Australian Curriculum History - Year 3 by Teacher Superstore

RIC-6443 4.8/1356

Australian Curriculum History: Community and remembrance (Year 3)

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.

Published by R.I.C. Publications® Copyright© R.I.C. Publications® 2013 ISBN 978-1-922116-40-6 RIC–6443 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)

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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 books designed to support the national curriculum. Each topic is introduced by a text to support the ‘Historical Knowledge and Understanding’ strand, and followed up with activities that provide opportunities to answer the key inquiry questions and practice 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

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Australia Day............................................... 34–37

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

Anzac Day .................................................. 38–40

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

Anzac Day traditions ....................................... 41

Overview of historical skills, key inquiry questions, general capabilities and crosscurriculum priorities.......................................... viii

NAIDOC Week............................................. 42–44

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

Other significant days and weeks ............. 46–48

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Celebrate Australia ................... 34–57

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

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

NAIDOC time line ............................................. 45 Australian celebrations and commemorations............................................. 49

Importance of Country and Place ............................................. 2–9

Symbolism of flags............................................ 50

Aboriginal and Torres Strait Islander people .............................................. 2–4

The Australian National Flag............................ 51

Language group study ...................................... 5

Australian state and territory flags ................... 53

Traditional stories ............................................ 6–8

Significance of emblems ................................. 54

Traditional story retelling .................................... 9

The Australian Coat of Arms ............................ 55

Indigenous Australian flags ............................. 52

Australia’s state and territory emblems ........... 56

Change and continuity ............. 10–33

Emblems and symbols in my community ....... 57

What has changed? .................................. 10–12 What has stayed the same? ...................... 14–16

Celebrations from around the world ................................... 58–73

What I found that has stayed the same ......... 17

National days around the world ............... 58–60

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What I found that has changed ..................... 13

International Day of Peace .............................. 61

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Cultural groups in Australia ...... 18–33

Chinese New Year ...................................... 62–64

How diverse groups shape a community .............................................. 18–21

Other New Year celebrations ........................... 65 Celebrations around the world ................. 66–68

Looking at our community ........................ 22–24

Christmas or Easter celebrations..................... 69

Comparing our community to others ............. 25

Community development role models ..... 26–28

More celebrations from around the world........................................ 70–72

Christmas dinner invitation ............................. 29

Celebrations ..................................................... 73

Who has developed our community? ...... 30–33

Quiz questions ........................... 74–82 Quiz answers ...................................83 Answers ..................................... 84–87 Warning: This series may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. www.ricpublications.com.au

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Australian Curriculum History: Community and remembrance

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 84–87.

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

Australian Curriculum History: Community and remembrance

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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:

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

Student page 3

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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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Australian Curriculum History: Community and remembrance

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

• Use historical terms (ACHHS066)

Use the correct historic terms and acronyms when speaking, writing and illustrating; e.g. ‘NAIDOC’, ‘ATSI’, ‘commemoration’, ‘emblem’

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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 a range of questions about the past (ACHHS067)

Pose questions using ‘Who?’, ‘What?’, ‘When?’, ‘Why?’ and ‘How?’ when investigating an historical inquiry about the past

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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 historical people and events (ACHHS065)

Analysis and use of sources • Identify sources (ACHHS215)

Identify sources such as photographs, maps and relics to locate information about the past

• Locate relevant information from sources provided (ACHHS068)

Locate and examine sources such as oral histories, maps and photographs online or in the community, and use information technologies to organise them

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

(ACHHS069)

Explore what different people thought about the same historical event

Explanation and communication

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.

• Develop texts, particularly narratives (ACHHS070)

Use researched facts and people’s experiences to write a narrative, report or recount about the past

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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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Perspectives and interpretations

• Use a range of communication forms Use oral, written, digital and pictorial methods to present what has been (oral, graphic, written) and digital investigated about the past technologies (ACHHS071)

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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 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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(ACHHS071)

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

Develop texts, particularly narratives (ACHHS070)

(ACHHS069)

Identify different points of view

(ACHHS068)

Locate relevant information from sources provided

Identify sources (ACHHS215)

Pose a range of questions about the past (ACHHS067)

Use historical terms (ACHHS066)

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Sequence historical people and events (ACHHS065)

Name

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Historical skills class record

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pp 62–65

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pp 58–61

pp 54–57

pp 50–53

pp 46–49

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pp 38–41

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Celebrate Australia

Celebrations from around the world

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Roles of cultural groups

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Change and continuity

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Who lived here first and how do we know?

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Literacy

Numeracy

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Information and communication technology (ICT) capability

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Critical and creative reasoning

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Personal and social capability

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Ethical understanding

General capabilities

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How has our community changed? What features have been lost and what features have been retained? What is the nature of the contribution made by different groups and individuals in the community?

How and why do people choose to remember significant events of the past?

Key inquiry questions

Importance of country and place

Explanation and communication

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Perspectives and interpretations

Analysis and use of sources

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Historical questions and research

Locate relevant information from sources provided

Develop texts, particularly narratives Use a range of communication forms (oral, graphic, written) and digital technologies

Historical skills

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Chronology, terms and concepts

pp 2–5

Historical knowledge and understanding Sequence historical people and events Use historical terms

Pose a range of questions about the past Identify sources

Identify different points of view

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Intercultural understanding

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Cross-curriculum priorities

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: Community and remembrance

The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) (ACHHK060)

Teacher information

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

Elaboration Brief outline of traditional Aboriginal and Torres Strait Islander way of life and the importance of Country and Place.

Key inquiry questions

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60 000 years ago (approx.) Aboriginal Australians migrate to Australia from Asia

Who lived here first and how do we know?

Historical skills

• Use historical terms (ACHHS066)

40 000 years ago (approx.) Land bridge to Tasmania disappears

• Pose a range of questions about the past (ACHHS067)

• Locate relevant information from sources provided (ACHHS068) • Developing texts, particularly narratives (ACHHS070)

8000 years ago (approx.) The Torres Strait Islands are formed when the land bridge between Australia and New Guinea is flooded by rising seas

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts • Sources

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

• Continuity and change

Background information

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• Cause and effect

• Significance

• Australia’s two indigenous groups, Aboriginal and Torres Strait Islander (ATSI) people, make up about 2.4% of the population of Australia.

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

• Communities among the two groups consist of people who speak different languages and have varying cultural traditions, practices, beliefs, tools and stories. These change according to where their territory was located as the environment differed. Consequently, relationships to the central concept of Country and Place differ to varying degrees among language groups, but it still forms an intrinsic part of each community. • There was once about 250 distinct language groups among indigenous Australians, now about 50 are still used.

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1788 European settlement in Australia

Resources

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• The following blackline master and accompanying DVD offer a brief glimpse into the lives of the indigenous communities in north-east Arnhem Land. • Sandtraks–salt water and sand tracks by R.I.C. Publications (DVD filmed and produced by George Fallon.)

Teaching notes

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IMPORTANCE OF COUNTRY AND PLACE

Aboriginal and Torres Strait Islander people

• While discussing the information on page 3 with the students, explain that archaeological sites reveal how long ATSI people have lived in Australia. The time line on this page provides further information about when and how they arrived.

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• Nyunti Ninti (What you should know) by Bob Randal and Melanie Hogan. (Describes the importance of country to people from the central desert region around Uluru.

• Students can highlight (using two different colours) specific facts on page 3 relating to Aboriginal or Torres Strait Islanders to assist them in completing the Venn diagram on page 4. • The activity on page 5 about a study of a local language group should be completed in consultation with a local ATSI elder or community member if possible. As the content description states, another representative area can be studied if this is not possible. Internet and other nonfiction resources can be used.

Additional activities • Find out more about the traditional way of life of ATSI people and how their needs were provided for by using plants, animals and other natural resources for food, shelter, clothing, medicines and tools.

• This is an interactive website about Torres Strait Islanders. <http://www.nma.gov. au/education-kids/classroom_learning/ multimedia/interactives/saibai-islandcanoe>

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PAPUA NEW GUINEA

TORRES STRAIT

QUEENSLAND

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The natural world around them (land, sea, waterways and skies) is very special to traditional ATSI people. Aboriginal people use the word Country to refer to the place where they live. Torres Strait Islanders use the word Place. Everything traditional ATSI people need comes from the environment: their food, clothing, shelter, medicines and tools.

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Each group of people lived a hunter-gatherer way of life. Men hunted larger animals such as emus and kangaroos. Women and children gathered berries, fruits, eggs and plants. People who lived on the islands or the coast caught animals like fish, turtles and dugongs and gathered shellfish like mussels and oysters.

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Aboriginal people have Dreaming stories to explain how the land, people, animals and plants came to be. Torres Strait Islanders use different words to name their Creation stories, depending where they live. For example, Zogo Time is used in the islands in the east.

. tenot use fences and paths to mark out theoarea where ATSI people did c . different groups of people lived and roamed. They used natural barriers like c e her r rivers, mountains, waterholes and trees. Each Aboriginal group has a name o t s s r upe which usually comes from its language and land. For example, Nyungar or Noongar (south-west of Western Australia), Koori (southern New South Wales and Victoria). Torres Strait Islanders use the name of their island community; e.g. Yam or Badu.

There used to be hundreds of Aboriginal languages. Now there are only about 50 in use. Torres Strait Islanders have two traditional languages. Meriam Mir is spoken by Islanders in the east and Kala Lagaw Ya by those in the central and west. www.ricpublications.com.au

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Australian Curriculum History: Community and remembrance

IMPORTANCE OF COUNTRY AND PLACE

Indigenous Australians were the first people to live in Australia and on its nearby islands. Australia has two Indigenous peoples: Aboriginal and Torres Strait Islanders (ATSI). Aboriginal Australians began living in mainland Australia more than 60 000 years ago. Torres Strait Islanders have lived on islands between Australia and Papua New Guinea for about 10 000 years.

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Aboriginal and Torres Strait Islander people – 1

What do the letters ATSI stand for?

Fill in the Venn diagram with the words and phrases given below.

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Aboriginal Australians

Torres Strait Islanders

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Dreaming

Zogo Time

islands in Torres Strait

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hunter-gatherer

Country Place

. 10 000 years Creation stories te o named after language/land named after island community c . che e r o t Explain why Country and Place mean so much to r s ATSI people. super environment very important

Indigenous Australians looked after their Country/Place very carefully. One way they did this was to eat every part of an animal or plant or use it to make clothing, baskets, shelters, tools or weapons. Nothing was wasted.

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Answer the questions about the text.

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IMPORTANCE OF COUNTRY AND PLACE

Aboriginal and Torres Strait Islander people – 2

• the language group’s name • what it means • words from the language

• region it covers

• how the people lived in the past and how they live now

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Make notes about what you find out. Use these to present an oral, handwritten or word processed report.

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Australian Curriculum History: Community and remembrance

IMPORTANCE OF COUNTRY AND PLACE

Find out the language group of Aboriginal or Torres Strait Islanders in your local area. With a partner, write some questions about what you want to find out about the language group. Some suggestions:

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Language group study

Teacher information

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

Elaboration Identifying how traditional stories are important to Country and Place for Aboriginal and Torres Strait Islander people.

60 000 years ago (approx.) Aboriginal Australians migrate to Australia from Asia

Key inquiry questions

40 000 years ago (approx.) Land bridge to Tasmania disappears

Historical skills

8000 years ago (approx.) The Torres Strait Islands are formed when the land bridge between Australia and New Guinea is flooded by rising seas

• Locate relevant information from sources provided (ACHHS068)

1606

Historical concepts

1606

1788

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

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

Who lived here first and how do we know?

• Use historical terms (ACHHS066)

• Develop texts, particularly narratives (ACHHS070)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

• Sources

• Continuity and change

Background information

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• Cause and effect

• Significance

• In Aboriginal and Torres Strait Islander culture, there are two kinds of traditional stories. Creation stories explain the beginnings of the Earth and its people. Others tell about culture and traditions, such as the responsibilities and relationships within families and to the environment.

European settlement in Australia

• In Aboriginal culture, the term ‘Dreaming’ is generally used to describe Creation time, along with their spiritual beliefs. Specific terms—e.g. Dreamtime rather than Dreaming—vary among language groups. Neither of these terms is used in Torres Strait Islander culture, but they do have Creation stories. These are centred mainly on the Tagai, or warrior, and focus on the stars, as Islanders are seafaring people.

Resources

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• A collection of Dreaming stories with a map showing where they come from <http://www.abc. net.au/dustechoes/dustEchoesFlash.htm> • Aboriginal story series by Pamela Lofts. Eight books of Creation stories suitable for 5 to 9 years.

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• An animation of a compilation of versions of The Rainbow Serpent (featured in many Dreaming stories) <http://www.youtube.com/ watch?v=pCuuRRrfOXo>

– Tiddalik the frog

• The following website includes photographs of some of Uluru’s features and the stories retold on page 7, which students could be shown. <http://edf2301uluru.blogspot.com.au/2011/03/dreamtime-stories.html> • Before the students are introduced to the activity about retelling a traditional Aboriginal or Torres Strait Islander story on page 9, the features of a narrative should be revised.

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• Well-known Indigenous stories students can search for include: – How the kangaroo got its tail

Teaching notes

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Traditional stories

• The story chosen could be one heard from an elder visiting the class or from listening to or reading one from a website or book such as those listed in the Resources section. • The students’ stories could be published using a word processing program, a Powerpoint® presentation or written by hand with accompanying drawings or photographs.

– How the birds got their colours – Goo-goo-gaga the kookaburra – Why the crocodile rolls

Additional activities • Compare the similarities and differences among the narratives the students publish for the activity on page 9.

– Red waratah – How the echidna got its spines – Why the emu can’t fly – How the moon got into the sky – Tagai warrior/Story of Gelam, creator of the dugong (Torres Strait Islander stories)

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Aboriginal Dreaming stories: How Uluru was formed Uluru is a massive rock found in central Australia. The traditional lands of the Anangu people are around Uluru. The Anungu have Dreaming stories that tell how Uluru was formed and got its features, such as caves, springs, boulders and markings. Here are some of them.

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Story 1 Long, long ago, two boys were playing in the mud near a waterhole. They kept piling up the mud higher and higher until it became a big, flat sand hill. Eventually it turned to stone and became Uluru.

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A small red lizard man came to visit Uluru. He had his ‘kali’ with him, which is a curved throwing stick. He threw it and it landed in the side of Uluru. The lizard man tried to dig it out with his hands which left hollows in the shape of bowls. Later, the lizard man died in a cave. His body became the boulders on the floor.

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Story 3 Two bellbird men were stalking an emu which ran towards Uluru. But two blue-tongue lizard men killed it and chopped it up. The large pieces of meat became slabs of rock. www.ricpublications.com.au

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Story 4 When the bellbird men came back later to see the lizard men with the emu meat, they were only given a small piece. This made them extremely cross. They were the ones that had stalked the emu. They set fire to the lizard men’s home. The lizard men climbed up the rock face to try and escape. They fell and were burned to death. The smoke from the fire became the grey lichen on the rock. Their bodies are boulders partly buried in the ground. 7

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IMPORTANCE OF COUNTRY AND PLACE

Traditional stories are very important to Aboriginal and Torres Strait Islander people. They are connected with the Country or Place in which they live. Some are Creation stories and tell how the land, sea, plants, animals and people came to be. Others tell about their culture and how people should behave towards others.

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Traditional stories – 1

Why are traditional stories very important to Aboriginal and Torres Strait Islander people?

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What kinds of things are the traditional stories about?

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What do the Dreaming stories from the Anungu on page 7 tell about their Country?

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Story 1

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The Anangu people believe that Dreaming spirits still live around the rock, helping them. For example, they say the water serpent lives in a ravine on the rock. It fills up the waterhole when it starts to dry up.

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Answer the questions about the text.

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IMPORTANCE OF COUNTRY AND PLACE

Traditional stories – 2

Title:

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Orientation: Who or what is the story about? When/Where did it happen?

Complication and events: What was the problem? What happened?

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Resolution: How was the problem solved?

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Ending: What happened in the end?

Australian Curriculum History: Community and remembrance

IMPORTANCE OF COUNTRY AND PLACE

Find a traditional Aboriginal or Torres Strait Islander story in the library, on the internet or told to you by a visiting elder. Plan the story by making notes under the headings below. Then write, check and publish your retelling.

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Traditional story retelling

What has changed? ONE important example of change and ONE important example of continuity over time in the local community, region, state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061)

Teacher information

Time line

Elaboration Identifying and investigating examples of continuity in their local or wider environment.

Key inquiry questions How has our community changed? What features have been lost and what features have been retained?

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William Gocher is arrested for swimming at a Sydney beach during the day (no charges laid)

Historical skills

• Sequence historical people and events (ACHHS065) • Use historical terms (ACHHS066)

All daylight bans lifted

1907

First official surf lifesaving club formed at Bondi Beach, Sydney

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1905

1910

Australian swimmer and diver, Annette Kellerman, is arrested at a Boston beach in USA for wearing a one-piece swimming suit, instead of the accepted pantaloons

• Pose a range of questions about the past (ACHHS067) • Identify sources (ACHHS215)

• Locate relevant information from sources provided (ACHHS068) • Develop texts, particularly narratives (ACHHS070) • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts • Sources

• Continuity and change

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• Cause and effect

• Significance

Post WWII First bikini worn (showing minimal stomach area) 1980

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Females become active patrol members in surf lifesaving clubs for the first time

Resources

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• The following website contains images of people in Australia in various swimming costumes over time. <http://treasure-explorer.nla.gov.au/ closerlook/swimming-outfits-over-time> • This website presents a history of Australian beach culture. < http://digitaleditions.dlook.com. au/2013/02/surfs-up-australianbeaches/> • My place by Nadia Wheatley. The book shows the changes of a specific part of Sydney from 1989 backwards in decades through the eyes of children.

Background information

• Until the early 1900s in Australia, swimming (then called bathing) was banned in the ocean after 6.00 am and before 8.00 pm. Also, men and women were not allowed to bathe together. These attitudes were bound in Victorian era morality.

Teaching notes • Changes to beach attire and the way we use the beach has been used as a model for students to identify an example of change in their own or wider community. (Discuss the difference between ‘change’ and ‘continuity’.) The example given is a change in lifestyle, brought about by changing attitudes rather than technology, though materials used for swimming costumes, beach equipment and sunsafe practices involve changing technology.

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CHANGE AND CONTINUITY

up to early 1900s swimming (surf bathing) banned during daylight hours

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• Students can use the suggested websites in the Resources section, those they find themselves or other nonfiction sources to find out about the three dates in regard to the beach. • The example students choose to investigate on page 13 can be a change in lifestyle (usually caused by technological advancement) or a change to the natural or built environment. • It is important for students to pose questions other than those asked on page 13 in order to answer those questions and complete their history inquiry about a change, and create a narrative about it to share with the class. (Refer to suggestions on page 13.) • If their choice is an actual site, where possible, students should go on an excursion to obtain firsthand knowledge, as well as investigate other sources.

Additional activities • Discuss any aspects of their example on page 13 that have remained the same to explore the similarities and differences. • Investigate the use of bathing machines (horses pulled mobile wooden sheds into the water) and bathing sheds (on beach to change into beach attire) that were popular in the past.

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The three scenes on pages 11 and 12 show people at the beach in Australia at three different dates: 1900s, 1930s and 2000s.

r o e t s Bo r e p o u (b) Explain what you see in each scene. Discussk why these changes S might have happened. Scene A date:

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(a) Write the correct date on the line above each scene.

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Depending on which state or territory you live in, swimming costumes can be called ‘bathers’, ‘togs’, ‘cossies’ or ‘swimmers’. What do you call them?

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Australian Curriculum History: Community and remembrance

CHANGE AND CONTINUITY

If you look at photographs of the past, listen to people who are older or read information about your community, you will understand that many things have changed over time. It could be the type of transport used, the way food is cooked or how communicating with people has changed. Changes could have been made to the environment, such as clearing land for roads and houses.

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ONE important example of change and ONE important example of continuity over time in the local community, region, state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061)

What has changed? – 1

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

Scene B date:

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Australian Curriculum History: Community and remembrance

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CHANGE AND CONTINUITY

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What has changed? – 2

r o e t s Bo r Name of thing that hase changed: p ok u What was it likeS in the past?

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Make notes about the example you choose below. Then use them to create a poster, time line or report about your choice to share with others.

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Australian Curriculum History: Community and remembrance

CHANGE AND CONTINUITY

Research to find an example of something in your community, state or territory that has changed from the past. It could be to do with changing lifestyles or something in the natural or built environment.

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What I found that has changed

What has stayed the same? ONE important example of change and ONE important example of continuity over time in the local community, region, state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061)

Teacher information

Time line 1854

Elaboration

Flinders Street Railway Station opens (Melbourne Terminus)

Identifying and investigating examples of continuity in their local or wider environment.

Key inquiry questions

Historical skills

• Sequence historical people and events (ACHHS065) • Use historical terms (ACHHS066)

Work begins on viaduct with two lines to connect with Spencer Street Station

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1899

Worldwide competition to design new station facade

1900

Winners announced (two Vic. railway officials)

• Pose a range of questions about the past (ACHHS067) • Identify sources (ACHHS215)

• Locate relevant information from sources provided (ACHHS068) • Developing texts, particularly narratives (ACHHS070) • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts • Sources

• Continuity and change

• Significance

Work starts on foundations

1910

Flinders Street Station is completed

1915

Viaduct is duplicated

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1901

1978

• Cause and effect

Two more tracks added to viaduct

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1981/82 TV screen information introduced on platforms

• Flinders Street Railway Station is the oldest station in Australia (though the original station on the site was opened in 1854). Its archictectural style is described as ‘neo-classical’ and is built in granite and basalt. The clock tower, pavilions and octagonal dome part of the roof are linked by the facade. • After the viaduct was built between Flinders Street Station and Spencer Street Station in the late 1880s, Flinders Street had to be extended because of the increased passenger traffic using the station. This prompted the competition for the new facade. The original station, which had been built ad hoc since 1854, was replaced or ‘absorbed’ into the new station.

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1888

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How has our community changed? What features have been lost and what features have been retained?

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On same day, Australia’s first public steam train travels from there to Port Melbourne (Sandridge)

• Each weekday, 1500 train movements are made in and out of the station.

Teaching notes

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• Flinders Street Railway Station has been used as a model for students to identify an example of continuity in their own or wider community. (Discuss the difference between ‘continuity’ and ‘change’.) As is the case with the station, the example students will investigate on page 17 will have had some changes made over time, but its purpose will have remained the same. • Students can use the suggested website in the Resources section, any they find themselves or other nonfiction sources to construct the time line about Flinders Street Station on page 16.

Resources • The following website contains information about the history and a video showing past scenes of Flinders Street Station, with links to further websites. <http://www.onlymelbourne.com.au/ melbourne_details.php?id=774>

• The example students choose to investigate on page 17 does not have to be something built, it can be a natural environment like a local area of land that has always been a park or bushland or an actual national park; e.g. Great Barrier Reef. • It is important for students to pose questions other than those asked on page 17 in order to answer those questions, complete their history inquiry about a continuity and create a narrative about it to share with the class. (Refer to suggestions on page 17.) • Where possible, students should go on an excursion to their chosen site to obtain firsthand knowledge, as well as investigate other sources.

Additional activities • Discuss the changes that have occurred to the example they chose on page 17, even though its purpose has been constant. Why did these changes occur? Australian Curriculum History: Community and remembrance

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

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The two photographs below are both of the Flinders Street Railway Station. One is soon after the present day building was completed and the other is a recent photograph. Which one is older? Explain how you know.

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R.I.C. Publications®

Australian Curriculum History: Community and remembrance

CHANGE AND CONTINUITY

Flinders Street Railway Station in Melbourne is a famous landmark. It is located on the corner of Flinders Street and Swanston Street. When it first opened more than 150 years ago, it was called the ‘Melbourne Terminus’. Over time, it has been extended and rebuilt. However, it has always had the same purpose—a railway station.

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What has stayed the same? – 1

Each of the dates below matches a piece of information about the history of Melbourne’s famous Flinders Street Railway Station. Cut out all the boxes and the photographs on pages 15 and 16. Use the internet and other sources to create a time line on a separate sheet of paper. Include any other photographs you might find or illustrations you draw.

r o e t s Bo r e p 1910 1915 ok2000s u S 1888

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1906

1899

1900

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As the original station needed to be enlarged, a worldwide competition to design a new facade (front) is held.

Flinders Street Railway Station, then called the ‘Melbourne Terminus’, is opened.

Flinders Street Station is the busiest © R . I . C . P u b l i c a t i o n s Two Victorian railway officials suburban railway station in the receive the • firstf prize the new Nearly orforr e vi ew pSouthern ur poHemisphere. sesonl y• design.

250 000 people use the station each day.

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1854

Work begins on a viaduct (bridge with arches) with two train tracks between Flinders Street and Spencer Street Stations.

Work begins to provide the viaduct (bridge with arches) between Flinders and Spencer Street Stations with four train tracks.

dome above the station commences.

Station is finally completed.

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o c . che e r o t r s up er Construction of the octagonal s The new Flinders Street Railway

The 13 original clocks at the main entrance of the station are now run by computers. In 1985, the steps had electrical heating circuits put in to keep them dry in the rain and stop people slipping.

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TONE important example of change and ONE important example of continuity over time in the local community, region, state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061)

What has stayed the same? – 2

Make notes about the example you choose below. Then use them to create a poster, time line or report about your choice to share with others.

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r o e t s Bo r e Name of place: p ok u Description: S

Notes about its history:

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How has it stayed the same?

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o c . che e r o t r s up er Sources that helped you finds the information:

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Australian Curriculum History: Community and remembrance

CHANGE AND CONTINUITY

Research to find an example of something in your community, state or territory that has not changed from the past. There may be things that have changed in some way, but its purpose is still the same.

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What I found that has stayed the same

How diverse groups shape a community The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Teacher information

Time line 1803

Elaboration

A short-lived settlement is established in the Melbourne area

Identify the cultural groups within a community and their influence over time.

Key inquiry questions What is the nature of the contribution made by different groups and individuals in the community?

Federation and the introduction of the White Australia Policy

• Sequence historical people and events (ACHHS065) • Use historical terms (ACHHS066)

• Pose a range of questions about the past (ACHHS067) • Identify sources (ACHHS215)

Historical concepts • Sources

• Continuity and change

• Cause and effect

• Significance

• Perspectives

1920s–1950s Large numbers of Italians migrate to Australia 1945–1982 Large numbers of Greek people migrate to Australia

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1970–1990 Policy change means refugees and migrants begin coming from Asia in large numbers

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Resources • <http://www.melbourne.vic.gov.au/ ABOUTMELBOURNE/HISTORY/Pages/ multiculturalhistory.aspx> Multicultural Melbourne

Background information

• Each city or town in Australia will have a settlement history which would have been influenced by many factors. These factors include resources in the area and reasons for settlement (e.g. farming, mining) as well as world events such as wars which caused many people to leave their countries of origin. • Assisted migration has also been offered throughout Australia’s history to increase the population and to recruit skilled migrants. This is where the government paid some or all of the passage to Australia and provided jobs and accommodation to the new arrivals..

Teaching notes

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CULTURAL GROUPS IN AUSTRALIA

1901

Mass migration to Australia is sparked by gold rushes. Many Chinese arrive along with British and Europeans

Historical skills

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1850

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

‘Batmania’ (now Melbourne) is founded by John Batman, who signs a treaty with the local Aboriginal people

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1835

• Students will need scissors, glue and an additional piece of paper to complete the activity on page 19. They can also access the internet to find pictures of each district to view or print.

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

• Discover how things have changed or stayed the same in your local community; for example, buildings, transport systems and recreational spaces. • Watch ‘Playing Beatie Bow’ a film set in Sydney in the 1870s and the present day. Discuss the changes over time the students can see. (Note: It is rated PG for one instance of bad language.)

• My home Broome by Tamzyne Richardson • Australian story: An illustrated timeline by Tania McCartney

Australian Curriculum History: Community and remembrance

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How diverse groups shape a community – 1 Greek Precinct – Lonsdale St

Vietnamese district – Victoria St

Melbourne is said to have the largest Greek-speaking population outside of Europe. The majority of Greek people immigrated to Melbourne after World War II (from 1945-1982). However, there was a Greek community in the city from about the 1930s.

People began leaving Vietnam in small boats to escape the government after the Vietnam war ended. The first ‘boat people’ arrived in Australia in 1978. The Australian government accepted other refugees from Vietnam and by 1985 many thousands had made a new home in Australia.

home of many restaurants, cafes and cake shops. The Antipodes cultural festival is held every March and celebrates Greek films, theatre, food and music.

Since then, this district in Melbourne has been home to a large Vietnamese community. There are many restaurants and Asian supermarkets and grocers in the area. The Victoria Street Lunar Festival is held here each year.

Between the 1920s and 1950s many Italians who immigrated to Melbourne settled in this area. The first espresso coffee machine in Australia was used in a cafe on this street in the 1950s. Melbourne is now famous for its coffee and cafes.

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gold rushes of the 1850s to find their fortune. Chinese-run stores and boarding houses were opened in 1854. Many Chinese people settled in this area at the end of the gold rushes.

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Today, Chinatown is a place with many restaurants, as well as Asian grocers and Chinese herb and medicine stores. Traditional Chinese festivals and celebrations take place in Chinatown throughout the year.

Today, the Italian Precinct has many Italian restaurants, cafes and shops. Every year in October the Lygon Street Festa is held here. The festival includes a waiters’ race and a spaghetti-eating contest!

Highlight the date in each box which tells when the community started in Melbourne. Cut out and glue the descriptions onto another sheet of paper in time order. Find or draw pictures to illustrate your time line. www.ricpublications.com.au

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Australian Curriculum History: Community and remembrance

CULTURAL GROUPS IN AUSTRALIA

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r o e t s Bo r e p ok u S Today, the Greek Precinct is the

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The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Melbourne is one of Australia’s most multicultural cities. Read about some of the cultural districts in Melbourne and how they developed.

How diverse groups shape a community – 2 Read about the history of Broome in Western Australia and the different cultures that have formed the community.

r o e t s Bosites in Broome that r e There are many p ok cultures. represent these different u S Chinatown was a major centre

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from around 1900. There were pearl sheds, eateries and pool halls. Today there are many shops, pearl showrooms and cafes here. Sun Pictures was originally a store and then a traditional Japanese Noh theatre. It was built by the Yamasaki family around 1900. The store was bought by a pearler and converted into a cinema. It has been running as an open air movie theatre since 1916.

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Soon, the beds of oysters were used up and divers began collecting them from the deeper waters. Initially, the local Aboriginal people would free dive to collect the shells in waters as deep as 10 metres!

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CULTURAL GROUPS IN AUSTRALIA

These settlers discovered beds of oysters with mother of pearl shells. Mother of pearl was used widely in Europe and America for making buttons and decorating ornaments and other items. This discovery quickly brought many more settlers to the region.

The Japanese cemetery in Broome is the burial place for hundreds of Japanese divers who lost their lives while diving for pearls. It is the largest Japanese cemetery in Australia and the first recorded burial here was in 1896. As well as a cemetery, this site is a popular tourist attraction today.

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As the industry grew, many people were flocking to Broome from across Asia. Large numbers of Japanese divers who used dive suits to go into deeper waters came to replace the Aboriginal free divers. Men from Malaysia,

Many people from Broome have Asian, Aboriginal and European ancestors in their families.

Sun Pictures was often subject to tidal flooding. People would just raise their feet off the ground and roll up their pants to try and stay dry. Men would carry women up to higher ground. A bank was built across the marsh to stop this flooding in 1974.

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The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

the Philippines and Koepang in The Yarawu people were the first people to live in the Broome region. Indonesia worked as deckhands on the boats or labourers on land. In the mid-1800s, British and other European setters began to inhabit Most of the shopkeepers in town the area and to set up stations for were Chinese and European people their flocks of sheep. owned the pearl lugger fleets.

How diverse groups shape a community – 3 Write a title above each photograph, and the year it was established. Use the text to help you write about each landmark then and now. Site:

Year:

Then

Now

Site:

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Now

Hundreds of Japanese pearl divers died from decompression sickness (also called divers’ disease or the bends) or by drowning. Decompression sickness can happen when divers rise from deep waters to the surface too quickly.

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Australian Curriculum History: Community and remembrance

CULTURAL GROUPS IN AUSTRALIA

Year:

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Now

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Site:

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The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Then

Looking at our community The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Teacher information

Time line 1788

Elaboration Identify the cultural groups within a community and their influence over time.

The First Fleet arrives

1790–1830s British convicts and settlers spread across the country

Federation and the White Australia Policy (restricting immigration from Asia and the Pacific Islands)

1918–1939 Soldier settlers and persons displaced by World War I arrive.

Historical skills

• Use historical terms (ACHHS066)

• Pose a range of questions about the past (ACHHS067) • Identify sources (ACHHS215)

Historical concepts • Sources

• Continuity and change

• Empathy

• Perspectives

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• Cause and effect

• Significance

1945–1951 Persons displaced by World War II arrive from across Europe

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1970–1990 Policy change means refugees and migrants begin coming from Asia

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1990–Present Migrants arrive from across Africa

Resources • <http://www.youtube.com/ watch?v=bIVVn6tFK7s> A short video describing different communities (set in Arizona USA).

Background information

• Australia is somewhat unique in that there are some people who live in very remote and isolated communities in this country. Exploring these communities with the students will help them to understand the challenges these people face. • Functions of communities will determine their features and this can be explored with the students when they identify what is in their community.

Teaching notes

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Teac he r

What is the nature of the contribution made by different groups and individuals in the community?

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

1850–1900 The gold rushes spark mass migrations to Australia. Many British, European and Chinese arrive. Cameleers from Pakistan and Afghanistan arrive 1901

Key inquiry questions

• For page 24 students may need to conduct research (this will depend on the size of the community). Invite students to share what they know about the local community before they conduct further research. • To complete page 25 students will need to refer back to the text on pages 19 and 20, as well as looking at the information they gathered on page 24.

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

• As a whole class, construct a community development time line outlining why the community started in that location and when. Add significant arrivals of groups of people as well as construction of significant buildings and development of natural environments. Use local sites, museums and online collections where applicable. • After excursions or visits to significant sites, create brochures or pamphlets for tourists about the site/s.

• Sandtraks – salt water and sand tracks by R.I.C. Publications documents life in a remote Aboriginal community. • Our World: Bardi-Jaawi Life at Ardiyooloon by One Arm Point Remote Community School.

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Looking at our community – 1 Read about the features of a community so you can investigate your local community and think about how it developed over time. There are many different kinds of communities across Australia. Your community might be urban (in a city), suburban (in the suburbs surrounding a city), rural (in a country town or in a farming area), or even remote (in a very isolated community or on an isolated property). The following features are a part of most communities:

Commercial outlets r o e t s Bo outlet is any place er Dwelling places are p where people A commercial ois conducted. This live. People mightu live in a house, where businessk Sfarmhouse, unit, apartment, could be a shop, restaurant, or a shopping centre. It could also be a place that offers a service, like a hair salon or a mechanic’s workshop.

Community facilities

Religious buildings

Community facilities are places where the people in the community can go for a range of purposes. Parks, swimming pools, cemeteries, community centres and sporting grounds are some examples.

Communities may have a few or many religious buildings. Churches, temples, mosques, synagogues and monasteries are all types of religious buildings.

Primary industry

Architecture (styles of buildings)

Farming of animals or crops, fishing, mining and forestry plantations (for wood) are all examples of primary industry. Primary industry usually happens in rural or remote areas.

All of the buildings in your community will have architectural features. Sometimes, these features can tell us about when the building was constructed. We can also see cultural influences in architecture.

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Greek columns

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CULTURAL GROUPS IN AUSTRALIA

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houseboat or a caravan. Your community will have some or all of these dwelling places.

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Dwelling places

Looking at our community – 2 Now that you know about the different features that make up a community you can look at your local community. Make notes in each box about the features in your local community.

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Community facilities

Religious buildings

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Architecture (styles of buildings)

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Use the information you have gathered to create a Powerpoint® presentation which describes the features in your community and how they developed over time. Include photographs. Architecture is the art and science of designing and constructing any built environment. This can include cities, buildings, interiors (inside) and landscapes.

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The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Commercial outlets

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CULTURAL GROUPS IN AUSTRALIA

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Dwelling places

Comparing our community to others Use the text on page 19 to compare the two communities to your own. You will need to use the internet to research some of the answers. Fill in the table with ticks or crosses. The community:

Melbourne

Broome

r o e t s Bo r e p ok u S holds cultural celebrations significant to different groups has people who speak languages other than English living in it has signs and/or shop fronts written in languages other than English

has people from Asia living in it

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has people from Europe living in it has Aboriginal or Torres Strait Islander people living in it

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has religious buildings (e.g. church, mosque, temple, synagogue)

o c . has buildings with c different cultural e he r influences (e.g. Chinese arches, o t r s super Greek columns, Islamic domes) has places with different cultural influences (e.g. Japanese gardens, Aboriginal sites)

English is the only language spoken by about 80% of Australians. Other languages with significant numbers of speakers in Australia are Mandarin, Italian, Arabic and Greek. An Aboriginal language is the main language for around 50 000 people.

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CULTURAL GROUPS IN AUSTRALIA

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has shops and restaurants which sell foods from different cultures

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The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

has a mix of cultures living in it

Community development role models The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Teacher information

Time line

Elaboration The role that people of diverse backgrounds have played in the development and character of their communities.

1788 The First Fleet arrives

Key inquiry questions

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

1790–1830s British convicts and settlers spread across the country

What is the nature of the contribution made by different groups and individuals in the community?

Historical skills

Teac he r

1901 Federation and the White Australia Policy (restricting immigration from Asia and the Pacific Islands)

• Use historical terms (ACHHS066)

• Pose a range of questions about the past (ACHHS067) • Identify sources (ACHHS215)

• Locate relevant information from sources provided (ACHHS068) • Identify different points of view (ACHHS069) • Develop texts, particularly narratives (ACHHS070) • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts

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1918–1939 Soldier settlers and persons displaced by World War I arrive

• Sources

• Continuity and change

• Empathy

• Perspectives

• Cause and effect

• Significance

Background information

1945–1951 Persons displaced by World War II arrive from across Europe

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1970–1990 Policy change means refugees begin coming from Asia

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1990–Present Migrants arrive from across Africa

• On page 27 are just three examples of Australians from diverse backgrounds who have all made positive impacts in their communities or across the country. • Sidney Myer did a lot more charitable work for the people and government of Victoria. Students might like to investigate his other charitable acts to find out more about Sidney Myer.

Teaching notes

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1850–1900 The gold rushes spark mass migrations to Australia. Many British, European and Chinese arrive. Cameleers from Pakistan and Afghanistan arrive

• The activity on page 28 can assist students to think about a charitable or helpful class project (as suggested under Additional activities).

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• For page 29, ask students to be creative when constructing their posters.They may like to use the page to plan and construct a larger poster on cardboard.

Additional activities

Resources • The ‘Refugee diary’ series is four books written by Anthony Robinson which detail the journeys of children who flee their home countries for a better life in the UK.

• Organise a charitable class project with student input. It could be a food drive, cleaning up the school or local environment, or a ‘buddy’ system to help younger students. • Similar to the Christmas dinner poster activity, plan and advertise an event for your own community. Ask students to consider how they can best help their community—does it need a new skate park? Are there people in the community who can be helped?

• A true person by Marin Gabiann is a picture book about a young Afghan girl who is detained in Australia after arriving as an asylum seeker. • <http://www.racismnoway.com.au/> Is an anti-racism resource for Australian schools and has many educational resources.

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Community development role models – 1 Read about some Australians from diverse backgrounds who have worked to develop their communities.

David Wirrpanda (born 1979) © R. I . C.Publ i cat i ons David was born in Melbourne • f o r r e v i e w p u r p os esupoinn l y•He Anh and his and grew Victoria. Anh Do (born 1977) and Khoa Do (born 1979)

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was a talented Australian Rules footballer who was drafted to play for the West Coast Eagles in Perth. He played 227 games for the Eagles from 1996–2009. David launched the David Wirrpanda Foundation in 2005 to work with Aboriginal people across Australia. The foundation aims to help improve the lives of Aboriginal people through education and empowerment.

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brother Khoa were born in Vietnam. They came to Australia in 1980 as refugees. The family and a group of others made the long and dangerous journey in a small boat to escape their country and start a better life in Australia. Anh is a successful comedian and wrote a bestselling book called The happiest refugee in 2010. Khoa is a director. He received the Young Australian of the Year award in 2005 for his work with disadvantaged young people in Sydney.

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Simcha Baevski (as he was called at birth) was the youngest of 11 children from a poor Jewish family. Sidney immigrated to Australia in 1899 from Russia. He worked hard alongside his older brother in Victoria. The brothers soon became successful and were able to take over a store in Bendigo. This store was the first Myer—now one of the largest department store chains in Australia. As well as starting the Myer chain, Sidney is remembered for his work helping disadvantaged and poor people in the community. During the depression years when many people had no work or money, Sidney provided a Christmas dinner for 10 000 people in Melbourne. He also supplied gifts for all the children and gave people access to free transport to get to the function. The Sidney Myer Music Bowl in Melbourne was funded by the Sidney Myer Fund after his death and was named in memory of Mr Myer.

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The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Sidney Myer (1878–1934)

Community development role models – 2 Answer the questions about the community development role models you read about.

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There are lots of ways we can help others. Look at the list below and give an example of how people can help each other or improve their community. The first one has been done for you.

Time

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Money

Clothing

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People can volunteer and give their time to helping others; this could be by teaching them something or working in a homeless shelter. Volunteering time to pick up rubbish helps the community.

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Do you think it’s important for people to work together and help each other? Explain your answer.

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Food

The Australian of the Year and Young Australian of the Year awards are presented to people who have made a significant contribution in their field and who are role models for other Australians.

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The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Why do you think these people chose to help others?

Christmas dinner invitation Imagine you are responsible for creating the invitation poster for the Christmas dinner held by Sidney Myer on Christmas Day 1930 in Melbourne.

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Sidney Myer and 300 Myer staff worked at the Christmas function. They welcomed people, served them food and handed out Christmas gifts. Because there were so many guests the meals were served in shifts.

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

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Draft your poster design on this page. Before you start, view photos on the internet of: Christmas in 1930, posters from 1930 and the Royal Exhibition Building, Melbourne.

Who has developed our community? The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Teacher information

Time line

Elaboration The role that people of diverse backgrounds have played in the development and character of your community.

1788 The First Fleet arrives

Key inquiry questions

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1790–1830s British convicts and settlers spread across the country

What is the nature of the contribution made by different groups and individuals in the community?

Historical skills

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1901 Federation and the White Australia Policy (restricting immigration from Asia and the Pacific Islands)

• Sequence historical people and events (ACHHK065) • Use historical terms (ACHHS066)

• Pose a range of questions about the past (ACHHS067) • Identify sources (ACHHS215)

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1918–1939 Soldier settlers and persons displaced by World War I arrive

1945–1951 Persons displaced by World War II arrive from across Europe

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1970–1990 Policy change means refugees begin coming from Asia

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1990–Present Migrants arrive from across Africa

Historical concepts • Sources

• Continuity and change

• Empathy

• Perspectives

• Cause and effect

• Significance

Background information

• The text on page 31 is fictional and intended to illustrate how people from diverse backgrounds can develop and shape a community.

Teaching notes

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1850–1900 The gold rushes spark mass migrations to Australia. Many British, European and Chinese arrive. Cameleers from Pakistan and Afghanistan arrive

• Students can use local history, museums, online collections, local libraries and oral histories of community members to conduct their research on page 32. • For the report on page 33, students may need to conduct further research into the individual or group they choose to write about.

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

• Ask students to complete a family tree with the help of their families and work out where their ancestors have come from.

Resources • <http://www.youtube.com/watch?v=c_ cfGoOaXR8> A simple animated explanation about family trees.

• Invite a community figure, grandparent or elder in as a guest speaker to talk about changes in the community over time.

• Many local government websites have local history archives and photographs available online. • Window by Jeannie Baker (shows the development of land over time).

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Who has developed our community? – 1 Hi, my name is Owen Kelly. My family is Aboriginal. We do have an Irish ancestor too; my mum’s grandad was Irish. That’s why our last name is Kelly. There’s a swimming hole in town that’s important to our family. We like to go there for picnics and to swim and check out all the birds and animals in the bush. My grandma tells us stories about our ancestors and how the waterhole and the animals got there. It’s good that the waterhole and the bush land around it are in a park. Gran said that years ago the government wanted to clear the bush and put a big road through. Thankfully, the people protested and the land became protected. There are bins for peoples’ rubbish and to protect the native birds and animals, cats and dogs aren’t allowed into the park. I love it when we visit the waterhole!

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Hi, my name is James McInnes. My family has lived here for a long time. The hotel here has been in our family for years; my great, great grandmother’s family built it. My ancestors originally came from the United Kingdom and Ireland. Dad reckons they were probably convicts in the beginning! I love living in a hotel, especially one that’s over 100 years old. I also like helping Mum and Dad to run things, I can wash dishes and help prepare food in the kitchen if I get all of my homework done. The best thing though is the stories. We have a lot of old photos displayed on the walls. There are pictures of the soldiers who came to stay after the wars, and how the kitchen used to look before electric ovens and dishwashers were put in. Also there are photos of horses and carts outside, before people had cars. I sometimes imagine what it might have been like to live in those times.

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Hi, my name is Samira Khan. My dad’s great grandad was one of the first settlers to come to the region. He was a cameleer; he came from what is now Pakistan. The cameleers brought camels to Australia to help the explorers go into the desert areas which were too hot and dry for horses. They also transported goods into the goldfields and other remote places. The mosque in town was started by my dad’s great grandad and the other Muslim people here. At first it was just a small tin shed. They wanted to build a mosque so they could practise their religion here. My family and I go to the mosque (which isn’t a tin shed anymore) and I’m really proud that one of my ancestors helped to start it!

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The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Read about the history of some of the community features in Creektown.

Who has developed our community? – 2 Investigate individuals or groups who have helped to shape your community. Who?

Who?

Where?

r o e t s Bo r When? e p ok u S What did they do? What did they do?

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Where?

When?

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What did they do?

Where?

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When?

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When?

Who has developed our community? – 3 Use the information you gathered on page 32 to write a biography of a significant individual or group in your community. Title: Name of the individual or group

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Conclusion: Include a personal comment

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Communities can change, grow and even become smaller over time. Coolgardie in WA was once a large and thriving town. When the gold rush ended the population dropped rapidly and it became what is referred to as a ghost town.

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Significant events and achievements: How did they help to shape the community?

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The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062)

Dates: May be dates of birth and death or other significant dates

Australia Day Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC Week and National Sorry Day) and the importance of symbols and emblems (ACHHK063)

Teacher information

Time line Elaboration

(Events connected with Australia Day)

Understands the significance of Australia Day and some arguments for and against the way it is celebrated.

13 May 1787 Ships of the First Fleet, under the command of Captain Arthur Phillip, leave Portsmouth, England

Who lived here first and how do we know?

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

How and why do people choose to remember significant events of the past?

Historical skills

• Use historical terms (ACHHS066)

• Locate relevant information from sources provided (ACHHS068) • Identify different points of view (ACHHS069)

1818 First official celebrations to mark 30th anniversary of white settlement

• Develop texts, particularly narratives (ACHHS070)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts

1938 Aboriginal activists organise a ‘Day of Mourning’ protest on 150th anniversary of white settlement

• Sources

• Continuity and change

• Empathy

• Perspectives

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26 January 1788 First Fleet arrives in Port Jackson, Sydney Cove

Key inquiry questions

• Cause and effect

• Significance

Background information

• Captain Arthur Phillip, a farmer and sailor, led the First Fleet of 11 ships of approximately 1500 men, women and children. Six of the ships were for convicts. Captain Phillip became the leader of the settlement at Port Jackson (renamed Sydney).

1930 All states/territories recognise the Monday closest to 26 January as a national public holiday to celebrate Australia Day

• Australia Day has become Australia’s single biggest day of celebration and has become synonymous with community, with celebrations relevant to their local areas. • While many Indigenous Australians celebrate Australia Day, many feel that the date highlights the adverse effects of British settlement on their people; namely, loss of culture. It is described by them as ‘Invasion Day’ or ‘Survival Day’. An alternative date has been suggested several times over many years.

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1960 First Australian of the Year appointed on Australia Day

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1994 Celebrating Australia Day on 26 January becomes established

Resources

Teaching notes

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• Type words such as ‘Australia Day celebrations’, along with your state/city/ town and the present or upcoming year to find out what is/was on in your community. • This site provides an indigenous perspective on Australia Day celebrations (for the teacher) <http://www. creativespirits.info/aboriginalculture/ history/australia-day-invasion-day>

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• Several terms used on pages 35 and 36 may need to be explained to the students; e.g.‘colony’, ‘First Fleet’, ‘convicts’, ‘citizenship ceremonies’, ‘Invasion Day’. • For students to complete Questions 1 and 2 on page 37, discussion about the significance of National Sorry Day and Anzac Day will be needed so they can offer suggestions for and against each day. Discuss the fact that Australians continue to celebrate Australia Day in increasing numbers, either at home, with family or at community events. Would this change if the date changed?

Additional activities • Suggest alternative dates for Australia Day and reasons why. (Other proposed dates include Wattle Day, 1 September; Constitution Day, 9 July; Eureka Stockade, 3 December and the anniversary of the Australia Act, 3 March. • Write a factual recount (handwritten or with a word processing program) about how they celebrated Australia Day this year and share with the class. Include photographs or drawings.

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

Sydney Cove

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Australia Day is a public holiday. Many people celebrate the day with outdoor activities such as barbecues (with family or organised by the community), picnics, outdoor concerts or sporting events. Evening firework displays are held in many places around the country. Communities organise citizenship ceremonies on this day. People wave flags at events and attach them to their vehicles. Many of these events are also televised so people can watch them at home. These activities develop a sense of national pride and identity.

. te o c The National Australia Day Council gives out many awards on Australia . c e Day, such as Australian of the Year, Young Australian of the Year and the h r e o t r s individual achievements su Australia Day Honours list. These awards r perecognise in areas such as the arts, sport, medical research and helping the community. People from all kinds of cultural backgrounds—Asian, European, Aboriginal and so on—can be chosen to receive these awards.

Australia Day used to be widely thought of as Australia’s birthday. However, many people, especially Aboriginal and Torres Strait Islanders, consider it ‘Invasion Day’,the anniversary of when Australia was ‘invaded’ by Europeans. They feel a different date should be used to celebrate national pride in our country. www.ricpublications.com.au

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Australia Day is celebrated on 26 January each year. The day marks the date in 1788 when the First Fleet of settlers and convicts arrived in Sydney Cove from England to start a new colony in Australia. Although Aboriginal Australians had been living all over the land for more than 50 000 years, this was the first European settlement in Australia.

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Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC Week and National sorry Day) and the importance of symbols and emblems (ACHHK063)

Australia Day – 1

Australia Day – 2 Why was 26 January chosen to be Australia Day?

Why do people celebrate Australia Day?

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in paragraph 1. What is a citizenship ceremony?

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(b) Who can receive these awards?

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(a)

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r o e t s Bo r e Use a green highlight p ok pen to mark someu of the ways people celebrate S Australia Day described

o c . ch Why do some people feel that Australia Day should be celebrated on e r er o a different day? t s super

Australia Day has been called that name by all states and territories since 1946. It has also been known in different states and territories as ‘First Landing Day’, ‘Anniversary Day’ and ‘Foundation Day’. Australian Curriculum History: Community and remembrance

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Answer the questions about the text.

At various times since it became official that Australia Day would be celebrated on 26 January, other dates have been suggested for its celebration. Two of these dates are listed below. Write a sentence for and against each date. Date

For

Against

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Anzac Day 25 April

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Do you think we should choose a different day to celebrate Australia Day? Why/Why not?

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Did you and your family celebrate Australia Day this year? If so, what did you do? If not, what would you like to have done?

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National Sorry Day 13 February

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Australia Day – 3

Anzac Day Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC Week and National Sorry Day) and the importance of symbols and emblems (ACHHK063)

Teacher information

Time line (Events connected with Anzac Day) 1914 World War I (also called ‘The Great War’) begins

Elaboration Understands the significance of Anzac Day, the history behind it and some of the traditions at a memorial service.

Key inquiry questions How and why do people choose to remember significant events of the past?

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

25 April 1915 Australian And New Zealand forces (Anzacs) arrive at Gallipoli

Historical skills

• Use historical terms (ACHHS066)

• Locate relevant information from sources provided (ACHHS068)

Teac he r

December 1915 Evacuation of troops from Gallipoli 25 April 1916 Anzac Day officially named

• Develop texts, particularly narratives (ACHHS070)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts • Sources

• Continuity and change

Background information

• Cause and effect

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19 May 1915 John Simpson, soldier said to epitomise the Anzac spirit, is killed by a Turkish sniper

• Significance

• Empathy

• World War I, also known as the Great War, occurred between 1914 and 1918. It was the first conflict Australia was involved in as a whole nation, occurring 13 years after Federation. It was during this war, among other roles, that Australian and New Zealand Army Corps troops arrived in Gallipoli on 25 April 1915 to attempt to gain control of the Dardanelles.This would have enabled allied forces to regain contact with Russian forces, freeing up shipping and resources locked in the Black Sea.

1942 Anzac Day first commemorated at the Australian War Memorial (and has occurred there ever since)

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• Anzac Day: The beginning of a tradition (Ages 8–12) by R.I.C. Publications • Primary Australian history Book C (Ages 7–8) by R.I.C. Publications. This book has a section focused on John Simpson and his donkey. • This website provides background information about Anzac Day suitable for older students and teachers. <http://www.anzacday.org.au/education/ tff/commemserve.html> • My Grandad marches on Anzac Day by Catriona Hoy

• The Gallipoli Campaign was, by any military standards, a failure. But it led to recognition of what was to become known as ‘the spirit of the Anzac’ and was to define the way the new nation of Australia was to see itself. (At the end of the campaign, there were over 26 000 Australian casualties and more than 8000 killed. About 2500 New Zealand troops were killed.)

Teaching notes

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1927 First time every state observes a form of Anzac Day public holiday

• Students will need some understanding of World War I before completing this unit.

• Show students a large map of the world so they can see where Turkey is in relation to Australia and the strategic position of the Dardenelles.

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• Several terms used on pages 39 to 41 may need to be explained to the students; e.g. ‘defence forces’, ‘strait’, trenches’, ‘evacuated’, ‘march-past’, ‘significance’, ‘bugle’. The meaning of ‘The ode’ could also be discussed. • Students will need access to the internet and other nonfiction resources to find out the required information for page 41 and complete the table. Two useful websites suitable for students are: <http://www.forteachersforstudents.com.au/KidsMedia/ANZACDay/facts.php> <http://www.anzacday.org.au/education/tff/commemserve.html>

Additional activities • Write a factual recount (handwritten or with a word processing program) about John Simpson, the stretcher bearer at Gallipoli who used a donkey to fetch the wounded. His story epitomises the Anzac spirit. An annotated time line of his life could also be completed. • Research the history of the traditional Anzac biscuit and make a modern-day version.

• Simpson and his donkey by Mark Greenwood • Anzac Day parade by Glenda Kane and Lisa Ellen Australian Curriculum History: Community and remembrance

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Anzac Day – 1 Anzac Day is held on 25 April each year. It is a day to remember the people who served Australia in a war or who serve in the defence forces today. Anzac Day is also a time to think about peaceful ways to solve conflicts rather than by war. What is the history of Anzac Day?

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BLACK

SEA OF MAMORA

DARDANELLES

GALLIPOLI PENINSULA

AEGEAN SEA

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Unfortunately, the Anzacs were landed at the wrong place. The area had a narrow beach and steep cliffs on which the Turks could easily see them. The Anzacs had to dig trenches in the hard ground to hide and live in. They had little food and water and the weather was extremely hot. Flies and rats were everywhere. In spite of all this hardship, the Anzacs ‘stuck together’, helped each other out and courageously continued to fight. Many thousands of Anzacs were killed and wounded. Eventually, the troops that were left were evacuated by ships. This ‘spirit of the Anzac’ is still recognised and remembered today.

o c . Anzac Day is a public holiday in Australia. che e r Cities and towns all over the country hold dawn o t r s s r uThese services. peinclude events like a soldier

How is Anzac Day commemorated in Australia?

playing special tunes on a bugle, a short prayer, a hymn, an address by an important speaker, a silence of one minute, a special poem called ‘The ode’, singing of the national anthem and the laying of floral wreaths. In the larger cities, there is a march-past. Here you will find men and women who served in a war or are in the services today. Often, you will see young people marching for their relatives who are no longer able to march. Many schools also hold Anzac Day services on a school day close to Anzac Day. www.ricpublications.com.au

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SEA The letters in ‘Anzac’ stand for Australian and New Zealand Army Corps. Soldiers from these two countries played a very important part during World War I which was from 1914 to 1918. These soldiers became known as the GREECE TURKEY Anzacs. On 25 April 1915, the Anzacs landed at Gallipoli on the coast of Turkey. Their job was to fight the Turkish army to gain control over an area called the Dardanelles. The MEDITERRANEAN SEA Dardanelles is a narrow passage of water (a strait). Then allied (friendly) ships could travel up the strait with much needed food, supplies and equipment for troops further north-east of the strait.

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What is Anzac Day?

Anzac Day – 2 Describe two things we should think about on Anzac Day. •

•

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r o e t s Bo r e (a) Use a highlight pen in the text to show some of the hardships the p o u k Anzacs had to face at Gallipoli. S

(b) Imagine you are an Anzac soldier at Gallipoli. Write one or two sentences to describe how you feel.

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o c . Why do you think ac one-minute silence is part of an e her r Anzac Day service? o t s super

The traditional start time for a dawn service is 4.28 am, the time of the first landings at Gallipoli.

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Answer the questions about the text on page 39.

In the table below are several things that are traditionally part of a memorial service like Anzac Day. Some information is given. Your task is to find out more about each one and fill in the missing information. (a) The Last Post This signal was traditionally made by a bugle to inform soldiers it was the end of the day. It is also sounded at the end of a soldier’s mortal ‘day’.

(b) Reveille Reveille is from an old French word meaning ‘to waken’ and was traditionally called to rouse soldiers from sleep. It is played to represent the waking of a dead soldier for a better life in the ‘next world’.

© R. I . C.Publ i cat i ons Saluting (e)r The (write the last• line) •f orr evi ew pu p oOde ses on l y It is thought that saluting first started when soldiers opened their hand to show they were not holding a weapon. It is a mark of respect.

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They shall grow not old, as we that are left grow old; Age shall not weary them, nor the years condemn. At the going down of the sun and in the morning

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Teac he r (d)

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r o e t s Bo r e p ok u S (c) Red poppies in Anzac Day wreaths (find out their significance)

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Anzac Day traditions

NAIDOC Week Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC Week and National Sorry Day) and the importance of symbols and emblems (ACHHK063)

Teacher information

Time line

Elaboration

1924 Australian Aborigines Progressive Association (AAPA) forms in Sydney

Understands the significance of NAIDOC Week and how it evolved from a long history of efforts by Aboriginal and Torres Strait Islander people.

Key inquiry questions Who lived here first and how do we know?

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

How and why do people choose to remember significant events of the past?

1935/37 Petition gathered and presented to Australian Federal Government to ask for Aboriginal representation in parliament; no response given

• Sequence historical people and events (ACHHS065)

1938 (26 Jan.) First ‘Day of Mourning’ held for Aboriginal Australians 1940 ‘Aboriginal Sunday’ observed by some Aust. churches

Historical skills

• Use historical terms (ACHHS066)

• Locate relevant information from sources provided (ACHHS068) • Identify different points of view (ACHHS069)

• Develop texts, particularly narratives (ACHHS070) • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts • Sources

• Continuity and change

• Empathy

• Perspectives

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Teac he r

1932 Australian Aborigines League formed by William Cooper

• Cause and effect

• Significance

1963 Indigenous Australians granted right to vote in Commonwealth elections (states soon after)

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1975 Aboriginal Sunday becomes National Aborigines Week

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1991 ‘NADOC’ becomes ‘NAIDOC’

2008 Federal Parliament offers an official apology to the ‘stolen generations’ on behalf of the Australian government

Background information

• NAIDOC Week evolved as the result of a long history of Aboriginal and Torres Strait Islander efforts to bring issues of concern to the attention of governments and the general public. Several attempts have been made by the Aboriginal community to raise awareness of the struggle of their people, such as the Australian Aborigines Progressive Association (AAPA) in 1924 and the Australian Aborigines League in 1932; a call for the representation of Aboriginals in parliament in 1935–37; the suggestion that a ‘Day of Mourning’ be held on Australia Day to stir the conscience of non-Indigenous Australians in 1937–38, and a call for new policies for Aboriginal affairs, citizenship status and rights to land.

Teaching notes

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1957 National Aborigines Day Observance Committee formed (NADOC)

• Several terms used on pages 43 and 44 may need to be explained to the students; e.g. ‘Indigenous’, ‘non-Indigenous’, ‘citizens’, ‘issues’, ‘culture’.

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• Students will need access to the internet and other nonfiction resources to find out the required information for page 45 and complete the time line. Two websites that provide background information about NAIDOC that students could use with teacher guidance to complete page 45 are: <http://www.naidoc.org.au/about/>

<http://www.naidoc.org.au/about/naidoc-history/>

Resources • Primary Australian history Books C and D by R.I.C. Publications include a section on NAIDOC Week. • This video shows a NAIDOC celebration in the community of Hawkesbury, about an hour’s drive from Sydney NSW. <http://www.youtube.com/ watch?v=l82CP9WjGRg>

• Teachers will need to discuss these events in more detail with the students so they see the connection in the NAIDOC time line.

Additional activities • Create an oral, written, pictorial or digital representation (or use a variety of these) to recount and display what individual students or the class/school did to celebrate NAIDOC Week this year. • Discuss the different perspectives about NAIDOC Week held by an Indigenous and nonIndigenous person; e.g. the former could be imparting culture to others while the latter could be learning about Indigenous culture. (Note: NAIDOC activities also give young Indigenous children an opportunity to learn about their culture too.)

Australian Curriculum History: Community and remembrance

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A Year 3 class was given the task of finding out about NAIDOC Week. This is what two students found out. They presented their information in the form of an interview. Dylan: What do the letters NAIDOC stand for, Ruby? Ruby:

They stand for ‘National Aboriginal Islander Day Observance Committee’.

r o e t s Bo in July each year. r Ruby: It is held from thee first to the second Sunday p o u k Dylan: How did NAIDOC Week first begin? S Ruby: It has a long history. As far back as the 1920s there were attempts

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Dylan: That means NAIDOC Week is about Australia’s Indigenous people. When is it celebrated?

Dylan: Ruby:

Dylan: What kind of ways can schools celebrate it? Ruby:

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Australia too! A different city each year hosts the Indigenous Achievement Awards. Communities organise things like Indigenous cultural displays of art, storytelling and dance.

There is a poster competition each year students can enter. These can be displayed. Schools can hold flag raising ceremonies; have lessons about Aboriginal music, dancing and Dreaming stories; or invite Aboriginal elders to visit and talk about their culture. Can you think of anything else, Dylan?

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Dylan: Schools could also visit a local Indigenous site or museum or find out the meaning of any Aboriginal placenames in their community or around Australia.

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by Aboriginal Australians to raise awareness of the problems suffered by their people. Things like poor living conditions, their lack of rights concerning land and that they were not even considered Australian citizens! It took a long time for these issues to be noticed and acted upon by the government and the Australian people. NAIDOC Week is the result of this finally happening. The whole week is about celebrating Indigenous culture, history and achievements.

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NAIDOC Week – 1

NAIDOC Week – 2 Which groups of people make up Indigenous Australians?

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

What were three of the problems Indigenous Australians had to bring to people’s notice? •

•

Who celebrates NAIDOC Week?

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•

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o c Which activity talked about in the interview do you . think would help c e h r you understand more about Indigenous culture? Explain why. er o t s s r upe

From when the committee was first formed until 1991, NAIDOC was called NADOC. It changed in that year to include Torres Strait Islanders (‘I’ stands for ‘Islanders’).

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Answer the questions about the text.

Read the information in the boxes below. Research to find out the year each event happened. Cut out the boxes and glue each to the correct place on the time line. 1935 1937 1938

r o e t s Bo r e p ok u S 1955

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1995

NAIDOC Week becomes NAIDOC to include Torres Strait Islanders.

First ‘Day of Mourning’ is held for Aboriginal Australians to make others aware of their suffering.

Day weekend becomes known as ‘Aboriginal Sunday’.

National Aborigines Week.

Aboriginal Sunday shifts to the first Sunday in July so it is seen as a celebration and not a protest.

A petition is presented to the federal government asking for Aboriginal people to be represented in parliament.

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o c . che e r o t r s supe r The Sunday before the Australia Aboriginal Sunday becomes

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1975

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1940

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NAIDOC time line

Other significant days and weeks Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC Week and National Sorry Day) and the importance of symbols and emblems (ACHHK063)

Teacher information

Time line Days and weeks celebrated or commemorated in Australia, especially significant to ATSI people

Elaboration Understands the significance of other significant days and weeks for Aboriginal and Torres Strait Islander people.

Key inquiry questions

26 January Australia Day

Who lived here first and how do we know?

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

How and why do people choose to remember significant events of the past?

21 March Harmony Day 25 April Anzac Day

26 May National Sorry Day

Historical skills

• Use historical terms (ACHHS066)

• Posing a range of questions about the past (ACHHS067)

• Locate relevant information from sources provided (ACHHS068) • Identify different points of view (ACHHS069)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts • Sources

• Continuity and change

• Empathy

• Perspectives

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13 February Anniversary of the National Apology to Australia’s Indigenous People

• Cause and effect

• Significance

CELEBRATE AUSTRALIA

27 May to 3 June National Reconciliation Week 3 June Mabo Day

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NAIDOC Week First to second Sunday in July

Resources

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• <http://www.nsdc.org.au/> Home page of National Sorry Day Committee • <http://www.harmony.gov.au> Harmony Day home page • <http://www.reconciliation.org.au> Reconcilation Australia home page

Background information

• The theme of Harmony Day, ‘Everyone Belongs’, aims to develop and instil in all Australians an awareness of racial tolerance, similarities and differences among people of the same and different cultures, living together in harmony, and peace and understanding. • Reconciliation Day and Week involve continuing to raise and build awareness of ATSI people’s history and culture and to change misunderstood attitudes towards them. The week is about building mutually respectful relationships between ATSI people and other Australians. • The apology of 13 February 2008 refers to the lack of rights of Indigenous parents and children forcibly separated by the authorities. The apology of 16 November 2009 refers to all children, including the Stolen Generation, who suffered abuse and neglect in institutions.

Teaching notes

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27 May Reconciliation Day

• This unit would best be completed after the units on pages 34–45.

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• Several terms used on pages 47 and 48 may need to be revised/explained to the students; e.g. ‘harmony’, ‘significant’, the difference between a ‘celebration’ and a ‘commemoration’, ‘Indigenous’, ‘institutions’. • Discuss the Stolen Generation with the students; asking them to imagine how they might have felt will assist in answering Question 3 on page 48 in their own words. • For students to complete page 49, they could refer to pages 34 to 45 and use the internet or other sources for information.

Additional activities • Investigate special days for their specific state or territory; e.g. Western Australia Day (first Monday in June) or Proclamation Day (26 December, South Australia). • Write a factual recount about how students celebrated or commemorated at school or with their family/friends one of the special days covered in this unit.

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Besides Australia Day, Anzac Day and NAIDOC Week, there are other important Australian celebrations or commemorations. Read the information about these significant days. Harmony Day (21 March)

National Reconciliation Week (27 May to 3 June) The word ‘reconciliation’ has to do with trying to make things right once more. In the past, ATSI people were not allowed to do things such as vote, be part of the census or have land rights. Reconciliation Week is about remembering how these unfair things have stopped and how to continue to make things better in the future. During the week, events such as flying an Aboriginal or Torres Strait Islander flag,or listening and talking to a guest speaker about reconciliation are held.

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

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National Sorry Day (26 May) (13 February) Anniversary of the National Apology to Australia’s Indigenous Peoples

. te and 1960s, many Indigenous (ATSI) children During the 1950s were taken o c . from their families and raised in institutions or by non-Indigenous families. c e her r They grew up not knowing their culture. These o children and adults are t s stopped this practice in s up called the Stolen Generation. The government er 1969, but many Indigenous people were affected forever.

National Sorry Day is a way of making things better. Indigenous and non-Indigenous people get together for barbecues, concerts, join street marches and raise an ATSI flag. People can write messages in a Sorry Book. On 13 February 2008, Kevin Rudd, who was prime minister at the time, apologised on behalf of the Australian government to all the Stolen Generations and their families. This day is commemorated each year. www.ricpublications.com.au

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Teac he r

People from many different cultures call Australia their home. This includes Aboriginal and Torres Strait Islanders (ATSI), the traditional owners of our land, and those who have come from other countries. The message of Harmony Day is ‘Everyone Belongs’. Australians from different backgrounds all help to make Australia a better place to live in peace and understanding. The day is celebrated in communities across the land through activities like sharing cultural meals, storytelling, dance, sport and art.

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Other significant days and weeks – 1

Other significant days and weeks – 2 Why do you think the word ‘harmony’ was chosen for ‘Harmony Day?

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

(a) What were three unfair things that had to be made right for ATSI people? •

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• •

(b) What is the name of the week when we remember the things that have improved for ATSI people and what can be done in the future?

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(a) What do you think about what happened to the Stolen Generation?

(b) What would you ask someone from the Stolen Generation?

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Why is 13 February commemorated each year?

In May 1967, Australians voted in a referendum that made Aboriginal Australians Australian citizens with the same rights as everyone else.

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Answer the questions about the text.

Australia has several special days throughout the year to celebrate or commemorate important events. Complete the table below with four of these special days. One has been done for you. Day/Date

Who?

What?

Why?

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25 April

services.

school services.

peaceful ways to solve conflicts.

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Anzac Day

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To remember r o e t sDawn services, Many Australians, those who served B r e o especially those march-past Australia in a war p o u who served in a parades, minute’s k or defence force S war or the armed silence, flag raising, and to think about

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Australian celebrations and commemorations

Symbolism of flags Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC Week and National Sorry Day) and the importance of symbols and emblems (ACHHK063)

Teacher information

Time line

Elaboration

1901 1 January Federation: International competition announced to find an Australian flag Competition winners and designs announced

Key inquiry questions Who lived here first and how do we know?

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

3 September Flag flown for first time on Exhibition Building in Melbourne

1908 Seventh point is added to the Federation Star 1908–1940 Both flags used indiscriminately

How and why do people choose to remember significant events of the past?

Historical skills

• Sequence historical people and events (ACHHS065) • Use historical terms (ACHHS066) • Identify sources (ACHHS0215)

• Locate relevant information from sources provided (ACHHS068) • Identify different points of view (ACHHS069) • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts • Sources

• Continuity and change

• Cause and effect

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1902 Two flags officially approved by King Edward VII—gazetted in 1903

Teac he r

Examining the symbolism and history of the Australian National Flag, the Australian Aboriginal flag, Torres Strait Islander flag and each state and territory’s flag.

• Significance

• Perspectives

1971 Australian Aboriginal flag first flown in Adelaide

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1992 Torres Strait Islander flag adopted

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1995 Australian government officially recognises both Indigenous flags as ‘Flags of Australia’ 1998 Flags Act amended

Background information

• There were five joint winners (each had similar designs that were combined for the final design) for the flag competition in 1901, all sharing the first prize of £200. • Until 1953, the Australian flags were called ‘ensigns’. Both the red and blue ensigns were flown indiscriminately, as people were confused about when to use each flag (see time line).

Teaching notes • Several terms used on pages 51 to 53 may need to be discussed with the students; e.g.‘ensign’, ‘Federation’, ‘Southern Hemisphere’, ‘ochre’.

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1953 Flags Act passed by Australian government, declaring the blue ensign to be Australia’s national flag and the red ensign the civil flag

• For students to complete the activities on pages 51 to 53, the following websites could be used: – <http://www.itsanhonour.gov.au/symbols/flag.cfm>

– <http://www.ausflag.com.au/australian_state_and_territory.asp> <http://www.flagsaustralia.com.au/ > (these sites will show students the meaning of each state and territory’s badge and how to colour the flags)

o c . che e r o t r s super – <http://www.itsanhonour.gov.au/symbols/otherflag.cfm>

– <http://www.naidoc.org.au/celebrating-naidoc-week/indigenous-australian-flags/>

Additional activities

• Investigate special occasions when the three flags are flown and how and why they are sometimes flown; e.g. half-mast. A useful website is: <http://www.australiaday.com.au/studentresources/flaguse.aspx> • Further information is available at the Australian government ‘It’s an honour’ website.

Resources • Australian flags and emblems by Karen Tayleur

• There is ongoing discussion about a new flag for Australia. Do students think a new flag is needed? Students could design a new version. What elements would they keep from the present flag? What would they change? • Compare the Australian and New Zealand flags. How are they different? • Discuss the use of the Boxing Kangaroo flag, often seen at international sporting events.

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When Australia became a nation in 1901, a flag was needed to represent the new nation. Read about what each of the parts mean and colour it. Key

The Union Jack reminds us of our history with the United Kingdom.

b – blue

r o e t s B r e oo The Federation Starp has seven u k points: six to represent the states S and one for the two territories.

r – red

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Each of the dates below matches a piece of information about the history of the Australian National Flag. Cut out the boxes. Use the internet and other sources to create a time line on a separate sheet of paper. 1901: 3 September

1953

1998: March

A seventh Prime Minister point is Barton added to the announces Federation an Star to international represent the competition six states and to design a two territories. flag.

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1903

1908

1998: 3 September The first Australian National Flag Day is observed.

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early 1901

King Edward officially approves two versions of the flag of Australia— the Commonwealth Blue Ensign—and the merchant navy flag—the Commonwealth Red Ensign.

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An Australian The Flags Act is passed National The Flags Act is amended to state that the Flag is flown to state that the Australian Commonwealth Blue Ensign National Flag can only for the first is the National Australian time from the be changed with the Flag and the Australian agreement of the Australian Exhibition Red Ensign is to be used for Building in people. Australian merchant ships. Melbourne. www.ricpublications.com.au

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The Southern Cross can only be seen in the Southern Hemisphere. It reminds us of our location.

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The Australian National Flag

Indigenous Australian flags

b – blue g – green Follow the key to colour the Australian y – yellow Aboriginal flag and Torres Strait Islander flag. r – red bk – black Use the words below to complete the information about what the different parts mean. Australian Aboriginal flag

Torres Strait Islander flag

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

Black represents the Aboriginal

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The green strips represent the

The strip © R. I . C.P ublue bl i carepresents t i onsthe . and the colour of ochre which • f o r r e v i e w p u r p o sesonl y• is used in ceremonies. It also 2

Red stands for the

The black lines represent the Torres

represents the

shed

Strait Islander

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in defence of their land. The yellow circle represents the

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, the giver of

sun earth

The white dhari (dancer’s headdress) 9

in the

is a symbol for all

o c is. an important che The five-pointed star e r people bloodr symbol in navigating o the sea. The t s s r u e p life 4

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Torres Strait Islanders.

points stand for the island groups. five

sea

people

middle

land

The Australian Aboriginal flag was first flown in July 1971 in Adelaide and the Torres Strait Islander flag in May 1992 at a cultural festival in the islands.

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Key

Each Australian state has a flag with the Union Jack on a blue background. Each flag also has a badge that represents that state. Label each flag with its state. Colour it. Write facts about each badge. Flag and state

Facts about the badge

(a)

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(c)

(e)

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(f)

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(d)

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The Australian Capital Territory and the Northern Territory both have flags that look different from the states. Find (and attach) an image of each on the back of this sheet and describe the various parts. www.ricpublications.com.au

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(b)

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Australian state and territory flags

Significance of emblems Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC Week and National Sorry Day) and the importance of symbols and emblems (ACHHK063)

Teacher information

Time line 1908

Elaboration

Australia’s first national coat of arms granted by King Edward VII. It had the kangaroo and emu supporting the shield, and standing on a grassy mound

Examining the symbolism of Australian emblems, including the Australian Coat of Arms, state and territory floral and faunal emblems, and emblems of the student’s school and community.

Key inquiry question How and why do people choose to remember significant events of the past?

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

• Use historical terms (ACHHS066)

‘Advance Australia Fair’ officially becomes the national anthem Green and gold proclaimed Australia’s national colours

1988 CELEBRATE AUSTRALIA

1993

• Locate relevant information from sources provided (ACHHS068) • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts • Sources

• Continuity and change

Background information

• Cause and effect

• Significance

• An emblem is something that serves as a sign or symbol. Emblems are used throughout the world to represent the ideas, history and characteristics of groups of people. • Australia has no official faunal emblem, but the kangaroo and emu are widely considered as such. Australia has no official motto. Refer to the time line for other Australian national emblems.

Golden wattle officially becomes Australia’s floral emblem Opal proclaimed as Australia’s national gemstone

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Resources

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• Websites with information about national symbols and emblems: <http://www.dfat.gov.au/facts/coat_of_ arms.html> <http://www.peo.gov.au/students/fact_ sheets/national_symbols.html> <http://www.australiangeographic. com.au/journal/view-image. htm?index=7&gid=7381>

Teaching notes

• Several terms used on pages 55 to 57 may need to be discussed with the students; e.g.‘ermine’, ‘shield’, ‘wreath’, ‘motto’, ‘logo’, ‘native’. • The state’s and territory’s floral and faunal emblems have been chosen because they are either native to that state or territory or predominantly found there. Some states and territorys are missing an official faunal emblem. Others have more than one faunal emblem; i.e. a mammal, a bird and/or a fish. For page 56, students should choose one of the faunal emblems if a state or territory has more than one.

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1984

• Identify sources (ACHHS0215)

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Australia’s second coat of arms granted by King George V. It included the badges of the states on the shield and the sevenpointed Federation Star

Teac he r

1912

• On page 57, students are required to research emblems and symbols in their community. They should find out the significance behind each and write brief notes. A sporting club could be one they follow, rather than one they are a member of. Examples of own choice could include an emblem/logo for a car, an organisation like the Red Cross or RSPCA, Olympic symbols, supermarket logos, banks and so on.

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

• Students could compare their versions of the Australian Coat of Arms with others in the class. • Write a report on their state’s or territory’s floral or faunal emblem.

<http://en.wikipedia.org/wiki/List_of_ symbols_of_states_and_territories_of_ Australia>

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An emblem is a special picture or object used to represent something. It could be a group of people, a company, an idea or a country. The Australian Coat of Arms is an emblem that represents the nation of Australia. It is our most important emblem. Using the internet or another source, find and view a coloured image of the Coat of Arms that also includes information about it.

r o e t s Bo r e Draw arrows from each box to the correct parts of your Coat of Arms. p o u k A shield in the centre is divided into Above the shield is the sevenS six sections. Each section shows a pointed Federation Star. Six stars

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Teac he r

Draw the Coat of Arms inside the frame and colour it.

badge for each state. The badges have an ermine (fur) border.

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o c . che e r o t r s sp er The shield is held up by two u Small branches At the bottom native Australian animals, the red kangaroo and the emu. They are standing on two curved rests.

of wattle in flower are in the background.

of the shield is a scroll showing the word ‘Australia’.

The emu and kangaroo were chosen to support the shield as they symbolise the nation moving forward. Neither of these animals can move backwards easily.

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are for the states and one for the two territories. It sits on a blue and gold wreath.

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The Australian Coat of Arms

Each Australian state and territory has special emblems to represent it. The emblems include a Coat of Arms, a flag with a badge, a floral (plant) emblem, a faunal (animal) emblem and colours. Use the internet and other sources to complete the table. You can draw or attach pictures of the floral and faunal emblems, or just write the name. State/Territory

r o e t s Bo r e p ok u Swaratah Leadbeater’s Floral emblem

possum

Victoria

Queensland

Colour(s)

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New South Wales

Faunal emblem

maroon

South Australia

red, blue and gold

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Tasmania

Northern Territory

hairy-nosed wombat Tasmanian tiger bottle green, (unofficial) yellow and maroon

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o c . e Sturt’s c her r o t desert s s r u e p rose

Australian Capital Territory

ganggang cockatoo (unofficial)

Australia’s national floral emblem is the golden wattle. Its colours, when in bloom, are our national sporting colours, green and gold.

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Australia’s state and territory emblems

If you look around your community you will find examples of emblems and symbols that tell something about who or what they are. Schools have an emblem, a motto and school colours. Sporting clubs do too. Cars, shops and organisations have logos that are easy to recognise. Complete the table below to describe each emblem or symbol, its parts and what it means. Spaces have been left for your own choices. Draw or attach pictures of each.

r o e t s Bo r e p o Your sporting club: u k S

Your choice:

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Your choice:

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Your school:

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Emblems and symbols in my community

National days around the world Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)

Teacher information

Time line

Elaboration

14 July 1789 French revolutionaries storm the Bastille in Paris and start the French Revolution

Compare the significance of national days in different countries, look at why they developed and elements they have in common.

Key inquiry question How and why do people choose to remember significant events of the past?

Historical skills

Teac he r

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

4 July 1776 At war with the British, the colonies in America approve the United States Declaration of Independence in their congress

• Identify sources (ACHHS0215)

• Pose a range of questions about the past (ACHHS067)

Historical concepts • Sources

• Continuity and change

• Empathy

• Perspectives

• Cause and effect

• Significance

• <http://www.youtube.com/ watch?v=otnADq4Y0-A> Horrible Histories video on the French Revolution. • <http://www.kidskonnect.com/ subjectindex/16-educational/history/251american-revolution.html> Facts on the American Revolution.

CELEBRATIONS FROM AROUND THE WORLD

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• Mahatma Gandhi by Emma Fischel. • Paris 1789: A guide to Paris on the eve of the revolution by Rachel Wright

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Background information

• Most countries throughout the world celebrate or commemorate a national day each year. The UK and Denmark are two exceptions. • The national day often celebrates Independence from a colonial power or an uprising by the people to create fairer and more equitable living conditions.

Teaching notes

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Resources

• Use historical terms (ACHHS066)

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14 August 1947 The British withdraw their control in India and it becomes self-governing after years of peaceful protest and civil disobedience led by Mahatma Gandhi

• Sequence historical people and events (ACHHK065)

• Students will conduct research to complete page 59. This could be done in pairs or as a whole class using an interactive whiteboard. Students can view videos of the celebrations on Youtube™ or look for photographs in images to help them answer the question ‘How is it celebrated today?’ • Students will compare the elements of the national days on page 60. This could also be done as a whole-class activity. Follow with a class discussion about the similarities and differences between the days.

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

• View and discuss clips of national day celebrations across the world and explore how they are similar and different. • View and discuss historical artworks (France, America and India) and photographs (India) depicting the revolutions or independence movements in each country.

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Bastille Day – France

Independence Day – USA

Date: 14 July

Why? The British American colony had to pay high taxes on tea and other goods coming from Europe. They became tired of paying these high taxes to the British and started a war of independence. Independence from Britain was declared on 4 July 1776.

Date: 4 July

r o e t s Bo r e p ok u S How is it celebrated today?

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Teac he r

Why? The peasants and farmers of France were tired of being poor and hungry and paying taxes to the greedy rich. They organised a revolution (to get rid of the rulers of the country) and on 14 July 1789 revolutionaries stormed the Bastille (a prison in Paris). How is it celebrated today?

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under British rule from about the early 1800s. The people of India wanted to control their own country again so they took part in years of peaceful protests. On 14 August 1947 at midnight, Britain gave back control to India.

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o c . How is it celebrated ctoday? e her r Howt iso it celebrated today? s super With a partner, research each national day and find out how it is celebrated in the country today. Write what you find in dot points. Choose another national day from another country to investigate. Record your findings. www.ricpublications.com.au

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National Day: © R . I . C . P u b l i cat i ons Date: 15 August Date: •f orr evi ew pur p osesonl y• Why? India was Why? Independence Day – India

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Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)

National days around the world – 1

National days around the world – 2

The national day:

France

USA

India

Other

is a celebration of independence is a celebration of a revolution

r o e t s Bo r e ok has been celebrated forp less than 100 u years S

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has been celebrated for over 100 years

is celebrated in July

is not celebrated in July is celebrated with fireworks is celebrated with flags

is celebrated on the same day each year

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Which celebration would you most like to attend? Explain your choice.

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Match the picture to the National Day Celebration.

• USA: Independence Day • France: Bastille Day • India: Independence Day There are only a small number of countries which do not have a designated national day. Denmark and the United Kingdom are two of them.

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What elements do the national days from page 59 have in common? Tick the boxes or leave them blank.

The United Nations is an international organisation that was founded by 51 countries after World War II finished in 1945. The purpose of the organisation is to keep peaceful relations between countries, and to promote better living standards and human rights around the world. In 1981, the United Nations members voted to start an International Day of Peace. The first one was held on 21 September 1982 and it is now observed on 21 September each year.

r o e t s Bo r e p ok u Each year thereS is a theme. In 2010 it was ‘Youth for Peace and

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The idea of Peace Day is to promote the message of peace between and among peoples of the world. It also is meant to be a day of ceasefire. This means countries and peoples at conflict are encouraged to stop fighting for the day and reflect on what peace could mean for them. Development’ and in 2013 the theme was ‘Education for Peace’. What is the date of International Peace Day each year?

Event

(b) (c)

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(d)

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World War II finishes and the United Nations is established

(a) 1945

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(e)

There are many long-lasting wars and conflicts happening around the world. Conflict in Afghanistan has been ongoing since 1978 and drug wars in Mexico have claimed many thousands of lives since 2006.

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Date

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International Day of Peace

Chinese New Year Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)

Teacher information

Time line

Elaboration

2000 BC During the Shang Dynasty the New Year celebrations and traditions spread across the country

Key inquiry questions What is the nature of the contribution made by different groups and individuals in the community?

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

200 BC The lantern festival tradition started when the Emperors of the Han Dynasty lit lanterns to pay tribute to the universe

1911 The Republic of China was formed and China adopted the Gregorian (western) calendar - New Year celebrations were held on 1 January

1913 Name changed to Spring Festival in China (still known as Chinese New Year throughout the world)

How and why do people choose to remember significant events of the past?

Historical skills

• Sequence historical people and events (ACHHK065) • Identify sources (ACHHS0215)

Historical concepts • Sources

• Continuity and change

• Empathy

• Perspectives

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Investigate the origins and significance of international celebrations and celebrations important to particular cultural groups in Australia.

• Cause and effect

• Significance

2014 Year of the horse

• The celebration was traditionally held to reunite family and to wish everyone well for the year ahead. Life was difficult in rural China and each year flood, famine and disease would claim many victims.

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CELEBRATIONS FROM AROUND THE WORLD

Resources

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• <http://www.topmarks.co.uk/ ChineseNewYear/ZodiacStory.aspx> Story about the animals in the Chinese Zodiac as well as supporting activities. • Two websites detailing New Year celebrations across many different cultures students can access to complete page 57: • < http://www.scholastic.com/teachers/ article/new-year-celebrations-aroundworld>

Teaching notes

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2013 Year of the snake

• Twenty per cent of the world’s population is Chinese. In addition to the 1.3 billion people living in China there are significant Chinese populations in Taiwan, Malaysia and Singapore, Indonesia, Australia, the USA and many other countries.

• There are some variations to the stories and legends of Nian and the animals of the zodiac which you may like to explore and discuss with the students. • Students will need colours, scissors, glue and an additional sheet of paper to complete the activity on page 63.

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

• View and discuss clips of Chinese New Year celebrations around the world and explore how they are similar and different. • Discover the 12 animals of the Chinese zodiac and find out the stories and legends about how their order was determined.There are many educational resources available online for this topic.

• < http://www.fathertimes.net/traditions. htm> • Celebrate Chinese New Year: With fireworks, dragons, and lanterns by Carolyn Otto

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Chinese New Year is celebrated in many countries. The date of Chinese New Year is based on the lunar (moon) calendar so it is not the same each year, but it is always in January or February. Read about where some of the traditions began. A Chinese legend tells of a ferocious horned monster who lived at the bottom of the sea. This monster, called Nian, had the body of an ox and the head of a lion. Nian would come ashore each New Year’s Eve and eat people and cattle. Of course, the people were terrified and they moved far into the mountains each year to avoid the hungry Nian.

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r o e t s Bo r e pwere busy preparing to fleeok One year as the people to the mountains, u an old beggarS came to town. He was not worried and afraid as all the villagers were and he asked an old woman if he could spend the night in her house. She warned him against the idea but agreed and she hurried away to the safety of the mountains with the others.

Around midnight a starving Nian rushed into the village. He was very surprised to see the old woman’s house brightly lit and her door covered in red paper. Howling furiously, the monster charged at the door and was stopped in his tracks by the sound of explosions. Nian was very frightened by the noise. Suddenly, the door burst open and the old beggar came out wearing red and laughing hysterically. Nian was terrified and fled back to his home under the sea never to be seen again.

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Glue them on a separate sheet of paper in the correct order.

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Colour and cut out the pictures from the story.

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Each year after that, the people covered their doors in red paper, set off noisy firecrackers and lit lanterns to be sure to keep Nian away forever.

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Chinese New Year – 1

Chinese New Year – 2 Ni hao! I’m Mei-Li and I live in Xi’an, China. I’ll tell you about some of the traditions my family and community follow for the Chinese New Year.

Hi! My name is Sarah and I’ll tell you about how my family and I celebrate Chinese New Year in Sydney, Australia.

Most people have a whole week off work or school. Many people who live in the bigger cities come home for a ‘Reunion Dinner’ with their families. This means the trains and roads are very, very busy!

My dad’s grandad was from China so I have some Chinese heritage in my family. We don’t speak Chinese but we still like to remember our background. A lot of people who aren’t Chinese join in with the fun and celebrations too.

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sweep away any bad luck from the old year and to make way for good luck to come in. People decorate their windows and doors with red paper cut-outs with Chinese characters written on them. The characters mean things like ‘good fortune’ or ‘happiness’. There are decorations all over town and I love how everything looks red!

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r o e t s Bo r e p ok u S We clean the house really well to

Every year my family goes out for a special dinner at our favourite Chinese restaurant. Then it’s time for my favourite part of the Chinese New Year celebration, the Twilight Parade! There are loads of amazing floats, costumes and performers parading through the city. At the end of the parade, colourful fireworks are let off. My brother Dan’s favourite part of the parade is the dragon dance, but I prefer watching the acrobats and dancers.

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CELEBRATIONS FROM AROUND THE WORLD

After 15 days we end the celebration with the Festival of Lanterns. The red lanterns are hung up almost everywhere and there is music and dancing in the streets.

. tein the table to show how the girls celebrate. Write the words o c . e food, music, dancing, c lanterns, fi reworks, paper cut-outs, acrobats, floats, h r e o cleaning, decorations, dragon dance, parade, family r st s uper Mei-Lei

Both girls

Sarah

Find out how Chinese New Year is celebrated in your community. Australian Curriculum History: Community and remembrance

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Read about how two children from different countries celebrate each year.

New Year’s Eve is celebrated on 31 December in many countries around the world. Many people stay up past midnight to welcome in the New Year and there are often parties and fireworks! Some people set goals for the New Year, called New Year’s resolutions. Working with a partner, use the internet to find out about two different New Year’s Eve celebrations around the world. Complete the fact files. Country: r o e t s B r e How do people celebrate? How doo people celebrate? p o u k S

Illustration:

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Country:

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Pretend it is almost the end of the year. Write down a New Year’s resolution you’d like to work towards (set a goal for the year).

China is the most populous country in the world with around 1.3 billion people living there. There are also large communities of Chinese people living in other countries around the world, such as Australia, Singapore, Indonesia and the USA.

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How does your family celebrate New Year’s Eve?

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Other New Year celebrations

Celebrations around the world Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)

Teacher information

Time line

Elaboration Investigate the origins and significance of international celebrations and celebrations important to particular cultural groups in Australia and in other countries.

2000 BC The Hindu religion is established in India (date uncertain)

Key inquiry question How and why do people choose to remember significant events of the past?

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

1900 BC Judaism originates in presentday Israel with the prophet Abraham

Historical skills

• Use historical terms (ACHHS066)

• Pose a range of questions about the past (ACHHS067) • Identify sources (ACHHS215)

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33 AD Jesus is crucified and his disciples begin spreading teachings of Christianity 600 AD Muhammad the prophet of Islam begins his teachings

• Identify different points of view (ACHHS069)

• Develop texts, particularly narratives (ACHHS070)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts • Sources

• Continuity and change

Background information

• Cause and effect

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600 BC Siddhartha Guatama begins Buddhist teachings in northern India

• Significance

• Perspectives

• The celebrations described on the following page all have religious origins and significance; however, people who are not religious may also participate in the celebrations. • There are some variations in how and when the occasions are celebrated; the information provided on page 67 is brief and general.

Resources • A calendar of festivals: Celebrations from around the world by Cherry Gilchrist

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CELEBRATIONS FROM AROUND THE WORLD

• <http://www.bbc.co.uk/schools/religion/> Information for students about the religions and religious festivals and celebrations.

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• <http://www.abc.net.au/btn/story/ s3286388.htm> A video clip explaining Ramadan.

• Students can find out about Christmas celebrations around the world to compete page 61 at this web address <http://www. santas.net/aroundtheworld.htm>

Teaching notes

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• About 33% of the world’s population are Christians, 21% follow Islam, 15% are Hindu, 5% Buddhists, about 0.2% Jewish and around 15% are non-religious.

• Students in the class could be invited to share their experiences of the celebrations with their classmates where applicable. • Students will need to conduct internet research to complete pages 67 and 69. They could be instructed to work in small groups or pairs to support each other.

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• On page 69 students could be given different celebrations and countries to investigate and then share their findings with the rest of the class.

Additional activities

• Interview people from other cultures in the class or school or invite them to be guest speakers to share information about cultural and/or religious celebrations they participate in. • As a sequencing/personal history activity, students could create a personal celebration time line. For example, Christmas: in 2004 I celebrated my first Christmas, in 2008 when I was 5 my grandparents from South Africa came to spend Christmas with us, in 2010 when I was 7 I got a new bike with no training wheels.

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Celebrations around the world – 1 Diwali (Festival of lights)

Ramadan

Who? The Hindu or Indian community

Who? The Islamic community

When? Yearly in October or November

How? As well as the millions of lights, people celebrate by gathering with family, sharing food and exchanging gifts. Easter

Why? Ramadan is a time for Muslims to have self-discipline and to reflect on the lives of the poor who rarely get to eat well. It is also a time to study the Koran (the Islamic holy text).

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When? The 9th month in the Islamic calendar

r o e t s Bo r e p ok u S How? Muslims fast (which means they

Why? People light lamps, candles, fireworks and bonfires to help Lakshmi, the goddess of wealth, find her way into their homes.

don’t eat or drink) between sunrise and sunset during Ramadan. At the end of Ramadan, Muslims have a special feast celebration called Eid-ul-Fitr. Hanukkah

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How? Nine candles sit in a special candle holder called a menorah. The middle candle is used to light one candle each day for eight days. Jewish people remember the miracle of the small amount of oil that burned for eight days when they reclaimed their temple.

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Christmas When?

Who? Why? How?

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How? Many people go to Church on Good Friday and Easter Sunday. Some Easter traditions are pagan (from before Christianity) and include the exchanging of eggs and the ‘Easter Bunny’ visiting children.

Why? Jewish people remember the taking back of a Jewish temple from the Greeks over 2000 years ago.

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Why? Christians remember the death and resurrection (coming back to life) of Jesus Christ at Easter.

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Find out about some celebrations around the world that have religious origins.

Plan a recount about a memorable celebration your family has taken part in. Write your recount on another sheet of paper or type it on the computer. Celebration/Title Who?

When?

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Why?

r o e t s B r e oo How? p u k S

Events in order • • •

•

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CELEBRATIONS FROM AROUND THE WORLD

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• Conclusion

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The dates of celebrations such as Easter, Hanukkah and Ramadan change each year. This is because the calendars they are worked out from are based on the sun and the moon and sometimes the stars.

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C l b ti Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)

Celebrations around the world – 2

Christmas or Easter celebrations

How

is celebrated in

• • • •

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

How

is celebrated in

•

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•

• • •

•

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• •

is celebrated in

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• •

Christmas and Easter are holiday times in many countries, including Australia. Good Friday and Easter Monday are public holidays and so are Christmas Day and Boxing Day (December 26).

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How

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•

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In your group, investigate how Christmas or Easter is celebrated in three different countries around the world. Record your findings in dot points.

More celebrations from around the world Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)

Teacher information

Time line Selection of special days from around the world that are celebrated by different cultural groups in Australia 1 January New Year’s Day

3 March Doll Festival (Japan)

March/April Easter

Key inquiry question How and why do people choose to remember significant events of the past?

5 May Children’s Day (Japan) Second Sunday in May Mother’s Day

Historical skills

• Use historical terms (ACHHS066) • Identify sources (ACHHS215)

• Locate relevant information from sources provided (ACHHS068) • Identify different points of view (ACHHS069)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Historical concepts • Sources

• Continuity and change

4 July Independence Day (USA) 14 July Bastille Day (France) 15 August Independence Day (India)

Background information

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17 March St Patrick’s Day

Investigating celebrations important to specific cultural groups in Australia and other countries.

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

January/February Chinese New Year 14 February Valentine’s Day

Elaboration

• Cause and effect

• Significance

• The way we choose to celebrate and what we choose to celebrate are dependent on numerous factors such as culture, religion, community, family and upbringing. These factors, among others, combine to create a foundation of beliefs about celebration. Worldwide, these celebrations become identifiable features of communities and the way they celebrate is often a demonstration of their culture. Due to Australia’s multicultural nature, many special days that originated in other parts of the world are celebrated by people from a wide variety of backgrounds, not just a specific culture.

9th month of Islamic calendar Ramadan

First Sunday in September Father’s Day 21 September International Day of Peace

• The Moon Festival originated in the Northern Hemisphere in their autumn, as it was a celebration of the harvest finishing and people returning home to reunite with their families. This coincided with the first full moon of the new season.

CELEBRATIONS FROM AROUND THE WORLD

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October/November Diwali 31 October Halloween

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November 1 to 2 Day of the Dead 5 November Guy Fawkes Day

Fourth Thursday in November Thanksgiving

Late November/December Hanukkah 25 December Christmas Day

Teaching notes

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September/October Moon Festival • After reading about the two special days on page 71, students can relate if they celebrate either of them. They will need to research to complete the two questions at the bottom of the page. • The time line provides a variety of celebrations for the students to use to complete the investigative activity on page 72.

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• Page 73 provides an opportunity for students to share how they celebrate different special days in Australia. Students should choose three special days from those covered in the section from pages 58 to 72. At least one of them should be one that they celebrate so that Question 2 can be completed and shared with the class.

Additional activities

• Compare how students celebrate the same special day. What is the same and what is different? • Write a narrative or imaginative recount based on facts about a specific celebration.

Resources • Typing in the name of a celebration on YouTube™ often shows examples of a school or local community celebrating. • A calendar of festivals by Cherry Gilchrist • Children just like me – Celebrations! by Anabel and Barnabas Kindersley

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The two special days below were first celebrated in other places in the world. Now many people in Australia also celebrate them. Read the information then research to find the answers to the questions. My name is Tuyen and my family is from Vietnam. Every year in September or early October we celebrate the Moon Festival when the moon is full. It is also celebrated by many people from Chinese and Korean backgrounds.

I’m Liam and my family is from Ireland. In Australia on 17 March, many people who have an Irish background, and many people who do not, celebrate St Patrick’s Day.

in spring. In the other places, it is autumn. The festival is all about celebrating the beauty of the moon.

more than 1500 years ago.

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r o e t s Bo r e p ok u St Patrick is the patron saint of S In Australia, the Moon Festival is Ireland. He was a missionary there On this day, people remember St Patrick and the good things he did. They also celebrate Irish culture. Many people wear green, the national colour of Ireland, or wear a shamrock badge. I like to get dressed up like a leprechaun, which is a male Irish fairy. We have green foods and drinks, listen to Irish music and do Irish dancing. We also tell lots of jokes and laugh a lot!

Our family gets together with friends to decorate our backyard with lights and lanterns. After dinner, we all sit outside to watch the moon and eat special foods like moon cakes. These have sweet or savoury fillings inside. They are delicious!

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o c . che e r o Draw and colour an Irish shamrock and explain t r s super what it is.

In Australia, more than 600 000 people with a Chinese, Vietnamese or Korean background celebrate the Moon Festival.

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Why did the Moon Festival first begin?

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More celebrations from around the world – 1

With a partner, research to find out about a celebration that first began in another part of the world. Make bullet point notes about it beside the headings below. Then use the information to present what you learnt to others in your class. What is the celebration?

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

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When is it held? Who celebrates it?

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CELEBRATIONS FROM AROUND THE WORLD

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How is it celebrated?

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Why is it celebrated?

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More celebrations from around the world – 2

Celebrations

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

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Celebration

Brief description of it

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Choose one from the list that you have celebrated. Share how you celebrated it with the class by creating a poster or a Powerpoint™ presentation to help you with your talk. Use personal photographs if possible, or drawings or other images you find. www.ricpublications.com.au

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If so, how did you celebrate it?

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it?

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Choose three of the celebrations you have learnt about on pages 58 to 72 to complete the table.

Aboriginal and Torres Strait Islander people pages 2–5 Choose the correct answers. 1.

The letters ATSI stand for ‘Aboriginal and Torres (a) Sea (b) Straight (c) Strait

Islander’.

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

Aboriginal people use the word (a) Country (b) Environment

to refer to where they live. (c) Place

True or False? All ATSI people have Creation stories. (a) True (b) False

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Islanders use the word to refer to where they live. (a) Country (b) Environment (c) Place

True or False? All ATSI people have names for different language groups. (a) True (b) False

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pages 6–9 Choose the correct answers. 1.

Traditional stories are to Aboriginal and Torres Strait Islanders. (a) not important (b) very important (c) not necessary

. ttell how things like the land and animals came o storiese to be. c . (a) Country Place (c) Creation ch(b) e r e o t . r Other traditional stories tell about culture and s s up er (a) behaviour

(b) building

True or False? All Creation stories are the same. (a) True (b) False True or False? Stories about Uluru are Aboriginal Dreaming stories. (a) True (b) False

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What has changed? pages 10–13

Choose the correct answers. 1.

The word ‘change’ means something: (a) stays the same. (b) becomes different from before. (c) gets better.

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

The way people use the beach in Australia over time is an example of: (a) change. (b) continuity. (c) improvement.

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True or False? Swimming costumes have not changed over time. (a) True (b) False

True or False? People have always been allowed to swim at the beach. (a) True (b) False

True or False? Talking to people who are older can help us see what is the same or different about the past. (a) True (b) False

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Choose the correct answers. 1.

The word ‘continuity’ means something: (a) stays the same. (b) changes.

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pages 14–17

(c) gets better. . tStreet Railway Station is an example of something o Flinderse that’s c . purpose has: c e (b) continued. (c)r e (a) changed. h improved. o t r s s r upe True or False? Flinders Street Station has always had the same name. (a) True

(b) False

True or False? Flinders Street Station has always been a railway station. (a) True (b) False True or False? Photographs of something taken many years apart can help us see what is the same or different. (a) True (b) False www.ricpublications.com.au

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How diverse groups shape a community pages 18–21 Choose the correct answers. 1.

Which people established a community in Melbourne in the 1850s? (a) Greek (b) Italian (c) Chinese People from (a) Japan

r o e t s Bo r e p ok u S cemetery in Broome. (b) Japanese (c) Dutch

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There is a large (a) Greek

were the first ‘boat people’ to arrive in Australia. (b) China (c) Vietnam

The Sun Pictures building was originally a: (a) store. (b) shed. (c) restaurant.

Many people from different countries came to Broome because of which industry? (a) wool (b) fishing (c) pearling

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Choose the correct answers. 1.

. t Farming is ae

Dwelling places means places where people: (a) live. (b) swim. (c) shop.

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pages 22–25

o c . (a) primary (c) difficult che e r o t r Churches, temples, mosques and synagogues are all s s r u e p buildings.

(a) beautiful

industry. (b) secondary

(b) large

Architecture can tell us about how old a building might be and about any influences on the design. (a) artistic (b) cultural (c) urban A remote community is one that is very: (a) crowded. (b) busy. (c) isolated. Australian Curriculum History: Community and remembrance

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Community development role models pages 26–29

Choose the correct answers. 1.

Sidney Myer was a immigrant who came from Russia. (a) Christian (b) Muslim (c) Jewish

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

Anh Do and his brother Khoa fled ______ with their family. (a) Greece (b) Vietnam (c) China

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David Wirrpanda works to improve the lives of people in Australia. (a) Aboriginal (b) Italian (c) Vietnamese

‘Freely offer to do something (usually to help others)’ is a definition for: (a) work. (b) play. (c) volunteer.

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pages 30–33

Choose the correct answers. 1.

. teof people want to change something, theyocan: If a group c . (a) protest. c (b) argue. (c) agree.e h r e o t r Before cars, people used horses and s for transport. su r pe The name of the religious building for Muslim people is a: (a) church. (b) mosque. (c) temple.

(a) trucks.

(b) tractors.

A community that has a rapid drop in population is a ‘ (a) witch (b) vampire (c) ghost

town’.

Before European and Asian people came to live in Australia, there people here. were only (a) Maori (b) Aboriginal (c) Mayan

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Australia Day pages 34–37

Choose the correct answers. 1.

In which year did the First Fleet arrive in Australia? (a) 1688 (b) 1788 (c) 1888

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Australia Day was not called in the past. (a) First Landing Day (b) Foundation Day

True or False? Australia Day is a public holiday. (a) True (b) False

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True or False? Everybody agrees with the date of Australia Day. (a) True (b) False

True or False? Australia Day awards are for Australian movie stars. (a) True (b) False

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pages 38–41

Choose the correct answers. 1.

. teAnzacs land in 1915? o Where did the c . (a) Gallipoli (b) the Dardenelles (c) New Zealand ch e r er othe Anzacs. True or False? On Anzac Day, wep only remember st su r e

The letters in Anzac stand for: Australian and New Zealand Army ... (a) Colony (b) Corps (c) Committee

(a) True

(b) False

Which word is one that describes the Anzac spirit? (a) lazy (b) helpless (c) courageous At Gallipoli, the Anzacs: (a) kept to them themselves.

(b) stuck together.

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NAIDOC Week pages 42–45

Choose the correct answers. 1.

What does the letter ‘A’ stand for in NAIDOC? (a) Aboriginal (b) Australia (c) Australian

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How many indigenous groups are there in Australia? (a) two (b) three (c) four

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In which month is NAIDOC Week celebrated? (a) January (b) July (c) November

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True or False? Only indigenous Australians celebrate Naidoc Week. (a) True (b) False

NAIDOC Week started to develop: (a) when Europeans first arrived in Australia. (b) a few years ago.

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pages 46–49

Choose the correct answers. 1.

. tesomething Aboriginal and Torres Strait Islander o What was (ATSI) c . people werec not allowed to do in the past? e he r (a) tell stories (b) paint (c)t vote o r s s r u e p True or False? Only ATSI people celebrate Harmony Day. Which word means ‘peace and understanding’? (a) apologising (b) sharing (c) harmony

(a) Ture

(b) False

True or False? The National Apology to Australia’s Indigenous Peoples took place about 100 years ago. (a) True (b) False The word ‘reconciliation’ means trying to make things: (a) right. (b) the same. (c) worse. www.ricpublications.com.au

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Symbolism of flags pages 50–53

Choose the correct answers. 1.

The Union Jack on the Australian National Flag shows the link to: (a) America. (b) the United Kingdom. (c) New Zealand.

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The Australian National Flag has a (a) blue (b) red

background. (c) green

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The red colour in the Australian Aboriginal Flag represents: (a) sun, people, land (b) ochre, land, blood (c) blood, sun, people The green strip on the Torres Strait Islander Flag represents: (a) sea (b) people (c) land Which words make this sentence wrong? All Australian state flags have a: (a) blue background. (b) badge.

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pages 54–57

Choose the correct answers. 1.

. tesupport the shield on the Australian Coato What animals of Arms? c . (a) emu, kangaroo (b) koala, kangaroo (c)e emu, platypus che r o How many points are on r the Federation Star? st s uper The Australian Coat of Arms is Australia’s most important: (a) logo. (b) emblem. (c) motto.

(a) five

(b) six

What kind of flowering plant is on the background of the Coat of Arms? (a) waratah (b) kangaroo paw (c) wattle True or False? All Australian states and territories have official floral emblems. (a) True (b) False Australian Curriculum History: Community and remembrance

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National days around the world pages 58–61

Choose the correct answers. 1.

Which day is celebrated in France each year? (a) Bastille Day (b) Paris Day (c) Independence Day

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American Independence Day celebrates independence from the: (a) French. (b) Spanish. (c) British. International Peace Day was started by which organisation? (a) Oxfam (b) Red Cross (c) United Nations International Peace day is observed on year. (a) 23 (b) 21 (c) 25

September each

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pages 62–65

Choose the correct answers. 1.

. teof the special family celebration is the ‘ o Dinner’. The name c . (a) Family c (b) New Year (c) Reunion e h r e o tto make way for: Houses are cleaned r thoroughly each year s supe r The monster in the Chinese New Year legend is called: (a) Nian. (b) Mei-Lei. (c) Yang.

(a) visitors.

(b) new furniture.

The Chinese New Year parade in Sydney is called the (a) Twilight (b) Spring (c) Chinese Some people make a New Year’s (a) goal (b) resolution

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Parade.

each year. (c) cake

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Celebrations around the world pages 66–69

Choose the correct answers. 1.

Which celebration is practised by the Jewish community? (a) Christmas (b) Ramadan (c) Hanukkah

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Which celebration can include the exchanging of eggs? (a) Easter (b) Diwali (c) birthday

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Which celebration is also known as the Festival of Lights? (a) Christmas (b) Hanukkah (c) Diwali Which celebration includes fasting (not eating or drinking)? (a) Ramadan (b) Easter (c) Christmas

Which celebration takes place on 25 December each year (in Australia)? (a) Boxing Day (b) Christmas (c) New Year’s Eve

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pages 70–73 Choose the correct answers. 1.

True or False? Special days are celebrated exactly the same all around the world. (a) True (b) False

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o c . The Moon Festival is celebrated in Australia in: c e h r (a) summer. (b)e autumn. (c) spring. o t r s s r u e p St Patrick’s Day first began in: (a) Vietnam.

(b) Ireland.

A shamrock is a: (a) plant.

(b) fairy.

True or False? In Australia, people from all backgrounds can celebrate special days. (a) True (b) False Australian Curriculum History: Community and remembrance

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Quiz answers Aboriginal and Torres Strait Islander people............... page 74 1. (c) 2. (a) 3. (c) 4. (a) 5. (a)

1. (c) 2. (b) 3. (a) 4. (c) 5. (c)

Strait Country Place True True

Who has developed our community .................... page 77 1. (b) 2. (a) 3. (c) 4. (c) 5. (b)

mosque protest carts ghost Aboriginal

What has changed? ........ page 75 1. (b) becomes different from before 2. (a) change 3. (b) False 4. (b) False 5. (a) True

stays the same continued False True True

Significance of emblems ........................ page 80

1. (b) 2. (c) 3. (b) 4. (a)

1788 Settlers’ Day False True

1. (b) 2. (a) 3. (c) 4. (c) 5. (a)

National days around the world ....................... page 81 1. (a) 2. (b) 3. (c) 4. (c) 5. (b)

5. (b) False

emblem emu, kangaroo seven wattle True

Bastille Day 1947 British United Nations 21

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live primary religious cultural isolated

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Anzac Day ...................... page 78 1. (b) 2. (a) 3. (b) 4. (c) 5. (b)

1. (a) 2. (a) 3. (b) 4. (b) 5. (c)

Chinese New Year ........... page 81 1. (a) 2. (c) 3. (c) 4. (a) 5. (b)

Corps Gallipoli False courageous stuck together

Nian Reunion good luck Twilight resolution

Celebrations around the world ....................... page 82

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Aboriginal two July False in the 1920s

1. (c) 2. (a) 3. (c) 4. (a) 5. (b)

Hanukkah Easter Diwali Ramadan Christmas

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Looking at our community ..................... page 76 1. (a) 2. (a) 3. (c) 4. (b) 5. (c)

Australia Day .................. page 78

NAIDOC Week ................. page 79

How diverse groups shape a community .................... page 76 1. (c) 2. (c) 3. (b) 4. (a) 5. (c)

the United Kingdom blue ochre, land, blood land blue background

What has stayed the same?............................ page 75 1. (a) 2. (b) 3. (b) 4. (a) 5. (a)

1. (b) 2. (a) 3. (b) 4. (c) 5. (a)

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very important Creation behaviour False True

Jewish Vietnam Aboriginal volunteer 1930

Symbolism of flags ......... page 80

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Traditional stories ........... page 74 1. (b) 2. (c) 3. (a) 4. (b) 5. (a)

Community development role models ................... page 77

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Other significant days and weeks ............................ page 79 1. (c) 2. (c) 3. (b) 4. (b) 5. (a)

harmony vote False False right

More celebrations from around the world ............ page 82 1. (b) False

2. (c) 3. (b) 4. (a) 5. (a)

spring Ireland plant True

Australian Curriculum History: Community and remembrance

Answers

Australian Curriculum History: Community and remembrance (Year 3) Page 4 1. Aboriginal and Torres Strait Islander 2. Aboriginal Australians

Dreaming mainland Australia

hunter/ gatherer

Torres Strait Islanders

environment very important

Country 60 000 years named after language/land

Zogo Time islands in Torres Strait Place

Page 19 Order: 1. 2. 3. 4.

Page 13 Teacher check

Page 21 (a) Japanese Cemetery – 1896 Then: a burial place for the many Japanese divers who lost their lives diving for pearls Now: as well as a cemetery, it is a tourist attraction (b) Chinatown – 1900 Then: a major centre with eateries, pearl sheds and pool halls Now: a shopping place with pearl showrooms and cafes (c) Sun Pictures – 1916 Then: a store and a Japanese Noh theatre Now: an open air movie theatre

Chinatown (1850s) Italian Precinct (1920s) Greek Precinct (1930s) Vietnamese District (1980s)

3. Answer should indicate that Country and Place are so important because the traditional way of life relies on ATSI people getting all their needs from their environment and are the basis for their Creation stories. Page 5 Teacher check

Page 15 1. Photograph B is older. Answers should indicate that there are horses pulling carts, there are no electricity cables or tram lines and so on. Page 16 1854:

Flinders Street Railway Station, then called the ‘Melbourne Terminus’, is opened. 1888: Work begins on a viaduct (bridge with arches) with two train tracks between Flinders Street and Spencer Street Stations. 1899: As the original station needs to be enlarged, a worldwide competition is held to design a new facade (front) is held. 1900: Two Victorian railway officials receive the first prize for the design of the new design. 1906: Construction of the octagonal dome above the station commences. 1910: The new Flinders Street Railway Station is finally completed. 1915: Work begins to provide the viaduct (bridge with arches) between Flinders and Spencer Street Stations with four train tracks. 2000s: Flinders Street Station is the busiest suburban railway station in the Southern Hemisphere. Nearly 250 000 people use the station each day.

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10 000 years Creation stories named after island community

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Pages 11–12 1. (a) Scene A: 1900s Scene B: 2000s Scene C: 1930s (b) Teacher check

Page 24 Teacher check

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Page 25

The community: Melbourne Broome has a mix of cultures living ✓ ✓ in it has shops and restaurants ✓ ✓ which sell foods from different cultures holds cultural celebrations Not in ✓ significant to different text groups ✓ has people who speak ✓ ✓ languages other than English living in it has signs and/or shop ✓ ✓ fronts written in languages other than English has people from Asia ✓ ✓ living in it has people from Europe ✓ ✓ living in it has Aboriginal or Torres Not in text ✓ Strait Islander people ✓ living in it has religious buildings Not in Not in text text (e.g. church, mosque, ✓ ✓ temple, synagogue) has buildings with different cultural influences (e.g. ✓ ✓ Chinese arches, Greek columns, Islamic domes) has places with different cultural influences (e.g. ✓ ✓ Japanese gardens, Aboriginal sites)

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Page 8 1. They are connected to the Country or Place of the area in which they live. 2. They are about how the land, sea, plants, animals and people came to be or about culture and how people should behave. 3. They tell about how Uluru was formed and how it got its features. 4. Suggested answers: Story 1. Boys made a big flat sandhill. Turned to stone and became Uluru. Story 2. Lizard man tried to dig out his kali. Made grooves in rock. His body became boulders on cave floor. Story 3. Large slabs of emu meat became rock slabs. Story 4. Lizard men tried to escape fire and fell. Bodies became boulders. Smoke from fire became grey lichen.

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Page 17 Teacher check

Australian Curriculum History: Community and remembrance

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Answers

Australian Curriculum History: Community and remembrance (Year 3)

Page 41 1. (c) Red poppies grew wild on European battlefields. They symbolise the blood shed in the conflicts. The flowers are used in traditional Anzac Day wreaths. (The single red poppy is a symbol for Remembrance Day, 11 November.) (e) We will remember them (f) In the morning, the flag is raised to the masthead then lowered to half-mast. At the first note of Reveille, the flag is raised to the masthead. After the ceremony, the flag is returned to half-mast until midday, when it is again raised to the masthead.

Page 48 1. Answers should indicate that harmony can mean peace and understanding and that is what Harmony Day is all about. 2. (a) right to vote, right to be part of the census, land rights (b) National Reconciliation Week 3. Teacher check 4. It is the Anniversary of the National Apology to Australia’s Indigenous Peoples

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Page 36 1. It is the date when Australia was first settled by Europeans. 2. To show national pride and identity 3. Teacher check 4. It is a ceremony where someone becomes a legal member of a country they have been living in. 5. (a) To recognise individual achievements in areas such as the arts, sport and helping in the community. (b) People from all kinds of cultural backgrounds 6. Answers should indicate that it is the day of remembering when Aboriginal Australians were ‘invaded’ by Europeans.

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Page 51 1. Teacher check 2. early 1901 – Prime Minister Barton announces an international competition to design a flag. 1901: 3 September – An Australian National Flag is flown for the first time from the Exhibition Building in Melbourne. 1903 – King Edward officially approves two versions of the flag of Australia—the Commonwealth Blue Ensign—and the merchant navy flag—the Commonwealth Red Ensign. 1908 – A seventh point is added to the Federation Star to represent the six states and two territories. 1953 – The Flags Act is passed to state that the Commonwealth Blue Ensign is the National Australian Flag and the Australian Red Ensign is to be used for Australian merchant ships.

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Page 37 Teacher check Page 40 1. remember people who served in a war/remember those who serve in the defence force today/think about peaceful ways to solve conflicts www.ricpublications.com.au

Page 44 1. Aboriginal and Torres Strait Islanders 2. poor living conditions, lack of rights concerning land and not being considered Australian citizens 3. Indigenous and non-Indigenous Australian communities 4. Answers should indicate that they learn about Indigenous culture, history and achievements. 5. Teacher check

Page 49 1. Teacher check

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Page 33 Teacher check

1940: The Sunday before the Australia Day weekend becomes known as ‘Aboriginal Sunday’. 1955: Aboriginal Sunday shifts to the first Sunday in July so it is seen as a celebration and not a protest. 1975: Aboriginal Sunday becomes National Aborigines Week. 1991: NADOC Week becomes NAIDOC to include Torres Strait Islanders.

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Page 29 Teacher check Page 32 Teacher check

2. (a) Teacher check (b) Teacher check 3. Answers should indicate that the Anzacs kept on bravely fighting and helping each other, even though they had severe hardship. 4. Answers should indicate that the silence is to think or pray about the significance of Anzac Day.

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Page 28 1.–2. Teacher check 3. Answers will vary. Possible answers: money can help people who live in underdeveloped communities by building wells, schools, hospitals and other facilities. It can also buy food, medicines and other necessities for people who can’t afford those things. Clothing can be donated to charities and to people who are in need and don’t have a lot of money to spend on clothes. Food can be donated to help families who don’t have much and people who are homeless can get meals from soup kitchens.

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Page 45 1.–2. Teacher check 3. 1937: A petition is presented to the federal government asking for Aboriginal people to be represented in parliament. 1938: First ‘Day of Mourning’ is held for Aboriginal Australians to make others aware of their suffering.

Australian Curriculum History: Community and remembrance

Answers

Australian Curriculum History: Community and remembrance (Year 3) 1998: March – The Flags Act is amended to state that the Australian National Flag can only be changed with the agreement of the Australian people. 1998: 3 September – The first Australian National Flag Day is observed.

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2. Teacher check 3. Picture 1 – Bastille Day picture 2 – Indian Independence Day picture 3 – American Independence Day Page 61 1. 21 September 2. Teacher check 3. (b) 1981 – International Day of Peace was voted on by the UN (c) 21 September 1982 – First International Day of Peace. (d) 2010 – ‘Youth for Peace and Development’ theme. (e) 2013 – ‘Education for Peace’ theme.

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Page 53 1. (a) New South Wales: golden lion passant on red St George’s Cross, silver background, four eight-pointed stars (b) Victoria: white southern Cross beneath a crown, blue background (c) Queensland: light blue Maltese Cross, crown in centre, white background (d) South Australia: white-backed magpie (or piping shrike), wings outstretched, yellow background (e) Western Australia: black swan swimming, left to right, yellow background (f) Tasmania: red lion passant, white background 2. Australian Capital Territory: left panel is version of Southern Cross on blue background, right panel version of Canberra Coat of Arms on yellow background Northern Territory: left panel is version of Southern Cross on black background, right panel is stylised version Sturt’s Desert Rose with seven petals on ochre background

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Page 52 1. Teacher check 2. 1. people 2. earth 3. blood 4. sun 5. life 6. land 7. sea 8. people 9. middle 10. five

Page 56 New South Wales: floral–waratah; faunal–platypus, kookaburra, blue groper; colour–sky blue Victoria: floral–common heath; faunal–Leadbeater’s possum, helmeted honeyeater, weedy seadragon; colours–navy blue and white Queensland: floral–Cooktown orchid; faunal–koala, brolga; colour–maroon Western Australia: floral–red and green kangaroo paw; faunal–numbat, black swan; colours–gold and black South Australia: floral–Sturt’s desert pea; faunal–hairy-nosed wombat, leafy seadragon; colours–red, blue and gold Tasmania: floral–Tasmanian blue gum; faunal–Tasmanian devil (unofficial); colours–bottle green, yellow and maroon Northern Territory: floral–Sturt’s desert rose; faunal–red kangaroo, wedgetailed eagle; colours–blue and gold Australian Capital Territory: floral– royal bluebell; faunal–gang-gang cockatoo (unofficial); colours–black, white and red ochre

Page 63 Pictures in the following order: 1. Nian terrorises the village while people run to the mountains. 2. The villagers are preparing to leave and the old beggar is talking to the old woman. 3. Nian enters the village and sees the well-lit house with the door covered in red paper. 4. Nian stops in his tracks as explosions come from the house. 5. The old man comes out of the house laughing. 6. The villagers return from the mountains and are happy to find their village intact.

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Page 55 Teacher check

Page 57 Teacher check Page 59 Teacher check Page 60 1. The National Day: France USA is a celebration of ✓ Independence is a celebration of a ✓ revolution has been celebrated ✓ ✓ for over 100 years has been celebrated for less than 100 years ✓ ✓ is celebrated in July is not celebrated in July is celebrated with ✓ ✓ fireworks is celebrated with ✓ ✓ flags is celebrated on the ✓ ✓ same day each year

Page 64

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Australian Curriculum History: Community and remembrance

India ✓

✓

Mei-Lei

lanterns, paper cut-outs, cleaning, decorations

Both girls Sarah

food, dancing, music, family

fire works, acrobats, floats, dragon dance, parade

Page 65 Teacher check

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Answers

Australian Curriculum History: Community and remembrance (Year 3)

Page 68 Teacher check

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Page 67 Christmas Who? The Christian community When? 25 December each year (mostly) Why? Christmas is celebrated to remember the birth of Jesus Christ How? Many people decorate Christmas trees, wrapped gifts are exchanged and families enjoy a big meal together—often with ham, turkey and special Christmas desserts

Page 69 Teacher check

Page 71 1. It first began to celebrate the end of the autumn harvest in the Northern Hemisphere on the 15th day during the first full moon in September or early October. 2. A shamrock is a three-leafed clover (green), Ireland’s national emblem.

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Page 72 Teacher check Page 73 Teacher check

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