RIC-20104_Australian_Curriculum_History_(Yr_2)_Respecting_the_past

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Australian Curriculum History: The past in the present (Year 2) 

Published by R.I.C. Publications ® 

Copyright © R.I.C. Publications ® 2013 

RIC–20104 

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: 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) 

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. 

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

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

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

Historical skills class record ..............................vii 

Overview of historical skills, key inquiry 

questions, general capabilities and crosscurriculum 

priorities .......................................... viii 

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

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

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

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

How can photographs and 

drawings tell us about the past? ................. 6–8 

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

What are some places that tell 

us about the past? ................................... 10–12 

What are some things in your 

community that tell us about its past? ......... 13 

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

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

What is the history of the 

Dawn Fraser Baths? .................................. 18–20 

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

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

A signifi cant person in my community ......... 25 

How can placenames tell us 

about the past? ......................................... 26–28 

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

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

Why is Richmond Gaol an 

historical site? ........................................... 30–32 

An historical site in my community ................ 33 

Contents 

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

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

What kinds of places are significant 

to Aboriginal and Torres Strait Islander 

people? ..................................................... 38–40 

Aboriginal or Torres Strait Islander 

sites in my community .................................... 41 

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

An Aboriginal or Torres Strait Islander 

site in my community ..................................... 45 

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

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

What is the history of some toys 

and games? ............................................. 50–52 

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

What are some traditional toys and 

games of Aboriginal and Torres Strait 

Islander children? ..................................... 54–57 

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

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

How has the way we communicate 

changed? ................................................. 62–65 



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How have radio and television 

changed? ................................................. 66–69 

How have things that help us at 

home changed? ...................................... 70–73 

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

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

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

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

www.ricpublications.com.au R.I.C. Publications ® Australian Curriculum History: The past in the present 

iii

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 

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

• An historical skills class record. (page vii) 

• 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 fi ve 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. 

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 

A shaded tab giving the general 

title of the Historical Knowledge 

and Understanding content 

description 

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 

The content description with its 

code 

An elaboration describing the 

focus of the unit in relation to the 

content description 

The key inquiry questions which 

will be answered in part or whole 

by the activities within the unit 

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 specifi c 

details of the activities that 

need to be prepared, revised or 

understood before beginning the 

unit 



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Australian Curriculum History: The past in the present R.I.C. Publications ® www.ricpublications.com.au 

iv


How to use this book 

Student page 1 

This page introduces the topic 

with an historical literacy text. It 

features: 


The historical literacy text, which 

can take the form of different 

genres 


code 


This page requires students 

to work together to discuss 

questions and activities before 

recording their own answers. It 

features: 




description 

A number of questions or 

activities that students can 

complete after discussion 


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: 

An introductory sentence, 

paragraph or instruction followed 

by an activity that requires 

the application of a number of 

historical skills 


code 




description 

Relevant artwork is used to 

enhance the text and to aid 

understanding of the subject 



code 

A fact file with an unusual, 

interesting or relevant fact 

that may help students better 

understand or appreciate the topic 



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The title of the page, which may 

be different from but still related to 

the unit 




description 


v


Historical skills overview 

The development of historical skills is 

essential if students are to become 

profi cient in leading their own 

historical inquiries and forming a 

balanced opinion of past events. 

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. 

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. 

‘The very ink with which 

history is written is merely 

fluid prejudice.’ 

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. 

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. 

• Sequence familiar objects and 

events (ACHHS047) 

• Distinguish between the past, 

present and future (ACHHS048) 

Chronology, terms and concepts 

Use annotations and photographs to 

order key events 

Use the correct terms and vocabulary 

to denote the passing of time and 

historical features; e.g. ‘in the past’, 

‘plaque’,‘war memorial’. 

Historical questions and research 

• Pose questions about the past using Use the correct verb tenses to ask 

sources provided (ACHHS049) inquiry questions about the history of 

a given source; e.g. ‘How did people 

communicate before telephones were 

invented?’ 

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 Identify features of a place to reveal 

objects from the past and present its past; e.g. origin of street names, 

(ACHHS051) 

information on a plaque near or on a 

landmark. 

Perspectives and interpretations 

• Explore a point of view (ACHHS052) 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 

In written, oral or digital form, relate 

the past (ACHHS053) 

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. 


vi

Historical skills class record 

Name 

Sequence familiar objects and 

events (ACHHS047) 

Distinguish between the 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 (ACHHS051) 

Explore a point of view 

(ACHHS052) 



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Develop a narrative about the 

past (ACHHS053) 

Use a range of communication 

forms (oral, graphic, written, 

role play) and digital 

technologies (ACHHS054) 


vii

Chronology, 

terms and 

concepts 

Historical 

questions 

and research 

Historical skills 

Analysis and use 

of sources 

Perspectives 

and 

interpretations 

Explanation and 

communication 

Key inquiry 

questions 

General capabilities 

Cross-curriculum 

priorities 

Historical knowledge and 

understanding 

Sequence familiar objects 

and events 

Distinguish between past, 

present and future 

Pose questions about 

the past using sources 

provided 

Explore a range of sources 

about the past 

Identify and compare 

features of objects from 

the past and present 

Explore a point of view 

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 

Information and communication 

technology (ICT) capability 

Critical and creative reasoning 

Personal and social capability 

Ethical understanding 

Intercultural understanding 

ATSI histories and cultures 

Asia and Australia’s engagement with 

Asia 

Sustainability 

Learning from the past 

pp 2–5 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 6–9 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 10–13 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 14–17 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 18–21 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 22–25 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 26–29 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

Respecting the past 

pp 30–33 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 34–37 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 



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pp 38–41 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 42–45 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

Technology through history 

pp 46–49 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 50–53 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 54–57 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 58–61 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 62–65 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 66–69 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 70–73 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 


viii

Time line templates 

Title: 

Title: 



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ix

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) 

Time line 

(Time line of some events in the 

history of Richmond Gaol.) 

Teacher information 

Elaboration 

Investigating the history and signifi cance to a community of an historical site 

RESPECTING THE PAST 

1825 Building of Richmond 

Gaol commences 

1832 Two-storey construction 

for Gaoler’s Residence 

and storage commences 

1835 Eastern and Western 

Wings added for 

female prison quarters, 

cookhouse and solitary 

confi nement cells 

1840 Stone wall built around 

jail complex to impede 

escapes 

mid-1850s 

Used only as a Watch 

House as convict 

transportation ceases 

1920s Abandoned 

1945 Opens again as an 

historic site and tourist 

attraction 

Resources 

• Photographs (personal or online) of local 

historical sites. 

• Access to a variety of resources to 

investigate the history and signifi cance of 

the site. 

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? 


• 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) 

• 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 • Signifi cance 

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 specifi cally to 

Richmond Gaol, the spelling of ‘gaol’ refl ects how the word was spelt at that time in history; 

elsewhere in the text it is spelt ‘jail’ (as per Macquarie dictionary). 

Teaching notes 

• Similar units were covered in the fi rst 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 signifi cance of it in relation to the local community. 

• 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 signifi cance 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 ‘signifi cant’; and the type of inquiry 

questions. 

• When completing page 32, students could research to fi nd 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 signifi cance 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. 


30

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

Why is Richmond Gaol an historical site? – 1 

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 fi nd 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. 

Questions 

When was 

it built? 

Who built 

it? 

Why was 

it built in 

Richmond? 

Why did it 

stop being 

a jail? 

Why is it 

important 

to the 

community 

now? 

What are 

some 

things 

visitors can 

see in the 

jail? 

Historical site: Richmond Gaol 

Answers 

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. 

Convicts stopped being sent to Australia from Britain 

in the 1850s so the jail was not needed like before. It 

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. 

Richmond is a very historic town. Richmond Gaol is the 

oldest jail in Australia with all its buildings still standing. 

The jail has been restored and made into a museum. 



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People pay to visit the jail and learn what prison life 

was like in the past. Tourists also spend money in 

Richmond’s shops and cafes. 

There is a lot of information to read about how the 

prisoners were treated. You can look in a tiny room 

called a solitary confi nement cell where a prisoner 

would have to stay locked up in the dark for a whole 

day or even longer. There is a yard where prisoners were 

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. 



31

Why is Richmond Gaol an historical site? – 2 

Answer the questions about Richmond Gaol. 

Tick when the first building of the jail was built. 


(a) 1825 (b) 1850 (c) 1920 

Who decided that a jail was needed in Richmond? 

Why did Richmond Gaol stop being used as a jail? 

Write two reasons from the text that explain why Richmond Gaol 

is significant to the community. 

• 

• 

List three things visitors to Richmond Gaol would see about its 

history. 

• 

• 

• 



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Write another question you would like to find out about the history 

of Richmond Gaol or its significance. 

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. 



32

A historical site in my community 

With a partner, choose an historical site in your community to find 

out about its history and why it is significant in your community. 


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

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. 

Historical site: 

Questions 

Answers 



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33

What is The Dreaming? 




Time line 


history of the Blue Mountains.) 

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 

Aboriginal Australians fi rst 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 

1813 First offi cial European 

crossing by explorers 

Blaxland, Lawson and 

Wentworth 

Resources 

• 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. 


Elaboration 

Understanding the importance of Aboriginal and Torres Strait Islander Dreaming stories and the 

connection to signifi cant sacred sites 







• Explore a point of view (ACHHS052) 


• Continuity and change • Cause and effect • Perspectives • Signifi cance 


• 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. 

• 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. 


• This unit will assist students in understanding why sites are signifi cant to Aboriginal people and 

the role Dreaming stories have for each site. 



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• 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 signifi cant 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. 


• A short video of a Dreaming story about the Three Sisters can be viewed at: 

 

• Read and discuss different versions of other Dreaming stories relating to signifi cant 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). 


34


What is The Dreaming? – 1 

The Dreaming is part of Aboriginal people’s culture. They believe that 

Earth and everything on it was made during the Dreaming. 

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 fi nished making 

everything, they went back into the 

ground or turned into things such as 

rocks, creeks, stars or waterholes. 

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

These signifi cant 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. 

Answer the questions or fill in the missing words. 

The Aboriginal people believe that 

and everything 



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on it was made during the . 

What happened to the spirits when they finished making 

everything? 

Why are some places very significant to Aboriginal people? 



35


Two Dreaming stories – 1 

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 signifi cant 

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. 

Dreaming story 1 

Long ago, there were three 

beautiful sisters from the 

Katoomba group in the Blue 

Mountains. Their names 

were Meehni, Wimlah and 

Gunnedo. 

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. 


Long ago, in the Blue Mountains, 

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 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 fi nd 

it. This meant the three sisters could 

not be turned back into girls and 

Tyawan is still a lyrebird. 



36


Two Dreaming stories – 2 

Answer the questions about the two 

Dreaming stories to find out what is the 

same and what is different. 

(a) What are the 

names of the 

three sisters? 

(b) Where did 

they live? 

(c) What 

happened 

before they 

were turned 

into rocks? 

(d) Who turned 

them into 

rocks? 

(e) Why were they 

turned into 

rocks? 

(f) 

Why couldn’t 

they be 

turned back 

into girls? 

Dreaming story 1 Dreaming story 2 



Display Copy 

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. 



37

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) 


Time line 

(Time line of some events in 

early Aboriginal and Torres Strait 

Islander history and with European 

connections.) 

50 000 years ago (approx.) 

Aboriginal Australians 

migrate to Australia from 

Asia 


Land bridge to Tasmania 

disappears 

8000 years ago (approx.) 

The Torres Strait Islands 

are formed when the land 

bridge between Australia 

and New Guinea is 

fl ooded by rising seas 

1606 Torres Strait between New 

Guinea and Australia 

is explored by Spanish 

explorer, Luis Vaes de 

Torres 

1606 Dutch sea Captain, Willem 

Jansz, and crew are the 

fi rst known Europeans to 

sight and (evidently) land 

on the Australian mainland 

at Cape York Peninsula 

1788 European settlement in 

Australia 

Resources 

• 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. 

 

• Australian Aboriginal culture – (Ages 7–8) 

by Joanne Crawford and Lisa Tantiprasut 

(a blackline master produced by R.I.C. 

Publications). 


Elaboration 

Finding out some signifi cant Aboriginal and Torres Strait Islander sites that may be in the 

students’ community 











• Continuity and change • Cause and effect • Perspectives • Signifi cance 


• There are many places of importance and signifi cance to Aboriginal and Torres Strait Islander 

(ATSI) people for social, spiritual, historical and commemorative reasons. These places include: 

– natural sacred sites, ceremonial sites and story places 

– rock art – fi sh 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 specifi c 

places are signifi cant to them. 



Display Copy 


• This unit provides students with a variety of places that are signifi cant 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 signifi cant local sites for the activity on page 41. 


• Collate, display and discuss the places the students identifi ed 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 signifi cance back in the classroom. 


38



and Torres Strait Islander people? – 1 

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. 

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 signifi cant to ATSI people. 

(a) Read about some of these signifi cant 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. 

A rock shelter is a cave or 

overhang of rock. Aboriginal 

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 fi sh 

get trapped in there when the 

tide goes out. Then they can be 

easily caught. 

Story places and cultural sites 

are signifi cant because they are 

part of a Creation story or where 

special ceremonies are held. It 

may be a rock platform, spring or 

waterhole. 

A midden is the part of an old 

camp site where ATSI people left 

the remains of their meals. Piles 

of empty shells from shellfi sh and 

animal bones are mostly found. 



Display Copy 

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. 

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. 



39


and Torres Strait Islander people? – 2 

(a) 

(b) 


(c) 

(e) 

(d) 



Display Copy 

(f) 



40


Aboriginal or Torres Strait Islander sites in my 

community 

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

Space has been left for you to add others. 

Type of site Name of site Drawing 

Story place or 

cultural site 

Rock art 

Midden 



Display Copy 

Uluru, found in central Australia, is probably the most well-known significant 

Aboriginal site. It is the largest single rock in the world. 



41

Why is Uluru a significant site? 



Time line 


history of Uluru.) 


Elaboration 

Investigating the history and signifi cance to a community of an historical site 


500 million years ago 

Uluru is formed 


Aboriginal people began 

living near Uluru 

1873 Explorer, William Gosse, 

sights Uluru and names it 

‘Ayers Rock’ after the South 

Australian Chief Secretary, 

Sir Henry Ayers 

1936 First tourists arrive 

1950 Ayers Rock National Park 

created 

1985 Title to the rock handed 

back to traditional owners 

who granted the Australian 

Parks and Wildlife Services 

a 99-year lease. Offi cially 

known as Uluru 

2000 Annual tourist fi gure 

reaches 400 000 plus 

Resources 

• 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 signifi cance of 

the site on page 45. 






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



• Develop a narrative about the past (ACHHS053) 




• Continuity and change • Cause and effect • Signifi cance 


• 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. 


• This unit provides an example of a signifi cant 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 signifi cance to them and the community. 



Display Copy 

• Show students a map of Australia and point out the location of Uluru. Coloured photographs of 

Uluru will also assist students’ understanding. 

• 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 fi nd the answer they write for Question 5. 

• The site (if appropriate in their community) students choose to investigate on page 45 could 

be one identifi ed 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. 


• Students use their notes on page 45 to write a report about their site and its signifi cance 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. 


42


Why is Uluru a significant site? – 1 

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. 

Uluru is a very signifi cant site for Aboriginal people. Read the 

information about Uluru. 

Where is 

Uluru? 

What is 

Uluru? 

Why is Uluru 

significant 

to 

Aboriginal 

people? 

What are 

some 

Dreamtime 

stories 

about how 

Uluru got its 

shapes? 

Why is Uluru 

significant 

to the local 

community 

today? 

Uluru is found close to the centre of Australia. It is in 

the desert in the Northern Territory. 

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. 

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. 

Some ridges were made by snake people as they 

slithered along Uluru. 

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. 



Display Copy 

Two bellbird men punished some blue-tongue lizard 

men by setting fi re to their home. The lizard men fell 

from the Uluru while trying to escape. Their bodies are 

now boulders partly buried in the ground. 

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. 



43

Why is Uluru a significant site? – 2 

Answer the questions about Uluru. 

Describe what Uluru looks like. 


Fill in the missing words. 

The traditional lands of the 

people are found 

around Uluru. Uluru is very special to them because they believe 

their 

began here. 

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

Why is Uluru significant to the local community today? 



Display Copy 

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. 



44


An Aboriginal or Torres Strait Islander site in 

my community 

Choose an Aboriginal or Torres Strait Islander site in your 

community to find out about its history and why it is significant 

today. 

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

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. 

Significant site: 

Questions 

Answers 



Display Copy 



45

What is a time line? .............. 2–5 

1. (a) diagram 

2. (b) False 

3. (b) the order they happened 

4. (a) a date or time 

How can photographs and 

drawings tell us about the 

past? ................................... 6–9 

1. (b) with a camera 

2. (a) by hand 

3. (b) 150 

4. (c) past 

What are some places that tell 

about the past?................. 10–13 

1. (c) near each other 

2. (a) past 

3. (c) museum 

4. (b) national park 

5. (b) plaque 

What is an oral history? .... 14–17 

1. (b) spoken 

2. (b) speaks 

3. (c) ask the person questions 

4. (c) grandparent 

What is the history of the Dawn 

Fraser Baths? ................... 18–21 

1. (c) important 

2. (a) True 

3. (a) a baby 

4. (b) a plaque 

Why is Dawn Fraser 

significant? ...................... 22–25 

1. (c) important 

2. (b) True 

3. (b) no 

4. (b) no 

5. (b) no 

How can placenames tell us 

about the past?................. 26–29 

1. (c) stupid 

2. (a) True 

3. (a) yes 

4. (b) no 

Quiz answers 

Why is Richmond Gaol an 

historical site? .................. 30–33 

1. (b) past 

2. (c) convicts 

3. (b) gaol 

4. (c) spend 

What is The Dreaming? ..... 34–37 

1. (b) Aboriginal 

2. (c) Dreaming stories 

3. (b) No 

4. (a) past 

What kinds of places are 

significant to Aboriginal and Torres 

Strait Islander people? ...... 38–41 

1. (b) land 

2. (c) rock shelter 

3. (a) midden 

4. (b) past 

Why is Uluru a significant 

site? ................................ 42–45 

1. (b) in the middle 

2. (c) Aboriginal 

3. (a) paintings 

4. (a) Yes 

How has the way we play 

changed? ......................... 46–49 

1. (b) pebble 

2. (c) swimming pools 

3. (a) made by humans 

4. (b) No 

5. (b) jigsaw pieces 

What is the history of some toys or 

games? ............................ 50–53 

1. (a) Yes 

2. (a) plastic 

3. (b) No 

4. (c) man 

5. (c) a bit different 

What are some traditional toys 

and games of Aboriginal and 

Torres Strait Islander 

children? .......................... 54–57 

1. (a) throwing 

2. (b) string 

3. (c) tracking 

4. (b) clay 

How has transport 

changed? ......................... 58–61 

1. (b) No 

2. (a) Yes 

3. (b) No 

4. (a) Yes 

5. (b) No 

How has the way we communicate 

changed? ......................... 62–65 

1. (b) smoke signals 

2. (b) internet chat 

3. (a) an operator 

4. (a) Yes 

How have radio and television 

changed? ......................... 66–69 

1. (b) No 

2. (c) a few 

3. (b) a black and white screen 

4. (c) more 

How have things that help us at 

home changed? ................ 70–73 

1. (c) less 

2. (a) more 

3. (b) fridge 

4. (c) needle and thread 

5. (a) Yes 



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83

Answers 


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) 


Page 5 

Teacher check 

Pages 7–8 

Teacher check 

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 13 

Teacher check 

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 Governor- 

General of Australia, the Duke 

of Gloucester, who was visiting 

Pemberton at the time the lookout 

was being built. 

5. From the 1970s, fi re spotter 

planes were used to spot 

bushfi res instead of lookout trees. 

Page 17 

Teacher check 

Page 20 

1. (b) 1883 

2. The Balmain Swimming Club was 

formed. 

3.–6. Teacher check 

Page 21 

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 25 

Teacher check 

Page 28 

1. (b) 1837 

2. (a) False (b) False (c) True 

3. Answers should indicate that 

Governor Richard Burke was 

signifi cant 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/fi rst person to sail 

around Australia/made maps of 

Australian coastline/suggested 

the name ‘Australia’ 

Page 29 

Teacher check 

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) 


Page 33 

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 signifi cant because 

these sites have special 

Dreaming stories that are told to 

pass on history. 

Pages 36–37 


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 


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 



Display Copy 

Pages 39–40 

1. (a) midden 

(b) fi sh trap 

(c) rock shelter 

(d) rock art 

(e) quarry 

(f) story place and cultural site 

Page 41 

Teacher check 


84

Answers 


Page 44 


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. 


Page 45 

Teacher check 

Pages 47–48 

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 

Pages 51–52 

Teacher check 

Page 53 

Teacher check 

Page 57 

Game 1: water, fl at pebbles or stones, 

cuttlefi sh bones; have fun, 

practise throwing; fact: 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 

Pages 59–60 

Teacher check 

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 


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 


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, fl oor 

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 




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85

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