter planes replace fire-lookout trees.

2013

Background information

• Empathy

• Significance

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Due to deterioration, wooden rungs and cabin are replaced with iron and aluminium. Gloucester Tree becomes a popular landmark.

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More than one million people so far have climbed the Gloucester Tree.

Resources

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• Personal and family photo albums and photographs, and drawings of significant local landmarks etc. will be a valuable resource for this unit. Photographs can also be found online.

• An oral history is someone’s spoken recollections about the past. It can be recorded through an aural or video interview.

• Conducting and using oral histories to examine the past and compare with the present is an important historical skill. Students can apply this skill throughout various units in the book. This section provides an example of an oral history and a framework for students to conduct their own.

Teaching points • Discuss what an oral history means with the students. Ask them to remember something that happened in their past. Read the sample interview and oral history provided on pages 15 and 16.

(Note: The Gloucester Tree and facts about it are true but Jack and his grandfather are fictional.)

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1973

• Perspectives

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1947

Elaboration

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Forester, Don Stewart, suggests using karri trees as fire lookouts.

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LEARNING FROM THE PAST

What is an oral history?

• The activity on page 16 requires finding the facts about the past in the oral history. Students use highlighter pens or coloured pencils and follow the colour code.

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• Explore a point of view by asking students how and why the role of the Gloucester Tree has changed from the past to the present. How might the foresters have felt when they were no longer needed to work in the lookout?

• For students to complete page 17, they will need to choose both an older person to interview and a local landmark. The landmark could be one identified from the unit on pages 10 to 13.

Students will need to be sure that the person they interview has some knowledge about the landmark’s history.

• Students will need assistance to prepare some simple inquiry questions before the interview.

Other questions may arise as the student interviews the subject. The interview could be an aural one, or it could be recorded or videoed. Students can make notes about the answers given. A photograph or drawing of the landmark could be attached.

Additional activities • Share the interviews among the class. Compare the facts recorded of the interviews about the same landmarks.

• Students may like to view a video of an adult and children at the top of the Gloucester Tree at: <http://www.youtube.com/watch?v=pffvDs69FtE> Australian Curriculum History: The past in the present

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Jack: Thanks for letting me ask you about the Gloucester Tree, Pop. Pop:

I’m very pleased to talk to you about it.

Jack: I know it has rungs in its trunk so you can climb to the top. How long ago were the rungs put there?

Pop:

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Jack is in Year 2 and lives in the town of Pemberton in Western Australia. Pemberton is surrounded by karri forest. There is a popular landmark in the karri forest near Pemberton called the Gloucester Tree. People visit it to climb to the top where there is a cabin. Rungs have been hammered into its trunk to make a ladder. Jack decided to ask his grandfather who has lived in Pemberton all his life about the tree’s history. This is Jack’s interview.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• It was in 1947. I was seven years old, like you!

Pop:

They were put in so forest workers could climb to the cabin at the top and look for bushfires. The Gloucester Tree was one of several fire lookout trees in this area.

Jack: Pop:

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Jack: Why did someone put the rungs in then?

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

An oral history is a history that someone talks about (the word ‘oral’ means ‘spoken’). The person tells of his or her memories about something in the past. Their stories can be written down, recorded or videoed.

. ta great idea! Who thought of that? o What e c . c e A forester called Don Stewart. There wasr talk h e o r about building very high towers ont hills s s up er in the forest so fires could be spotted.

Don thought it would be easier to use the tallest karri trees as lookout towers.

Jack: How high up is the lookout cabin?

Pop:

It’s 58 metres from the ground.

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LEARNING FROM THE PAST

What is an oral history? – 1

Pop:

Jack:

r o e t s Bo r e pGloucester Tree? ok Why is it called the u S The Governor-General of Australia, the Duke of Gloucester, was visiting the area at the time the tree was being made into a lookout. The tree was named after him.

Jack: Why did it stop being a lookout tree?

Pop:

Jack:

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Pop:

The foresters used special climbing boots and gear. They carried hand drills, hammers and long, thick wooden pegs for rungs in a kind of backpack. The holes for the rungs were drilled by hand and the rungs hammered deep into the tree trunk. A forester would sit on a rung just made and make another one above. When the top was reached the wood to build the cabin was hauled up by ropes and pulleys.

In the 1970s, fire spotter planes began to be used to check for bushfires instead of lookout trees. The Gloucester Tree is now a tourist attraction and a well-known landmark.

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C.Publ i cat i ons Thanks for about the tree’s history, •f otelling rr eme vi e wp ur po sesPop. onI’m l ygoing • to climb all the way to the top one day!

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Find the answer in the interview to each question.

Colour the answer with a pencil the same colour as that in the bracket.

. te o Who thought of the idea to make lookout trees? (orange) c . che e r o t r s Which paragraph tells hows the lookout tree was made? (red) up er

When was the Gloucester Tree made into a lookout tree? (yellow)

How did the tree get its name? (green) Why is the Gloucester Tree no longer used as a lookout? (blue) You have to climb up 153 rungs to get to the cabin at the top of the Gloucester Tree.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Jack: Wow! That’s so high! How did they get the rungs all the way up the tree and build the cabin at the top?

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LEARNING FROM THE PAST

What is an oral history? – 2

Name of person:

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Name of landmark:

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LEARNING FROM THE PAST

Interview one of your parents, grandparents or an older person about the history of a landmark in your community. Write four questions to ask him or her in the table below. Make notes about the answers you are given. Attach a photograph or drawing.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

An oral history

The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Teacher information

Time line (Time line of some events in the history of the Dawn Fraser Baths.)

1882/83 Original baths are constructed and completed 1884

1888

Investigating the history of a landmark

What aspects of the past can you see today? What do they tell us?

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First game of water polo played in Australia takes place at the Baths

Baths and structures are further enlarged

What remains of the past are important to the local community? Why?

History skills

• Sequence familiar objects and events (ACHHS047)

• Distinguish between past, present and future (ACHHS048)

• Pose questions about the past using sources provided (ACHHS049) • Explore a range of sources about the past (ACHHS050)

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1902–1904 Baths enlarged, changing and viewing pavilion built, boardwalks built, manager’s cottage built 1924

Elaboration Key inquiry questions

Balmain Swimming Club is formed

Teac he r

• Identify and compare features of objects from the past and present (ACHHS051) • Explore a point of view (ACHHS052) • Develop a narrative about the past (ACHHS053) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Historical concepts • Continuity and change

• Cause and effect

• Significance

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1956–1959 Repairs and alterations carried out

Background information

• Investigating the history of a landmark will reveal its significance, importance and place in history.

Seating gallery constructed

1962

Stone wall built around children’s pool

1964

Baths renamed in honour of Dawn Fraser

1983

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1961

Baths are renovated and refurbished

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2013 onwards.

Amenities continue to be upgraded with history preserved

Resources

• Investigating landmarks in the students’ local community is of more relevance to them at their age than learning about those in other communities. However, while most students will be unfamiliar with the landmark provided in this section, it provides an example of how students can investigate a local landmark by forming appropriate inquiry questions. It also gives a framework for students to conduct their own investigation.

Teaching points

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LEARNING FROM THE PAST

What is the history of the Dawn Fraser Baths?

• This section should be used in conjunction with the unit on pages 10 to 13 about identifying local landmarks.

• Discuss the meaning of the words ‘significant’ and ‘significance’ in relation to historical landmarks. Identify some of the landmarks they discovered in the unit on pages 10 to 13.

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• Read through the sample investigation of the Dawn Fraser Baths on page 19 with the students.

Discuss the kinds of inquiry questions Ava and Madison (fictional students) made up in order to find out about the significance of the landmark.

• The questions on page 20 are focused on the students locating the relevant information about the history of the baths by using the inquiry questions. This will assist them in forming their own appropriate inquiry questions on page 21 about a local landmark. Students could research to find the answer to Question 6.

• Students will still need assistance to form their inquiry questions on page 21. Some of the questions on page 20 may not be appropriate for them to use, depending on the type of landmark chosen.

• Photographs (personal or online) of local landmarks.

• Students will need to use a variety of sources to find the answers to their questions; e.g. internet, local or school library, visiting the site to read plaques or other information and interviews.

• Access to a variety of resources to investigate the history of their landmark.

• Students should provide a photograph or drawing of their landmark for the class to view while they are describing its history to the class. (If working in pairs as suggested, students can take turns to express information.)

Additional activities • Students use their notes on page 21 to write a report about their landmark or write a narrative about some incident or event in its history.

• Students could view images of the Dawn Fraser Baths using an internet image search.

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r o e t s Bo r e p ok u S Landmark: Dawn Fraser Baths

Questions

Answers

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What is the It is a large tidal swimming pool built in the ocean in Dawn Fraser Sydney Harbour at Balmain. It has a deck all around it Baths? where you can sit when you aren’t swimming. It has a children’s swimming pool in one corner of it.

When was it It was opened in 1883. built?

Why is it It is the oldest swimming pool in Australia and is still significant? being used. The Balmain Swimming Club was formed there in 1884 and is the oldest swimming club in Australia. It is thought to be the place where the first water polo game was played in Australia, in 1888.

It has been enlarged and fixed up several times since Has it changed in it was built. Change rooms, club rooms, offices, a kiosk looks from and a grandstand to watch swimming races and when it was water polo games have been built. Solar hot water for showers has been put in. Today, the water is tested for first built? water quality and the pool is closed if necessary.

Has its use It is still used for the same reasons. In the past, it was changed? open mainly for men. Women were only allowed to use it sometimes. Now males and females of all ages can use it.

Why is it It used to be called other names like the New South called the Wales Ocean Baths and the Ocean Bath Balmain. In Dawn Fraser 1964, it was renamed the Dawn Fraser Baths. Dawn Baths?

Fraser is a famous Australian Olympic swimmer. She learnt to swim at the baths and still lives in Balmain.

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LEARNING FROM THE PAST

Ava and Madison live and go to school in the suburb of Balmain in Sydney, New South Wales. Not far from their homes is an historic landmark called the Dawn Fraser Baths. They chose to find out about this place’s history. They made up some questions and used the internet and other places to find the answers.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

What is the history of the Dawn Fraser Baths? – 1

Answer the questions about the history of the baths.

(a) 1964

(b) 1883

(c) 1888

What event happened at the baths in 1884?

r o e t s Bo r e pAva and Madison gaveok Write three reasons to explain the u significance ofS the Dawn Fraser Baths.

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•

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Describe two things that have changed about the baths from when it was first built.

•

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•

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(a) Do you think Dawn Fraser Baths is a good name for the pool?

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Write another question you would like Ava and Madison to find out about the history of the Dawn Fraser Baths.

As the tide comes in and out of the baths, the water level gets higher and lower. At low tide, a little sandy beach appears near the entrance where children can build sandcastles.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

When were the Dawn Fraser Baths opened?

Teac he r

LEARNING FROM THE PAST

What is the history of the Dawn Fraser Baths? – 2

Write some questions that you want answered about the landmark.

Make notes about what you find out. Use these to talk about the landmark’s history. Take a photograph or draw a picture of the landmark to show at your talk.

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r o e t s Bo r e Landmark: p ok u Questions Notes about what we found out S

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

With a partner, choose a landmark in your community to find out about its history.

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LEARNING FROM THE PAST

A landmark in my community

The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Teacher information

Time line (Time line of some events in the life of Dawn Fraser.)

1937 Dawn Lorraine Fraser is born on 4 September in Balmain

Elaboration Investigating the significance of a person from the local community

Key inquiry questions What aspects of the past can you see today? What do they tell us?

What remains of the past are important to the local community? Why?

r o e t s Bo r e p ok u S

1941/42 Dawn’s oldest brother, Don, teaches her to swim

History skills

• Sequence familiar objects and events (ACHHS047)

• Distinguish between past, present and future (ACHHS048)

• Pose questions about the past using sources provided (ACHHS049) • Explore a range of sources about the past (ACHHS050)

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1952 Begins to train with swimming coach, Harry Gallagher, who notices her swimming ability at the Balmain Baths

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• Identify and compare features of objects from the past and present (ACHHS051) • Explore a point of view (ACHHS052)

1956 Wins gold medal at Melbourne Olympics for 100 m freestyle

• Develop a narrative about the past (ACHHS053)

1960 Wins gold medal at Rome Olympics for 100 m freestyle

Historical concepts

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

• Continuity and change

• Cause and effect

• Significance

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1962 First female to break one minute barrier for 100 m freestyle (Perth Commonwealth Games)

1964 Wins gold medal at Tokyo Olympics for 100 m freestyle

Background information

• Identifying why someone in the local community is of historic interest will reveal his or her significance, importance and place in history.

• Investigating people in the students’ local community is of more relevance to them at their age than learning about those in other communities. However, while many students will be unfamiliar with Dawn Fraser, the significant person covered in this section, it provides an example of how students can investigate a significant person in the local community by forming appropriate inquiry questions. It also gives a framework for students to conduct their own investigation.

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1965 Dawn retires from competitive swimming 1999 Becomes World Female Swimmer of the Century

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2000 Runs with the Olympic Torch in the main stadium at the Sydney Olympics

Teaching points

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LEARNING FROM THE PAST

Why is Dawn Fraser significant?

• This section should be used in conjunction with the unit on pages 10 to 13 about identifying local landmarks. Students may have discovered some significant locals during their investigation or will be familiar with using different sources to find some examples to investigate.

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• Discuss the meaning of the words ‘significant’ and ‘significance’ in relation to people of historical interest. Talk about how the person may have died a long time ago, may still be alive, may not live in the area anymore and may have done bad and not good things. The main thing is to understand that the person had an impact in some way on the community.

• Read through the sample investigation of Dawn Fraser on page 23 with the students. Discuss the kinds of inquiry questions Ava and Madison (fictional students) made up to find out about the significance of Dawn Fraser in their community.

Resources • Photographs (taken personally or obtained online) of the significant person.

• Access to a variety of resources to investigate the life of their chosen person.

• The questions on page 24 are focused on the students locating the relevant information about Dawn Fraser by using the inquiry questions.This will assist them in forming their own appropriate inquiry questions on page 25 about a local significant person. Students could research to find the answer to Question 6.

• Students will still need assistance to form their inquiry questions on page 25. Some of the questions on page 20 may not be appropriate for them to use, depending on the person chosen.

• Students will need to use a variety of sources to find the answers to their questions; e.g. internet, local or school library, visiting a monument to read plaques or other information, interviews.

Additional activities • Students use their notes on page 25 to write a report about their person or a narrative about an event in his or her life.

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Person: Dawn Fraser

Answers r o e t s Bono4 September 1937. r e When and where She was born in Sydney p o u k was Dawn Fraser S born?

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Questions

What was her She lived in the suburb of Balmain. Dawn was life like when she the youngest of eight children. She had three was young? brothers and four sisters. Dawn had asthma when she was young so her oldest brother Don taught her to swim when she was five. Swimming helped her to breathe better. She learnt to swim at the Dawn Fraser Baths but it wasn’t called that then.

How did she When Dawn was 15, a swimming coach named become a Harry Gallagher noticed how good she was at champion swimming. He coached her and Dawn became swimmer? a champion swimmer after lots of hard work at training.

Dawn Fraser was the first female swimmer to What are some of the significant win gold medals in three Olympic Games in a things she did in row. She won the 100 m freestyle at the Olympic Games in 1956, 1960 and 1964. During that time, swimming? she broke the world record for that event nine times. At the Commonwealth Games in 1962, she became the first woman to swim the 100 m freestyle in less than a minute.

What are Dawn was in charge of a hotel in Balmain for a some things while. She has been in politics. Dawn used to be she did when a swimming coach too. Now she helps different she stopped sports in communities all over Australia. Dawn swimming in was very proud when she and six other Australian competitions? women were chosen to run with the Olympic Torch into the main stadium at the Sydney 2000 Olympic Games.

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LEARNING FROM THE PAST

After Ava and Madison found out the history of the Dawn Fraser Baths, they decided to find out more about Dawn Fraser, the champion swimmer it was named after. Again, they made up some questions and used the internet and other places to find the answers. This is what they found out.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Why is Dawn Fraser significant? – 1

Answer the questions about Dawn Fraser.

(b) 2000

(a) 1956

(c) 1937

What significant thing happened when Dawn was five years old?

r o e t s Bo r e phappened when Dawno What significant thing was 15 years old? u k S

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Write two significant things Ava and Madison found out about Dawn Fraser’s swimming achievements.

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Why do you think Dawn was one of the women chosen to run with the Olympic Torch at the Sydney 2000 Olympic Games?

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o c . che e r o t r s swould Write another question you like Ava and Madison to find r upe out about Dawn Fraser.

In 1999, Dawn Fraser was named World Female Swimmer of the Century.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Tick the year Dawn Fraser was born.

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LEARNING FROM THE PAST

Why is Dawn Fraser significant? – 2

With a partner, choose a significant person in your community.

Make notes about what you find out. Use these to talk about why this person is significant. Have a photograph or draw a picture of the person to show at your talk.

r o e t s Bo r e okwe found out Questions p Notes about what u S

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Person:

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Write some questions that you want to find out about this person.

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LEARNING FROM THE PAST

A significant person in my community

The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Teacher information

Time line (Time line of some events in the life of Matthew Flinders, a significant person in Australia’s history).

1774 Born on 16 March in Lincolnshire, England

Elaboration Investigating the origin of placenames in the community

Key inquiry questions What aspects of the past can you see today? What do they tell us?

What remains of the past are important to the local community? Why?

r o e t s Bo r e p ok u S Historical skills

1789 Joins the navy

• Sequence familiar objects and events (ACHHS047)

1795 Meets fellow explorer, George Bass, on a ship bound for Sydney

1796 Explores the south coast of New South Wales with Bass 1798–1799 Circumnavigates Van Diemen’s Land (Tasmania) with Bass

• Distinguish between past, present and future (ACHHS048) • Explore a range of sources about the past (ACHHS050)

• Identify and compare features of objects from the past and present (ACHHS051) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Historical concepts • Continuity and change

• Cause and effect

Background information

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• Significance

• Identifying the origin of placenames often gives an insight into the past. The names of many cities, towns, suburbs, streets, buildings etc. are often connected with a significant person or event in the community or the wider community.

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1801–1803 Becomes the first person to circumnavigate and map the coastline of what is to be named Australia

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1803–1810 Is captured and kept as a prisoner by the French on the island of Mauritius on his way back to England.

Makes notes about his voyages

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1810 Returns to England

1814 His book, A voyage to Terra Australis is published on 18 July 1814 Dies on 19 July

• Investigating placenames in the students’ local community is of more relevance to them at their age than learning about those in other communities. Page 27 provides an example of an investigation into placenames in Melbourne. Students can use this as a guide for an investigation into placenames in their own community.

Teaching notes

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How can placenames tell us about the past?

• This section should be used after the unit on pages 10 to 13 about identifying local landmarks as they will be familiar with how to use different sources to find out and investigate some placenames and their origins.

• Discuss the meaning of words such as ‘founder’, ‘explorer’, ‘coastline’ and ‘significant’ while discussing the text and questions on pages 27 and 28.

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• When completing page 29, students may discover that placenames in their community may relate to a significant person or event. They may be of a geographical nature; e.g. the suburb of Heathridge in WA is named after the ground cover plants on the sand ridges within the area.

• Students will discover that many placenames relating to significant people are often connected with British Royalty and history as Australia was first colonised by Britain (first Europeans). Many placenames also have an indigenous Australian connection; e.g. the Murrumbidgee River in NSW and ACT (murrumbidgeee means ‘big water’ in the local Wiradjuri Aboriginal language).

• Students will need to use a variety of sources to find the origins of their placenames; e.g. internet, local or school library, visiting a monument to read plaques or other information or interviews.

Additional activities Resources • Access to a variety of resources to investigate the origin of the placenames.

• Share the information they found with others in the class. Some students may have found extra or conflicting information about the same place. Why did this occur?

• Write a report, description or time line about one of the people or events a place in their community was named after.

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r o e t s Bo r e p ok u S

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Students at a North Melbourne Primary School found out how Melbourne and some of the places, streets and lanes in the city got their names.

Place

History of its name

Melbourne got its name in 1837 when it was Melbourne founded. It is named after Lord Melbourne who was the Prime Minister of Britain at the time.

These places are named after Matthew Flinders, Flinders Street who was a very important explorer in Australia’s Station and past. He was the first person to sail all around Flinders Street Australia and make maps of the coastline. He also suggested the name ‘Australia’.

This street is named after Sir Richard Bourke. He was the Governor of New South Wales from 1831 Bourke Street to 1837. The area where Melbourne is now was part of New South Wales until 1837.

Named after John Batman. He was born in Australia and founded the city of Melbourne.

Batman Avenue There is a statue of him in Collins Street, Melbourne. One of the names that was being thought about for Melbourne was ‘Batmania’!

This lane used to be called Corporation Lane.

In 2004 it was renamed ACDC Lane after the famous Australian rock band AC/DC. They made ACDC Lane a music video on the back of an open truck. The truck set off from that lane. The song was: ‘It’s a long way to the top (if you want to rock and roll)’.

This street is really a short, narrow lane. It is Degraves Street named after William Degraves. He built a flour mill, powered by steam, on this site.

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LEARNING FROM THE PAST

Have you ever wondered why the place you live in has its name? Or why your street or your school has its name? Placenames can help us to learn about the past.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

How can placenames tell us about the past? – 1

Tick the year Melbourne was founded. (b) 1837

(a) 1831

(c) 2004

r o e t s Bo r e (a) Melbourne wasp named after an explorer. o True u k S (b) Degraves Street was named after the Circle true or false.

(c) In Melbourne, there is a lane named after an Australian rock group.

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founder of Melbourne.

False

True

False

True

False

Why do you think Bourke Street was named after someone who didn’t live in Melbourne?

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Why was Batmania a name being thought about for Melbourne?

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o c . che e r o t r s super Describe one thing Matthew Flinders was significant for.

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Melbourne is the capital city of the state of Victoria. Victoria is named after Queen Victoria of England. She was the Queen when Victoria became a state.

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

Answer the questions about the placenames in Melbourne.

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LEARNING FROM THE PAST

How can placenames tell us about the past? – 2

LEARNING FROM THE PAST

Placenames in my community

Write the name of each place in the box.

A space has been left for you to add your own choice.

History of its name r o e t s Bo r e p ok u S

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Place

Your town or city

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The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044)

With a partner, find out about some placenames in your community.

Your school

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Your street

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Why is Richmond Gaol an historical site?

The importance of an historical site of cultural importance or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

Teacher information

Time line (Time line of some events in the history of Richmond Gaol.)

Investigating the history and significance to a community of an historical site

Key inquiry questions

Building of Richmond Gaol commences

What aspects of the past can you see today? What do they tell us?

What remains of the past are important to the local community? Why?

1832

r o e t s Bo r e p ok u S

Two-storey construction for Gaoler’s Residence and storage commences

Historical skills

• Sequence familiar objects and events (ACHHS047)

• Distinguish between past, present and future (ACHHS048)

1835

1840

Stone wall built around jail complex to impede escapes

mid-1850s Used only as a Watch House as convict transportation ceases

• Pose questions about the past using sources provided (ACHHS049) • Explore a range of sources about the past (ACHHS050)

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Eastern and Western Wings added for female prison quarters, cookhouse and solitary confinement cells

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• Identify and compare features of objects from the past and present (ACHHS051) • Develop a narrative about the past (ACHHS053) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Historical concepts • Continuity and change

• Cause and effect

• Significance

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1920s Abandoned 1945

Background information

• Richmond Gaol is one of several historical sites in and near the town of Richmond, Tasmania, about twenty minutes’ drive from the capital city of Hobart. When referring specifically to Richmond Gaol, the spelling of ‘gaol’ reflects how the word was spelt at that time in history; elsewhere in the text it is spelt ‘jail’ (as per Macquarie dictionary).

Opens again as an historic site and tourist attraction

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Resources

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• Photographs (personal or online) of local historical sites.

• Access to a variety of resources to investigate the history and significance of the site.

Teaching notes • Similar units were covered in the first section of the book, ‘Learning from the past’. However, this unit in the second section,‘Respecting the past’, focuses on the importance today of a landmark or site and delves more into the significance of it in relation to the local community.

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1825

Elaboration

• This unit provides an example of a site which most students will be unfamiliar with and which will not form part of their community. It does, however, give students a model as to how to form their own inquiry questions and investigate a local historic site and its significance to their community.

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• Read through the text on page 31 with the students, discussing the different spelling of ‘jail’; the meaning of words such as ‘convicts’, ‘preserved’ and ‘significant’; and the type of inquiry questions.

• When completing page 32, students could research to find the answer they write for Question 6.

• The site students choose for page 33 could be either a built or natural landmark. Refer to the sites discovered in the unit on pages 10 to 13.

Additional activities • Students use their notes on page 33 to write a report about their site and its significance in the local community. The report could be presented as a mind map with a photo or drawing of the site being at the centre and information written in shapes around the picture, headed with inquiry questions.

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When was it built?

Who built it?

Why was it built in Richmond?

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Questions

r o e t s B Gaol r Historical site: Richmondo e p ok u Answers S The oldest building in the jail was built in 1825. It was for

prisoners and the jailer. Other buildings were added later.

It was built by convicts from Britain.

The governor of Tasmania at the time, Governor George Arthur, wanted a jail built in the area of Richmond. The jail would be for convicts and people in the area who were sentenced to jail.

Why did it Convicts stopped being sent to Australia from Britain stop being in the 1850s so the jail was not needed like before. It a jail? became a place to keep people in the area who had done wrong until they could be sent to Hobart where the main jail was. It stopped being used in the 1920s.

Why is it Richmond is a very historic town. Richmond Gaol is the important oldest jail in Australia with all its buildings still standing.

The jail has been restored and made into a museum. to the community People pay to visit the jail and learn what prison life was like in the past. Tourists also spend money in now?

Richmond’s shops and cafes.

What are There is a lot of information to read about how the some prisoners were treated. You can look in a tiny room things called a solitary confinement cell where a prisoner visitors can would have to stay locked up in the dark for a whole see in the day or even longer. There is a yard where prisoners were jail? tied to a wooden post and whipped with a lash. There are lots of old objects called artefacts to look at like handcuffs, leg irons, padlocks and whipping lashes.

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RESPECTING THE PAST

The town of Richmond is in Tasmania, not far from the capital city of Hobart. It has several historical sites, one of which is Richmond Gaol. Students from a school in Richmond wanted to find out the history of the jail and why it is important to their community. These are the questions they made up and the answers they found.

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

Why is Richmond Gaol an historical site? – 1

Why is Richmond Gaol an historical site? – 2 Answer the questions about Richmond Gaol.

(b) 1850

(a) 1825

(c) 1920

r o e t s Bo r e Why did Richmondp Gaol stop being used as ao jail? u k S

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Write two reasons from the text that explain why Richmond Gaol is significant to the community.

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List three things visitors to Richmond Gaol would see about its history.

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Who decided that a jail was needed in Richmond?

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There is a cell in the men’s block at Richmond Gaol that is said to be haunted by ghosts. People have said they hear moaning and sighing sounds.

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

Tick when the first building of the jail was built.

A historical site in my community

Make notes about what you find out. Use these to talk about the site’s history and significance.Take a photograph or draw a picture of the site to show at your talk.

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r o e t s Bo r Historical site: e p ok u Questions Answers S

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RESPECTING THE PAST

Write some questions you want to find out about the site.

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

With a partner, choose an historical site in your community to find out about its history and why it is significant in your community.

What is The Dreaming?

The importance of an historical site of cultural importance or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

Teacher information

Time line (Time line of some events in the history of the Blue Mountains.)

Understanding the importance of Aboriginal and Torres Strait Islander Dreaming stories and the connection to significant sacred sites

Key inquiry questions What aspects of the past can you see today? What do they tell us?

r o e t s Bo r e p ok u S

Aboriginal Australians first to inhabit the Blue Mountains, date unknown (under 50 000 years ago)

1788 Named ‘Carmarthen and Lansdowne Hills’ by Governor Arthur Phillip.

Soon after, name changed to Blue Mountains because of the blue haze when viewed from a distance

Historical skills

• Distinguish between past, present and future (ACHHS048) • Explore a range of sources about the past (ACHHS050)

• Identify and compare features of objects from the past and present (ACHHS051) • Explore a point of view (ACHHS052)

Historical concepts • Continuity and change

• Cause and effect

Background information

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• Perspectives

• Significance

• Aboriginal and Torres Strait Islander (ATSI) people have the longest continuous cultural history of any group on Earth, dating back 65 000 years. The Dreaming is the term Aboriginal people use to explain the creation and culture of the land and its people. (Depending where Torres Strait Islander people live, they use terms like ‘Before Time’ or ‘Zogo Time’.) After the spirits of the ancestors created the natural environment, they came to rest within features of the natural environment. These places are considered sacred sites in ATSI culture. Each site is associated with creation stories.

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1813 First official European crossing by explorers Blaxland, Lawson and Wentworth

• As ATSI people did not have a written language, they orally passed on their knowledge and wisdom from one generation to the next. This was done through storytelling, song, poetry, drama and dance, as well as art. Each different ATSI group tells creation stories in its own special way, but the stories generally have similarities.

Teaching notes

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• Photographs of the Three Sisters rock formation from resource books or the internet.

• Map of Australia and New South Wales.

• The Aboriginal people of Australia by Anne Bartlett.

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170 million years ago A plateau is created by a volcanic eruption. Over time, deep valleys and gorges were cut into it by the effects of rain, wind, heating and cooling to eventually form what is now known as the Blue Mountains

Elaboration

• This unit will assist students in understanding why sites are significant to Aboriginal people and the role Dreaming stories have for each site.

• Page 35 provides a simple explanation of what the Dreaming means to Aboriginal people.

• Pages 36 and 37 include two versions of a Dreaming story about the Three Sisters rock formation in the Blue Mountains in New South Wales. Show students its location on a map. This site is significant to Aboriginal Australians and is also a very popular tourist landmark. The two versions of the story will enable students to explore, in a simple way, different perspectives of different Aboriginal groups. Page 35 can be completed in pairs, small groups or as a whole class.

Keywords can be used instead of full sentence answers. Discuss the similarities and differences between the stories.

o c . che e r o t r s super Additional activities

• A short video of a Dreaming story about the Three Sisters can be viewed at: <http://www.youtube.com/watch?v=OWmTRiOIoLg> • Read and discuss different versions of other Dreaming stories relating to significant sites. A common Aboriginal Australian Dreaming story across many groups involves the Rainbow Serpent. Torres Strait Islander creation stories usually involve the Tagai, or warrior, and the sea and stars (as they are seafaring people).

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What is The Dreaming? – 1

RESPECTING THE PAST

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In the beginning, there was no sun, moon, land or water. There were no plants, animals or people. Then, during the Dreaming, the spirits they believe were sleeping under the ground came out to make everything on Earth. They made the ocean, rivers, lakes and waterholes. They made the sun, moon and stars. They made the land, islands, mountains, rocks, sand and deserts.

People, animals and plants were also made to live on Earth.

When the spirits were finished making everything, they went back into the ground or turned into things such as rocks, creeks, stars or waterholes.

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This is why special places are very important in Aboriginal people’s lives.

These significant sites have a special Dreaming story. Each group of people tells Dreaming stories in its own way but many of the stories are similar. They are all passing their history from one generation to the next.

The Aboriginal people believe that

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Answer the questions or fill in the missing words.

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

The Dreaming is part of Aboriginal people’s culture. They believe that Earth and everything on it was made during the Dreaming.

and everything

. . te o c What happened to the spirits when they fi nished . c e her everything? r o st super on it was made during the

making

Why are some places very significant to Aboriginal people?

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beautiful sisters from the Katoomba group in the Blue Mountains. Their names were Meehni, Wimlah and Gunnedo.

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r o e t s Bo r e p o u Dreaming story 1 Dreaming story 2 k S Long ago, there were three Long ago, in the Blue Mountains, Teac he r

lived three beautiful sisters. Their names were Meehni, Wimlah and Gunnedo. Their father was a witchdoctor named Tyawan.

An evil bunyip spirit also lived in the mountains. One day, Tyawan went hunting and left the sisters safely away from the bunyip behind a rocky ledge. Later that day, a centipede suddenly appeared near to where the girls were playing. They screamed in fright and Meehni threw a stone at it. The stone rolled over the ledge and landed near the bunyip, waking him.

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The three sisters fell in love with three brothers from the Nepean group. The sisters and brothers wanted to marry each other. However, they were not allowed to marry because of tribal law.

The brothers were not happy.

They decided to capture the sisters. A great battle began between the two groups.

The sisters’ lives were in danger. A witchdoctor from the Katoomba group turned the sisters into rocks so they wouldn’t be hurt. Unfortunately, the witchdoctor was killed in the battle. This meant that the three sisters could not be turned back into girls. Only the witchdoctor had the spell.

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The Blue Mountains can be found west of Sydney in New South Wales, not far from the town of Katoomba. In one part of the mountains are three huge rocks, next to each other. They are called the Three Sisters. It is a significant site for Aboriginal people. They have Dreaming stories about how the Three Sisters were made. Dreaming stories are not always the same. Read the two Dreaming stories below.

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The angry bunyip started to move towards them. Their father saw what was happening and used his magic bone to turn the girls into rocks so they would be safe. The bunyip started chasing Tyawan who turned himself into a lyrebird. He dropped his magic bone and could not find it. This meant the three sisters could not be turned back into girls and Tyawan is still a lyrebird.

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

Two Dreaming stories – 1

Two Dreaming stories – 2

Dreaming story 2

(a) What are the names of the three sisters?

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(b) Where did they live?

(c) What happened before they were turned into rocks?

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(d) Who turned them into rocks?

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(e) Why were they turned into rocks?

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The Three Sisters can be seen from a lookout spot near the town of Katoomba. From left to right, the rocks are 922, 918 and 906 metres high.

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Dreaming story 1

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

Answer the questions about the two Dreaming stories to find out what is the same and what is different.

What kinds of places are significant to Aboriginal and Torres Strait Islander people?

The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

Teacher information

Time line

Finding out some significant Aboriginal and Torres Strait Islander sites that may be in the students’ community

r o e t s Bo r e p ok u S Key inquiry questions

What aspects of the past can you see today? What do they tell us?

50 000 years ago (approx.)

Aboriginal Australians migrate to Australia from Asia

What remains of the past are important to the local community? Why?

Historical skills

• Distinguish between past, present and future (ACHHS048)

40 000 years ago (approx.)

Land bridge to Tasmania disappears

• Explore a range of sources about the past (ACHHS050)

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• Identify and compare features of objects from the past and present (ACHHS049) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

8000 years ago (approx.)

The Torres Strait Islands are formed when the land bridge between Australia and New Guinea is flooded by rising seas

Historical concepts • Continuity and change

• Cause and effect

• Perspectives

• Significance

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Background information

• There are many places of importance and significance to Aboriginal and Torres Strait Islander (ATSI) people for social, spiritual, historical and commemorative reasons. These places include:

1606 Torres Strait between New Guinea and Australia is explored by Spanish explorer, Luis Vaes de Torres

– natural sacred sites, ceremonial sites and story places

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1606 Dutch sea Captain, Willem Jansz, and crew are the first known Europeans to sight and (evidently) land on the Australian mainland at Cape York Peninsula

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1788 European settlement in Australia

Resources

– rock art

– fish traps

– burial sites and cemeteries

– open camp sites

– grinding grooves

– artefact scatter

– middens

– quarries.

• ATSI people’s culture is bound to the land (and ocean, sky and waterways) through Creation stories. Land is considered the source of a person’s being and identity and thus why specific places are significant to them.

Teaching notes

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Elaboration

(Time line of some events in early Aboriginal and Torres Strait Islander history and with European connections.)

o c . che e r o t r s super

• Access to a variety of resources to identify local ATSI sites.

• The following website contains pictures and information about Aboriginal sites in the Sydney region (which can apply to other regions) and a short video at the end. <http://www.aboriginalheritage.org/sites/ identification/> • Australian Aboriginal culture – (Ages 7–8)

by Joanne Crawford and Lisa Tantiprasut (a blackline master produced by R.I.C. Publications).

• This unit provides students with a variety of places that are significant to ATSI people, some of which may be located in their community. Through understanding what some of these places are, students will be able to, with assistance, identify some in their own community (if applicable).

• Ensure students know where Torres Strait Islander people live and the meaning of their name.

Show students a map of Australia that includes Torres Strait. This unit would best be completed after the unit on pages 34–37.

• Information has been given on page 39 about some of these sites for students to match with an illustration on page 40.

• Where possible, this unit should include consultation with ATSI people who can assist in identifying any significant local sites for the activity on page 41.

Additional activities • Collate, display and discuss the places the students identified in their community. This could be done in conjunction with a visit by an ATSI person.

• Students provide input with the teacher in organising an excursion to a local ATSI site, including how they will collect/record written and digital information and how they will present the information gathered about its significance back in the classroom.

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r o e t s Bo r e p ok u S

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The land has always provided them with food, water and shelter. The land is also connected with Aboriginal and Islander Creation stories. These are about how everything came to be, like the sun, moon, rivers, lakes, sand, rocks, animals and people.

There are many different kinds of sites that are significant to ATSI people.

(a) Read about some of these significant sites.

(b) Look at the pictures of them on page 40 then colour them. (c) Cut out the boxes below and glue them under the correct pictures.

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C.Publ i cat i ons A rock shelter is a cave or •f orr evi ew pur oses on l yof•an old Ap midden is the part overhang of rock. Aboriginal

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camp site where ATSI people left the remains of their meals. Piles of empty shells from shellfish and animal bones are mostly found.

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people camped or sheltered there. Artefacts like stone or bone tools and Aboriginal rock paintings might be found.

A fish trap is made by moving stones, rocks and branches into water to make a ‘trap’. The fish get trapped in there when the tide goes out. Then they can be easily caught.

Rock art includes paintings, stencils, engravings and drawings on a rock surface.

The art shows stories about the Aboriginal way of life. It is also a way of passing on their history.

Story places and cultural sites are significant because they are part of a Creation story or where special ceremonies are held. It may be a rock platform, spring or waterhole.

A quarry is where material like stone, clay or ochre was chipped out. Stone was used to make things like tools. Clay and ochre were used for painting and body decorations.

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Australian Curriculum History: The past in the present

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Places, or ‘sites’, are very important to Aboriginal and Torres Strait Islander (ATSI) people. This is because the land means such a lot to their culture.

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

What kinds of places are significant to Aboriginal and Torres Strait Islander people? – 1

What kinds of places are significant to Aboriginal and Torres Strait Islander people? – 2 (b)

(d)

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(c)

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

(a)

Aboriginal or Torres Strait Islander sites in my community

Name of site

Drawing

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Story place or cultural site

Rock art

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Uluru, found in central Australia, is probably the most well-known significant Aboriginal site. It is the largest single rock in the world.

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Australian Curriculum History: The past in the present

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Type of site

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

Fill in the table about these sites you might have in your community.

Space has been left for you to add others.

Why is Uluru a significant site?

The importance of an historical site of cultural importance or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

Teacher information

Time line (Time line of some events in the history of Uluru.)

Elaboration Investigating the history and significance to a community of an historical site

What aspects of the past can you see today? What do they tell us?

What remains of the past are important to the local community? Why?

r o e t s Bo r e p ok u S

20 000 years ago (approx.)

Aboriginal people began living near Uluru

Historical skills

• Distinguish between past, present and future (ACHHS048)

• Pose questions about the past using sources provided (ACHHS049)

1936 First tourists arrive

1950 Ayers Rock National Park created

• Explore a range of sources about the past (ACHHS050)

• Identify and compare features of objects from the past and present (ACHHS051) • Develop a narrative about the past (ACHHS053) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Historical concepts • Continuity and change

• Cause and effect

Background information

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1873 Explorer, William Gosse, sights Uluru and names it ‘Ayers Rock’ after the South Australian Chief Secretary, Sir Henry Ayers

Teac he r

• Significance

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1985 Title to the rock handed back to traditional owners who granted the Australian Parks and Wildlife Services a 99-year lease. Officially known as Uluru

• The Aboriginal sacred site of Uluru is located in the traditional lands of the Pitjantjatara and Yankuntjatara people, locally known as Anangu (the names above are the two languages spoken by the Anangu).

• Uluru is actually the visible part of a massive rock which is mostly underground. It is the remainder of what was once a mountain range.

2000 Annual tourist figure reaches 400 000 plus

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Resources

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• Growing up in Uluru by Stan Breeden is a factual narrative about the culture and natural history in the communities around Uluru.

• Access to a variety of resources to investigate the history and significance of the site on page 45.

Teaching notes • This unit provides an example of a significant Aboriginal site which, while many students will be familiar with it, is not part of their community. The unit gives students a model as to how to form their own inquiry questions, and investigate and visit a local Aboriginal or Torres Strait Islander site (if appropriate) and research its significance to them and the community.

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Key inquiry questions

500 million years ago Uluru is formed

• Show students a map of Australia and point out the location of Uluru. Coloured photographs of Uluru will also assist students’ understanding.

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• Read through the text on page 41 with the students, discussing the meaning of unfamiliar words and the type of inquiry questions in the table.

• When completing page 44, students could research to find the answer they write for Question 5.

• The site (if appropriate in their community) students choose to investigate on page 45 could be one identified in the unit on pages 38–41. Again, this unit should include consultation with ATSI people and a guided visit to the site. Students could provide input with the teacher in organising an excursion to a local ATSI site, including how they will collect/record written and digital information.

Additional activities • Students use their notes on page 45 to write a report about their site and its significance in the local community. The report could be presented as a mind map with a photo or drawing of the site being at the centre and information written in shapes around the picture, headed with inquiry questions.

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Uluru is a very significant site for Aboriginal people. Read the information about Uluru.

What is Uluru?

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Where is Uluru?

r o e t s Bo of Australia. It is in r Ulurup is e found close to the centre o u the desert in the Northern Territory. k S It is the largest single rock in the world. It is made of sandstone. If you walked around Uluru you would walk about 9 km. It is 350 m high. Uluru has lots of grooves and ridges along its sides. There are also caves, boulders, and hollows shaped like bowls.

Why is Uluru significant to Aboriginal people?

The traditional lands of the Anangu people are found around Uluru. Uluru is very special to the Anangu and they believe this is where their Dreamtime began.

Dreamtime stories tell how Uluru got its shapes and features. There are lots of paintings in the caves that tell about these Dreamtime stories.

What are some Dreamtime stories about how Uluru got its shapes?

Some ridges were made by snake people as they slithered along Uluru.

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Some hollows were made by a red lizard man. He threw his ‘kali’, which is a curved throwing stick, and it landed in the side of Uluru. He tried to dig it out with his hands which left hollows in the shape of bowls.

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o c . c e hermen punished r Two bellbird some blue-tongue lizard o t s s r p men by settingu fire toe their home. The lizard men fell

from the Uluru while trying to escape. Their bodies are now boulders partly buried in the ground.

Why is Uluru significant to the local community today? www.ricpublications.com.au

Uluru is a popular tourist attraction. Thousands of people visit it each year and pay an entrance fee.

The Anangu people use the money to help others in their community and look after Uluru because it is so special to them.

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Australian Curriculum History: The past in the present

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Have you heard of a place called Uluru? It is one of the most wellknown landmarks in Australia. Even if you haven’t visited it, you have most probably seen pictures of it on TV, in books or on the internet.

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

Why is Uluru a significant site? – 1

Why is Uluru a significant site? – 2 Answer the questions about Uluru.

their

began here.

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How did Uluru get some of its hollows? Draw a picture about it.

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r o e t s Bo r e p okare found people The traditional lands of the u S around Uluru. Uluru is very special to them because they believe Fill in the missing words.

Why is Uluru significant to the local community today?

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Write another question you would like to find out about Uluru.

Uluru is 500 million years old. It changes colour at different times of the day and year. At sunset it glows red for a short time.

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

Describe what Uluru looks like.

Write some questions you want to find out about the site.

r o e t s Bo r e p ok u S Significant site:

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Teac he r

Make notes about what you find out. Use these to talk about the site’s history and significance. Take a photograph or draw a picture of the site to show at your talk.

Questions

Answers

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Choose an Aboriginal or Torres Strait Islander site in your community to find out about its history and why it is significant today.

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The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial (ACHHK045)

An Aboriginal or Torres Strait Islander site in my community

How has the way we play changed?

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Teacher information

Time line Elaboration

(Time line of a selection of toys and games used or played in ancient times.)

How technology has shaped the way children play

Key inquiry questions What aspects of the past can you see today? What do they tell us?

4000 BC Babylonian board game played, forerunner to chess and checkers

How have changes in technology shaped our daily life?

r o e t s Bo r e p ok u S • Sequence familiar objects and events (ACHHS047)

• Identify and compare features of objects from the past and present (ACHHS051)

2800 BC First kites appear in China

• Distinguish between past, present and future (ACHHS048) • Explore a range of sources about the past (ACHHS050)

• Explore a point of view (ACHHS052)

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

2500 BC In Africa, seed pods are attached to a stick to make a rattle

Historical concepts • Continuity and change

2000 BC Egyptians make dolls from fabric, string and paper

• Cause and effect

Background information

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• Perspectives

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• Toys and games are becoming more technologically advanced with the increased availability and affordability of computers.Today, the nature of ‘play’ is changing the lifestyles of children.This includes many children becoming more sedentary with the widespread use of electronic games and a lack of social interaction from not playing more traditional indoor and outdoor games.

1000 BC Yoyos played with in Greece 6 BC

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5 BC

Teaching notes

Dolls with movable arms and legs appear in Greece

• Either of the books listed under resources would be a good introduction to this unit.

• Pages 47 and 48 provide pictures or photographs of toys or games from the past and present, along with a brief explanation for students to identify the changes that have occurred over time as a result of technological developments. The students are required to draw or complete a picture in the ‘present’ section, according to the instructions in each box.

Dolls without clothes, for children to dress themselves, appear in Greece

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Resources

• Discuss each completed matching past and present picture, asking students to explain what is still the same, what is different and why the change has happened. Suggested questions:

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• These books include photographs of children playing in the past and present, along with simple text.

– Australians at play by Jane Pearson

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3000 BC Stone marbles used in Egypt. Children play with toy carts and pullalong oxen

Teac he r

Historical skills

1. Why were early toys objects from nature? How are modern toys that you can roll, spin or shake different from those from the past?

2. Why do you think people paddled in water instead of swimming and kept their clothes on? Why didn’t people use sunscreen in the past? How have swimming costumes and where you swim changed?

3. Why were toys handmade in the past? What are toys made from now? Are toys still made by hand?

4. Which toys do you play with today that you have to push, pull or use the wind?

5. How is the traffic different today than in the past? Why have special places been built to play some games?

6. Do you play any of the indoor games from the past?

What electronic games do you play? How much time do you spend playing them?

• These discussions can be used to complete the table on page 49.

– Having fun (Then and now) by Vicki Yates

Additional activities • Discuss other differences between toys and games then and now. Examples: Children had fewer toys in the past (more expensive, larger families, not machine-made so not as available, rich children had more than poor), safety aspects were not adhered to or followed in the past (no bike helmets, knee guards, heavy metal and wooden playground equipment caused injuries, lead toys were poisonous).

• Create or sketch models of toys used by children before electricity was developed; e.g. kites, paper planes, sock or material puppets, hand-cut jigsaws, wooden cars, game of knucklebones or jacks.

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How has the way we play changed? – 1

Past

Present

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r o e t s Bo r e p ok u Sthat children The earliest toys

played with were things from Draw another modern toy you nature. Children rolled pebbles, can roll, shake or spin. Label it. shook seed pods and spun shells.

(b)

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Toys were handmade. They were made from natural materials like wood, clay, lead and tin. www.ricpublications.com.au

Draw yourself swimming in a pool wearing a modern swimming costume and being sun safe.

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A beach or river was a popular place to play. Most people kept their clothes on and paddled to cool down.

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Most toys are made by machines from synthetic materials like plastic. Draw another plastic toy made by machine.

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(a)

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Things we play with and how we play has changed from long ago.

Read about some of these changes. Finish drawing the pictures. Talk about what is the same and different about the past and present.

How has the way we play changed? – 2 Past

Present

Teac he r

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moved by the wind. (e)

remote control. Draw and label one of these modern toys.

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(f)

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Children played chasey, rollerskated, rode bikes and played ball games in their gardens and on the streets.

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Now, special places for rollerblading, using skateboards and bikes, and playing ball games have been built. Draw yourself on the skate ramp.

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r o e t s B r e Toys can still o move in the same p o Toys moved by pushing, pulling way. Batteries or electricity give u k SSome were power to others. Some move by or winding them up.

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Long ago, the only inside games were those like jigsaws, board games, dressing up, playing with wooden blocks and dolls.

Australian Curriculum History: The past in the present

Today, electronic games can be played on machines like computers or TV. Draw and label a picture of you playing an electronic game.

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

(d)

How has the way we play changed? – 3

Present

Past

r o e t s Bo r e p ok u S

(b) Materials toys are made from

(c) How toys are made

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(e) Where outdoor games are played

(f)

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(d) How toys move

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Types of indoor games

The kite is one of the oldest toys and is still played with today. The first kite was thought to be made in China more than 2600 years ago!

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(a) Playing in and near water

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Fill in the table about the differences between how you play now and the way it was done in the past. Use keywords and phrases.

What is the history of some toys and games?

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Teacher information

Time line (Time line of a selection of popular toys and games, other than those on page 51.)

1767 First jigsaw created (a map of the world)

Elaboration Identifying how the same toy or game has changed over time

Key inquiry questions What aspects of the past can you see today? What do they tell us?

1955 The LEGO system of building blocks is launched

• Sequence familiar objects and events (ACHHS047)

1958 Barbie doll is created

• Explore a range of sources about the past (ACHHS050)

Teac he r

How have changes in technology shaped our daily life?

1980 Rubik’s cube invented

r o e t s Bo r e p ok u S • Distinguish between past, present and future (ACHHS048)

• Identify and compare features of objects from the past and present (ACHHS049) • Explore a point of view (ACHHS052)

1983 Game of Jenga is introduced at the London Toy Fair 1984 First Transformer robots introduced

• Develop a narrative about the past (ACHHS053)

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Historical concepts • Continuity and change

• Cause and effect

• Perspectives

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Background information

• These books provide comprehensive information about the history of toys and games. While the text is generally too difficult for the students, the information can be related and the pictures and photographs shown.

– The history of toys: From spinning tops to robots by Deborah Jaffe

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– 100 Classic toys by David Smith – Classic toys of the National Hall of Fame by Scott G Erberle

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Slinky is a registered trademark of Poof-Slinky Inc., Plymouth, Michigan, USA

• Toys and games have always been popular with people of all ages—especially with children. Many of the toys and games of the past are still used and played today, though they may be made from different materials, packages differently with internal changes, made in factories instead of by hand or played with in a different way. Where and when they are used or played and their popularity may also have changed.

Teaching notes

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Resources

Historical skills

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TECHNOLOGY THROUGH HISTORY

1945 The Slinky is demonstrated at a department store in the USA

• Page 51 includes a paragraph about the history of a selection of toys and games and an example of how each has changed from the past. Read the information with the students and discuss their experiences with each toy or game. Talk about other ways they think the toy or game has changed. (Refer to points in Background information above.) Assist them to identify the dates associated with each and their order on a time line.

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LEGO is a registered trademark of LEGO Juris A/S, DK – 7190, Billund, Denmark Barbie is a registered trademark of Mattel Inc., California, USA

Rubik and Rubik’s Cube are registered trademarks of Seven Towns Limited, London, UK Jenga is a registered trademark of Pokonobe Associates, California, USA Transformers is a registered trademark of Hasbro Inc., Rhode Island, USA

• After colouring the pictures, students cut out the boxes and glue them onto the correct place in the time line on page 52. They should check they are correctly placed before gluing.

• To complete the investigation on page 53, students will need to interview an older person such as a parent or grandparent who played with the same toy or game as the student. They could record the answers to the questions or write notes about the answers before recording on the worksheet. A photograph may be able to be taken of one or both toys or games, instead of drawing it.

Additional activities

Frisbee is a registered trademark of Wham-O Inc., California, USA

• Talk to the students about the games you, the teacher, played at school and those played at home or in a park, including those that did not involve an actual toy or game; e.g. hidey, chasey. Decide on what is the same and different about them.

Pong is a registered trademark of Atari Interactive Inc., NYC, USA

• If available, take an excursion to a toy museum or historic home where toys from the past are displayed. Often, interaction with the toys is permitted.

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What is the history of some toys and games? – 1 • Read about the history of some different toys and games.

• Talk about how they have changed or stayed the same.

The first popular r o e t s r videoB game was a e o p o simple table tennis u k game called S ‘Pong’ . Today, there are

1902 – Teddy bear

™

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The first frisbees were really tin pie plates bought at the bakery of William R Frisbie.

Students threw them after they had eaten their lunch.

Today they are made of plastic.

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1972 – First popular electronic game

many electronic games that are quicker, more colourful and in 3–D.

1957 – Plastic hula hoop

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Hoops have been played

metal. Since 1957, hula hoops have been made of plastic.

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The first teddy bear was named after a president of the USA, Theodore Roosevelt.

His nickname was Teddy. The first teddies were made by hand.

Today they are mostly made by machines.

o c A shop in c A company called Parker . e r California, USA,h Brotherso began making the e t r sof Monopoly. Things r upe is the first to make ands sell game 1962 – Skateboard

1935 – Monopoly™

skateboards. Small metal rollerskate wheels were attached to wooden boards.

Today, the wheels and boards are made from special plastics.

like the pictures and tokens have changed a bit since then. Now there is a Junior Monopoly game too.

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MONOPOLY

Australian Curriculum History: The past in the present

TECHNOLOGY THROUGH HISTORY

1947 – Frisbee™

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

• Colour, cut them out and place them on the time line.

What is the history of some toys and games? – 2

– 1910 – 1920

– 1940

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– 1950 – 1960 – 1970

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– 1980

– 2000 – 2010

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– 1990

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TECHNOLOGY THROUGH HISTORY

Teac he r

– 1930

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– 2020

When plasticine™ was invented in 1897 it was coloured grey. Now it comes in lots of bright colours.

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

– 1900

r o e t s Bo r e p ok u S

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Teac he r

Name of each person Name of toy or game

Draw what it looks like

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Who or what What is it made of?

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How and where do you use it?

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made it?

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How did you get this toy or game?

Has this toy or game changed?

Yes

No

If it has changed, explain how on the back of this sheet. www.ricpublications.com.au

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Australian Curriculum History: The past in the present

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Choose a toy or game that you play with and a much older person also played with when he or she was your age. Complete the table to find out if it has changed.

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Has this toy or game changed?

What are some traditional toys and games of Aboriginal and Torres Strait Islander children?

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Teacher information

Time line (Students could add a toy they enjoyed playing for each year of their life; e.g.

0 years [rattle or peek-a-boo])

Elaboration Understanding how traditional toys and games of Aboriginal and Torres Strait Islander children taught them about aspects of their culture

r o e t s Bo r e p ok u S Key inquiry questions

0 years

What aspects of the past can you see today? What do they tell us?

How have changes in technology shaped our daily life?

1 year

Teac he r

3 years

• Distinguish between past, present and future (ACHHS048) • Explore a range of sources about the past (ACHHS050)

• Identify and compare features of objects from the past and present (ACHHS051)

4 years

• Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

5 years

Historical concepts • Continuity and change

• Cause and effect

6 years

Resources

• Significance

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• This website contains a wide selection of traditional indigenous toys and games with ideas for adapting the games for students to play today. <http://www. royalfarwe-s.schools.nsw.edu.au/ documents/19016004/19016357/ Yulunga%20Grade%20K-3.pdf>

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Background information

• Children from cultures all around the world play with toys and games not only for fun, but to learn. Aboriginal and Torres Strait Islander children learnt many aspects of their culture through using toys and playing games. For example, games involving throwing and tracking provided practice in using skills required for hunting and gathering. Figures of animals and natural objects were made from string and used as ‘illustrations’ in storytelling sessions. Children played with string and recreated these figures, remembering the stories about their culture they had been told.

• Many of these games are still practised in communities today, though technology has changed what some toys or equipment are made from; e.g. a basketball made from synthetic material may be used in a spinning game instead of a ball made from lime, clay, sand and hair, as described on page 56.

Teaching notes

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7 years

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TECHNOLOGY THROUGH HISTORY

Historical skills

2 years

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• Pages 55 and 56 include information and illustrations about a selection of four traditional Aboriginal and Torres Strait Islander toys and games. Read the information with the students, guiding discussion about whether each had a learning purpose and wasn’t played simply for fun. Ask students to relate their experiences about playing a similar version of any described.

• The retrieval chart on page 57 could be completed as a whole class, in pairs or individually, depending on students’ ability.

Additional activities • If available, take an excursion to a centre such as a museum where Aboriginal and Torres Strait Islander culture is displayed, including information about toys and games. Often, interaction with the items is permitted.

• Watch a video of how to play string games, also known as ‘cat’s cradle’, on: <http://www.wikihow.com/Play-The-Cat%27s-Cradle-Game>

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Aboriginal and Torres Strait Islander (ATSI) children had many traditional toys and games. They learnt important things by playing.

Some of these toys and games are still used or played with today.

Read about four of them.

r o e t s Bo r e p ok u S

Teac he r

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This game was played by children who lived near the ocean, a lake or a river. Two to six players spread out in a row facing the water.

Each threw a small, flat pebble or stone into the water and tried to make it ‘skip’ across the surface before it sank to the bottom. In some places, cuttlefish bones were thrown instead of stones.

The game was fun to play as well as being good to practise throwing. Throwing was an important skill for using tools like spears and boomerangs.

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Game 2: A tracking game

To start this game, an adult would draw different animal tracks on smoothed soil or sand. Fingers, fingernails, palms of the hands and sticks were used to draw the tracks. The children had to guess which animal made a track like each picture. The children also copied the tracks to see who could make the best one. Learning about tracking was important in hunting.

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Australian Curriculum History: The past in the present

TECHNOLOGY THROUGH HISTORY

Game 1: A throwing game

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

What are some traditional toys and games of Aboriginal and Torres Strait Islander children? – 1

What are some traditional toys and games of Aboriginal and Torres Strait Islander children? – 2

Teac he r

r o e t s Bo r e p ok u S

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Game 4: A ball or top spinning game

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Spinning balls or tops were played with by children for fun. A spinning ball was made from things like sand, clay and hair. It was rolled into a ball and baked to make it smooth and hard. A spinning top was made by pushing a stick through a hole drilled into the centre of a melon fruit. Beeswax was used to glue it together. The balls and tops were decorated with red, white or yellow ochre.

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TECHNOLOGY THROUGH HISTORY

Children were shown how to make figures from string or twine. The figures looked like animals or natural objects like a spider’s web or leaf. A long piece of string was knotted together. The loop was placed around the fingers of each hand. The hands and fingers were moved in special ways to make the figures. Sometimes the mouth or knees were used too! Children often played string games to remember stories they had been told with the figures about their way of life.

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Game 3: A string game

What are some traditional toys and games of Aboriginal and Torres Strait Islander children? – 3

Game 1:

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Teac he r

A throwing game

Game 2:

A tracking game

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Game 4:

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A ball or top spinning game

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A string game

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String games have been played by different cultures all around the world. Another name for it is ‘Cat’s cradle’, after one of the figures made with the string.

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What was needed What did it teach What is another to play it? the children? interesting fact?

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Write keywords about the traditional toys and games on pages 55 and 56.

How has transport changed?

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Teacher information

Time line (Time line of a few events from the history of flight.)

1000s –1100s People attempt to fly by strapping ‘wings’ to various parts of their body and jump from high places (few survive)

Elaboration Identifying how forms of transport have changed over time

Key inquiry questions What aspects of the past can you see today? What do they tell us?

How have changes in technology shaped our daily life?

r o e t s Bo r e p ok u S Historical skills

• Sequence familiar objects and events (ACHHS047)

Teac he r

Wright brothers make first manned heavier-than-air powered flight

1958

Boeing designs first successful passenger jet

1976

First commercial supersonic jet (Concorde)

1981

First space shuttle launched

• Pose questions about the past using sources provided (ACHHS049) • Explore a range of sources about the past (ACHHS050)

• Identify and compare features of objects from the past and present (ACHHS051) • Explore a point of view (ACHHS052) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Historical concepts • Continuity and change

• Cause and effect

• Perspectives

• Significance

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Resources

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• These books provide information and illustrations about the history of transport.

– Travel and transport – Then and now by Alistair Smith – The great book of transport by Lynne Gibbs – An illustrated timeline of transportation

by Kremena Spengler

Background information

• Since before the wheel was invented, people have recognised the benefits which transport provides us. Over the past 150 years in particular, transportation has developed rapidly and become more efficient as a result of technological advancements. This time frame alone has seen forms of transport such as the mass-produced car, motorcycle, helicopter, hovercraft, space shuttle, speedboat, magnetic train, supersonic jet, electric car, mountain bike and nuclear tanker emerge.Transportation is now an integral part of daily life. Our environment and our lifestyles are affected in positive and negative ways by our transport choices.

Teaching notes

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1903

• Distinguish between past, present and future (ACHHS048)

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TECHNOLOGY THROUGH HISTORY

1700s Joseph and Etienne Montgolfier send a large hot-air balloon into the sky with three passengers: a rooster, a sheep and a duck

• Pages 59 and 60 include illustrations of five forms of past and present transportation. A brief paragraph about one form of transport is written under one pair. After discussion, students can complete one or two sentences in each blank box about the past or present form of transport.

o c . che e r o t r s super

• To complete the investigation on page 61, students will need to interview a grandparent or older person about the types of transport they used at a similar age. (There may not be enough time lapse to interview a parent to notice significant change in transport.) Student will need assistance to form some interview questions to write on page 61. Suggestions might include: How did you travel to school? Did you like travelling to school that way? If you had a bicycle, what did it look like? What kinds of sea/air/land transport were not invented then?

• They could record the answers to the questions before writing them on the worksheet and discussing their findings with the class.

– Travel: Then and now by Vicki Yates – Visual timeline of transportation by Anthony C Wilson – Transportation: Then and now by Robin Nelson • A unit on pages 46 to 49 in Primary Australian history Book 2 by R.I.C. Publications covers the history of early transport in Australia.

Additional activities • The following interactive website provides information about early transport in Australia, beginning with Cobb and Co. coaches. It compares old and new forms of transport. <http://www. nma.gov.au/interactives/tlf/cobb/index.html> • Sort pictures of past and present transport into land, sea and air and compare the similarities and differences among the groups.

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Long ago, the only way people travelled was by foot. People carried things by hand or tied a load to their back. Then people began to use animals like horses or camels for transporting themselves and loads. They used rafts and canoes to cross rivers instead of wading or swimming across.

Teac he r

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r o e t s Bo r e Look at the pictures on pages 59 and 60. p ok u Talk aboutS the way transport has changed and write a sentence under each picture.

Past

Present

(a)

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(b)

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This was a penny-farthing bicycle.

It had one large wheel and one small wheel. The bicycle did not have brakes.

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A modern cruise ship can carry thousands of people. The ship is like a floating hotel. The ship moves very fast in any kind of weather. www.ricpublications.com.au

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Australian Curriculum History: The past in the present

TECHNOLOGY THROUGH HISTORY

Today we can travel on land, sea and in the air. There are many different kinds of transport like bicycles, cars, trucks, trains, ships and aeroplanes. These have all changed since they were first invented.

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

How has transport changed? – 1

How has transport changed? – 2 Past

Present

Teac he r

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weren’t as many carriages. (d)

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(e)

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A modern sedan can carry up to five people. They wear seatbelts. A boot holds luggage. There are lots of instruments on the dashboard.

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TECHNOLOGY THROUGH HISTORY

r o e t s Bo r ea Coal had to be burnt top make o u k steam train go. It couldn’t move S as fast as a modern train. There

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The first aeroplane to lift a pilot in the air only flew for 12 seconds!

It had a wooden frame covered with cotton cloth. The pilot lay on top of a wing!

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

(c)

Interview one of your grandparents or an older person about the types of transport used when he or she was about your age. Write four questions to ask him or her. Make notes about the answers you are given.

Name of person:

r o e t s Bo r e p ok u S

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Answers

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Teac he r

Questions

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Transport interview

How has the way we communicate changed?

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Teacher information

Time line Elaboration

(Time line of a selection of communication inventions.)

Identifying ways forms of communication have changed over time and shaped our lives

Key inquiry questions

105 AD Paper developed by Chinese

What aspects of the past can you see today? What do they tell us?

How have changes in technology shaped our daily life?

1840s First national postal service (UK)

r o e t s Bo r e p ok u S Historical skills

• Sequence familiar objects and events (ACHHS047)

1944

Ballpoint pen (Biro), Laszlo Biro

• Explore a range of sources about the past (ACHHS050)

• Identify and compare features of objects from the past and present (ACHHS051) • Explore a point of view (ACHHS052) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Electronic digital computer, was called ‘Colossus’ due to its size (took up an entire room)

Historical concepts • Continuity and change

1980s Fax machine

Background information

• Perspectives

• Empathy

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

• In the past, people mostly passed on information by word of mouth. Notices were put in public places. People wrote letters and passed them onto others until they reached their destination.

Later, postal services were set up. Telephone services began in the 1880s—these are still used today and are more efficient. People use mobile phones, internet chat, email and fax to communicate instantly all over the world. Television, radio and newspapers inform us.

Technological innovations in communication are continually being developed, shaping our lives.

1990s Internet 2007

• Cause and effect

First smart phone

Teaching notes

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Resources

• Information about four forms of communication from the past to the present has been presented in four short plays on pages 63 and 64. Each shows ways people sent birthday greetings to each other.

• These books provide information and illustrations about the history of communication.

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– Communication – Then and now by Vicki Yates

– The history of communication: Major inventions through history by Michael and Mary Woods

• Students will need further information to understand how the forms of communication worked in the first three plays. Compare the different ways the people communicated and how the technology changed and shaped people’s lives.

o c . che e r o t r s super

• The following interactive website provides information about the role Cobb and Co. coaches played to deliver mail in Australia from the 1850s to 1920s.

• This video shows a collection of slides about the history of communication.

Explanation will need to be given as the students view it.

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1938

• Distinguish between past, present and future (ACHHS048)

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TECHNOLOGY THROUGH HISTORY

Telephone, Alexander Graham Bell

Teac he r

1876

• Discuss the questions on page 65 with the students before they write their own answers. With Question 1, get students to think about factors involving the time and distance involved with each form of communication as well as logistical problems such as rain or wind hampering smoke signals or electricity failure for the internet communication. Questions 2 and 3 enable students to use the concepts of empathy and perspectives.

Additional activities • Practise one of the plays in pairs or small groups and perform in front of an audience.

• Brainstorm to list ways they communicate with people who live in the same community and those who live some distance away; e.g. talking face to face, mobile phone, landline, internet chat, email, letter/card.

Biro is a registered trademark of BIC UK Ltd, Middlesex, UK

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How has the way we communicate changed? – 1 Two students are stage right, kneeling by an outdoor fire (a pile of sticks surrounded by a ring of stones, decorated with streamers of red, yellow and orange crepe paper).

Chad:

What are you doing, Trango?

Teac he r

r o e t s Bo r e p ok u Two students are stage left.

S Barda:

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Farg (one hand against forehead, looking towards stage right): Hey Barda! It’s a ‘Happy birthday’ message for you.

How cool! Help me build a fire so I can say ‘Thank you’.

Play 2: Communicating by sending a letter by horse and rider

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One student centrestage sits astride a broom-handle horse. A second student gallops in also astride a broom-handle horse, holding out a letter.

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Rider 2: My horse and I are well fed and rested.

We will do our job well. This greeting will arrive sooner than if it had been sent by mail coach.

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Rider 1: Quickly! Take this letter and guard it carefully. If you ride like the wind, you should reach the next relay station by daybreak. It’s a ‘Happy birthday’ message, so it must get there on time.

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Play 3: Communicating by a telephone call through an operator Three students: Operator at centrestage sitting at a desk with lots of wires, a pin board and a telephone; Caller at stage left and receiver at stage right—both holding old-fashioned telephones.

Caller (picking up handset): Operator, operator!

Operator (picking up a handset): Your number please, caller. www.ricpublications.com.au

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Australian Curriculum History: The past in the present

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Trango (now and then placing a cloth over the flames): I’m using smoke signals to send a message to Barda on the next island. It’s his birthday today.

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Play 1: Communicating by smoke signals

Caller:

Winlow, 9275. I want to place a call to New York City, please—New York, 78763.

Operator:

Thank you, caller. It will take 30 minutes to come through.

Can you wait?

Caller:

I’ll wait.

Replaces handset and sits down on chair to wait. Voice from off stage shouts, ‘Half an hour later’. A telephone rings.

Teac he r

A telephone rings.

Receiver (picking up handset): New York, 78763 Caller:

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Happy birthday! I thought I’d surprise you with a call.

We’ve just had the telephone installed. Isn’t it fantastic!

The connection only took half an hour!

Receiver:

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There will never be a better communication invention than this!

Play 4: Communicating over the internet Two students sitting at computers on opposite sides of the stage.

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TECHNOLOGY THROUGH HISTORY

r o e t s Bo r e p Hello, Operator? ok Caller (picking up handset): u Operator (pushingS wires into a pin board): Your call to New York.

Student 1: I can hear you okay but I need to turn the camera on so you can see me. (Presses camera icon on computer.)

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o c . che e r o t r s s That’s better. I can see you too.

We’ve r up e had heaps of rain. What time is it there?

Student 2: I can see you now. That’s a great haircut you’ve got. It’s been really hot here this week. What’s the weather like over there?

Student 1:

Student 2: Nearly time for bed.

Student 1: Then have a good sleep and happy y for tomorrow! birthday Early telephones needed an operator at an exchange to put your call though—you could not dial directly to a person. Today, we can make a call with push button, cordless or mobile phone.

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

How has the way we communicate changed? – 2

How has the way we communicate changed? – 3

What are some problems each communication might have?

Play

Problems it might have

r o e t s Bo r e p o u k Using horse S and rider

3

4

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2

to send letters Telephone call through operator

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C.Publ i cat i ons Computer and •f or r evi ew pur posesonl y• internet

Do you agree with them?

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Yes

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(a) The caller and receiver in Play 3 thought that their new form of communicating was the best.

No

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(b) Explain your answer.

Which type of communication do you think is best? Why?

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Smoke signals

Teac he r

1

Type of communication

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Answer the questions about the changes in communication you read about in the four plays.

How have radio and television changed?

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Teacher information

Time line (Time line of a selection of first screenings of popular Australian TV broadcasts each decade.)

1950s ‘Bandstand’ with Brian Henderson 1960s ‘Playschool’, ‘Here’s Humphrey’

Elaboration Identifying ways radio and TV has changed over time and shaped our lives

Key inquiry questions What aspects of the past can you see today? What do they tell us?

How have changes in technology shaped our daily life?

r o e t s Bo r e p ok u S Historical skills

• Sequence familiar objects and events (ACHHS047)

• Distinguish between past, present and future (ACHHS048)

Teac he r

1980s ‘Home and Away’, ‘Sale of the Century’ 1990s ‘Healthy, wealthy and wise’, ‘SeaChange’ 2000s Sydney Olympics, ‘Kath and Kim’

• Explore a range of sources about the past (ACHHS050)

• Identify and compare features of objects from the past and present (ACHHS051) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Historical concepts • Continuity and change

• Cause and effect

ew i ev Pr

• Perspectives

Background information

• Many people were involved with the invention of radio as we know it today. Radio was first developed in the late 19th century. Television was invented in 1926 by John Logie Baird, a Scottish engineer and inventor.

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2010s ‘Masterchef’ series, ‘The voice’

Resources

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• The history of the television: Young explorer, inventions that changed the world by Elizabeth Raum • The history of radio: Transportation and communication by Joanne Mattern

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• The first public radio broadcast in Australia was in 1923. Classic and country music, news, sports coverage and live drama through plays, and quiz and comedy shows were the main programs.

Later, when people could watch drama,comedy and quiz shows on TV, talkback shows were introduced and still exist today. Radio stations cater for a wide variety of audiences.

• Black and white TV broadcasts were first transmitted in Australia in 1956. There was one channel in Sydney and another in Melbourne. A TV set cost about six to 10 weeks’ pay at the time, so not many homes had one. They became more affordable and are now one of the most popular leisure activities. The last 20 years has seen huge changes in the amount of programs broadcast, including dozens of digital channels and Pay TV (cable TV and satellite).

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TECHNOLOGY THROUGH HISTORY

1970s ‘Countdown’ with Molly Meldrum, ‘60 Minutes’

Teaching notes

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• Information about changes to radio (wireless) and TV in Australia has been presented in the form of an interview between a child and her grandmother on pages 67 and 68. Read through the interview with the students and discuss the questions on page 69, before students copy or complete the answers for Question 1. For Questions 2 and 3, students answers will probably include different places radio is available and multiple TVs in the home or watching on a computer monitor.

Additional activities

• Discuss any rules students have about watching TV at home.

• Discuss how Ella’s nanna might have felt about having to be quiet while her mother listened to a serial on the radio, not having remote control TV or there not being suitable TV programs for children after dinner. How would they feel about it?

• Using a recent TV guide, choose one free-to-air channel and tally and graph the types of programs available today; e.g. news, sports, drama, documentaries, comedy, movies, lifestyle, quiz, children’s.

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In Australia today, nearly everyone has at least one TV in their house and some way of listening to the radio. It wasn’t always like this. Ella decided to ask her grandmother about how radio and TV has changed since she was a child. This is her interview.

Ella:

Thanks for letting me interview you about radio and TV Nanna.

Nanna: I’m very happy to. What do you want to ask me first Ella?

or radio. It was a big brown one and sat on top of a small bookshelf in the lounge room. It was too heavy to carry around.

Ella:

What did you listen to on the radio?

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Teac he r

Nanna:

r o e t s Bo r e p ok u We didn’t have a television when I S was seven like you. We had a wireless

Did you have a radio and TV in your house when you were my age, Nanna?

TECHNOLOGY THROUGH HISTORY

Ella:

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Ella:

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Nanna: Back then, the radio was mostly for grown-ups. My parents listened to the news, music and sport. The music wasn’t pop music though! My mum also loved listening to serials. Serials were like people acting out parts in a play over the radio.

Mum’s favourite was called ‘Blue Hills’. We had to be very quiet if we were inside when it came on!

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

How have radio and television changed? – 1

Were there any children’s programs on the radio?

Nanna: There was a program called ‘The Children’s Hour’ between 5.00 pm and 6.00 pm each night. It had quizzes, games, singing and children’s serials on. At school, there was a music program called ‘Let’s Have Music’. We had a song book with the words and music in it. We sang along as the tune was played over the radio.

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Ella:

o c . che e r o t r s super

When did you get your own radio?

Nanna: I got a transistor radio for my birthday when I was 14. It was small and you could carry it around. It used batteries. I loved it because I could listen anytime to pop music stations and not what Mum and Dad wanted. Do you or your parents listen to a radio at home, Ella? www.ricpublications.com.au

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7 5 HZ

RADI

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Australian Curriculum History: The past in the present

Ella:

We have a radio as part of our music system, but we don’t use it very much. Mum and Dad usually listen to the radio in their cars while they are driving. And I know they can listen to the radio if they want to where each of them works through their computers, by using earplugs. They watch a bit of TV at night.

Can I ask you more about TV when you were my age? You said you didn’t have one?

Teac he r

Ella:

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•f orr evi ew pur posesonl y•

Nanna: There were only two channels where I lived, Channel 2 and Channel 7. The TV programs didn’t start until lunchtime and they finished about 10 o’clock at night. We were allowed to watch some children’s programs like cartoons in the afternoon after school and on the weekend. We weren’t allowed to watch TV after dinner as the programs weren’t suitable for kids.

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TECHNOLOGY THROUGH HISTORY

r o e t s Bo r e p ok u S

Nanna: When TV first came to Australia when I was about your age they were expensive to buy, so not a lot of people had them at first. Then they became cheaper. We got a TV when I was about 10. TV wasn’t broadcast in colour then, only in black and white. TVs didn’t have remote control. You had to press a button to turn it on and get out of your chair to turn a knob to change the channel or make the sound louder.

Ella:

. te owe have Gee, Nanna! Now TV goes all day and night!.

And c ch e for kids. Lots lots of stations and heaps more shows suitable r e o of people also haver huge and Pay TV like us. I st suTV er pscreens watch TV a lot more than you did as a kid.

Nanna: Yes, TV and radio have certainly changed a lot. I love my new digital TV. The screen makes everything so clear and colourful. I have a smaller one in the bedroom, too!

In Australia, television was first broadcast in colour in 1975.

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

How have radio and television changed? – 2

How have radio and television changed? – 3 Write short answers to fill in information about radio and TV.

(a) Draw or write about what one looked like.

Teac he r TV

r o e t s Bo r e p ok u S

ew i ev Pr

(b) What could/can people listen to on radio?

Present

Past

Present

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(d) What and when could/can you watch TV?

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(c) Draw or write about what one looked like.

o c . che e r o t r s super

Where can you listen to radio?

Where can you watch TV?

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Australian Curriculum History: The past in the present

TECHNOLOGY THROUGH HISTORY

Past

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Radio

How have things that help us at home changed?

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Teacher information

Time line (Time line of a few household inventions.)

1827

First lawnmower invented

Elaboration Identifying how technology has changed the way we complete household chores

Key inquiry questions What aspects of the past can you see today? What do they tell us?

1907

How have changes in technology shaped our daily life?

r o e t s Bo r e p ok u S

Electric vacuum cleaner introduced

Historical skills

1909

First electric ovens sold

• Distinguish between past, present and future (ACHHS048)

Teac he r

• Explore a range of sources about the past (ACHHS050)

1913 1940

First electric refrigerator Successful automatic dishwasher introduced

1945

‘Hills hoist’ invented in Australia

1947

First commercial microwave oven available

1954

First Esky™ sold (Australian invention)

• Identify and compare features of objects from the past and present (ACHHS051) • Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS054)

Historical concepts • Continuity and change

• Cause and effect

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• Perspectives

Background information

• Technology has changed the tools and machinery we use. The impact of inventions on our lifestyle has been particularly significant in the last 60 years with a dramatic increase in the number of household appliances designed to make housework easier. These advances have had a profound impact on the culture of western society.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Teaching notes

• Pages 70 and 71 include illustrations of five household items used to complete a household chore in the past and their modern equivalents. A brief paragraph about one item or appliance is written under one pair. After discussion, students can complete one or two sentences in each blank box about the past or present item or appliance used to complete the household chore.

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Resources

• These books provide information and illustrations about changes to how chores are done at home.

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– Life at home – Then and now by Vicki Yates – At home by Mandy Ross

• This website is of a short video of old and new ways of cooking in the home and traditional cooking by Aboriginal Australians. <http://splash.abc.net.au/ media/-/m/103154/cooking-food-in-thepast-and-present?source=early-primaryhistory>

m . u

TECHNOLOGY THROUGH HISTORY

Electric toaster invented

• Sequence familiar objects and events (ACHHS047)

• To complete the investigation on page 73, students could make a written or mental note of items and appliances in each room of their house the night before the activity. They could also ask their parents or grandparents if they remember a different tool or appliance used to complete the chore.

o c . che e r o t r s super Additional activities

• Choose one of the items from the past on pages 71 to 73 and write a report on how it has changed over time.

• Identify tools from the past that are still used today, even though they may be made from different materials; e.g. a straw broom is often used to sweep up dirt from a paved area outside, though a ‘blower’ or outdoor vacuum cleaner can also be used.

• Role-play old and new ways of doing household chores.

• Discuss what modern household appliance would be most difficult to do without. Why?

Esky is a registered trademark of Coleman Brands Pty Ltd, Sydney, Australia

• Visit a museum or historic building that displays household items from the past.

• Use the internet to view photographs of old ways of doing the household chores covered in the unit.

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There are many tools and machines we use in our home that have changed or weren’t even invented in the past. There is a lot less work needed to be done by people than in earlier times. In the past, many household jobs had to be done by hand. Of course, some jobs are still done by hand, but machines do most of our work for us.

r o e t s B r e Talk about the ways each was used or o haso changed and write a p u sentence under k S each picture.

Present

(a)

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(b)

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People washed their clothes using a scrubbing board and soap. They squeezed the water out by hand.

o c . che e r o t r s super

A vacuum cleaner picks up dirt from the floor. You only need to guide it around. A robot vacuum cleaner works by itself!

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Australian Curriculum History: The past in the present

TECHNOLOGY THROUGH HISTORY

Past

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Teac he r

Look at the pictures on pages 71 and 72.

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

How have things that help us at home changed? – 1

How have things that help us at home changed? – 2 Present

(c)

Teac he r

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large tub. Family members could take turns having a bath. (d)

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(e)

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ICE

People can make their own clothes with a sewing machine.

Clothes made by machine can be bought from a shop.

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TECHNOLOGY THROUGH HISTORY

r o e t s Bo r e p ok u Water was heatedS in big saucepans and placed in a

o c . che e r o t r s super

An icebox kept food cool so it wouldn’t go bad. The ice had to be refilled regularly.

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

Past

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Teac he r

Kitchen

r o e t s Bo r e p ok u S

Family room/ Lounge room

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C.Publ i cat i ons Bathroom/ •f orr evi ew pur posesonl y• Laundry

o c . che e r o t r s super

Find out which ones have changed or had not been invented when your grandparents were your age. Talk about how each change or invention has helped people. www.ricpublications.com.au

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Australian Curriculum History: The past in the present

TECHNOLOGY THROUGH HISTORY

Can you think of other tools and machines used at home that are different from those on pages 71 and 72? Draw and label some for each room in the chart.

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The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046)

How have things that help us at home changed? – 3

What is a time line? pages 2–5

Choose the correct answers.

1.

A time line is a type of: (a) diagram.

(b) picture.

(c) story.

r o e t s Bo r e (a) True (b) False p ok u A time line shows events in: S (a) alphabetical order. (b) the order they happened.

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Teac he r

True or false? All time lines look the same.

(c) any order.

What does a time line usually have next to the event?

(a) a date or time

(b) a date only

(c) a time only

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C.Publ i cat i ons •f orr ev i ewcan pur p osesonl yand • How photographs

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drawings tell us about the past?

Choose the correct answers.

1.

pages 6–9

A photograph is a picture made:

pencils. . te (b) with a camera. (c) with coloured o A drawing is a picture made: c . c e hwith r (a) by hand. (b) a camera. (c) with coloured pencils. er o t syears ago. super The first camera was made about (a) by hand.

(a) 5

(b) 150

(c) 5000

Photographs and drawings can help us to compare things from the with the present. (a) present

(b) future

Australian Curriculum History: The past in the present

(c) past

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What are some places that tell us about the past? pages 10–13

Choose the correct answers.

1.

A community is a group of people who live

each other.

(a) far from (b) with (c) near The word ‘history’ means events from the:

r o e t s Bo r (c) future. e p ok is a: The name u of a place where old objects are displayed S (b) monument. (c) museum. (a) plaque. (b) present.

Which place is a natural landmark?

(a) cemetery

(b) national park

Which of these is not a monument?

(a) statue

(b) plaque

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Teac he r

(a) past.

(c) monument

(c) war memorial

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C.Publ i cat i ons •f orr evi ew p ur po e so nl y • What iss an oral history?

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Choose the correct answers.

1.

The word ‘oral’ means:

m . u

pages 14–17

(b) spoken. (c) sung. . te o An oral history is a history that someone about. c . c e he r (a) writes (b) speaks (c) sings o t r s s r u e p If you interview someone, it means you: (a) written.

(a) film the person.

(b) give the person answers.

(c) ask the person questions.

The best person for you to interview about the past would be a: (a) sister.

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(b) brother.

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(c) grandparent.

Australian Curriculum History: The past in the present

What is the history of the Dawn Fraser Baths? pages 18–21

Choose the correct answers.

1.

The word ‘significant’ means something that is: (a) boring.

(b) large.

(c) important.

r o e t s Bo r e (a) True (b) False p ok u Which person would not be able to explain the significance of S a landmark? (a) a baby

(b) a parent

ew i ev Pr

Teac he r

True or false? A landmark is significant.

(c) someone elderly

What might a landmark have somewhere that would tell about its significance?

(a) a menu

(b) a plaque

(c) a calendar

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C.Publ i cat i ons •f orr evi ew pu r pois se sonl y • Why Dawn Fraser

significant?

w ww

Choose the correct answers.

1.

m . u

pages 22–25 (b) important (c) very important . te o True or false? A person can be significant. c . c e he (a) True (b) False r o t r s suptoe r Does a person have to be dead be significant?

Which words best describe the meaning of the word ‘significant’?

(a) not important

(a) Yes

(b) No

Do people have to be good at sport to be significant? (a) Yes

(b) No

Do people have to only do good things to be significant? (a) Yes Australian Curriculum History: The past in the present

(b) No

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How can placenames tell us about the past? pages 26–29

Choose the correct answers.

1.

Which word does not mean ‘significant’? (a) important

(b) meaningful

(c) stupid

r o e t s Bo r e (a) True (b) False p ok u A street can be named after a significant person.

S (a) Yes (b) No

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Teac he r

We can learn about history through the names of places.

A city, town or suburb is always named after a significant person.

(a) Yes

(b) No

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C.Publ i cat i ons •f orr evi ew puis r p osesonl y • an Why Richmond Gaol historical site?

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Choose the correct answers.

1.

m . u

pages 30–33

(b) past. (c) future. . te o Who built many sites in Australia that have become historical? c . c e r (a) tourists h (b) governors (c) convicts er o t s s r upe Which word is spelt the way it was written in the past?

An historical site is one that tells us about the:

(a) present.

(a) jail

(b) gaol

Fill in the missing word.

An historical site can be important to a community because money there. tourists (a) lose www.ricpublications.com.au

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(b) are given

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(c) spend Australian Curriculum History: The past in the present

What is The Dreaming? pages 34–37

Choose the correct answers.

1.

The Dreaming is part of

culture.

(a) Torres Strait Islander (b) Aboriginal

(c) Australian

r o e t s Bo r e p (b) spirits living there.ok (a) water andu rocks.

S (c) Dreaming stories.

Yes or No? All Dreaming stories are the same.

(a) Yes

(b) No

Dreaming stories tell about the:

(a) past

(b) present

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Teac he r

Places can be significant to Aboriginal people because they have:

(c) future

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to Aboriginal and Torres Strait Islander people?

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pages 38–41

Choose the correct answers.

1.

. t (a) moon e

Which is most important to Aboriginal and Torres Strait Islander people?

o c . che e Aboriginal paintings are most likely to be found in a: r o r stshelter. s upe (a) quarry. (b) fish trap. (c)r rock (b) land

(c) city

At what place would you most likely find empty shells? (a) midden

(b) quarry

(c) story place

Rock art is a way of showing stories from the: (a) present.

(b) past.

Australian Curriculum History: The past in the present

(c) future.

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Why is Uluru a significant site? pages 42–45

Choose the correct answers.

1.

Uluru is found

of Australia.

(a) on the coast

(b) in the middle

(c) at the top

(b) boulders

(c) hollows

people. r o e t s Bo (c) Aboriginal r (a) Torres Strait e Islander (b) city p ok u What can be found in Uluru’s caves that show Dreaming S stories?

(a) paintings

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Teac he r

It is a significant site for

Yes or No? Tourists who visit Uluru are helping the local community.

(a) Yes

(b) No

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C.Publ i cat i ons •f orr evi ewHow pur pos esway onl y •play has the we

changed?

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pages 46–49

Choose the correct answers.

1.

(b) pebble (c) remote control car . te o Children did not play in long ago. c . c e her (b) riversst r (a) the ocean (c) swimming pools o s r upe The word ‘synthetic’ means it is: Which toy was played with long ago?

(a) skateboard

(a) made by humans

(b) natural

(c) made by animals

Yes or No? Long ago, toys used batteries. (a) Yes

(b) No

A popular game long ago used: (a) a computer www.ricpublications.com.au

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(b) jigsaw pieces 79

(c) a basketball Australian Curriculum History: The past in the present

What is the history of some toys and games? pages 50–53

Choose the correct answers.

1.

Yes or No? In the past, frisbees™ were made of tin. (a) Yes

(b) No

r o e t s Bo r (c) vines e p o u Yes or No? Electronic games have been around k for 200 years.

S (a) Yes (b) No Hula hoops are now made of: (b) wood

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Teac he r

(a) plastic

The teddy gets its name from a:

(a) bear

(b) lady

(c) man

The game of Monopoly™ is

(a) exactly the same

as when it was first invented.

(b) very different

(c) a bit different

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C.Publ i cat i ons •f orr e vi ew ur ptraditional osesontoys l y• What arep some and

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games of Aboriginal and Torres Strait Islander children?

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pages 54–57

Choose the correct answers.

1.

. te (b) tracking (c) string o A game helped children remember stories. c . c e r (a) spinning top h (b)e string (c) tracking o t r s super A game helped children know when a turtle had A

game helped children learn to use a boomerang.

(a) throwing

passed by. (a) string

(b) throwing

(c) tracking

A ball in a spinning game was made from things like (a) plastic

(b) clay

Australian Curriculum History: The past in the present

.

(c) string

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How has transport changed? pages 58–61

Choose the correct answers.

1.

People have always used horses to travel on. (a) Yes

(b) No

r o e t s Bo r e p o u Bicycles are still the same as in the past. k S (a) Yes (b) No A camel can be used for transport. (b) No

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Teac he r

(a) Yes

A bullet train can carry more people than a steam train.

(a) Yes

(b) No

Seatbelts were worn in olden-day cars.

(a) Yes

(b) No

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C.Publ i cat i ons •f orr evi ew pur pose so nl y • we How has the way communicate changed?

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Choose the correct answers.

1.

m . u

pages 62–65

(b) smoke signals . te o (c) sending letters by horse and rider c . c e her r Which is the newest form of communication? o t s super (a) telephone (b) internet chat (c) smoke signals Which is the oldest form of communication?

(a) telephone

Telephone calls in the past needed (a) an operator (b) a caller

to put them through.

(c) a receiver

Yes or No? We can communicate with people more easily than in the past. (a) Yes www.ricpublications.com.au

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(b) No

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How have radio and television changed? pages 66–69

Choose the correct answers.

1.

Yes or No? Everyone had a radio and TV in the past. (a) Yes

(b) No

TV r programs for children. o e t s r (b) no Bo e (a) lots more (c) a few p ok u When TV first began, it came with: S (a) remote controls (b) a black and white screen (c) a colour screen Today, there are

TV and radio stations.

(a) the same amount of

(b) more

ew i ev Pr

Teac he r

In the past, there were

(c) not as many

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Choose the correct answers.

1.

m . u

pages 70–73

. te (b) the same amount of (c) less o There are machines to help in the house today than in the past. c . c e h r (a) more (b)e the same amount ofo (c) less t r s s r upe Which is the newest household helper to be invented?

There is

work to be done today than in the past.

(a) more

(a) icebox

(b) fridge

(c) straw broom

Which is the oldest household helper to be invented? (a) shower/bath (b) sewing machine (c) needle and thread Yes or No? More things were made by hand in the past. (a) Yes

(b) No

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Quiz answers What is a time line?.............. 2–5 diagram False the order they happened a date or time

How can photographs and drawings tell us about the past? ................................... 6–9 1. (b) 2. (a) 3. (b) 4. (c)

with a camera by hand 150 past

Teac he r

. te

important True no no no

1. (b) 2. (c) 3. (b) 4. (a)

Aboriginal Dreaming stories No past

What kinds of places are significant to Aboriginal and Torres Strait Islander people? ...... 38–41 land rock shelter midden past

Why is Uluru a significant site? ................................ 42–45

How has transport changed? ......................... 58–61 1. (b) 2. (a) 3. (b) 4. (a) 5. (b)

No Yes No Yes No

How has the way we communicate changed? ......................... 62–65 1. (b) 2. (b) 3. (a) 4. (a)

smoke signals internet chat an operator Yes

1. (b) 2. (c) 3. (a) 4. (a)

in the middle Aboriginal paintings Yes

How has the way we play changed? ......................... 46–49 1. (b) 2. (c) 3. (a) 4. (b) 5. (b)

pebble swimming pools made by humans No jigsaw pieces

How have radio and television changed? ......................... 66–69 1. (b) 2. (c) 3. (b) 4. (c)

No a few a black and white screen more

How have things that help us at home changed? ................ 70–73 1. (c) 2. (a) 3. (b) 4. (c) 5. (a)

less more fridge needle and thread Yes

o c . che e r o t r s super

How can placenames tell us about the past?................. 26–29 1. (c) 2. (a) 3. (a) 4. (b)

throwing string tracking clay

ew i ev Pr

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important True a baby a plaque

Why is Dawn Fraser significant? ...................... 22–25 1. (c) 2. (b) 3. (b) 4. (b) 5. (b)

1. (a) 2. (b) 3. (c) 4. (b)

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spoken speaks ask the person questions grandparent

What is the history of the Dawn Fraser Baths? ................... 18–21 1. (c) 2. (a) 3. (a) 4. (b)

What is The Dreaming? ..... 34–37

1. (b) 2. (c) 3. (a) 4. (b)

near each other past museum national park plaque

What is an oral history? .... 14–17 1. (b) 2. (b) 3. (c) 4. (c)

past convicts gaol spend

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What are some places that tell about the past?................. 10–13 1. (c) 2. (a) 3. (c) 4. (b) 5. (b)

1. (b) 2. (c) 3. (b) 4. (c)

What are some traditional toys and games of Aboriginal and Torres Strait Islander children? .......................... 54–57

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1. (a) 2. (b) 3. (b) 4. (a)

Why is Richmond Gaol an historical site? .................. 30–33

What is the history of some toys or games? ............................ 50–53 1. (a) 2. (a) 3. (b) 4. (c) 5. (c)

Yes plastic No man a bit different

stupid True yes no

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Australian Curriculum History: The past in the present

Answers

Australian Curriculum History: The past in the present (Year 2) Page 4 1. events in her (typical) school day 2. has breakfast 3. 3.15 pm 4. (c) 5. Teacher check 6. an event from each year of his life 7. He began to walk.

8. 2011 9. (c) 10. Teacher check

Pages 7–8 Teacher check

Page 24 1. (c) 1937 2. Dawn’s oldest brother, Don, taught her to swim in the baths to help her asthma.

3. A swimming coach, Harry Gallagher, noticed how good she was at swimming and started to coach her.

4–6. Teacher check

Page 35 1. Earth, Dreaming 2. They went back into the ground or turned into things like rocks or stars.

3. They are significant because these sites have special Dreaming stories that are told to pass on history.

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Page 9 Teacher check

Pages 11–12 1. (a) monument (b) museum (c) cemetery (d) sports club/stadium (e) plaque (f) old historic building

Page 25 Teacher check

Page 28 1. (b) 1837 2. (a) False (b) False (c) True 3. Answers should indicate that Governor Richard Burke was significant to Melbourne to have a street named after him because Melbourne was part of New South Wales while he was governor.

4. Answers should indicate that the name ‘Batmania’ was considered because it is based on John Batman, who founded the city of Melbourne.

5. important explorer in Australian history/first person to sail around Australia/made maps of Australian coastline/suggested the name ‘Australia’

Pages 36–37 Dreaming story 1 1. (a) Meehni, Wimlah, Gunnedo (b) Blue Mountains (c) Answers should indicate that they fell in love with three brothers but weren’t allowed to marry. Then the brothers wanted to capture them and a battle began. (d) a witchdoctor from the Katoomba group (e) to save them from being hurt in the battle (f) the witchdoctor was killed in the battle and only he had the spell Dreaming story 2 1. (a) Meehni, Wimlah, Gunnedo (b) Blue Mountains (c) Answers should indicate that they were playing behind a rock ledge safely away from the evil bunyip. (d) witchdoctor, who was their father (e) to save them from being hurt by the bunyip (f) witchdoctor lost his magic bone

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Pages 15–16 1. 1947 2. A forester called Don Stewart.

3. Students should highlight in red the second paragraph on page 16.

4. Named after the GovernorGeneral of Australia, the Duke of Gloucester, who was visiting Pemberton at the time the lookout was being built.

5. From the 1970s, fire spotter planes were used to spot bushfires instead of lookout trees.

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Page 17 Teacher check Page 20 1. (b) 1883 2. The Balmain Swimming Club was formed.

3.–6. Teacher check

Page 29 Teacher check

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Page 13 Teacher check

Page 33 Teacher check

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Page 5 Teacher check

Page 21 Teacher check

o c . che e r o t r s super Page 32 1. (a) 1825 2. Governor George Arthur, governor of Tasmania.

3. Convicts from Britain were not being sent to Australia any more so the jail wasn’t needed.

4. Possible answers: Richmond has the oldest jail in Australia with all its rooms intact, people visit it to learn about prison life in the past, visitors spend money in Richmond (good for economy) 5.–6. Teacher check

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Pages 39–40 1. (a) midden (b) fish trap (c) rock shelter (d) rock art (e) quarry (f) story place and cultural site Page 41 Teacher check

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Answers

Australian Curriculum History: The past in the present (Year 2) Page 44 1. Teacher check 2. Anangu, Dreamtime 3. A red lizard man tried to dig his kali out of the side of Uluru with his hands and made hollows.

4. People pay money to visit Uluru.

This is used to help people in the community and look after Uluru.

5. Teacher check Page 45 Teacher check

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Page 71–72 Teacher check Page 73 1. Possible answers: Kitchen—microwave, sink and taps, toaster, electric knife, oven, grill, hot plates, food processor, electric frypan, pizza oven, dishwasher, electric kettle, rice cooker, slow cookers, toasted sandwich makers Bathroom/Laundry—clothes dryer, sink and taps, ironing board and iron, mop, floor polisher, electric shaver, electric toothbrush, hairdryer (with additional features), hair curler Family/Lounge—air conditioner, gas/wood/oil, heater, TV, radio, theatre systems, computer, overhead fan 2. Teacher check

r o e t s Bo r e p ok u S Pages 59–60 Teacher check

Page 49 Possible answers: 1. (a) Present: swim in pools as well as rivers etc., safe in the sun, wear swimming costumes Past: no swimming pools, wear clothes in the water, paddled (b) Present: mostly plastic, some wooden and metal Past: natural like lead, clay, tin and wood (c) Present: mostly by machine, some handmade Past: handmade (d) Present: pushing, pulling, winding, wind, battery and electricity power Past: pushing, pulling, winding, wind (e) Present: garden, special places like skate ramps Past: garden, streets (f) Present: still board games and dolls etc. like the past, lots of electronic games Past: jigsaws, board games, dressing up, dolls, wooden blocks

Page 61 Teacher check Page 65 1. Possible answers: Play 1: hard to do in rain or wind, signals can only be seen from a certain distance Play 2: takes a while to reach destination, fresh horse needed as they tire, rider might get lost Play 3: have to wait a long time for operator to put call through, power failure can delay Play 4: power failure can delay, computer problem 2.–3. Teacher check

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Pages 47–48 Teacher check

Game 2: animal tracks in the sand made by adults; have fun, identify about different animal’s tracks (which is important in hunting); fact: teacher check Game 3: long piece of string knotted together; have fun, remember stories they had been told about their way of life; fact: teacher check Game 4: handmade spinning ball or top; have fun; fact: teacher check

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Pages 51–52 Teacher check Page 53 Teacher check Page 57 Game 1: water, flat pebbles or stones, cuttlefish bones; have fun, practise throwing; fact: teacher check www.ricpublications.com.au

Page 69 Teacher check answers for the ‘Present’; these will vary according to individual students.

Answers for the ‘Past’ should indicate the following: 1. (a) Radio: heavy, big, knobs to turn OR Transistor: small, light, carry it around, batteries (b) Adults: music, serials, sport.

Children: 1 hour program in evening OR pop music on transistor (c) broadcast in black and white, used knobs on TV for controls (d) started at lunchtime, closed at 10 pm, two channels, some children’s programs, adult programs after dinner 2.–3. Teacher check

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