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This is a Ready-Ed Publications' Ready-Ed Publications book preview. Title: Australian History Series Teacher's Manual for Student Workbooks 1-7
© 2012 Ready-Ed Publications Printed in Australia Edited by Ready-Ed Publications
Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7. iii. National Library of Australia. iv. Cover image: statue of an ANZAC soldier; part of the Cenotaph in Martin Place, Sydney (NSW, Australia). © istockphotos.
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ISBN: 978 1 86397 858 3 2
Contents Book 1 – Family Life
4
Teachers' Notes National Curriculum Links
5 5
This is a Ready-Ed Publications' book preview. Section 1: Family Structures and Roles Section 2: Expressing Time Section 3: Daily Life Now and Then
6 9 11
Book 2 – The Past in the Present
12
Teachers' Notes Australian Curriculum Links
13 14
Section 1: Significant People and Places Section 2: Sites of Significance Section 3: Changing Technology and People's Lives
15 21 23
Book 3 – Community and Remembrance
30
Teachers' Notes National Curriculum Links
31 31
Section 1: Local Indigenous Groups Section 2: Local Changes and Continuities Section 3: Development and Character of the Local Community Section 4: Special Days, symbols and emblems
32 37 43 46
Book 4 – First Contacts
53
Teachers' Notes National Curriculum Links Answers
54 54 55
Book 5 – The Australian Colonies
57
Teachers' Notes National Curriculum Links Answers
58 58 59
Book 6 – Australia as a Nation
61
Teachers' Notes National Curriculum Links Answers
62 62 63
Book 7 – The Ancient World
65
Teachers' Notes National Curriculum Links Answers
66 66 67
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Australian History Series Workbook 1: Ages 6-7 years
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Workbook 1: Family Life
Family Life is written for students living in Australia who are studying History in Year 1. It is divided into three clear sections which connect to the National Curriculum.
This is a Ready-Ed Publications' book preview. The first section encourages the students to explore family structures and roles in the recent past and in the present, and examine how they have changed and/or stayed the same. This section also gives students the opportunity to look at family structures in Aboriginal and Torres Strait Islander societies.
The second section of this book is designed to help students express time. It introduces and consolidates vocabulary to do with the past, the present and the future by exploring significant events and dates within the student's own context. Daily Life Now and Then is the third and final section of the book and it includes activities which help the students investigate the lives of their parents and grandparents when they were young through a number of sources. All of the activity pages in this book are visually appealing to help the students process the concepts being taught. Many of the tasks are practical and interactive and all are age appropriate.
National Curriculum Links Historical Knowledge and Understanding ACHHK028 - Differences in family structures and roles today, and how these have changed or remained the same over time. ACHHK029 – How the present, past and future are signified by terms indicating time, such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons.
Historical Skills ACHHS031 & ACHHS032 – Chronology, terms and concepts. ACHHS033 – Historical questions and research. ACHHS034 & ACHHS035 – Analysis and use of sources. ACHHS036 – Perspectives and interpretations. ACHHS037 & ACHHS038 – Explanation and communication.
ACHHK030 – Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications.
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Workbook 1: Family Life
Section 1
Family Structures and Roles
This is a Ready-Ed Publications' book preview. Family Groups (Page 6) Extension Activity
•
Help each student to make a ‘my family shoebox’. Each student fills a shoebox with objects or photographs which are symbolic of each person in his/her family.
Different Family Structures (Page 8) Extension Activities •
Cut out pictures of families in magazines and make a collage. Discuss how each family is different.
•
Create a picture graph in the classroom displaying how many people are in each child’s family. Discuss similarities and differences between families and analyse the graph to determine the most popular family structure.
•
•
•
Look at pictures of families around the world. Discuss similarities and differences between their own family and those in the photographs. Read books that feature different family structures, e.g. blended, single-parent, extended, etc. Find historic photographs of families. Discuss family structures in the past and how they have changed over time.
outline onto different coloured bits of paper to create a more visually stunning tree.
Family Structure Tree 2 ( Page 10)
Use this tree to compare common family structures in the past and present. You may find that the nuclear family was more common in the past than it is in the present. You may also find that families today contain fewer children. Discuss the results.
My Family Tree (Page 11) Introducing the Worksheet Tell students that they may not be able to fill in every box and might need to add their own boxes to the tree.
Groups Then and Now 1 (Page 12 ) By asking grandparents which groups they were members of, students should start to become aware that some social groups that exist today, also existed in the past.
Groups Then and Now 2 (Page 13) The 'other' column should introduce students to some different social groups that existed in the past.
Family Structure Tree 1 (Page 9)
Extension Activity
To create a class family structure tree, you will need to find a dead branch and put it in a colourful pot filled with soil. Once each student has cut out his/her leaf, he/she can tie a loop of string to the end and hook it on a section of the branch. Alternatively, you can cut a trunk and branches out of brown construction paper and stick the leaves to it to create a wall display. Photocopy the leaf
•
Discuss the reasons why people join groups today and why they joined them in the past, e.g. to meet new people, to learn new things, to spend time with friends, to become better at something.
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Workbook 1: Family Life
Section 1
Family Structures and Roles
This is a Ready-Ed Publications' book preview. Toys Then and Now (Page 14)
View other pictures of toys from the past and present and identify the material/s that each toy is made from. Discuss the materials that toys of the past were made from (wood, string, etc.) and compare them to the materials used to make toys today (plastic, batteries, etc.).
Useful Website http://www.mape.org.uk/ curriculum/history/toys.htm. This website presents photographs of toys from 1900 to 1999, and also includes notes for teachers.
From Old to New (Page 15) Discuss with your students how the new objects suit our different lifestyle.
In the Past (Page 17) You may like to help students think about how the old artefacts suited people’s needs at the time and how the replacements suit people’s current needs. (Example: need to travel longer distances, need to reach places more quickly.)
Useful Websites
http://www.kraft.com.au/Products/ KRAFTHistory/HowPeopleLived/ An interactive website looking at food and families through the decades.
http://www.nma.gov.au/kidz/learn_ and_play/ This website includes interactive games from the National Museum of Australia. http://www.tes.iboard.co.uk/player/ index.htm. This website provides some interactive activities on toys and transport.
Changing Roles 2 (Page 20) Compare students’ drawings and talk about the changes that have happened in terms of men’s and women’s roles in the home. Talk about how men and women are sharing the roles of cleaning and childcare in the family home today. There may be some men who do all of the cleaning in the family home today and whose role it is to look after the children. Point out that this was not common in the past. The pictures may also show that childcare is partly the responsibility of people outside of the family, more so today than it was years ago.
Changing Roles 1 (Page 19) Compare students’ pictures and talk about the changes that have happened in terms of men’s and women’s roles in the kitchen and the supermarket today. Talk about how men and children, not just women are sharing the role of cooking, buying/sourcing food today.
Electricity 1 (Page 21) Help students compare modern day electrical items with older items (such as the electric and steam iron) and discuss the role of ironing using both items.
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Workbook 1: Family Life
Section 1
Family Structures and Roles
This is a Ready-Ed Publications' book preview. Clothes 2 (Page 24)
Discuss how common it was for women in the recent past to knit and sew and link this to changing roles. Compare students' pictures.
Indigenous Family Structure 1 (Page 25) Explain to students that the indigenous kinship system decides each clan member's relationship to other members and determines people's behaviour and obligation. The system is very complicated. In indigenous culture a person's mother and father can be their aunt, uncle and other people the same age as their mother and father. A person's grandparent could be people of their grandparent's age or a respected elder of the clan.
Indigenous Family Structure 2 (Page 26) Clans can have as many as 500 members. Each clan has the right to hunt and collect food in a given territory. Invading someone else's territory usually results in conflict. Each clan has their own language. Some clans speak the languages of other clans nearby. Customs and laws are taken seriously.
distributed, look after the children, teach girls bush skills, pass on Dreaming stories, heal the sick and make laws. The students could make a display to show these roles. Further Activities For This Section •
Hold an 'Olden Days' day at school.
•
Invite an elderly guest speaker into class, to talk about his/her experiences at school and at home as a child.
More Useful Websites http://www.historyaustralia.org.au/ ifhaa/schools/evelutio.htm http://www.nettlesworth.durham.sch. uk/time/victorian/vschool.html. This is a UK site which contains some useful information. http://education.qld.gov.au/library/ edhistory/topics/manners.html. A good manners chart used in schools in the past. http://www.abc.net.au/abc3/myplace/. This website is based on the book My Place by Nadia Wheatley and Donna Rawlins. It is interactive and shows how a fictional Australian house has changed over time from 1888 to 2008.
Indigenous Family Structure 3 (Page 27) Men are also expected to protect the band, climb trees to fetch eggs and honey, teach boys hunting methods and clan laws, pass on Dreaming stories, heal the sick and make laws. Women are also expected to find and gather water, decide how food is
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Workbook 1: Family Life
Section 2
Expressing Time
This is a Ready-Ed Publications' book preview. One Day (Page 32)
Extension Activity
For older children, discuss what hours of the day make up the morning, the afternoon, the evening, and the night.
•
One Week (Page 33) Ask students to colour the weekdays in red and the days that make up the weekend in yellow.
Repeat the activity on the Bininj calendar using other indigenous calendars used in different areas in Australia. Look at the Gagadju (Kakadu), the D'harawal (Sydney), Arremte (central Australia) and the Woiwurrung (Upper Yarra Valley).
Seasonal Records (Page 39) Extension Activity
A Week at Camp (Page 34)
•
Brainstorm other activities that the students might like to include in their week, e.g. visiting an amusement park and going to the movies.
Students could record the weather over the course of a day, e.g. before recess, after recess and after lunch. They could then go on to record the weather over the course of a week. Discuss the changes in the weather as a class or in groups.
Months (Page 35) They could highlight the month of their bithday or any other special months.
One Year (Page 36) Ask questions to develop vocabulary and time concepts (e.g. what month is Christmas in? How many weeks of holidays do you have each year?).
Once a Year (Page 37) Ask students to look through old calendars for examples of events that only happen once a year.
Timelines (Page 41) Introducing the Worksheet Ask the students what they think a timeline does. (Records events in the order that they have happened.) Ask them to brainstorm events that have happened, to help them complete the worksheet. You may like to ask the students to complete this at home with their parents’ help. Students can then share their timelines with the class.
Extension Activities •
Seasonal Calendars (Page 38)
You may like to extend this activity by asking students to bring in photographs of themselves which represent different stages in their lives to create visual timelines.
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Revise with students the months in Autumn, Winter, Spring and Summer. They could create a little rhyme to help them remember these months and seasons.
•
Create a large timeline on a classroom wall. Students (and the teacher) can bring in photographs of themselves at
9
Workbook 1: Family Life
Section 2
Expressing Time
This is a Ready-Ed Publications' book preview. •
various ages to stick on the timeline.
•
Create simple graphs to show how old students were when they lost their first tooth, learned to crawl or said their first word.
•
With parent help, students can create a graph with ’age’ as the horizontal axis and ’height’ as the vertical axis to record how they have grown since they were babies.
Further Activities For This Section •
At the beginning of every morning identify the day and date. Talk about what day it was yesterday, and what day it will be tomorrow.
•
Discuss events that happened yesterday (the past), and events that will happen later today and tomorrow (the future).
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Set up a timetable in the classroom outlining the things that children will be doing on a particular day. Review the timetable at the start of each morning and ask questions to develop an understanding of time concepts (e.g. What is happening after sport? What are we doing before recess? What is the first thing that we are doing after lunch? What is the last thing that we are doing today?).
•
Learn songs about days of the week and months of the year.
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Read books featuring the days of the week, e.g. The Hungry Caterpillar by Eric Carle. Ask students to draw pictures to illustrate what happened on each day in the book.
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Make a ‘countdown chain’ for a future event by making one link from paper for each day until the event. Break off one link each day as you count down to the event.
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• Paint the same scene as it would look at different times of the day, e.g. sunrise, midday, sunset and nighttime.
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Workbook 1: Family Life
Section 3
Daily Life Now and Then
This is a Ready-Ed Publications' book preview. Photographs (Page 45)
Tell students that photographs are a great way of recording people's daily lives in the past and present.
Ask them to think of the last photograph that they remember being taken. (Example: a photograph of the family dog yesterday, a photograph of the new cubby house last week, a photograph of them at their cousin’s house.) Students can take turns telling the rest of the class of the last photograph that they remember being taken.
Show the students a recent photograph. Ask them how they can tell that it was taken recently (in colour, good condition, contemporary clothing, things look familiar). Show students an old photograph. Ask them how they can tell that the photograph was taken a long time ago (in black and white, colours have faded, in poor condition, edges tattered, things don’t look familiar, clothes look old-fashioned, objects in the photograph are recognisable but aren’t used a lot today). Ask the students to bring in an old photograph which shows their parents, grandparents or other elder when they were young. They can paste it on their activity sheets and fill in the information.
Extension Activity •
Students can repeat the activity with a recent photograph.
Useful Website www.pictureaustralia.org/trails/index. html. This website contains historic photographs and images grouped by subject, such as fashion, inventions and Australians at play. This site helps the students to understand how photographs can record the people's daily lives.
Oral History 1 (Page 46) Extension Activity •
Invite a guest speaker in to the school to share his/her memories of daily life in the past.
Oral History 2 (Page 47) •
Students will need to chat to their chosen person and listen carefully, to complete their drawings.
Personal Artefacts (Page 49) Introducing the Worksheet Brainstorm as a class the type of objects that would be suitable to select. Discuss the purpose of museums. (They display items that record daily lives in the past.)
Extension Activities •
Make a classroom display of the students’ objects and museum cards.
•
Visit a local museum.
Useful Websites www.pbs.org/wnet/1900house/house/ parlor/index.html. An interactive website that allows you to browse rooms in a 1900s Victorian house and look at objects from that era. http://trove.nla.gov.au/picture. A searchable database of historic pictures and photographs.
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Australian History Series Workbook 2: Ages 7-8 years
This is a Ready-Ed Publications' The Past in book preview.
the Present
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Workbook 2: The Past in the Present This book has been specifically written for students in Year 2 studying History and living in Australia. The book has been divided into three clear sections. • Significant People and Places • Sites of Significance • Changing Technology and People's Lives Excursions Excursions are a great way to study the history of your local area. There are a number of appropriate excursions suggested in this book. Here are some things to keep in mind when organising an excursion: • Before planning an excursion visit the venue yourself a few weeks before you take your class. This is important as it gives you the opportunity to become familiar with the layout by locating restrooms and meeting spaces. It is important to know which exhibitions are in which galleries and ask for floor plans and background information to study. Remember to pick up copies of floor plans for your students or reproduce and distribute your own copies. • Talk with the venue's education or public programs officers well before your trip. Tell them about your learning focus and ask if visitors are allowed to carry backpacks, bring pens or pencils into the galleries, or sit on the floor while they write. The museum staff can help by notifying guards about the students' visit, and you may even want to book a tour to assist students’ learning. Staff can also make sure that the exhibition you wish to visit will be open when you bring your class. If you are able to go behind the scenes to see how objects are collected or displayed, even better. • If parents or volunteers will be helping on your visit, prepare them ahead of time. Let them know which parts of the venue you plan to use and
familiarise them with the steps in the lesson and kinds of questions that might be asked by students. Make sure that they understand the purpose of the visit and the activities that you have planned. Before the trip, go over the floor plan with them so they'll be somewhat familiar with how the venue is set out. • Discuss the venue in class before you go. If students are familiar with the process ahead of time, they will be able to concentrate better on the objects and exhibitions. Once you’re at the venue, you may want to review its layout and features with your class. Assessing Your Community's Resources Some of the activities in this book require students to examine objects from the past and present. Here are some ideas about accessing interesting objects and making the most of resources in your community: • Take a close look around your community for places which celebrate and preserve your local community’s heritage. Nearby historical societies, local museums, historic houses, surf lifesaving clubs, cemeteries, sports pavilions, war monuments, and libraries are full of primary sources that can help reinforce your history program. All of these places preserve the past for the future by protecting the past. • Encourage students to collect their own memorabilia from the family and local community. • Not every community has a large museum with extensive collections, but almost all communities have valuable resources that can inspire your students to write and tell their stories. If your budget does not allow for excursions, you can bring objects into the classroom or have students bring them in. You may also arrange to have another important community "resource" come into the classroom.
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Workbook 2: The Past in the Present Many hobbyists and collectors are happy to share their knowledge with young people. Think about whether someone in the community collects stamps or does dramatizations. Such people can often stimulate students. Work with Other Teachers • To develop activities using community resources requires effort and time, so consider collaborating with another teacher. This way you can share the workload, as well as sharing information about community resources. Involve Your Students • Your students can participate in the organising and planning of activities. In this way they can let you know what they would like to learn about their local community. Sources • Your students need to become little historians and find primary sources to complete many of the activities in this book. To find the sources they need, they could consider looking: Outside the Home 1. Libraries (hold books, records, letters and newspapers, which can be copied and studied). 2. Local council offices (store records, plans and maps).
3. Local museums (hold articles, documents, photographs and objects). 4. Art galleries (display art and crafts from a particular era). 5. Local churches (have records dating from the earliest years of settlement). 6. Churchyards and cemeteries (have interesting historical evidence). 7. Local schools (keep records of attendance and reports). 8. Local businesses (some keep records of their products). Inside the Home 9. It is surprising how many treasures we can find at home. Some of these include: postcards, old maps, dockets and receipts, old photographs and sketches, old newspapers, old directories, guidebooks, party invitations, letters and diaries, books and magazines, show programs, menus, and performance programs.
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Many of the Teachers' Notes include a list of useful words. You may like to make cards of these words to put up around the classroom or have a list on the board for the class to refer to when they're doing their writing.
National Curriculum Links Historical Knowledge and Understanding ACHHK044 – The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past. ACHHK045 – The importance today of an historical site of cultural or spiritual significance, for example, a community building, a landmark, a war memorial.
Historical Skills ACHHS047 & ACHHS048 – Chronology, terms and concepts. ACHHS049 – Historical questions and research. ACHHS050 & ACHHS051 – Analysis and use of sources.
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ACHHK046 – The impact of changing technology on people’s lives (at home and in the ways they worked, traveled, communicated, and played in the past).
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ACHHS052 – Perspectives and interpretations.
ACHHS053 & ACHHS054 – Explanation and communication.
Workbook 2: The Past in the Present
Section 1 Significant People and Places
The History of a Significant Person - Page 5
This is a Ready-Ed Publications' book preview. Focus:
•
Exploring people of historical interest in the local community.
• Important Words: past, now, change, same, then.
• Invite an Elder into the class to tell a story about their life in the local area and the changes that they have witnessed in the area. They could bring in photographs and objects to show the students. Ask the children to illustrate a part of the story and make a book for the library to share with other classes. • If you cannot get an Elder to come into the class, organise an excursion or research other significant people's stories using the internet, newspapers and community information guides. • When arranging to have speakers or demonstrators come into the classroom, keep in mind that they need a clear idea of what you would like them to do and how long you would like the talk/ demonstration to last. Importantly let your guests know how their presentation fits into the class's lesson. This will help them design their program to suit your needs. Get the class to make a list of questions that they can refer to. If you would like to know more about everyday life, opposite is list of possible questions to ask. (While the class is interviewing the person, they may think of other questions.)
Possible Questions: 1. When and where were you born? 2. Did you have brothers and /or sisters? 3. Where did you grow up? 4. Is the house that you grew up in still standing? 5. Did you do any jobs at home or after school? 6. What was the most exciting event in your school days? 7. Did you keep any animals? 8. How did you get to school? 9. How was food stored? 10. Where did your milk, bread and groceries come from? 11. Did you have water and electricity? 12. What has changed in the area? 13. Where did you go for your holidays? 14. Did your family have a car? 15. Did your family have a radio or TV? 16. What work did your parents do? 17. What did you like at school? 18. Can you remember any local celebrations? 19. Did you have a collection?
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Ask students to thank any guests for coming in to do their presentation.
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Workbook 2: The Past in the Present
Section 1 Significant People and Places
Person of Historical Interest - Pages 6 - 9
This is a Ready-Ed Publications' book preview. Focus:
•
Exploring a person of historical interest in the local area.
Important Words: past, now, change, same, then.
Sheet 1:
Sheet 2:
•
Ask your students to research a person of historical interest from the local community. This could be someone from their family.
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Ask the students to prepare their research questions (what they want to find out about their chosen person) on the activity sheet. They can use a variety of sources (internet, newspapers, community information guides and local knowledge) to answer their research questions. They can record the information that they have gathered on the back of their sheet or in their exercise books.
• Using the information that they have gathered, students can create a timeline for their chosen person of significance. They can decide on their own significant events.
Sheet 3: • Using the information that they have gathered, students can create a family tree for their chosen person of significance.
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Workbook 2: The Past in the Present
Section 1 Significant People and Places
Cemetery Crawl - Pages 10 - 13
This is a Ready-Ed Publications' book preview. Focus:
• •
Exploring people of the past in the local community. Exploring events of the past in the local community.
Interesting Words: occupation, commemorative, inscription, life, headstone, tombstone, mason, Christian name, surname, church, belief, buried, death, grave, symbols, cause.
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Organise an excursion to the local cemetery.
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Before the visit discuss how people buried in the local cemetery have more than likely lived in the local community. Cemeteries can tell us a lot therefore, about people Sheet 2: who have lived in the local community in the past. • The students could further research the oldest person buried. Students could be Cemeteries can also tell us about events encouraged to link causes of death to past of the past in the local community. They events in the local community (epidemics, can tell us if there was a plague or natural wars, etc.). A large number of child disaster in a particular year or if people deaths could indicate unhygienic living died because of a historic event which conditions in early settlements. Students affected the local area. could also link nationality to patterns of Many cemeteries will provide tours immigration in the local community. for students, brochures and other information. Sheet 3:
•
•
Sheet 1: •
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Ask the students to take rubbings of four headstones at the local cemetery. Ask them to find headstones which include some interesting information. Students can practice taking rubbings of things in the school grounds first, using bricks and signs. You could enlarge the activity sheet to A3 size.
who has died or tells some information about him/her, the person’s occupation, a commemorative verse, manner of death, names of family and /or relatives and symbolic drawings.
•
You could tell students about the prominent people in the cemetery, or this information may be obvious. They can research these people further.
Sheet 4: •
When back in class, give out the fourth activity sheet. Collate and display the rubbings and discuss and record findings.
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When back in class discuss the information that can be found on headstones: full name of the person buried, the date of his/her birth and death, his/her age when died, inscription which praises the person
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Workbook 2: The Past in the Present
Section 1 Significant People and Places
Defining Local - Page 14
This is a Ready-Ed Publications' book preview. Focus:
• Understanding the term local and recognising how local areas can be defined in many ways.
Important Words: local, region, place, area, boundaries.
• Hand out the activity sheet. • Define the term local on the board. (A particular place or definite region, restricted to the area nearby or close to where someone lives.) • Tell students that different people can define local areas differently. The local government divides the country into electoral zones, which can be called local areas. Streets, freeways and transport zones divide cities and towns into local areas. A local area could be defined as the zone from which the school draws its students. • Talk about the boundaries of the students' local areas. If they live in a built up area, the boundary may be the block around their house, or around their suburb, town or city. • If students live in the country, their local area may be all the land around their house or it may be the distance from their house to the nearest town. If they live
on a station, island or peninsula, their local area is isolated from other areas. People decide on the boundaries of their local area for different reasons. Ask the students to complete questions one and two on their sheets. • Tell students that Australia is made up of many boundaries and local areas and ask them what these may be. Have a class discussion and brainstorm their answers on the board. When they mention the states, territories and cities ask them to complete the remaining four questions on their sheets. Ask children the names of other states, territories and cities in Australia. • Explain that a person can be considered local to Australia, local to a city or town, local to their school, local to their suburb and local to their street!
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Workbook 2: The Past in the Present
Section 1
Local Places - Page 15
Significant People and Places
This is a Ready-Ed Publications' book preview. Focus:
•
Understanding that local places are significant.
•
Understanding that over time, we have lost touch with the significance of places.
• Tell the students that often, places in their local area have been named for a reason. The names of places can help us understand their significance. Brainstorm some local place names on the board which fit into the following four categories: indigenous, tribute, transplanted and official. • Discuss their individual meanings. • Ask the students to think of more place names in their local area and sort them into categories on their sheet.
them of "the home country", such as New South Wales. It was a way of immortalizing them. • Official names – are common for electoral districts and shires. These names often attempt to recognise important historical/political/religious people or events connected to local areas. • Ask students to pick one of the places on their sheet and research it further.
Useful Website: Categories: • Indigenous names - like Wagga Wagga and Myalup. If the students look at a map of their local area they will probably find that lots of place names are indigenous.
www.nla.gov.au/pathways/jnls/ newsite/view/263.html is a great website for place names and their meanings.
• Tribute names - places that are named after people. It was common for explorers to name places after their founders or social or political people of the time. Some places are also named after famous Australians. • Transplanted names - names chosen by explorers and settlers to remind
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Workbook 2: The Past in the Present
Section 1 Significant People and Places
A Place of Historical Interest - Page 16
This is a Ready-Ed Publications' book preview. Focus:
•
Identifying a local place of historical interest.
Interesting Words: identify, locate, interest, brochure, source, evidence,
research.
• Pin up a map of the local community area using small flags or coloured pins. • Brainstorm with the class the main points of historical interest in your local area. Mark churches, heritage buildings, monuments, museums, National Trust homes, dams/reservoirs, botanical gardens, war memorials, wharfs and so forth. • As a class collect information on these local points of interest and pin it up next to your map so that it becomes an information board. This could include photographs, pamphlets and
Section 1 Sites of Significance
brochures. • Pair the students and ask them to pick one local place of historical interest. Ask them to research the significance of the place and create one page of information on it by completing the activity sheet. Point out that historical inquiry is not only about answering the questions what and when, but also asking why, how, which and who questions. • Collate all the pages to create a class brochure.
Places of Interest in Australia - Page 17
Focus: • Understanding that there are places of historical interest all over Australia and that the students can be classed as being local to Australia. • •
Brainstorm with the class places of historical interest in Australia. Discuss where these places are in Australia and why these places are of historical significance. For example: Lake Mungo in New South Wales is important because it tells us about when and how the traditional owners of Australia lived. Remains of their lives (clay-pans, camp hearths, remnants of food and skeletons) can still be found
•
there. It is such an important site that it has been listed as a World Heritage Site. Ask students to research some more historical places in Australia and use symbols to show where they are located on the map on their activity sheets. Students must create a key to explain their symbols.
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20
•
Workbook 2: The Past in the Present
Section 2
Historical Sites - Pages 19 - 22
Sites of Significance
This is a Ready-Ed Publications' book preview. Focus:
•
Identifying historical sites of cultural or spiritual significance in the local area.
Sheet 1:
• On the board make a list of as many local sites that students can think of that have heritage, spiritual or cultural value for present generations. (Example: a war memorial helps us to understand past conflicts and the Australians who fought to protect our country. Rock shelters and midden sites can help us to understand how and when the first Australians lived: what they ate, how they hunted, what they made, etc.) • Ask the students to complete the activity sheet.
Sheet 2: • Ask students to choose one local site that they would like to research further. Encourage them to use a range of resources to complete the activity sheet on their chosen site.
Sheet 3: • Discuss with the students what ANZAC stands for. (Australian and New Zealand Army Corps.) They can record this on their sheets. • Ask them when ANZAC Day is. (25th April first celebrated in 1916.)
surrounded by water so that they could secure a point from which to capture Constantinople and knock the Turkish out of the war. They landed in Gallipoli on 25th April and fought the Ottoman Turkish army. The fighting lasted for eight months and over 8,000 Australians were killed.) Ask students to create a stamp based on some of this information.
• Locate your nearest ANZAC or other war memorial. Try to visit it if possible and discuss its significance.
Sheet 4: • Ask the students to create a poster advertising a local site(s) to the public. The poster should encourage people to visit the site by highlighting its importance to people today.
Extension Activities: • Try to visit as many local sites as possible, such as: memorials, museums, rock shelters, creeks, mountains, etc. • You could ask an ANZAC or Aboriginal and Torres Strait Islander person to come in and talk to the students. • Look at ANZAC or indigenous artefacts, and ask the students to tell you what these artefacts tell us about the past.
• Ask students who we remember on ANZAC Day. (Today we remember all soldiers who have fought in all wars. ANZAC Day was first created to remember those who fought in World War I. Tell them that Australians and New Zealanders were sent to Gallipoli in 1915 to capture the Galliopli peninsula, an area almost completely
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Workbook 2: The Past in the Present
Section 2 Sites of Significance
Indigenous Places - Pages 23-25
This is a Ready-Ed Publications' book preview. Focus:
•
Understanding the significance of local indigenous sites, places and landscapes.
Sheet 1:
Sheet 3:
• List with the students indigenous sites, places and landscapes of historical interest in the local community.
• Look through an atlas as a class and locate and list important indigenous sites, places and landscapes in your state and in Australia.
Sheet 2:
Additional Information:
• Ask students to choose one local indigenous site, place or landscape to research further. They can do this using the internet, newspapers, community information guides or local knowledge. Alternatively you could research one together as a class.
• To find indigenous places and their meanings in your local area contact your AEO at school or the indigenous contact person within your local council or community.
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Workbook 2: The Past in the Present
Section 3 Changing Technology and People's Lives
Technology and Travel - Page 27
This is a Ready-Ed Publications' book preview. Focus:
•
•
Understanding that technology has changed the way that we travel.
Ask students how people travelled before cars, planes or trains were invented. From there, try to trace the changes that have occurred in methods of transportation because of the changes in technology.
Background Information: •
In the 1850s, camels replaced horses and became the main method of transportation because they were more suited to the Australian climate. You could look at pictures of camels and Australian cameleers from this time and read out some cameleer diary entries to the students. Camels were taken over by cars, trains and planes. In 1854 Australia's first trains began operating. First there were steam trains, then diesel locomotives, then electric trains. In 1910 planes were introduced.
Extension Activity: •
Discuss how technology has also changed the way we communicate when we travel (email, Twitter, Facebook, travel blogs, etc.).
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Workbook 2: The Past in the Present
Section 3 Changing Technology and People's Lives
Technology and Buildings - Pages 28-29
This is a Ready-Ed Publications' book preview. Focus:
•
Understanding that changes in technology have altered the buildings in which we live and work.
Important Words: style, architecture, architect, influence.
•
Discuss structural features of old houses that identify them as belonging to the past (Victorian houses for example had no airconditioning so they had wide verandahs and corridors).
Discuss why old houses and buildings are worth preserving. (Because they tell us about the past by tracing the changes that have occurred in technology as time has passed. They are our history. They give us information about how people lived and what materials were available to them. Old historical buildings attract tourists because of these reasons.)
•
Also discuss furnishings in houses which identify them as old or new. (Old and new kettles and irons, etc.)
Hand out both activity sheets. Find an old building or house or part of the school to complete the tasks.
Extension Activities:
•
Discuss how we can tell that houses/ buildings are old. Discuss what houses/buildings were made of in the past. As a class, you could collect examples of different materials: wood, brick, etc.
•
•
•
Define the word ‘preserving’. Discuss what could be done to preserve an old house/building (make sure it is not knocked down, nothing is built too close to it which would damage it, nothing is too drastically altered or changed, so it appears in its original form).
•
Students could research some heritage-listed buildings in the local area.
•
Students could make a diorama of an old house or building.
•
Students could collect photographs/ illustrations of old houses and buildings and create a sequence chart.
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Workbook 2: The Past in the Present
Section 3 Changing Technology and People's Lives
Newspapers - Page 30
This is a Ready-Ed Publications' book preview. Focus:
•
Understanding how newspapers can tell us about changes in technology.
Interesting Words: headlines, topic, article, reporter.
•
Throughout our history, writing has been a powerful force. By writing, an author is able to share with his/her readers not only his/her own ideas and memories, but also convey to us information about the time and place in which he/she lived. Old articles can reveal how changing technology has impacted on our lives.
•
Take the class to the local library/ museum to find old newspaper stories. Bear in mind that newspaper publishers and state libraries have a copy of every newspaper issue that they have ever published.
•
Ask each student to choose an article that records how people travelled, communicated or played in the past, before the rapid changes in technology.
•
Ask your students to use their chosen article to complete the activity sheet.
Extension Activities: •
Organise a visit to the local community news and ask them to talk to the students about what they write about and the process of writing and printing. Discuss the importance of local news.
•
Collate newspaper articles from the class and create a school newspaper to hand out to others in the school community.
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Workbook 2: The Past in the Present
Section 3 Changing Technology and People's Lives
Written Documents - Page 31
This is a Ready-Ed Publications' book preview. Focus:
•
Understanding that written documents can tell us about changes in technology.
Important Words: issued, copies, originals, recreate, loss, damage, care, old, new, stored, tell, document, information.
•
•
There are many ways in which the past can be celebrated and preserved. Descriptions, documents, books and objects, (written in and from earlier times) can all celebrate and preserve the past. They can give us an insight into how people's lives and lifestyles have changed because of technology. Brainstorm as a class, examples of documents and discuss what they tell us about the changes in technology. (Documents can give us information about how people travelled or communicated. Old telegrams can be contrasted with emails and coach tickets can be compared to flight tickets.)
•
Ask your class to bring in written documents that they may have at home to display. They may not be able to bring in the originals but they could bring in copies. Originals must be cared for to prevent loss or damage. The written document must relate to the local area.
•
Discuss as a class what the documents say about changes in technology.
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Workbook 2: The Past in the Present
Section 3 Changing Technology and People's Lives
Photographs - Pages 32-33
This is a Ready-Ed Publications' book preview. Focus:
•
Understanding that photographs can help us to understand changes in technology over several generations.
Important Words: change, now, then, different, same, tell, happen, front, back, today, yesterday, copy, original.
Sheet 1:
Sheet 2:
•
Discuss with your class how a lot of information and detail can be found in photographs.
•
•
Discuss where old photographs can be found (at home, in books, in old newspapers, amongst school records).
•
Ask the class to bring in a photograph that they have at home of something that is no longer used because it has been replaced. (Example: an old toy, an old kettle, etc.) They can fill out the activity sheet.
•
Before the students paste their photographs on to their sheets, make a photocopy of each photograph and pin them up to make a class photoboard.
Discuss how the photographs help us understand the changes that have occurred because of technology.
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Workbook 2: The Past in the Present
Section 3 Changing Technology and People's Lives
Then and Now - Pages 34-40
This is a Ready-Ed Publications' book preview. Focus:
•
Understanding the impact that changing technology has had on people's lives (at home, at work and in the way they travel, communicate and play).
Important Words: generation, technology, impact, communication. devices which have changed communication. Technology has also produced faster and more efficient cars which has changed the way we travel.
Sheet 1: •
Discuss with students how the early timekeeping devices rely on no or very little technology.
Sheet 2: •
Discuss how changes in technology have allowed us to be more mobile and travel longer distances more quickly.
•
Examine how many technological goods are made offshore today compared to the time when their grandparents were young.
Sheet 6:
Sheet 3: • •
Look at some of the traditional toys that indigenous children used to play and learn which depended on very little technology, such as string games which helped them remember stories that they were told.
Sheet 4: •
28
Students could ask their parents or grandparents to help them with the second task.
Sheet 7: •
As an extension activity students could discuss the advantages and disadvantages of each item.
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Discuss how changes in technology have resulted in smaller phones and music
Workbook 2: The Past in the Present
Section 3 Changing Technology and People's Lives
Then and Now - Pages 34-40
This is a Ready-Ed Publications' book preview. Extension Activities:
•
Students can make models of old and new items or bring an item in for display.
•
Another idea is to set up a class exhibition. This will take some time and organisation but is a rewarding exercise. Here are some pointers:
•
Ask students to bring in an old or a new item to display in the class exhibition.
•
Once all of the items have been brought into class, ask students to help classify them by sorting them into different groups, according to, for example, features, historical period, material, size, etc.
•
Each student should then label their item. Their label should date and identify the item and include details about its function, owner, what it is made of and any other further information.
•
Think about where the exhibition will be located and who will look after it.
•
When displaying the items, think about how best to showcase them to avoid valuable items being damaged. Documents printed on poor quality paper can turn yellow, fade, go brittle and tear. Don't put rubber bands around these types of documents and display them in flip albums made of polypropylene. Do not put documents in very bright light. Sometimes copies of very fragile documents can be made and handled freely. Coins should be handled carefully. Too much handling will tarnish surfaces so they should be held by the edges. They could be displayed in albums. Some items could be displayed behind glass cabinets.
•
Lastly, invite your students to give the exhibition a name. You will need a label for your exhibition. Get them to think of the colours that they will use in the exhibition title label. They may like to promote the exhibition by creating posters and invitations to its opening. Invite parents and people from the school community and get someone to do an opening.
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Australian History Series Workbook 3: Ages 8-9 years
This is a Ready-Ed Publications' Community and book preview. Remembrance
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Workbook 3: Community and Remembrance Community and Remembrance is written for students living in Australia who are studying History in Year 3. It is divided into four clear sections which connect to the National Curriculum. •
The first section gives students the opportunity to examine Indigenous Australians and use sources to understand where they came from and why they place so much importance on country and place. Students will identify a local indigenous language group to help them understand and develop an appreciation of local indigenous culture.
•
The second section encourages students to trace important changes and continuities in their local area, dating back to early colonial Australia. They will investigate local changes and continuities in relation to work, transportation, education, parks and gardens and entertainment.
•
The third section is entitled Development and Character of the Local Community. The activity pages in this section have been designed to help students explore the cultural diversity of their local area and assess how different cultures have influenced Australian communities in relation to religion, beliefs, architecture and festivals.
•
The fourth and final section of this book allows students to identify and discuss the origins and importance of special days celebrated and recognised by all Australians, and explore local and national symbols and emblems.
This is a Ready-Ed Publications' book preview.
The activities in this book have been carefully constructed to help students develop their historical knowledge and skills. Students will be asked to develop historical inquiry questions, identify, analyse and compare a range of sources, sequence parts of the past, use appropriate terminology and create charts, models, mindmaps, pictures, stories, and presentations to explain history.
National Curriculum Links Historical Knowledge and Understanding ACHHK060 – The importance of country and place to Aboriginal and/ or Torres Strait Islander Peoples who belong to a local area. ACHHK061 – One important example of change and one important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life.
ACHHK063 – Days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems. Historical Skills ACHHS065 & ACHHS066 – Chronology, terms and concepts. ACHHS067 – Historical questions and research. ACHHS068 – Analysis and use of sources.
Go to www.readyed.net ACHHK062 – The role that people of diverse backgrounds have played in the development and character of the local community.
ACHHS069 – Perspectives and interpretations.
ACHHS070 & ACHHS071 – Explanation and communication.
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Workbook 3: Community and Remembrance
Section 1 Local Indigenous Groups
Who Lived in Australia First? - Page 6
This is a Ready-Ed Publications' book preview. • Ask your students who they think are the traditional owners of the land and why. (Indigenous Australians because they were the first people to live in Australia.) Ask students to record this on their activity sheet. • Ask your students if they know how Indigenous Australians arrived in Australia. (It is believed that they travelled on foot from Asia to Australia across a land bridge which is now underwater.) Ask students to illustrate this on their activity sheets. • Ask students to suggest when Indigenous Australians arrived in Australia. Record all suggestions on the board. Explain that we are still not certain exactly when they arrived in Australia, but we think that it was between 40,000 and 60,000 years ago. Ask them to record this information on their sheets. • Brainstorm as a class how we find out about the past. Ask them how we know that Indigenous Australians lived in Australia first and how we know approximately how long they have lived on the land for. Record all suggestions on the board. (Human fossils that have been dug up at indigenous burial sites and have been tested and identified as belonging to indigenous people and as being up to 40,000 years old, rock engravings and paintings found at indigenous rock shelters, remains of meals, such as oyster and cockle shells found at midden sites.) • Ask students to label the historical sources on their sheets, indicate what type of sources they are and draw one of their own sources. (All primary sources.) They could also say at what sites the sources were likely to have been found.
Extension Activities:
• Discuss why we can’t be certain about the date that Indigenous Australians arrived and why there are differing opinions about what happened in the past. (Tests done on artefacts and fossils are becoming more advanced and more accurate, tests vary, new fossils and artefacts are being found all the time, there may be artefacts and fossils that we haven’t found which date further back than we think, artefacts can be damaged etc.) • Ask students to find out if any fossils or artefacts have been found in their local area. They could bring a picture of the historical source in to class to show others. The sources may indicate when Indigenous Australians inhabited their local area. • Set up sand trays around the classroom to simulate an archeological dig. • Set up trays around the classroom to simulate a midden site. Cover stones, bones and shells with leaves, soil and twigs. • Discuss the importance of the land to Indigenous Australians, who have been here for so long and have a very strong sense of belonging. • Take students to local rock shelters to see rock engravings and paintings, or to museums which tell them about local indigenous people.
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Workbook 3: Community and Remembrance
Section 1 Local Indigenous Groups
Human Fossils - Page 7
This is a Ready-Ed Publications' book preview. •
•
•
•
As a class define fossil. (Traces of an organism from the past, such as a bone or a shell.)
Draw students’ attention to the pictures of the human fossils on the activity sheet. Explain that the first picture is of a human fossil known as the Mungo Man. He was found in 1974 in Lake Mungo in New South Wales, Australia. He is identified as being an Indigenous Australian. Experts believe he is 40,000 years old. Ask the students to complete the information on him.
Discuss with students how this human fossil not only tells us that Indigenous Australians inhabited Australia at least 40,000 years ago but it also tells us about indigenous traditions. The body was sprinkled with red ochre (naturally tinted clay) which was a traditional indigenous burial practice. Ask the students to create this effect with crayon. Tell the students that the Mungo Man is locked in a vault at the Mungo National Park. This vault can only be opened if two keys are used. One key is controlled by archaeologists, the other by local Indigenous Australians. Ask the students to cut out the flaps around Mungo Man to create a vault. For fun, they can create two keys from plasticine. Discuss why it is so important to protect and preserve
these fossils and therefore control access to them.
•
Draw students’ attention to the second picture. Explain that this is Mungo Lady who was found in 1969 in Lake Mungo. She is believed to be between 40,000 and 68,000 years old, making her the oldest fossil in Australia.
•
Her remains are not in good condition, because it is believed that after she died, her family burned and smashed her body so that she would not come back to haunt them. This tells us that the indigenous clan that she belonged to believed in spirits. The shaded area indicates the parts of her skull that have been dug up. Ask students to fill out the museum card for her.
•
Locate on a map where Lake Mungo is in relation to the students’ local area. Look at the fossils found in the students’ local community, region, state or territory. They can find a picture of one of these fossils and write a sentence about it on their activity sheets. Each student could be given a different fossil to look at and take turns in presenting their fossil to the class. This will help students understand who lived in their local area first and that they arrived a long time ago and had a special relationship with the land.
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Workbook 3: Community and Remembrance
Section 1 Local Indigenous Groups
Indigenous Artefacts - Page 8
This is a Ready-Ed Publications' book preview. • Tell students that indigenous artefacts are objects from the past that have been made or modified by humans. Artefacts are therefore different to fossils. Artefacts help us to understand the way that the traditional owners of the land lived and help us to appreciate their relationship with the land. Artefacts are primary pieces of evidence. • Brainstorm as many indigenous artefacts as possible with the class. (Boomerangs, spears, stone axes, woomeras, coolamons, digging sticks, fishing nets, clap sticks, bullroarers, paint brushes made of human hair and sticks, etc.) Ask the students to write the word artefact in the rocks. • Tell the students that most Indigenous Australians were huntergatherers, which means that they survived by hunting and gathering their food from the land. This means that they relied on the land to survive and believed that it was precious and sacred. Discuss the kind of food that they would have
gathered and hunted, and discuss the tools (artefacts) that they used to gather and hunt. Discuss how they had to move around a lot as different foods were available at different times of the year in certain areas of the land.
• Ask the students to complete the matching activity on their sheets by matching the foods to the artefacts. (Answers: A boomerang was used to hunt kangaroos, possums and birds. A spears was used to hunt fish. A coolamon was used to gather water. A digging stick was used to gather seeds, vegetables, fruit and witchetty grubs. A fishing net was used to gather crabs, oysters and turtles.)
Extension Activity: • Take students to local museums where indigenous artefacts are displayed. An Elder may be available to talk about how indigenous people used the land as a resource.
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Workbook 3: Community and Remembrance
Section 1 Local Indigenous Groups
Local Dreaming Stories - Page 9
This is a Ready-Ed Publications' book preview. • Explain to the students that the term Dreaming (or Dreamtime) refers to stories passed on from one generation to another through dance, music, storytelling and art.
• The Dreaming stories are about the Earth’s creation. They tell stories of Ancestral Beings or Spirits moving around the Earth in human form creating animals, plants, rocks and other forms of the land that we know today. The Spirits are then believed to have transformed into stars, rocks, trees, watering holes and other objects. These are regarded as sacred by Indigenous Australians.
Indigenous Australian's way of life, beliefs and practices.
• Alternatively they can explain the relationship that Indigenous Australians have with the land through drawing.
• The Dreaming helps us to understand the unique relationship that Indigenous Australians had with the land as they believed that it was sacred and should be looked after. • Read some local Dreaming stories to the children or let them listen to some at www.dreamtime.net.au/ main.htm Some of these stories will relate to their local area. You may be able to invite a local Elder into the school to talk about the Dreaming and its significance in the local area. • Ask the students to explain a local Dreaming story in picture form on their sheets. The best way to do this might be through a storyboard or a sequence of pictures. Tell them that local Dreaming stories tell us a lot about the past. They tell us about
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Workbook 3: Community and Remembrance
Section 1
Local Language Groups - Pages 10-11
Local Indigenous Groups
This is a Ready-Ed Publications' book preview. Sheet 1 •
•
Explain that indigenous families who travelled to Australia joined together to form bands. Bands would join together to form clans. Clans could consist of as many as 500 people. Clans spoke the same language and were known as language groups. Some clans spoke the language of other clans who lived nearby. Before colonisation, there were over 250 different language groups in Australia. Today there are a lot less and many are in danger of being extinct. As a class, identify some indigenous language groups in your local area.
•
Students can choose one language group to research further in groups or one language group can be studied as a class.
•
Ask students to record whether their chosen language group is extinct or is still spoken.
•
Ask students to find out the name of the clan who spoke their chosen language group and any nearby clans who they associated with.
•
Ask students to try to find out the
clan band
words for: hair, eye, kangaroo, tree and bird in their chosen indigenous language.
Sheet 2 •
Ask students to find out where their language group first settled. This will have affected how they lived and what they ate. For example, language groups on the coast would have mainly survived off fish and would have spent a lot of time in makeshift canoes and relied on the ocean/river for trade as well as food. Language groups who lived inland would have had a different diet and different contacts.
•
Ask students to find out what relations were like between their language group and the colonisers. There may have been some famous battles between them which they can document.
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Students can record one of their chosen language group's beliefs. (For example: the Noongar people of Perth believed that a serpent called the Wagyl created the Swan River and in return for this gift, they became the custodians of the land.)
•
Students can create the profile of a famous member of their chosen language group or of another local well-known Indigenous Australian. (For example: Yagan was a wellknown member of the Noongar language group.)
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Workbook 3: Community and Remembrance
Section 2 Local Changes and Continuities
Early Colonial Australia - Page 13
This is a Ready-Ed Publications' book preview. • Help the students to sequence key changes in early colonial Australia by drawing lines to match the dates with the events. The dates are in order. Read out the information below to help them complete the task step by step. After, they can shade the information relating to their state or territory.
Background Information •
The First Fleet consisted of eleven ships. The ships set sail from Portsmouth, England in May 1787. The ships are said to have transported 750 convicts, 299 marines and their family members, 269 crewmen and 14 officials safely to the shores of Botany Bay in New South Wales, Australia. The fleet was commanded by Captain Arthur Phillip.
•
It took the ships nearly nine months to make the journey. They arrived in January 1788.
•
Captain Phillip declared that Botany Bay was too open and lacked fresh water and fertile soil for it to be established as a colony. So the fleet travelled 12 kilometres north and settled in Sydney Cove, Port Jackson on 26th January 1788. This date is remembered and celebrated every year on Australia Day.
•
In March 1788 Governor Phillip sent a small party to Norfolk Island, 1,268 kilometres east of Australia to create a second colony.
•
The Second Fleet, carrying mainly convicts and much needed supplies, arrived in 1790. This became known as the Death Fleet as many of the convicts arrived too ill to work and help develop the colony.
•
The Third Fleet consisted of eleven ships and arrived in 1791. The ships carried convicts, military personnel and notable people to fill important positions.
•
The first ‘free settlers’ (people who chose to live in Australia) arrived in 1793.
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The first Tasmanian colony was established in 1803.
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The first Queensland colony was established in 1824.
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The first Australian Capital Territory colony was established in 1824.
•
The first Western Australian colony was established 1829.
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The first Victorian colony was established 1835.
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The first South Australian colony was established 1836.
•
The first Northern Territory colony was established 1869.
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Workbook 3: Community and Remembrance
Section 2 Local Changes and Continuities
Our First Local Colony - Page 14
This is a Ready-Ed Publications' book preview. • Draw students’ attention to the pattern of colonisation in their local community, region, state or territory.
• Ask the students to place the word 'continuity' beside a job which still exists in their local community today.
• Ask them to write underneath the colonist who established the first colony in their local area, for example, Captain James Stirling.
• Ask the students to draw and label a job which existed in colonial times in their local area but does not exist today or is not as popular today. Example: whalers (stopped in 1979 because of changing attitudes towards these animals), cameleers (due to developments in transport), bushranging (died out in the 1900s, as more police, improvements in rail transport and communication technology made it difficult to avoid being captured). Tell the students that these are examples of change.
• Ask them to lightly shade the area where they live on the map. • Ask them to write inside the map the name of the first colony in their area, for example, Swan River Colony. • Ask them to name who lived in the colony. For example, was it home to convicts or free settlers? • Raise the question, “How did the colonists in the local area make a living?” Tell them that the location of the colony would have played a large part in determining employment. For example, if the colony was on the coast, whaling, sealing, pearl and oyster farming and fishing might have been the main industries. If the colony was not on the coast, agriculture and mining may have been the main industries. Ask them to draw and label three ways that people would have been employed in the colony in their local area.
• Explain that during times of war in Australia, men and women, regardless of where they lived in Australia, undertook new jobs. Many men served in the wars as soldiers and many women worked in factories.
Extension Activity: • Students can locate sources which record what was said about their local colony and identify what relations were like between the colonists and Indigenous Australians.
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Workbook 3: Community and Remembrance
Section 2 Local Changes and Continuities
Exploration and Transportation - Page 15
This is a Ready-Ed Publications' book preview. •
Ask students how early colonists in their local area would have explored the land (on foot, by horse and by makeshift boats). Ask them to record their suggestions on the sheet.
•
Ask the students how we can be sure about these early methods of transportation used for exploration. (Primary sources: pictures of explorers on their horses and in boats and written records such as diary entries.) Ask them to look at the two sources provided on their sheets and write next to each one what it tells them about early transportation and exploration methods. The students can then label the sources 'primary' or 'secondary'.
•
Explain that exploring the land on foot and by makeshift boats was very dangerous and that many colonists lost their lives and suffered hardships on their travels. Some were helped by Indigenous Australians who had endured the harsh conditions for years. They helped them find food and survive extremes of temperatures.
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Discuss the adventures of an old or recent explorer in the students' local area and ask them to fill out the profile. They could cut out and display their profiles in the classroom and find a picture of the explorer to accompany the text. Students could be given different explorers to research.
Extension Activity: •
Write a diary entry from the point of view of a recent explorer.
Go to www.readyed.net 39
Workbook 3: Community and Remembrance
Section 2 Local Changes and Continuities
Local Transport - Page 16
This is a Ready-Ed Publications' book preview. •
Ask the students to record the main changes in methods of transportation in their local area by drawing or pasting pictures or writing in the flow chart. Give them some background information first, which may differ slightly from area to area. Example: between 1885 and 1940 Melbourne had horse drawn cable trams.
Some background information: In the 1850s, camels replaced horses and became the main method of transportation in Australia. Camels were more suited to the Australian climate and harsh conditions than horses. You could look at pictures of camels and Australian cameleers from this time and read out some cameleer diary entries to the students. Camels were taken over by cars, trains and planes. In 1854 Australia's first trains began operating. First there were steam trains, then diesel locomotives, then electric trains. In 1910 planes were introduced in Australia.
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Ask students to colour red the transport methods that are still used in their local area today and write 'continuity' above them.
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Ask students to choose one means of transport unique to, or commonly used in their local area. Draw it and write a sentence about it.
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Workbook 3: Community and Remembrance
Section 2 Local Changes and Continuities
How Schools Have Changed - Page 17
This is a Ready-Ed Publications' book preview. •
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•
Ask students to guess when schools started to appear in Australia, given that the first colony in Australia was established in 1788. Write students’ guesses on the board.
Tell them that in the early 1800s there existed a few schools which were set up by churches. Only children whose parents could afford to pay the fees attended. Schooling was not compulsory and what was taught was not prescribed. Some of the wealthier children in the country were tutored by the wives of local professionals. (Students can complete the first and second questions on their activity sheets.) By the 1830s schooling was made available to all children. (Students can record this information on their sheets.) The government established non-paying schools as they believed that educating children would produce a more orderly, well-behaved and less ignorant society and would decrease crime. The church-run schools still operated outside of the government system. Even though the curriculum was prescribed, schools were not compulsory and many children attended for less than two years. Some schools were poorly managed and teachers were as young as 15. A typical day for a girl included sewing, knitting and darning. A typical day for a boy included geometry, geography and
arithmetic. The day started with the pupils being inspected for hygiene.
•
Education was made compulsory in the 1870s but was difficult to monitor. (Students can record this information on their sheets.) In the 1890s there were many key changes made to education. Teachers had to be trained and more technical education was made available as there was a shortage of skilled workers. Certificates were introduced. The system remained very much the same up until the 1950s.
•
Today, changes to the curriculum and examination methods happen all the time. A greater range of subjects is available and attendance is strictly monitored. The introduction of calculators and then computers to the school room was a key change.
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Ask students to create a school timetable for either a boy or girl in the 1870s and compare it to their own timetable.
Extension Activity: •
Compare old and new pictures of the students' school. Note down key changes and discuss what parts of the school building has stayed the same.
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Workbook 3: Community and Remembrance
Section 2 Local Changes and Continuities
Parks and Gardens - Page 18
This is a Ready-Ed Publications' book preview. •
Ask students to name as many parks and public gardens as they can think of in their local area. They can record the names on their sheets.
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Students discuss in small groups/pairs what roles parks and public gardens play in community life. Students can record their answers on the mind map. (Possible answers: provide entertainment and recreation, places to meet and socialise, places to be active, to walk the dog, to have picnics and eat, to appreciate fauna and flora, places to hold social functions/events and bring the community together, free places for everyone to enjoy, places to help you connect to the past and learn about the area’s cultural and historical significance, places of natural beauty.)
Section 2 Local Changes and Continuities
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Tell them that the first national park to be established in Western Australia was in 1898. It was named the John Forrest National Park in 1947. The development of many other public parks and gardens followed. Students can find out the name of the first park/garden in their local area and whether it is still there. They should record the name of this park/ garden and when it was established on their sheets.
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Individually or in groups, students can find two pictures. One of the first park/garden in its early years and one of it now. They can note key similarities and differences.
Entertainment - Page 19
As a class, decide on a definition of entertainment (e.g. what people do outside of working hours – is usually passive so involves people watching or spectating). Make a list of the types of things that the students do for entertainment on the board to help them further understand the term. Tell students that entertainment existed in Australia before colonialism. Ask them to think of buildings in their local area which still exist and were used for entertainment in the past (sports stadiums, race tracks, live saving clubs, picture theatres etc.). Ask each student to pick one building to research. They can begin by creating four historical inquiry questions about the building on their activity sheets. For example they could ask: When was the building built? Who used it? What was it used for? They can write the answers to their inquiry questions on the back of their activity sheets.
it was first built and one showing how it is now. They can identify similarities and differences. Encourage them to date the drawings/pictures/photographs. •
Using the answers to their questions and the pictures, students can present a one minute talk about the building. (Example: Subiaco Oval was built in 1908 so it is over 100 years old. It has provided entertainment for many generations of Australians. It has hosted AFL matches, concerts and was also used in the early days as a picture theatre. Today it is the home ground of the West Coast Eagles. AFL is a popular form of entertainment in Australia and has been for a very long time. It is Australia’s national sport. The pictures show that today there is a larger seating area and most seats are undercover. One similarity is that there is still a standing area.)
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Students can draw or paste two pictures/ photographs of the building; one when
Workbook 3: Community and Remembrance
Section 3
Development and Character of the Local Community
Religion and Beliefs - Page 21-22
This is a Ready-Ed Publications' book preview. Sheet 1
• Since colonisation, people from diverse backgrounds have made Australia their home and played a large part in the development of local Australian communities.
• Religion has been very much influenced by new migrants. Help students to make the connection between religion and migration, and understand that there are so many religions practised in Australia because it is so culturally diverse. • Help them complete the matching activity on the sheet. (British settlers were generally from Anglican or Catholic backgrounds. Those of German decent were associated with the Lutheran church and those of Italian descent were mainly Catholic. The discovery of gold in the 1850s attracted Chinese Buddhists to Australia. Buddhism also grew with the later immigration of South-East Asians. Jewish settlers who arrived with the first Europeans in 1788 introduced Judaism. Hinduism was introduced by Indian crews who came to Australia on trading ships soon after 1788. Later, people from Fiji, Sri Lanka and South Africa were responsible for the growth of Hindus in Australia.)
• Ask the students to identify their religion and background/ancestry on the sheet.
• Students can discuss and record Australia's views of religion (everyone is free to practise whatever religion they choose as long as they obey the law. Australians are also free not to have a religion). Sheet 2 • Ask the students to draw three religious buildings in their area which show the diversity of people and religion in their community.
Extension Activity: • Take students to the local church, mosque or temple to find out more about religion in their local area and its connection to migration. There may also be a number of museums in the area which will help them understand a particular religion and a culture, such as the Jewish museums in Melbourne and Sydney.
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Workbook 3: Community and Remembrance
Section 3
Development and Character of the Local Community
Local Diversity - Page 23
This is a Ready-Ed Publications' book preview. •
Explain to students that some buildings in their local area will reflect different cultural groups in the local community and their influence over time. Try to find examples of some of the following:
•
Ask students to draw one building in their local area which shows the influence of different cultural groups in their community.
- Old colonial buildings - built between 1788 and c.1840. These types of houses/ buildings were mainly built by convicts and were similar in style (Regency and Georgian) to those in Britain. They show British influence. - European buildings - built between 1840 and c.1890. These types of houses/ buildings show European influence. (Example - Italianate, Gothic.) - You might also like to look at houses/buildings in the local area which show Indian and Egyptian influence. (The Hobart Synagogue is an example of Egyptian architecture and was built in 1845.)
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Workbook 3: Community and Remembrance
Section 3
Development and Character of the Local Community
The Chinese - Page 24
This is a Ready-Ed Publications' book preview. •
Ask the children why they think Australians celebrate the Chinese New Year. (There are many Chinese living in Australia who are part of Australia’s multicultural society.)
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Tell them that the Chinese first came to Australia in large numbers during the 1850s and 60s to look for gold.
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On their activity sheets, students can identify some Chinese buildings, places or museums in their local area which tell them about Chinese immigration. (Examples: Chinese Museum in Melbourne, Golden Dragon Museum in Bendigo, Chinatowns in most Australian cities.)
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Ask them when the Chinese New Year is celebrated. (First day of the lunar calendar.)
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Ask the children to match the symbols with the Chinese New Year traditions.
Extension Activity: •
Students can research the food and drink consumed during the Chinese New Year (significance of dumplings and Jiu), the decorations made, red packets given, dragon and lion dancing and the lantern festival.
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Workbook 3: Community and Remembrance
Section 4 Special Days, Symbols and Emblems
Australia Day - Page 27
This is a Ready-Ed Publications' book preview. •
Ask the children the date of Australia Day. Ask them to record this on their sheets.
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Ask what event took place on this date in 1788. (Establishment of the first colony in New South Wales by European colonists.)
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Ask the students to look at the source (slogan) and think about why some Australians object to Australia Day being celebrated on 26th January (because it celebrates the day that Indigenous Australians started to lose touch with their culture and marks the decline of their traditional ways of life). You could tell the children that in 1988 on January 26th, Indigenous Australians and white supporters marched five kilometres in protest of the ‘celebration’.
•
Tell the students that Australia Day was originally known as Foundation Day and has been celebrated since 1808. Records show that early on, it was usually celebrated by small family dinners and some drinking and dancing! Ask them to interpret the poem by the colonist Charles Tompson, using their own words.
Extension Activity: •
List on the board all the different ways that the students celebrate Australia Day. Ask them to think what else Australia Day does or should celebrate apart from the anniversary of the first colony (multiculturalism, reconciliation, etc).
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Workbook 3: Community and Remembrance
Section 4 Special Days, Symbols and Emblems
ANZAC Day - Page 28
This is a Ready-Ed Publications' book preview. •
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•
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Ask the children what ANZAC stands for. (Australian and New Zealand Army Corps.) They can record this on their sheets. Ask them when ANZAC Day is. (25th April - first celebrated in 1916.)
Ask them who we remember on ANZAC Day. (Today we remember all soldiers who have fought in all wars. ANZAC Day was first created to remember those who fought in World War I. Tell them that Australians and New Zealanders were sent to Gallipoli in 1915 to capture the Galliopli peninsula, an area almost completely surrounded by water, so that they could secure a point from which to capture Constantinople and knock the Turkish out of the war. They landed in Gallipoli on 25th April and fought the Ottoman Turkish army. The fighting lasted for eight months and over 8,000 Australians were killed.)
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Students can fill in the information on their activity sheets.
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Discuss ANZAC Day in your local area and ask the students to fill in the information.
Extension Activities: •
Students could visit local ANZAC memorials and museums.
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You could ask an ANZAC to come in and talk to the students.
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Look at ANZAC artefacts, such as uniforms, badges, etc. and ask the students to tell you what these artefacts tell them about the past.
Useful Website: www.anzacday.org.au/ interactives/childhood/puzzles/ main.html This site contains a range of information about the history and celebration of ANZAC Day.
Ask students to colour the Gallipoli peninsular marked on the map. Ask them to draw a red line between the Gallipoli peninsular and Constantinople so that they understand the aim of the ANZACS. They can shade the surrounding countries.
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Workbook 3: Community and Remembrance
Section 4 Special Days, Symbols and Emblems
Sorry Day - Page 29
This is a Ready-Ed Publications' book preview. •
Ask the students when they think Sorry Day is. Write this date on the board. (May 26th every year.)
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Ask them to whom we are saying sorry to. (Traditional owners of the land/Indigenous Australians.) Write this on the board.
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Ask them why we are saying sorry. Write responses on the board. (For not respecting indigenous cultures and helping them to grow and survive after colonisation. For trying to force Indigenous Australians to become European. For the laws and policies put in place which disadvantaged Indigenous Australians. For the Stolen Generation.)
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Ask them what we are trying to achieve by Sorry Day. Write responses on the board. (The healing of our nation, reconciliation, unity and harmony.)
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Ask them when the first Sorry Day was and why we haven’t had a Sorry Day before this time. Write this information on the board. (1998 – previous Australian governments have refused to say sorry.)
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Show the students images created for previous Sorry Days. Discuss as a class how they show unity, healing and how they say sorry. (The joining of hands, using Aboriginal colours, written text, symbols of Indigenous and non-Indigenous Australians side-by-side, feet walking together, bridges, bandaids, etc.)
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Ask students to create their own Sorry Day image to market Sorry Day. They should include some of the information that is already on the board and include a caption, such as, Healing the Nation.
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Discuss what happens in the students’ local area on Sorry Day. Ask students to record the events that have happened by writing and/or drawing.
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Ask the students to create an invitation to their own Sorry Day celebration, using the information on the board.
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Extension Activity: •
48
Students could also examine NAIDOC Week, National Reconciliation Week and MABO Day.
Workbook 3: Community and Remembrance
Section 4 Special Days, Symbols and Emblems
The Coat of Arms - Page 30
This is a Ready-Ed Publications' book preview. •
As a class look at a picture of Western Australia's coat of arms.
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Students can draw and colour the coat of arms, copying carefully from another picture.
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Ask them to fill in the information about WA's coat of arms on their sheets. If they want to talk about more symbols, they could use another sheet of paper.
Section 4 Special Days, Symbols and Emblems
Floral and Faunal Emblems - Page 31
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As a class identify Western Australia's floral and faunal emblems.
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Ask the students to draw and colour WA's floral and faunal emblems, copying carefully from another picture.
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Ask them to fill in the information about WA's floral and faunal emblems on their sheets.
Extension Activity: •
Look at Australia’s floral and faunal emblems.
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Workbook 3: Community and Remembrance
Section 4 Special Days, Symbols and Emblems
The Flag and Other Emblems - Page 32
This is a Ready-Ed Publications' book preview. •
As a class identify Western Australia's flag.
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Ask the students to draw and colour WA's flag, copying carefully from another picture.
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Ask them to fill in the information about their state’s flag.
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Identify other emblems of WA (fossils, stones, mottos and/or fish). Ask the children to draw and fill out the information about this other emblem on their sheets.
Section 4 Special Days, Symbols and Emblems
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You could explore some national emblems not explored in this book, such as the national gem stone (opal), the national colours (green and gold) and the national floral emblem (golden wattle).
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You could also explore some additional local symbols and emblems such as club emblems and school logos and discuss their origins and significance as a class.
The National Flag - Page 33
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Ask students to draw and colour the Australian National Flag on their sheets. To help them, show them an image of the flag and ask them to copy it carefully.
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Ask students to say what each main part of the flag means. (The Southern Cross represents Australia’s geographical position in the Southern Hemisphere as you can’t see this constellation from the Northern Hemisphere. The Commonwealth Star represents all the different states and territories in Australia and the Union Jack symbolises early colonisation of Australia.)
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Extension Activities:
Ask who, they think, created the flag. (Ivor Evans, a14 year old schoolboy from Melbourne, Leslie Hawkins, a teenager from Sydney, Egbert Nuttall, an architect from Melbourne, Annie Dorrington, an artist from Perth and William Stevens, a ship's officer from Auckland, New Zealand. They all won a design competition as their entries were almost identical and shared the £200 prize money.)
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Ask the students to create a poster advertising one or more of the winners of the flag competition. The winners were announced and the flag flown for the first time in 1901.
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Ask the students if they know the rules associated with the Australian Flag. They can write or illustrate one or more of the rules on their sheets. (The flag must always be flown in a superior position to any other flag if flown in Australia or on Australian territory. It can be flown on every day of the year. It should not be flown/displayed upside down. It is not to be placed or dropped on the ground, or used to cover an object. Faded flags should not be displayed.)
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Workbook 3: Community and Remembrance
Section 4 Special Days, Symbols and Emblems
The Australian Aboriginal Flag - Page 34
This is a Ready-Ed Publications' book preview. •
•
Ask students to draw and colour the Australian Aboriginal Flag on their sheets. To help them, show them an image of the flag and ask them to copy it carefully.
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Ask the students when it was designed and who designed it. (Aboriginal Elder Harold Thomas in 1971.)
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Identify places where the Aboriginal Flag is flown in the students’ local area. Students can record this information on their sheets.
Ask the students to say what each colour symbolises on the flag. (Yellow represents the sun and yellow ochre. Red represents the red earth which symbolises the people’s relationship with the land and red ochre. Black represents the Aboriginal people.)
Section 4 Special Days, Symbols and Emblems
The Torres Strait Islander Flag - Page 35
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Ask students to draw and colour the Torres Strait Islander Flag on their sheets. To help them, show them an image of the flag and ask them to copy it carefully.
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Ask the students to say what the main colours and the two objects on the flag symbolise. (Green represents the islands or land, the blue represents the waters of the Torres Strait and the black represents the people. The headdress also symbolises the people and the five pointed star represents the five main island zones. The star could also represent navigation as they are a seafaring culture.)
people of the Torres Strait Islands. Ask the students to mark the Torres Strait Seas and Islands on the map. It is part of Queensland, Australia. Extension Activity: •
There are many famous Torres Strait Islanders, such as Christine Anu and Eddie Mabo. Ask your students to complete a profile of a well-known Islander.
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•
Ask the students who designed the flag and when it was first flown. (By Islander Bernard Namok in 1992.)
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Check that the students understand that Torres Strait Islanders are indigenous
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Workbook 3: Community and Remembrance
Section 4 Special Days, Symbols and Emblems
The Eureka Stockade Flag - Page 36
This is a Ready-Ed Publications' book preview. •
Ask students to draw and colour the Eureka Stockade Flag on their sheets. To help them, show them an image of the flag and ask them to copy it carefully.
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Ask them to record what the stars and the cross are believed to symbolise. (Stars: Southern Cross. Cross: unity among the miners.)
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Ask the students if they know why the Eureka Stockade Flag was created. (It was created by Australian gold miners. They were angry at the government who made them pay for licences before they began digging for gold. Many miners believed the licence fees were too high and protested in a street battle against police known as the Eureka Stockade in 1854 in Ballarat, Victoria. This is where the flag was first flown. The miners were defeated and many were injured. The battle lasted 10 minutes and the flag was left in tatters. Gold licences, however, were abolished soon after.)
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Ask the students to illustrate the history of the flag in storyboard form.
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Australian History Series Workbook 4: Ages 9-10 years
This is a Ready-Ed Publications' First bookContacts preview.
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Workbook 4: First Contacts First Contacts has been written specifically for Australian students studying History in Year 4. It contains four sections which relate closely to the National Curriculum.
This is a Ready-Ed Publications' book preview. •
The first section helps students to develop an understanding of the diversity and longevity of Indigenous Australians and explores their way of life prior to colonisation.
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The second section of the book encourages students to investigate the voyages of navigators worldwide and the contacts that they made with others.
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Departure and Arrival of the First Fleet is the title of the third section of the book. It examines why the First Fleet set sail, conditions on board, and the experiences of the passengers during and after the journey.
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The final section gives students the opportunity to explore the contact that Indigenous Australians had with their Asian neighbours and early European settlers.
All of the activity sheets in First Contacts have been written to extend students' historical knowledge and understanding. Students are asked to derive information from a variety of visual and written sources, sequence events, read and add to maps, group information, create artefacts, conduct surveys, fill in diagrams, hold discussions and draw conclusions. To make life easy for the teacher the answers are provided at the back of the book.
National Curriculum Links Historical Knowledge and Understanding ACHHK077 – The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander Peoples are connected to country and place and the implications for their daily lives. ACHHK078 – The journey of at least one world navigator, explorer or trader up to the late 18th century, including their contacts with other societies and any impacts.
Historical Skills ACHHS081 & ACHHS082 – Chronology, terms and concepts. ACHHS083 – Historical questions and research. ACHHS084 – Analysis and use of sources. ACHHS085 – Perspectives and interpretations. ACHHS086 – Explanation and communication.
ACHHK079 – Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival.
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ACHHK080 – The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment.
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Workbook 4: First Contacts
Answers p.6
p.24
1. Suggested answers: Indigenous Australians came from across the sea to Australia. / Djankawu travelled with his two sisters. / They walked across the country following rain clouds. / When they needed water, they used digging sticks. 2. They followed the morning star (Venus). 3. Suggested answers: rafts and canoes could sink in storms / difficult to control direction / couldn’t store much food or water on board / little protection from rain, hot sun. Timeline: 150,000 years: people started moving out of Africa. 50,000 years: people used land bridges to arrive in Australia. 20,000 years: sea level rose, land bridges disappeared cutting off Australia and Tasmania.
1. People moved to new locations and needed new words to describe their home and life, groups were separated and lost contact. 2. To maintain friendly relationships for trade and marriages. 3. Artwork, body language and gestures.
p.8
p.28
This is a Ready-Ed Publications' book preview. 1. The lakes and forests provided food and fresh water. 2. Lakes began to dry up and the climate became warmer. 3. Indigenous people used flaked stone to hunt and cut meat / bones were used as hunting tools / the dead were painted in ochre and cremated / footprints reveal height and speed of travelling people.
p.10 1. Climate became drier and warmer so megafauna food died out / megafauna were hunted by Indigenous Australians. 2. Fact file points to include: weight 240 kg, height 2m, short snout, long fingers, long feet, herbivore. 3. Stars predicted seasonal events which helped to find food.
p.12 1. Answers could include: fishing in the lake / making camp fires / children playing games together / women cooking / making flour using a grindstone / making tools or musical instruments. 2. Suggested answers: a lake nearby for fresh water and fishing / trees for shade and to collect seeds / flowers and birds’ eggs / plenty of dry wood and bark to make fires and artefacts. Foods around the campsite Foods gathered: honeycombs, birds’ eggs, berries, wattle seeds, yams, lilies, mussels, moths, macadamia nuts, flowers, grubs. Foods hunted: possums, frogs, pigeons, echidnas, wallabies, goannas, fish, cockatoos, ducks.
p.13 Suggested answers: A. Carrying food / water / a baby. B. Making fires / making music. C. Trapping fish / making a small dam to store water. D. Netting small reptiles / insects / fish.
p.17
p.26
1. The world was created by the spirits of ancestors, who formed the land and all its features. 2. The ancestors passed on important information about how to survive and look after the environment. 3. Hazards and dangers: floods / bushfires / droughts / poisonous snakes / dangerous animals (crocodiles, sharks).
Suggested answers: sharing food and resources and not being greedy / taking responsibility for your mistakes / not being boastful and stubborn.
p.30 Contributions to the nation: bush food knowledge / bush medicines / indigenous trackers and guides / knowledge of indigenous culture and places – a sense of belonging. Plants: eating a variety of fresh seasonal uncooked plants to stay healthy / using plants as medicines and remedies. Tea tree properties: antiseptic / relief for coughs and colds / treatment for pimples and dandruff / treatment for aquarium fish.
p.33 Spices: cinnamon / tumeric / star anise / ginger / mace / cloves / pepper / nutmeg. Questions: -Spices were valuable because they prevented food from spoiling and making people sick. -European nations wanted to discover new lands that could provide riches such as gold and spices. The kings and queens wanted to build empires in distant places to spread Christianity and their cultures. -Found in warm areas in the Tropics (Asia, Africa and South America).
p.35 -Columbus sailed away from the African coastline into the open seas. People believed that the Earth was flat and sailors would disappear off the edge of the world. -Columbus sent sailors to find the “Emperor of China". Columbus' Journal: The Spanish gave: red caps / beads / bells. The Indians gave: parrots / darts / skeins of thread.
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1. A totem name is connected to the place where the family lives or an event close to the baby’s birth. 2. The totem is not eaten and images of the totem appear on a person’s artefacts. People with the same totem share a special bond.
p.37
Questions: - The Portuguese had poor quality goods to trade / the Muslims thought they were pirates. - There were Muslim Sultans ruling important ports on the African coast. / The Muslims had a thriving spice trade in the area. - The Portuguese opened up a trade route with India, which brought spices, gold and precious gems to Portugal. / Portugal was able to establish a colony in Goa. 55
Workbook 4: First Contacts p.40
p.53
Pros and Cons: Advantages: more jobs / improved transport systems. Disadvantages: dirty, unsafe working conditions / low pay / growth of slums / child labour.
Sequence: 3, 6, 4, 5, 2, 1
p.42 Questions - Male + female convicts = 772. - Marines' wives + children = 46. - Marines worked on the ships and were going to guard the convicts in the colony.
p.56 Cook was a navigator, cartographer, ship’s commander and astronomer. Timeline 20th April - Cook sights east coast of Australia at Port Hicks. 23rd April - His first sighting of Indigenous Australians at Ulladulla. 29th April - Cook anchors at Botony Bay. His first meeting with the Gweagal people. 11th June - Cook sails north. The Endeavour is damaged on reef near the Endeavour River. 23rd August - Cook sails home through the Torres Strait. Claims Terra Australis for Britain.
This is a Ready-Ed Publications' book preview.
p.44
- Orphan, with a hard life / no schooling / worked as a chimney sweep occasionally / stole for a living / joined a gang of thieves. 1. Stealing goods worth more than 5 shillings / breaking into a house. 2. Capital punishment, usually by hanging. 3. The judge felt pity for John because of his age.
p.46
p.58 Sequence: 3, 6, 5, 2, 1, 4
p.60 Portsmouth
Tenerife
Cape Town Rio de Janeiro
Botany Bay Van Dieman's Land
1. 20th May 2. 3rd June 3. 13th Oct 4. 20th May 5. 5th August 6. 25th Nov 7. 5th July 8. 13th Oct. Problems during the voyage: 1,2,4,6,7,8
p.48 1. The soil was not fertile and constantly needed manure. 2. In large quantities: melons, cucumbers, pumpkins (possibly grapes). 3. Good quality, “will equal those of any other country” / “an essential article of luxury at European tables”.
p.50 Problems: convicts wandered away from supervisors / tried to escape by boarding ships in the bay (caused trouble) / hid tools to avoid work /stole from one another / got drunk and couldn’t work. Note: this sketch of the couple presents an image of well-fed, reasonably dressed convicts. They are most likely engaged in domestic chores, not hard labour. Clothes were issued on a limited basis (one set per year) and were probably not suitable for the various seasons. Questions: Lack of skilled carpenters / hardwood trees / inadequate tools. Did not provide much protection in extreme weather / easy for convicts to escape from.
Eora world: weapons / clan artefacts / tools used in daily life. British world: clothes of the epoch / hair cut and sideburns. Suggested answers: Phillip and Bennelong had built a strong friendship / Phillip wanted to hear the views of the Eora / Phillip used Bennelong to communicate his ideas to the Eora / Bennelong was curious about British customs. Eora’s point of view: loss of natural resources / occupation of territory / diseases brought by settlers / not understanding the notion of private property / introduction of alcohol to the culture / mistreatment of Aborigines / didn’t understand British values and attitudes British point of view: Aborigines did not farm the land so the British thought that they had a right to take it / Eora did not understand fences around private property / Eora took animals and tools from the colonisers / some Eora attacked the colonisers in retaliation for mistreatment / didn’t understand Eora values and attitudes.
p.62 Suggested answers: foreshores had been cleared to build docks and warehouses on harbour / trees have been cleared for buildings and agriculture / sailing ships dominate the harbour. Effects: the animals the Eora hunted would have moved to more forested areas / fishing grounds would have been disturbed / loss of trees meant loss of fruit and bush medicines / sacred sites would have been destroyed or trespassed on / indigenous people forced out of traditional lands.
p.64 3. The Chinese travelled to Java and Timor to trade for the trepang / the Chinese traded expensive things like silk cloth and tea for the trepang / the Chinese ate the trepang as a medicine and important part of their diet. 4. Suggested answers: the Malay fishermen might have taken Yolngu food without asking / the Malays might not have brought trading goods that the Yolngu wanted or liked / the Malays might have tried to take Yolngu women away with them.
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p.52 Questions: Phillip established a pardon system to motivate convicts to turn over a new leaf and contribute to the colony. 56
Australian History Series Workbook 5: Ages 10-11 years
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Colonies
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Workbook 5: The Australian Colonies The Australian Colonies has been written for students who are living in Australia and are studying History in Year 5. It contains five sections which relate closely to the National Curriculum.
This is a Ready-Ed Publications' book preview. The first section helps students to develop an understanding of the reasons why Britain decided to establish colonies in Australia after 1800. The second section of the book encourages students to investigate daily life in colonial Australia for Indigenous Australians and convicts, and explores the affect of colonialism on the environment. It also looks closely at the reasons behind the location of various settlements. Events That Affected Colonies is the title of the third section of the book. It examines frontier conflict, internal exploration of Australia and the expansion of farming. The fourth section provides students with the opportunity to share the experiences of different Australian migrants, such as assisted passengers, indentured labourers and those escaping the Irish Potato Famine and the Highland Clearances. It also examines the contributions of particular migrants in Australia. The final section of the book looks at the contributions that Caroline Chisholm, Louise Lawson and indigenous guides and trackers made to shaping colonies. The activity sheets have been written to extend students' historical knowledge and understanding. To make life easy for the teacher the answers are provided at the back of the book.
National Curriculum Links Historical Knowledge and Understanding ACHHK093 – Reasons (economical, political and social) for the establishment of British colonies in Australia after 1800. ACHHK094 – The nature of a convict or colonial settlement in Australia, including the factors that influenced patterns of settlement, aspects of the daily life of its different inhabitants, and how they changed the environment. ACHHK095 – The impact of a significant development or event on a colony. ACHHK096 – The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony.
Historical Skills ACHHS098 & ACHHS099 – Chronology, terms and concepts. ACHHS100 & ACHHS101 – Historical questions and research. ACHHS102 & ACHHS103 – Analysis and use of sources. ACHHS104 – Perspectives and interpretations. ACHHS105 & ACHHS106 – Explanation and communication.
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ACHHK097 – The role that a significant individual or group played in shaping a colony.
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Workbook 5: The Australian Colonies Answers
p.7 Teacher to check map: Georgia in North America, Bermuda, Ghana, the Andaman Islands and Singapore. 1. New South Wales 2. To separate criminals from the general population; transportation was a deterrent to committing crimes; so convicts would not return to Britain. 3. Convict labour helped to develop the Australian colonies; Britain could use the colony’s resources. 4. Orphans would not be an economic burden on the state; they could build a better life in Australia. p.9 Convict numbers were rapidly increasing in Sydney; repeat offenders could be separated; to stop the French from establishing a colony in the south; to use timber resources to build ships. 1. Poor soils would not grow crops; convicts escaped; free settlers had no confidence in the young Lt. Bowen. 2. The French observed indigenous culture and sketched the fauna and flora. 3. To provide fresh food for other visiting sailors; as a legacy to the local indigenous people. p.11 1. The words that the poet uses create an atmosphere of cruelty and misery and paint Macquarie Harbour as a grey, lifeless place. 2. It was isolated from the mainland and difficult to reach; surrounded by rugged bush land. 3. No. The convicts are gardening and are not sentenced to hard labour in chain gangs. 4. The penal stations were on small islands – convicts would have to swim through rough waters (with sharks). p.12 1. Animals in the rugged mountains would have been difficult to catch or hunt. The convicts would not know if plants were edible. 2. The police did not believe that he was a cannibal. 3. It was a shocking, sensational story about an isolated, little known part of the world. p.14 Penal stations: Port Macquarie, Norfolk Island, Emu Plains, Toongabbie, Castle Hill, Moreton Bay. 1. His parents and girlfriend. 2. Wore leg irons, flogged until his back bled. 3. Plentiful food supply, fresh water supply, good farming land, isolated from civil population. 4. Criminals sent to Moreton Bay were dangerous. p.17 1. More farming land meant more food production and opportunities to establish farms over the Blue Mountains. 2. He could have guided the party on tracks that Indigenous Australians used to regularly cross the mountains; helped to find food; could have helped prevent attacks from other Indigenous Australians. 3. Proclamation should include: good farming land, plentiful water, thinly wooded (less clearing); supply of convict labour; road built over the mountains. p.19 1. Convicts built roads, houses and cleared lands for pastures. 2. Wealthy landowner: Georgian-style built from quality materials, roomy, shady verandah, servants’ quarters, workers’ cottages. Farmer: built from local materials (wattle and daub), small, earthen floors. p.21 1. Student’s opinion. Most of the games mentioned are still played in one form or another today. 2. Student’s opinion. Modern toys are more intricate, interactive and not home-made. 3. Clothes were handmade which took time; cloth was imported and was quite expensive. Clothes needed to last a long time. 4. Children’s clothes were smaller versions of adult clothing. Children were dressed formally. Boys wore suits and girls wore tight-fitting long dresses. 5. Student’s opinion. Formal dress would not be well-suited to an outdoor, pioneer life in a warm climate. p.23
2. Fur from animals for blankets, clothes; caves and ledges for shelter; plants for bush medicines. 3. Bushcraft skills including hunting and gathering food, Dreaming stories, giving children responsibilities in the community. p. 25 Settlers planted willows as windbreaks on farms; willow roots matted along river banks; platypus couldn’t build burrows; cattle gathered in large numbers around billabongs to drink; plants and small trees trampled; loss of habitat for insects, animals and birds; the practice of fire-stick farming was stopped by settlers; bush grew more thickly; dry bush burnt during bush fires. 1. The Wiradjuri did not recognise the settlers’ ownership of the land. Sacred sites were on settlers’ properties. 2. Introduced species of plants and animals can harm the environment and upset the ecological balance; controlled burning and clearing of bush can prevent bush fires. p.27 Difficulties: getting up at two in the morning to go to work; climbing over rocks; working in cold, wet weather; crowded conditions. 1. No. “I am very well contented with what I am doing.” 2. Student’s opinion. 3. Gold fever drove people to frenzy and the governor was afraid the convicts would revolt and head off to the goldfields. 4. The Cobb & Co. Coach company made its headquarters in Bathurst; the railway was extended to Bathurst. p.30 Nyungar needs: food, shelter, access to fresh water, access to sacred sites, freedom to move around territory. Settlers' needs: land to grow food, materials to build homes, pasture and water for livestock, fences to keep livestock from straying. 1. The root of the problem was the dislocation of the Nyungar from their ancient home that provided their daily needs. 2. Student’s opinion. 3. Retaliation for the attack on Nesbitt; to force the Nyungar from the Pinjarra area so it could be occupied by Thomas Peel and other settlers. p.32 Annotation: most of Sydney’s farming land had been occupied by settlers by 1820; it was dangerous to settle outside the 250 kilometre limit because settlers could be attacked by convicts, bushrangers or Indigenous Australians; settlers moved further inland to claim large areas of land for their cattle and sheep; for £10 squatters could buy a licence that gave them permission to settle outside the limit. 1. The pastoralists were wealthy, influential citizens who wanted more free land; there were not enough police to stop people. 2. The new settlements in Victoria and South and Western Australia; the discovery of gold and other precious metals; the success of the sheep industry. 3. The merino sheep adapted well to the low-rainfall country; availability of large tracts of land at no cost. p.34
Diet Leisure
Macquarie Marshes
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Bathurst
Sydney Lachlan R
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Wiradjuri Temporary huts made from branches and bark; caves and over-hanging rock ledges.
Settlers Permanent dwellings made from timber, stone or brick / Farmers also used local materials.
Varied fresh food hunted and collected from local area.
Preserved meat, bread, tea and sugar, alcohol, hunted wildlife.
Listening to Dreaming stories, playing games with natural objects from the environment.
Reading, playing board games, making wooden toys, gem and rock collecting, swimming.
Lake Alexandrina
1. The waterways provided an important transport system for the goods produced in remote areas. 2. Student’s interpretation. p.36 1. PLUS: interest in natural sciences, interest in indigenous culture, spoke various languages. MINUS: no experience in leading expeditions, young, had only been in Australia for two years. 2. Poor orientation and map skills meant he frequently got
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Workbook 5: The Australian Colonies lost; horses drowned in river; inexperience with river crossings. Indigenous Australians attacked party for trespassing on sacred sites or hunting grounds. 3. Open the country to colonisation; produce from York Peninsula could be transported from Darwin; cattle could be driven to Darwin for export and be fattened in the Gulf Country. 4. Student’s theory might include attack from Indigenous Australians, mutiny by expedition members, accident. p.38 (1) The fleece was sorted into 110 kilogram bales. (2) Transported to rivers ports by drays. (3) Bales stacked in wool stores until boat’s arrival. (4) River boats transported bales to ports. (5) Clippers transported wool overseas. (6) Steam railways were to become a faster form of transportation. 1. With cranes (pulleys). 2. The water level of the river is quite low. 3. People waiting for mail, to pick up visitors or boat passengers. p.40 BRITAIN: fleece from Australia was made into goods that were sold all over the world; provided factory jobs for the British. AUSTRALIA: provided money to develop the colonies (roads, bridges, schools, transport networks); provided jobs; attracted more people to migrate. 1. The farm had the capacity to double its production; wool was sold at a good price; cash sale only. 2. Buyers came from as far away as Japan; Europeans set up offices to buy wool in Australia. 3. The expression means that the Australian economy relied heavily on the wool industry. p.42 Pastoralists’ case: freedom to choose shearers; to dismiss workers not up to employers’ standards; shearers to negotiate working hours. Shearers’ case: employment of union labour only; better pay; better working conditions in the shearing sheds. p.43 1. Student’s opinion. 2. Many striking shearers were hungry and penniless; pastoralists found non-union labour to do the shearing. Possible consequences: civil war might have broken out; the strikers could have been arrested; more properties might have been destroyed; the growth of the wool industry could have been affected. p.46 1. To prevent the typhus and smallpox from spreading into the general population. 2. Cramped conditions (278 people); complaints of poor food; existence of contagious diseases (possibly from contaminated water). 3. To flee from the problems in Europe and to make a better life for themselves in Australia. 4. By auctioning Crown Land. p.49 1. Indentured workers were employed for a set time then they were expected to return home. Pay was particularly low and they usually lived on their employer’s farm. 2. To try to stamp out the practice of kidnapping South Sea Islanders to work on sugar cane farms. 3. The South Sea Islanders adapted well to the work and employers were satisfied. 4. Farmers could not find other workers to labour on the sugar farms and therefore, the farms would fail. 5. The author suggests that lazy men resented the hard working Islanders. p.51 1. To handle and train the camels brought to Australia for inland exploration. 2. They helped to build telegraph and railway networks. The camels transported supplies and materials to remote areas. 3. The station owner seems to be listening to news, another man is interested in the goods the cameleer is selling, the indigenous child appears a little wary of the visitors (as does the horse). 4. The homelands of the cameleers had similar hot, dry climates. The cameleers probably enjoyed the freedom of travelling by camel from place to place. p.52 1. Positive qualities: lead the van, pioneer, can’t afford to wait for a job that suits, to look for work where stations are, he’ll brave the drought..and rains, help to garden … and build, with a heart as firm and stout. Negative qualities: gentlemen, Cheap-Jack, men who shirk the sweat of the brow, condemned men who are frightened to look for work. 2. “tramps over the ridges,” "over the burning sands", “in the lonely Western land,” brave the drought and rain..” 3. Farmers, labourers, builders. 4. Student’s opinion.
p.55 1. Sitting at her desk with the map of Australia in the background, Caroline Chisholm appears content as she works. 2. Timeline to include: 1838-arrived in New South Wales and set up employment agency for women. 1846-returned to England to promote Australia as a migrant destination. 1849-Family Colonisation Loan Society. 1852-Passenger Act. 1857-shelters for miners on Victorian goldfields. 3. Chisholm wanted young women to have opportunities in New South Wales and protect them from employers who might exploit them; Chisholm wanted to reunite families in Australia. p.56 1. Caroline Chisholm wanted the editor to publish her letter because she could not afford to pay for advertisements. The editor had helped her in the past. 2. Mrs Chisholm did not have much money: could not afford to pay for advertisements; could not afford to pay for postage on letters. Mrs Chisholm was asking for help: she asked for free transport on drays for servants travelling to the country areas to take up work; she wanted accurate descriptions of the sort of servants required and the wages they would be paid; she wanted to keep her employment office free of charge for servants seeking work. p.58 2. Louisa Lawson looked after her family when her husband was away looking for work; she raised cattle, ran a store and a post office to support her family; she looked after her 10 younger brothers and sisters before she married. 3. Lawson founded her own magazine and employed only women to run it; she held meetings at her house to inform women about health issues; she campaigned for the right to vote for women in a society dominated by men. p.59 3. A king in crimson robes 4. The poet feels thrilled and in awe of the beautiful sunset and gives thanks to God. ADVICE: don’t wear corsets because they stop the muscles from developing properly; eat more; strong, healthy women are what is needed in this world, not “dear, delicate” little ones. p.61 1. The Australian plants and animals were different to those of Europe. Flowers had no smell and brightly coloured birds did not sing sweetly, but squawked. 2. There were wide open spaces without roads or settlements; the bush was thick and dark; people wandered deep into the bush to explore and became lost. 3. Finding water: followed animal tracks, looked where vegetation grew, carried digging sticks. Obtaining food: hunting and collecting skills, knowledge of edible bush tucker, use of hunting tools. Making shelters: building simple bark huts, knowledge of location of caves, rock ledges. Using bush resources: making artefacts for carrying food and water, making blankets, clothes from animal fur, making string or rope from fibres. 4. Indigenous Australians were taught from an early age about the landscape of their territories. The Dreaming stories passed on vital information about how to survive in harsh conditions. p.62 1. The explorers’ clothes are tattered and they are quite thin. The horses appear exhausted. 2. The horses were tired and wanted to lie down; the soft sand on the beach made walking heavy-going. 3. Student’s opinion. Wylie was instrumental in obtaining food and keeping Eyre’s spirits up.
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Australian History Series Workbook 6: Ages 11-12 years
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as a Nation
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Workbook 6: Australia as a Nation Australia as a Nation has been written for Australian students who are studying History in Year 6. It contains five sections which link closely to the National Curriculum.
This is a Ready-Ed Publications' book preview. •
The first section helps students to develop an understanding of Australian Federation.
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The second section encourages students to explore the experiences of Australian democracy and citizenship for women, and asks students to research the experiences of another group further.
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The third section is entitled Australian Migrants and looks at the stories of people who have migrated to Australia and examines the reasons why they migrated.
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The fourth section explores the contributions that migrants have made to Australia and specifically focuses on the pearling industry and the Snowy Mountains Hydro-Electric Scheme.
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The final section of the book contains tasks to develop students’ historical skills.
All of the activity sheets in Australia as a Nation have been written to engage students and maximise class participation. To make life easy for the teacher the answers are provided at the back of this book.
National Curriculum Links Historical Knowledge and Understanding ACHHK113 – Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government. ACHHK114 – Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/ or Torres Strait Islanders, migrants, and women. ACHHK115 – Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war.
ACHHK116 – The contribution of individuals and groups, including Aboriginal and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts and sport. Historical Skills ACHHS117 & ACHHS118 – Chronology, terms and concepts. ACHHS119 & ACHHS120 – Historical questions and research. ACHHS121 & ACHHS122 – Analysis and use of sources.
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ACHHS124 & ACHHS125 – Explanation and communication.
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Workbook 6: Australia as a Nation Answers
P10 1901 – Six colonies become a nation. 1889 – Henry Parkes makes a speech promoting federation. 1890 – The Australasia Federation Conference is held. 1897 – The first referendums for people to vote are held. 1900 – The result of Western Australia’s referendum is yes. 1899 – The Constitution Bill is amended at a secret conference. 1893 – The People’s Convention is held.
when mining and worked on ‘tailings’. 4) Both sources seem to be written from a white Australian or white migrant’s perspective and they are primary sources as they have been written at the time of the incident that they are describing. Source 1 describes the Chinese as inappropriate migrants, unchristian, rowdy and as gamblers. Source 2 describes them as people whose methods of finding gold were unethical. 5) The arrival of the Chinese on the goldfields changed Australia because it created racial tensions between the Chinese and the non-Chinese. The practice of segregating people because of physical and cultural differences would have emerged.
This is a Ready-Ed Publications' book preview. P30 WA – 1900 SA – 1889 NSW – 1899
Vic – 1889
Tas – 1889 The colonies became the Commonwealth of Australia in 1901. Possible answer: because Western Australia is one of the most isolated states and it is rich in resources.
P12 Federal, state, federal, federal, local, local, local, state, state.
P20 1) No, Indigenous Australians, migrants and women have had to argue their right to be heard in government. 2) Only men. 3) Suffrage means the right to vote. 4) A suffragette is someone who campaigned for the right to vote in elections. 5) South Australia. 6) Victoria. 7) Indigenous women were given the vote in 1962.
P27
1) The term means that if Australia doesn’t increase its population through migration, it will be subject to foreign attack and therefore ‘perish’. 2) Australians wanted migration so that they could defend themselves against foreign attack, fill job shortages for new industries, improve the economy, strengthen their ties with Britain and help refugees. 3) Europe. 4) People who want to and are fit enough to work, and people who are willing to obey the law.
P36 1) The White Australia Policy was scrapped in the 1970s because attitudes towards people from different cultural backgrounds had changed and racism was no longer socially accepted. 2) Assimilation means the process of forcing someone to live in the same way as another culture and expecting them to discard their own cultural practices and beliefs. 3) Multiculturalism refers to the process of valuing all cultures’ values and beliefs and allowing people to live side by side differently. 4) Vietnamese refugees came to Australia in the 70s and 80s to escape the communist government which ruled in their country.
P37 1851 – The gold rush era began which attracted many migrants to Australia. 1901 – The Immigration Restriction Act or White Australia Policy was passed in the new federal parliament. 1942 – Australia felt threatened by Japan and doubted its ability to defend itself against foreign attack because of its small population. The slogan ‘populate or perish’ was coined. Arthur Caldwell advertised Australia to potential immigrants. 1945 – People began to protest against the White Australia Policy. 1958 – The diction test which was in English was abolished, so that people from non-English speaking backgrounds were not disadvantaged. 1966 – The White Australia Policy was abolished. 1975 – The first ‘boat people’ arrived in Darwin. Between 1975 and 1985 approximately 90,000 Vietnamese people
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1) The population of Australia grew and became multicultural and racial tension ensued. People already living in Australia left their jobs in search of gold. 2) Tough because there was limited supplies of food, water and equipment. It also would have been hot. 3) They would have seen the Chinese as physically and culturally different than themselves. Physically because they were not white and wore different clothes and culturally because they did not speak English, worked on Sundays, sent their gold back to China, used more water
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Workbook 6: Australia as a Nation immigrated to Australia. 2011 - Between 1945 and 2011 seven million people had migrated to Australia.
P50 1) The 2006 census states that 20 million people were living in Australia at this time. 2) One in every four people. 3) The United Kingdom. 4) Makeup. 5) The South Sea Islanders helped to develop the sugar cane, timber, railway, mining and pearling industries. The Japanese were largely responsible for the development of the pearling industry in Broome. Afghan and Indian cameleers helped to develop the mining, wool and railway industries. Many other migrants have contributed to Australia in different ways and students may mention these. 6) Ciao – Italian, Ni Hao - Chinese , Sawa dee ka - Thai, Konnichi wa – Japanese, Hola – Spanish, G’day – English, Guten Tag – German, Selamat dating – Malaysia.
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P40
1) The sources are primary because they are written by the people involved in the incident being described and at the same time as the incident being described. 2) Giao came to Australia after a war broke out in his own country in 1946. He travelled to Australia with his family on a small boat when he was about 5 years old to escape the communist government in Vietnam. 3) He lived near a port in England and the sight of the ships docking made him want to travel. He had heard his parents talk about Australia when he was young. He went there for a holiday first. 4) The sources contain both fact and opinion. An example of fact in Giao’s story is, “In 1946 a war broke out in our country”. An example of opinion in Giao’s story is, “The ocean was very rough”. An example of fact in Mike’s story is, “I wasn’t born when the Ten Pound Pom scheme was operating in Australia”. An example of opinion is, “It was a lovely area”. 5) One source is not more reliable than the other as they are both primary sources and both contain fact and opinion. 6) Both sources would be useful if studying migrant experiences of Australia as both are first hand accounts from two migrants who have travelled from different countries for different reasons and had different experiences of settling in Australia.
P52 The Union Jack represents Australia’s history of British colonisation. The Southern Cross represents Australia’s geographical position, as this constellation can only be seen from the Southern Hemisphere. The six points of the Commonwealth Star represent the six different states and the seventh point represents the two territories.
P47 1) Pearling began in the 1850s in Broome. 2) Pearl shell was used for buttons and buckles on clothing, hair combs and to decorate furniture. 3) Japan. 4) The bends, illness, shark attacks and cyclones. 5) The groups did not mix well in the early days of the pearling industry. Many groups were segregated from others and at least three race riots took place. 1850s - Pearling began in Broome. 1861 - A new species of pearl shell, the Pinctada macima was discovered in Roebuck Bay, Broome. 1868 - Pearling began in the Torres Strait. 1879 - The colony of Queensland claimed the Torres Strait Islands to ensure that they benefited from the industry. 1880s - Broome was the pearl capital of the world and had a mixed society of cultures from various European and Asian locations. 1910 - Broome’s population was so exotic that the oriental town was called a microcosm of the universe. The multicultural architecture was unique.
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Australian History Series Workbook 7: Ages 11-13 years
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Workbook 7: The Ancient World
This book has been specifically written for Year 7 students studying History and living in Australia. It contains six sections which are clearly linked to the National Curriculum.
This is a Ready-Ed Publications' book preview. The first section of this book will help students to understand the processes used by historians to study history. Students will examine a range of sources, primary and secondary, used by historians to inquire into, and find out about, the past. Furthermore, students will become aware of the nature of historical inquiry and the questions that historians ask when analysing sources. Students will also be exposed to scientific and other methods used by historians to investigate the past. The second to sixth sections of the book explore, in depth, ancient Rome, ancient Egypt, ancient Greece, ancient China and ancient India. These sections encourage students to understand the earliest human communities and the way that these communities developed up until c. 650 CE, the end of the ancient period. The activity sheets in this book are designed to engage students and help them to develop an appreciation for the important role that history plays in all of our lives. Some of the skills that the activity sheets encourage the students to develop are: locating places, reading maps, creating timelines, sequencing historical events, analysing visual images, examining primary and secondary evidence, researching information and recording findings via Venn diagrams, T-charts, mind maps, Y charts, time capsules and KWL charts. The answers are listed at the back of the book to make life easy for the teacher.
National Curriculum Links Historical Knowledge and Understanding
ACDSEH001 & ACDSEH029 – Investigating the ancient past ACDSEH002, ACDSEH032, ACDSEH033, ACDSEH129 – Egypt ACDSEH003, ACDSEH035, ACDSEH036, ACDSEH130 – Greece ACDSEH004, ACDSEH038, ACDSEH039, ACDSEH040, ACDSEH131 – Rome
Historical Skills
ACHHS205 & ACHHS206 – Chronology, terms and concepts. ACHHS207 & ACHHS208 – Historical questions and research. ACHHS209, ACHHS210 & ACHHS211 – Analysis and use of sources. ACHHS212 – Perspectives and interpretations. ACHHS213, ACHHS214 – Explanation and communication.
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ACDSEH005, ACDSEH041, ACDSEH042, ACDSEH043, ACDSEH132 – China ACDSEH006, ACDSEH044, ACDSEH045, ACDSEH046, ACDSEH133 – India
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Workbook 7: The Ancient World Answers Page 7 Primary sources: Maps, sound recordings, diaries, photographs, works of art, videos and films, preserved bodies, letters / emails, tombs, newspapers, clay tablets, inscriptions, artefacts.
notable position. Consul: ruler. Civil War: a war that breaks out within a country. Page 21 'Education is the kindling of a flame not the filling of a vessel’ means that education prompts you to ask more questions and be curious rather than ensuring that you have all the answers to every question.
This is a Ready-Ed Publications' book preview. Both: Photographs, works of art, maps.
Secondary sources: History textbooks, biographies, published stories, movies of historical events, works of art, music recordings, maps, photographs. Page 8 a) primary b) primary c) secondary d) primary
Page 9 Archaeologist: studies past human societies by recovering and analysing materials that have been left behind. Anthropologist: is the study of humanity. Palaeontologist: the study of pre-historic life. Cryptographer: is the practice and study of hiding information. Stratigraphy: studies rock layers and layering. Excavation: the exposure, processing and recording of archeological remains. DNA testing: identifies individuals based on their DNA (biological) makeup. Radio-carbon dating: estimates the age of materials up to 58,000 and 62,000 years old. Page 10 1) 6 years 2) 76 years 4) 700 years Page 11 2500 BC - Ancient Egyptian civilization. 2400 BC - Beginning of ancient Chinese civilization. 1200 BC - Formation of Indian civilization – Hindu civilization created. 1100 BC - Formation of Greek civilization. 753 BC - The founding of Rome. 509 BC - Traditional date for the founding of the Roman Republic. 483 BC - Gautama Buddha died. 336 BC - Alexander the Great ruled Macedonia. 221 BC - The building of the Great Wall of China began during the Qin Dynasty. 146 BC - Rome conquers Greece. 79 AD - Mount Vesuvius erupted in Italy covering Pompeii and Herculaneum. 392 AD - Christianity becomes official religion of the Roman Empire. 1340 AD The Black Death reaches Europe (the plague).
Page 23 Men's roles: To be brave and loyal, adopt leadership roles, choose daughter’s husband. Women’s roles: Carry out household chores, take care of husband and family. Both: Attend public baths and participate in daily games. Celebrate Roman festivals and follow Roman customs.
Page 28 Students should shade green 500-2000 BC. Students should shade red 3000 – 2500 BC, 2000500 BC, 330 BC, 30 BC. True or False: T, F (55), F (he believed in one god), F (it led to the decline). Egyptian Pharaohs: 1) She had to adopt a male identity. 2) Men liked to be in power and did not want to change traditional roles assigned to men and women. 3) He wanted the Egyptian people to worship one god rather than many gods. This was known as Monotheism. He moved the capital city to escape the influential priests of the old religion. 4) No they didn’t. They changed the religion back as soon as he died. 5) It declined, as over 50 Pharaohs ruled during this time and then Cleopatra. Page 32 The pyramids were used as tombs to protect the mummified bodies of their Pharaohs. Page 33 1) They would return to nothing. 2) To please the gods. 3) To honour the gods. 5) They believed that gods appeared on earth in the form of animals. 7) Geb: god of earth and guide to heaven. Hapi: god of the Nile. Osiris: god of earth and vegetation. Bes: god of music, dance and war. Ptah: god of craftsmen. Re: god of the Sun. Thoth: god of wisdom and learning. Sobek: god of the crocodile.
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Page 12 Nefertiti, Socrates, Alexander the Great, Julius Caesar, Cleopatra, Constantine I a.k.a. Constantine the Great, Attila the Hun. Page 15 Assassination: to kill somebody often in secret for political reasons. Statesman: someone in a
Page 34 Medicine: antiseptic. Buildings: cement, irrigation systems, reservoirs. Household: lock and key, comb, wig, eyeliner, mascara, toothbrush, toothpaste, ink. Mathematics: 365 day calendar, 24 hour division of time, equation solutions, fractions, decimal system, geometrics. 67
Workbook 7: The Ancient World Page 38 Definitions: Peninsular: surrounded on three sides by water. Elected: voted in/selected. Colonies: places which have been taken control of by a particular group or nationality. Thriving: doing well/prosperous. Commercial: relating to business. Permitted: allowed.
Page 44 1) Boxing, discus, throwing and wrestling. 3) The Hippocratic Oath is a promise taken by doctors today to practise and maintain certain moral and ethical standards in their work.
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Seas: Ionian Sea, Aegean Sea and the Mediterranean Sea.
Colonies: Turkey, Italy, Africa and France.
Women’s roles: Stay home and deal with household chores. They could send their slaves to the Agora to purchase any products that they needed. Trade: No. Page 40 1) Turkey. 2) Limnos and Kavala. 3) Sparta and Albania. Page 41 1) Socrates’ famous saying, “The only true wisdom is in knowing you know nothing” means that you are wise when you realise that there are no fixed truths and nothing is definite. Everything can be debated and rethought. Aristotle’s famous saying, “We think in pictures. If you wish to change what you think, change the picture” means that we all have the power to change the way we think. Our thoughts are not fixed. 2) Amphitheatres were enormous outdoor theatres on hillsides. 3) Three plays enjoyed by Greeks were tragedies (the main character usually suffers a disastrous end), comedies (the ending is happy and there are many jokes throughout) and satires (human legends are mocked). 4) Homer wrote down and collected many of the ancient legends. He put the collection of stories in a book called The Odyssey. 5) The Parthenon in Athens is just one of many buildings which shows off the Greeks' skills in architecture. Page 42 1) For his kind actions. 2) Kind and caring. 3) Himself. 4) For everything that he touched to turn to gold. 5) Take back his wish. 6) They have a magic touch. 7) Because he was able to hold his daughter.
Page 45 2) In Maths. 4) Genesis: beginning. Dogma: practice/law. Kudos: status. 5) From the first two letters of the Greek alphabet: alpha and beta. Challenge: 1) They borrowed it from the Phoenicians. 2) They added vowels to it.
Page 48 Timeline: Xia Dynasty (before c. 1523 BC), Shang Dynasty (c. 1523 BC – c. 1027 BC), Zhou Dynasty (c. 1027 BC – c. 221 BC), Han Dynasty (until AD 220), Qin Dynasty (221 BC). Pictures: the terracotta army tomb of Qin Shi Huang and The Great Wall of China. Page 51 Class levels: The Shi, the Nong, the Gong and the Shong. Weapons: daggers, axes, spears and crossbows. Page 53 Yin: night, dark, negative. Yang: light, heaven, positive. Page 58 1) Because he became a Buddhist. 2) Remorse: regret. Prosperity: tendency. Emergence: to appear. Precious: valuable. 3) Yellow: 2500 BC, 260 BC, AD 50, AD 320-550. Red: 2000 BC, 1500 BC, 326 BC. Page 63 Personality: concerned, over cautious, naïve. Challenge: to save the other animals from devastation. Role: to create conflict in the story. The moral of the story is to think and check before you speak and act. Page 64 1) Feeling unhappy. 4) Hindu moksha is the attempt to purify yourself in each life so that you can eventually free yourself from ongoing lives. If you achieve moksha, you will be united with the source of creation – Brahman – the eternal godhead. Buddhist nivana is achieved when you cease to believe that anything permanent in the world exists and when you follow The Noble Eightfold Path.
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Page 43 1) They believed the gods would make their lives better and look after them in the underworld. 2) Because they had ichor in their veins instead of blood. 3) They believed that priests had the power to talk to gods and influence their decisions. 4) They prayed to gods in special places in their homes. 68
Page 65 1=Vishnu, 2=Ganesh, 3=Brahma, 4=Lakshmi 5=Shiva. Page 66 Hospitals, bangles, shampoo.