C URRICULUM

Community and Remembrance | Stage 2 | History

(NSW Government, 2013)
Summary
Community and Remembrance will be a study of identity and diversity in
the local area. Students will explore the heritage, historical features and
diversity of Tumbarumba area. Students will examine local symbols and
emblems of significance, and celebrations and commemorations.

11168546 EEB419

Duration
6 weeks (Term 2 2014)

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Outcomes

Key Inquiry Questions

Historical Skills And Concepts

History K-10

- Who lived here first and how do we know?

The following historical skills are integrated into the

lesson sequences:
Comprehension: chronology, terms and concepts
respond, read and write, to show understanding of
historical matters
sequence familiar people and events
use historical terms
Analysis and use of sources
locate relevant information from sources provided
Perspectives and interpretations
identify different points of view within an historical
context
Empathetic understanding
explain how and why people in the past may have
lived and behaved differently from today
Research
pose a range of questions about the past
plan an historical inquiry
Explanation and communication
develop texts, particularly narratives
use a range of communication forms (oral, graphic,
written) and digital technologies
The following historical concepts are integrated into the
lesson sequences:
Continuity and change: aspects in New South
Wales/local area that have changed over time or
remained the same
Cause and effect: causes of change in the local
community
Perspectives: different ways that Aboriginal peoples
and first settlers viewed the local region
Empathetic understanding: developing an
understanding of the importance of the relationship
between Aboriginal peoples and the land
Significance: the importance/significance of national
holidays

HT2-1 identifies celebrations and commemorations of significance in

Australia and the world

HT2-2 describes and explains how significant individuals, groups and

events contributed to changes in the local community over time

HT2-3 describes people, events and actions related to world exploration

and its effects

HT2-5 applies skills of historical inquiry and communication

English K-10

EN2-1A communicates in a range of informal and formal contexts by

adopting a range of roles in group, classroom, school and community
contexts

EN2-3A uses effective handwriting and publishes texts using digital

technologies

EN2-10C thinks imaginatively, creatively and interpretively about

information, ideas and texts when responding to and composing texts

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- How has Tumbarumba local community changed? What

features have been lost and what features have been

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

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Content
Stage 2 - Community and Remembrance
The importance of Country and Place to Aboriginal and/or
Torres Strait Islander peoples who belong to a local area.
(Wolgal People.) (ACHHK060)

Teaching, learning and assessment

Using an Aboriginal language map and wall chart, students
individually locate the local area on the map and identify the
local language group.
Adjustments:
Students may work in pairs if required
Explain to students that over many thousands of years of

careful observation, Aboriginal peoples acquired an intimate

knowledge of the physical features of the land, animals,
plants, weather and people and their interconnections. They
managed the land/environment according to ancient laws and
customs that are often recorded in Dreaming stories. These
stories describe ways of caring for the land as well as changes
to the continent over time.
Adjustments:
Depth and complexity of content and terminology should be
altered to suit students

Resources
Aboriginal Languages Map (ABC website
http://www.abc.net.au/indigenous/map/
Museum of New South Australia
http://australianmuseum.net.au/section-IndigenousAustralia (Australian Museum, 2013)
Local Indigenous Elder
Dreaming Story - Bilargun and Daroo 'The Platypus story'
Dreaming Story - Kandarik The Kangaroo Man
Dreaming Story - The Rainbow Serpent
Aboriginal Languages Wall chart
(http://www.ourlanguages.net.au/) (Australian
Government, 2011) (Horton, 1996)
Selection of Dreaming stories
Aboriginal Artefacts
PowerPoint
Summary Chart
Book Tumbarumba by Ron and Catherine Frew (Frew &
Frew, 2009)
NAIDOC Week (7-14 July) http://www.naidoc.org.au/
(Australian Government, 2013)

After reading several Dreaming stories including:

Dreaming Story - Bilargun and Daroo 'The Platypus

story'
Dreaming Story - Kandarik The Kangaroo Man
Dreaming Story - The Rainbow Serpent
Discussing what messages are
contained in the story and what
lessons are being taught.

Adjustments:
May be done as whole class or groups
Investigate native food sources in the Tumbarumba area that

would have been eaten by Wolgal and Wiradjuri people. An

Aboriginal guest speaker to visit the school during NAIDOC
Week. Pose the question: What evidence is there of Aboriginal
life in the local area? Students to brainstorm questions they
may wish to ask about local Aboriginal history using Spider
Scribe.

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Spiderscribe Brainstorm Website www. spiderScribe.net

Username craig.edwards21@det.nsw.edu.au
Password 12345mod (Edwards, 2013)
Timeline
Tapes of conversation
Written conversations/flashcards
Wolgal and Wiradjuri language dictionary
Wolgal and Wiradjuri /English comic books
Taped songs for students to sing
Body parts
Cloze activities
Traditional/Dreamtime stories focused on Wolgal and
Wiradjuri people
Video and audio tapes of children
Cultural Awareness Game Appendix

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Assessment activity 1
Students will construct a summary chart using ICT (Power Point)
to record information about aspects of life of Wolgal or
Wiradjuri people, what was used from the local environment,
and what evidence there is to tell us about this.
Adjustments:
May be done individually or in groups
Assistance with ICT skills
May be required to research info or the info may be given to
them.

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Stage 2 - Community and Remembrance

ONE important example of change and ONE important
example of continuity over time in the local community,
region or state/territory (ACHHK061)
Respond to and compose texts
create literary texts that explore students' own
experiences and imagining (ACELT1607)
use visual representations, including those digitally
produced, to represent ideas, experience and
information for different purposes and audiences
respond to a range of texts, e.g. through role-play or
drama, for pleasure and enjoyment, and express
thoughtful conclusions about those texts
justify interpretations of a text, including responses
to characters, information and ideas, e.g. 'The main
character is selfish because '
make connections between the ways different
authors may represent similar storylines, ideas and
relationships (ACELT1594, ACELT1602)

Using a Know, Want to know, what I Learned (KWL) chart,

recall what was learnt about the local area in and what they
know about the local area and identify things students would
like to know about changes and continuities in their local area.
Adjustments:
Students may need prompting
Using a selection of old photographs of the area, ask students

to identify buildings, structures such as roads and bridges,

monuments, etc. What has changed and what has remained
the same?
Adjustments:
Students may work in groups or whole class
Photos to be blown up to A3 size to make easy to view
Sources to be used to investigate change and continuity
newspapers, maps, letters, diaries from Tumbarumba Library
Group students for a research activity. Topic choices public

buildings, roads and bridges, transport, daily life, timber

industry, mining industry, farming.
Students must decide whether the aspect of local history
being researched has changed or remained the same and try
to explain why. Discuss with the students which buildings
and structures have remained because they have been
regarded as important or useful and why others have not
survived or have changed because their purpose has
changed, they were not in good repair, or other uses for the
site arose. Refer to old photos of buildings.
Students to present their findings about the aspect of local
history that has either changed or remained the same under
the heading Change and Continuity.

KWL chart
Excursion to the Tumbarumba Museum located at the
Tumbarumba Information Centre, with talk conducted by
Tumbarumba Historical Society.
10 Bridge Street, Tumbarumba, NSW 2653
Phone: 02 6948 3333
Colonial Artifacts:
Book Tumbarumba by Ron and Catherine Frew (Frew &
Frew, 2009)
Book Southern Voices by Robert Engwerda (Engwerda,
1994)
Book Australia and Immigration 1788 to 1988 by
Department of Immigration, Local Government and Ethnic
Affairs (Armit, Larkins, Godfrey, & Benjamin, 1988)
Book Historic Kiandra by Comma-Monaro Historical
Society (Cooma-Monaro Historical Society, 1959)
Tumbarumba Town Library
Prince Street, Tumbarumba, NSW 2653
Phone: 02 6948 2725
School Cameras
Tumbarumba Times Newspaper
50 The Parade, Tumbarumba, NSW 2653
Phone: 02 6948 2663
Radio Upper Murray
Phone: 02 6948 2878
Timeline

Adjustments:
Students social skills and academic skills should be considered
when grouping the students

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Assessment activity 2
Students are to complete the remainder of their KWL charts. The
teacher is to assess their understanding of changes and
continuities in Tumbarumba area.
Take students on the Heritage Walk along the Tumbarumba
Creek History Trail on the way to Tumbarumba Museum.
Students to take photos of historical objects along the path.
Question the students - What do they tell us of earlier
history? Do the names of streets and parks provide clues to
earlier history? Are they named after earlier citizens
and settlers, or an historical event? Compose an online book
of the photographs or sketches annotated by students.
Visit Tumbarumba Museum, where students examine local
artifacts and attempt to answer the questions What am I?,
What was I used for?, How did I survive?, What stories
could I tell? Assisted by the Tumbarumba Historical Society.
Students to make a class display of artifacts, e.g. early
farming/mining tools, convict-made items, and discuss how
objects from the past tell a story.
Adjustments:
May be done individually or in groups

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Stage 2 - Community and Remembrance

The role that people of diverse backgrounds have played in
the development and character of the local community
(ACHHK062)
Respond to and compose texts
create literary texts that explore students' own
experiences and imagining (ACELT1607)
use visual representations, including those digitally
produced, to represent ideas, experience and
information for different purposes and audiences
respond to a range of texts, e.g. through role-play or
drama, for pleasure and enjoyment, and express
thoughtful conclusions about those texts
justify interpretations of a text, including responses
to characters, information and ideas, e.g. 'The main
character is selfish because '
make connections between the
ways different authors may
represent similar storylines,
ideas and relationships
(ACELT1594, ACELT1602)

Brainstorm the number of different cultural groups in the local

area, beginning with family backgrounds of students.

Adjustments:
May be done whole class or in groups
Using a range of sources, e.g. photographs, newspapers,

Foldable template (Holland & Krumm, 2012)

Book Tumbarumba by Ron and Catherine Frew (Frew &
Frew, 2009)
Smart board
Historical Photos
Journal-Writing Strategy template (Brummer & Clark,
2012)

diaries, letters, books, statues. Students to focus on a local

identify and outline their contribution to the local community.
Students to display their findings in the form of a foldable
(Holland & Krumm, 2012)
Students to choose from
Murray Jack the last leader of Wolgal people
Windredyne, an important Wiradjuri leader
Peggy Margret Goldspink
Thomas Hodges Mate
Dr John Verschuer
David Maginnity
Matthew Bradley

Using a range of sources students to develop knowledge

about Gold Rush in Australia and its impact on local area
around Tumbarumba. Students to create a mind map
exploring various gold rushes.
Students will learn about life in Tumbarumba during colonial
Australia from a range of texts and imagery.
Students will explore the diverse background, life of Chinese
who lived in the local area during colonial period.
Students will write a report on the journey to and life on the
Gold Fields at one of the gold mining sites around
Tumbarumba. Students will use image stimulus to help
brainstorm ideas.
Students will investigate influences of Wolgal and Wiradjuri
upon their chosen peron.

Adjustment:
Students may need assistance with modelling sentences
Assessment activity 3

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Students are to write a journal article about their local identity

for the local newspaper, Tumbarumba Times, and prepare an
oral report for the local radio station, Radio Upper Murray.

Stage 2 - Community and Remembrance

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

Adjustments:
Students are to be given Journal-Writing Strategy template
May be done in pairs
Assistance with literacy skills if required
Students are to identify and describe local, state and national
symbols and discuss the origins, symbolism and significance,
e.g. the school logo, Australian and Aboriginal and Torres Strait
Islander flags, coats of arms from states and Australia

Internet
Book Tumbarumba by Ron and Catherine Frew (Frew &
Frew, 2009)
Book Sons to the Empires Cause Tumbarumba In World
War I by Catherine and Ron Frew (Frew & Frew, 1988)

Adjustments:
May be done as whole class or groups
Students are to identify important Australian celebrations and

commemorations and discuss their origins and significance in

society
Adjustments:
May be done as whole class
Assessment activity 4
Students will construct a presentation using ICT (Power Point)
to record information about a celebrated or commemorated
day in Tumbarumba and how it compares to the past.
Tumbafest
ANZAC Day
Tumbarumba Show
Harmony Week
National Sorry Day
Australia Day
National Reconciliation Week
Adjustments:
May be done individually or in groups
Assistance with ICT skills
May be required to research info or the info may be given to
them.

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Assessment overview

Evaluation

Ongoing assessment student understanding may be assessed through the use of observational

checklists, anecdotal records and analysis of contributions to class discussions.

Students produce a variety of work samples, including designated assessment activities. These
should be evaluated to determine students level of achievement and understanding.
Assessment activity 1
Students will construct a summary chart using ICT (Power Point) to record information about aspects
of life of Wolgal or Wiradjuri people, what was used from the local environment, and what evidence
there is to tell us about this.
Adjustments:
Assessment activity 2
Students are to complete the remainder of their KWL charts. The teacher is to assess their
understanding of changes and continuities in Tumbarumba area.
Adjustments:
Assessment activity 3
Students are to write an article about their local identity for the local newspaper, Tumbarumba Times,
and prepare an oral report for the local radio station, Radio Upper Murray.
Adjustments:
Assessment activity 4
Students will construct a presentation using ICT (Power Point) to record information about a
celebrated or commemorated day in Tumbarumba and how it compares to the past. This can be
created using traditional music or dance.
Adjustments:

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