RIC-20104_Australian_Curriculum_History_(Yr_2)_Respecting_the_past

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)
Time line
(Time line of some events in the
history of Uluru.)
Teacher information
Elaboration
Investigating the history and signifi cance to a community of an historical site
RESPECTING THE PAST
500 million years ago
Uluru is formed
20 000 years ago (approx.)
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.
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?
Historical 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 (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
• 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.
Teaching notes
• 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.
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• 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.
Additional activities
• 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.
Australian Curriculum History: The past in the present R.I.C. Publications ® www.ricpublications.com.au
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