Hsie Stage 2 Unit Of Work


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Hsie Stage 2 Unit Of Work

  1. 1. How and why has our community changed? Timeline of StrathfieldAboriginal History• The Strathfield Municipality was once inhabited by the WANGAL clan of the DARUG tribe. Little remains of the former Aboriginal occupation of this area.• The WANGAL clans country or territory was known as WANNE and it originally extended from the suburbs of Birchgrove and Balmain in the east, to Silverwater and Auburn in the west.European Settlement• 1793 European settlement of the district began in the area which is currently known as Homebush.• Land grants were made to English farmers by the NSW Governor Phillip to set up food supplies for Sydney. These were the first land grants made to free settlers (non-convict) and the area of the land grants was known as Liberty Plains.• These farms failed as the soil conditions did not allow crops to be grown and most of these farms were abandoned.• The Redmire Estate was subdivided in 1867 and smaller lots of land were offered for sale. The first property built was Thomas Henderson’s ‘Seven Oaks Farm’, a dairy farm located around Victoria Street Strathfield.Strathfield Today• Strathfield remains mainly a residential district.• Since the 1960’s, home units and town houses have been built in Strathfield, particularly around railway stations to provide more housing accommodation. Many homes and streets have been heritage listed to preserve areas and items.• Since World War II, many migrants settled in Strathfield and over time, Strathfield has become highly multicultural. The last Australian Census indicated that over 50% of the population was born in countries other than Australia.
  2. 2. Outcomes & Opportunities for Assessment Checklist NSW Human Society & It’s Environment K-6 SyllabusCCS2.1 Describes events and action relatedto the British colonisation of Australia andassesses changes and consequences. ENS2.5 Describes places in the local areaCQ2; BLM 5, BLM 10 and other parts of Australia and explains*Investigates the local area to identify the their significance.peoples who originally lived there and those CQ1, CQ3, CQ4; BLM 2, 6, 8, 10who live there now. *Describes ways in which Aboriginal peoples*Refers to different viewpoints and have used and interacted with theperspectives on a significant historical event. environment to meet their needs.*Demonstrates awareness that Australians *Demonstrates an understanding of howhuman heritage spans many thousands of people can construct and modifyyears. environments in a manner that reflects ideas, culture, needs and wants.CCS2.2 Explains changes in the community *Locates and maps important places in theand family life and evaluates the effects of local area using a key.these on different individuals, groups and *Demonstrates an aesthetic awareness ofenvironments. environments, both natural and built.CQ2, CQ3; BLM 5, 6*Compares different versions of local history, SSS2.7 Describes how and why people andbeginning with the Aboriginal community that technologies interact to meet needs andlives/lived in the local area. explains the effects of these interactions*Identifies the effects of change on the on people and the environment.environment, e.g. changes in land use. CQ3, CQ4 ; BLM 6, 8, 10 *Describes how changes in the local area dueCUS2.3 Explains how shared customs, to Non-Aboriginal inhabitants have affectedpractices, symbols, languages and traditions the lifestyle and the environment.in communities contribute to Australian and *Identifies places in the local community thatcommunity identities. are important for meeting peoples needs.CQ1; BLM 2 *Identifies the different ways in which the*Investigates the local area to identify the original inhabitants use the local land to meetpeople who originally lived there their needs and people today use the local land to meet their needs.CUS2.4 Describes different viewpoints,ways of living, languages and belief systemsin a variety of communities.CQ1; BLM 2*Gathers information and explains the variouslifestyles and experiences of differentcultures within the local community.Note: CQ signifies the contributing question which includes activities which allow for theassessment of the outcome. BLM signifies a black line master which provides a worksample for assessment
  3. 3. Lessons 1 - 14 Lesson one Focus Question: How and why has our community changed?PreparationPrepare a map of the local area in A3 sizeResourcesA3 size map of Strathfield (Appendix 1.1 pp14)A3 size Chart with headings (Appendix 1.2 pp15)IntroductionExplain to the students that they are going to become historians and investigate howand why their local community has changed.Introduce the focus question and get the students to make a title page in their HSIEbook.BodyINITIATE (IGOSAR)Show a map (Appendix 1.1 pp14) of Strathfield showing local park areas, roads andbuildings. Ask the students some questions to get them thinking about their local area.Questions:What are the origin names of places/sites?What are they used for?How old do they think the places/sites are?Are there any changes in the community you have seen?And why have they have changed?Record the information on a chart (Appendix 1.2 pp15)NOTE: Chart will be reviewed at the end of the unitAfter the information has been recorded introduce the 4 contributing questions so thatthe students are aware of what they will be investigating.This will help them think about things they may already know and get them motivatedabout what they will be doing.ConclusionTell the students that next lesson we will be looking at the first inhabitants of our localcommunity. Lesson two CQ1: How did the first inhabitants of our local area live?PreparationOrganise books and websites about the local Aboriginal people.Resources• Make a local map without buildings (Appendix 1.3 pp16)• Strathfield Council information for schools that are at the wwebsites; http://www.strathfieldhistory.org.au/
  4. 4. http://www.strathfield.nsw.gov.au/about/01/1031535267_1899.html http://cadigalwangal.com.au/ http://www.sydneyolympicpark.nsw.gov.au/education_and_learning/history/indigenous• Organise specific books about the local history – Oasis in the west Michael Jones Strathfield Heritage Study Michael Fox Architects & PlannersIntroductionIntroduce contributing question 1:How did the first inhabitants of our local area live?Discuss any ideas or prior knowledge to who the first inhabitants were.Make and display a large early map of the local area (refer ‘Class Map 1’ Appendix 1.3pp16) showing landforms but no buildings.BodyGATHER (GOSA)Put students into 4 research groups with each member in the group having a role.*Leader, Recorder, encourager, reporter and resource.Hand out to each group BLM 1 (Appendix 1.5 pp18).Each research group has the same worksheet.Assist groups to gather correct information from relevant books and websites.Make sure groups organise their information to answer the worksheet.ORGANISE (GOSA)Start a class a timeline (refer ‘Class Timeline’ Appendix 1.4 pp17) 6,000 years ago to early 1800s Aboriginal people lived in and around Homebush Bay, using its varied abundant resources.Place the name of the original inhabitants on a card (above) showing their long period ofsettlement. Allocate task cards (Appendix 1.6 pp19) to each group to compile a displayshowing how the original inhabitants met their needs and what the environment wouldhave been like.Let students share their findings with the class.Label significant Aboriginal sites on the local area map (refer to ‘Class Map 1’ Appendix1.3 pp16)ConclusionTell the class that next lesson we will continue to look at the first inhabitants of ourlocal area.
  5. 5. Lesson Three CQ1: How did the first inhabitants of our local area live?ResourcesIndividual work sampleIntroductionRecap the contributing question 1: How did the first inhabitants of our local area live?Recap on the content of previous lessonDiscuss what the class may have liked or disliked about the sessionBodyORGANISE (GOSA)Get each group to go through the display showing how the original inhabitants met theirneeds and what the environment would have been like.Let the students take notes from each group.Display each groups work on a wall in the class room.SYNTHASISE (GOSA)Hand out copies of BLM 2 (Appendix 1.7 pp20) which they must complete individually andpaste in their books. Here they illustrate and describe the daily lives of the originalinhabitants of the Strathfield area and record the information from group activities.Question students to assist them to complete the generalisations,‘The _______ people met their needs by _______.’Questions to help complete the generalisations:What tools did they use?How did they travel?What food did they eat? How would they get their food?ConclusionLet the class know that next lesson we will be looking at the first non-Aboriginal peoplein our local area and why they arrived here. Lesson Four CQ2: Why did the first non-Aboriginal people move into our local area?ResourcesBooks and websites;• Strathfield Municipal Council Website http://www.strathfield.nsw.gov.au/• History of Strathfield Municipality Booklet for schools 2005 from the website http://www.strathfieldhistory.org.au/• Oasis in the west Michael Jones• Strathfield Heritage Study Michael Fox Architects & PlannersIntroductionIntroduce contributing question 2: did the first non-Aboriginal people move into our localarea?
  6. 6. Tell the children that they will be researching some important European settlers andexplorers from our local area.BodyGATHER (IGOSAR)Allocate 4 non-aboriginal people that moved in our local area to research to 4 researchgroups.Group 1: Mrs Charles Meredith (Author of Notes and Sketches of NSW)Group 2: Thomas Henderson (‘Seven Oaks Farm’)Group 3: British First Lieutenant William Bradley (Explorer)Group 4: NSW Governor Phillip (Land Grants = ‘Liberty Plans’)Distribute BLM 3 (Appendix 1.8 pp21) to the 4 research groupsRemind them of their roles within the groupsStart directing them to resources such as;• Strathfield Municipal Council Website http://www.strathfield.nsw.gov.au/• History of Strathfield Municipality Booklet for schools 2005 from the website http://www.strathfieldhistory.org.au/ORGANISE (IGOSAR)Instruct the 4 research groups to prepare a presentation for the class and a card forthe timeline (‘Class Timeline’ Appendix 1.4 pp17).Tell the class that each person must have something to say in the presentation.Make sure everyone contributes and helps the reporter organise proper information.ConclusionRecap over the lesson.Inform the students about next lesson.Remind the class that the presentation will be next lesson. Lesson 5 CQ2: Why did the first non-Aboriginal people move into our local area?IntroductionLet the class look over their presentation and get ready to present.BodyORGANISE (IGOSAR)Allow each group to present their work and place the card on the class time line inchronological order.Let each group add place names as appropriate to a map of the local community.SYNTHASISEDistribute BLM 4 (Appendix 1.9 pp22) to each student individuallyQuestion students to review the timeline, referring to the map, and generalise tocomplete the sentence: ‘Non- Aboriginal people moved into our area because ________’
  7. 7. Questions to help complete the generalisations:Was the land important/useful to the non-Aboriginal people?Is our local community near water or close to the city?ConclusionRecap over the lesson and inform the students about next lesson Lesson 6 CQ2: Why did the first non-Aboriginal people move into our local area?ResourcesBook - Oasis in the west Michael JonesIntroductionRecap information covered from the last two lessons.BodyAPPLY (IGOSAR)Read sections about the first encounter with the settler and Aboriginal people in ourlocal area.Read sections from ‘OASIS in the West Strathfield’s first Hundred Years’.Example of a section:The earliest recorded contact with Aborigines near Strathfield took place at BreakfastPoint, Mortlake, on the southern bank of the Parramatta River. This encounter on the 5th February 1788 was noted in the diary of Lieutenant William Bradley RN thus: At daylight having a guard of marines proceeded to the upper part of the harbour again, passed several natives in the caves as we went up and on the shore near theplace we left beads and some other things, who followed us along the rocks calling to us. We landed to cook our breakfast on the opposite shore to them. We made signsfor them to come over and waved green boughs. Soon after seven of them came over in two canoes and landed near our boats. They left their spears in the canoes and came to us. We tied beads etc. about them and left them our fire to dress mussels which they went about as soon as we put off.After each exert discuss as a class feelings and emotions the Settlers and Explorersmay have felt arriving in Australia and our local community.Now ask the students to try and put themselves back in time and imagine they are oneof the WANGAL people.Hand out BLM 5 (Appendix 1.10 pp23) for each studentThe work sample is aiming to develop empathy with the original inhabitants and toencourage students to hypothesise.
  8. 8. After they complete work sample Appendix 1.8 let them share their ideas and opinionsas a class.ConclusionTell the students that next week we will be looking at any major changes in our localarea.Ask students to think about it for next week (Buildings, parks, travel etc…) Lesson seven CQ3: What major changes have there been in our local area? Look at todayResourcesTask CardsIntroductionIntroduce CQ3: What major changes have there been in our local area?Start introducing topics such as;• Later Settlers and Immigrants• Formation of council• Transport Links• New Schools• New IndustriesBodyGATHER (IGOSAR)Make task cards (Appendix 1.12 pp25) with tittles of major events in the communityafter exploration and non-Aboriginal settlement.Put the class into 4 Research groups.Inform students that their task is to research the events and prepare a presentationfor the class.Tell each group that they can present by having large pieces of cardboard with lots ofpictures and information on it to eventually put up in the class room.Inform that there will be a field trip to help them gather more information.Hand out each task cards.Provide resources – Pictures, books, newspaper clippings.Make sure each member is helping the group in the right way.ConclusionRemind the class that next lesson we will be going into the school library.Also their will be a visit from an ex-mayor of Strathfield Mr Rodney Rimes and theymust put together questions about the area they are researching to ask him. Lesson Eight CQ3: What major changes have there been in our local area? Look at todayPreparation
  9. 9. Organise 3 librarians to assist some groups when the class visits.Organise ex-Major of Strathfield Mr. Rod Rimes to give a talk in the second half of thelesson.ResourcesGroup WorksheetsIntroductionMake sure each group has their Task Cards (Appendix 1.12 pp25)BodyGATHER (IGOSAR) & ORGANISE (IGOSAR)Direct each research group to specific areas in the library to look at.Assist each group in getting photocopies of pictures and important events.Make sure they list the resources they have looked at.After 30 mins it’s time for the guess speaker.EX- major of Strathfield – Mr. Rodney Rimes (Appendix 1.13 pp26)Mr. Rimes will give a brief talk about the time he was Major of Strathfield and anymajor changes he was involved in at the time.The children are then given time to ask questions.ConclusionMake sure the children collate any information from the interviewMake sure they have done all their photocopying and that they have taken out any booksthey want for the assignment. Lesson Nine CQ3: What major changes have there been in our local area? Look at todayIntroductionTalk to the class about last lesson.Let the class get into their groups and go over their group presentations.BodyORGANISE (IGOSAR) & SYNTHTSISE (IGOSAR)Let the group present their information to the class. Add to the display near thetimeline as each group presents their work.Add captions to the map of the community, and place names of their origins to the chart.(Refer to ‘Class Map 2’ Appendix 1. 13 pp26)Review the timeline and ask students about the major effect of each event.Ask each group to reflect on how their group worked together and suggest ways ofmaking the most of the positives and of overcoming any problems in the future.APPLY (IGOSAR)
  10. 10. Distribute BLM 6 (Appendix 1.11 pp24). Ask students to review the timeline andindividually select the five events that have caused most change or the most importantchanges in their community.Instruct students to tell a partner which events they have chosen, and explain why theychose them.ConclusionRecap over the lesson and inform the students about next lesson Lesson Ten CQ4: What is our community like today?ResourcesLocal council mapIntroductionAsk students to imagine they want to show a special visitor what the local community islike today.Tell them that they will investigate the local community and make a pictorial map for thevisitor. Show an example of a pictorial map (Appendix 1.15 pp28)Display a local council map. (Appendix 1.16 pp29)Question students to help them read the mapAsk students: “What do the pictures represent?” & “What pictures could we put forparks, trains, buses, shops etc…?”BodyGATHER (IGOSAR)Divide the class into groups of 5. Ask students to brainstorm the people and places(natural and built) which make their community special.Let the groups share their lists and compile a class list.Assist them in ideas; 1. Strathfield Square & Plaza 2. Russian Community in Strathfield 3. Transport In Strathfield 4. Strathfield Parks & Reserves 5. SchoolsList questions which need to be researched;• What is the local population?• What is the ethnic mix?• What are the major landmarks, industries, activities?ConclusionRemind students that next class will be a field trip and to be organised with clipboards,pencils, pens and their lunch.
  11. 11. Lesson Eleven - FIELD TRIP CQ4: What is our community like today?Preparation• Make sure all parents/guardian have allowed students to go on the field trip• Make sure local people in the area know that there will be students observing the local shopping centre and local streets and parks.• Organise talkers at the Russian Club and local railway station.ResourcesDigital CamerasWorksheetPlain paperClipboards / coloured pencilsIntroductionTell the class where we are going today.Go through the importance of how much time they need to spend in each place.BodyGATHER (IGOSAR)Hand out worksheets (BLM 7 Appendix 1.17 pp30-33) to each student and make surethey are in their research groups.Time Place Strathfield Square /9am – 10am Strathfield Transport10:15am – 11am Russian Club with special guess talker11:45am – 12:30pm Lunch Time12:45pm – 1:30 Strathfield Park Town Hall,1:30 – 2:30/3:00pm Redmyre Road and Homebush RoadConclusionRecap over the field trip and remind the students to bring all their excursion picturesand information to the next lesson. Lesson Twelve CQ4: What is our community like today?Resources• Students’ worksheets from field trip
  12. 12. • BLM 8• Paper for students to draw their mapsIntroductionTalk about the field trip and what they liked and didn’t like.Introduce the class activity – BLM8BodyORGANISE (IGOSAR)Distribute BLM 8 (Appendix 1.18 pp34)Read through the BLM 8 with students and help put together information from the fieldtrip and class resources for relevant information they need.Allow students to complete BLM 8SYNTHASISE (IGOSAR)Display the maps drawn by students. On a prepared outline compile a class map asselected & describe their pictorial map to the class.Compile a class data base about the community from the paragraphs written by thestudents, including things such as Population, Ethnic mix etc…Ask students what they like and do not like about the community - Make a list on thewhite board.ConclusionRecap over the lesson and inform the students about next lesson. Lesson Thirteen CQ4: What is our community like today?ResourcesBLM 9Overhead of DarlinghurstIntroductionQuestion students to assist them to complete several sentences to answer thecontributing question, what is our community like today?Questions to help complete the generalisations:“What is important to use today in the community?”“Is our community diverse in culture?”“What do we use to meet our everyday needs e.g. Transport, shops, cars…?”Display the sentences under the contributing question on the white board.BodyAPPLY (IGOSAR)Ask students to brainstorm, in groups of 3, the changes which might take place in thefuture and why these are likely to occur.Assist students to think about buildings, travel, ethnic backgrounds etc…
  13. 13. Distribute copies of the BLM 9 (Appendix 1.19 pp35) to students. Also show it as atransparency on an overhead for the whole class to see.Question students help them interpret the map of Darlinghurst using the overheadwhere necessary.Review the origins of the place names listed at the bottom of BLM 9.Question students to make a chart of similarities and differences between Darlinghurstand Strathfield (using Appendix 1.19 pp35 & Appendix 1.14 pp27)ConclusionDiscuss with the students what they have liked or disliked from being historians andresearching their local community.End the class by reminding them that next lesson will be the end of the unit. Lesson Fourteen Culmination and ReflectionResourcesBLM 10IntroductionTell the students we have come to an end of the HSIE unit. Tell them we will nowreflect on the time spent researching and investigating the local community.BodyREVIEW (IGOSAR)Review the contributing questions and the associated classroom displays, pages instudents’ books and experiences such as field trips.Review chart (Appendix 1.2pp15) from first class. Look at the ideas from the chart andsee if the students can add anything.From this discussion distribute BLM 10 (Appendix 1.20 pp36)Explain the tasks and allow students to complete the BLM individually.Reflect on how students have become historians and what they have discovered.APPLY (IGOSAR)Tell students that they will be inviting their parents and other visitors to theirclassroom.Allocate particular periods of time to groups of students.Design multimedia presentations to illustrate to the audience how and why thecommunity has changed.ConclusionPresent the presentations.
  14. 14. 3. AppendixAppendix 1.1Map of Strathfield
  15. 15. Sydney Street Directory UBD 2000 Appendix 1.2 ChartPlace / Origin of What is it used How old is Changes Reason for site name for? it? changes
  16. 16. Appendix 1.3 Class Map 1 * *Key*First encounter of a the Aboriginals by Europeans* Aboriginal Scarred Tree bearing markings of koala tracks
  17. 17. Appendix 1.4 Class Timeline 6,000 years ago to early 1800sAboriginal people lived in and around Homebush Bay, using its varied abundant resources. European Settlement British First Lieutenant William Bradley (Explorer) Thomas Henderson (‘Seven Oaks Farm’) Mrs Charles Meredith NSW Governor Phillip (Land Grants = ‘Liberty Plans’) Major Changes Formation of Schools & Industries Later Settlers & Immigrants Formation of Strathfield Council Formation of early transport Strathfield Today Strathfield Parks & Houses Variety of Ethnic Communities: Russian Community Transport Today Strathfield Square
  18. 18. Appendix 1.5 BLM 1 Working in your research groups answer the following questionsQ: Who were the Wangal people?www.cadigalwangal.com.au______________________________________________________________________________________________________________Q: What language did they speak?_______________________________________________________Q: What does Eora mean?_______________________________________________________Q: What areas did the Wangal tribe live in other than Strathfield?Q: What aspects would have been an important part of their survivalin our local area?(Consider food, clothing, family roles, tools, roads & rivers).http://www.strathfieldhistory.org.au/__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  19. 19. Appendix 1.6 Task Cards for each research group Group 1 Group 2Collect pictures and describe what our local List and describe the type of food the Wangal land would have been like for the Wangal People would have eaten. People. Group 3 Group 4 Display on a piece of paper what importantroads and rivers the Wangal would have used Find pictures and describe the type of tools in our local area the Wangal People used. Collects maps and picturesEXAMPLE – Parramatta Road, Cooks River
  20. 20. Appendix 1.7BLM 2Work sample The Wangal and Cardinal People The Original Inhabitants of Strathfield Describe and illustrate the daily lives of the originalinhabitants of Strathfield. Record evidence you have about the lives of the original inhabitants (people, place names, sites, maps, books.)____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________------------------------------------------------------------------------------------------CUS2.3*Investigates the local area to identify the people who originally lived there. T_____A______BCUS2.4*Gathers information and explains the various lifestyles and experiences ofdifferent cultures within the local community. T_____A______BENS2.5*Describes ways in which Aboriginal people’s have used and interacted with theenvironment to meet their needs. T_____A______B
  21. 21. Appendix 1.8BLM 3Group Worksheet Exploration and Settlement in Our Community: Research 1. Write the name of the explorer or early settler your teacher has given your group to research next to ‘who’ 2. Share the books and other resources among your group 3. Fill in the information you can find for the remaining headings. Note the page numbers where there are suitable pictures 4. Find the places you read about on a map 5. Take turns to report to the group the information you found. 6. Plan a way of presenting the group’s information and pictures to the classWHO__________________________________________________WHEN__________________________________________________WHERE_________________________________________________WHY__________________________________________________Effects on the people (including the Aboriginal people and waves ofnew settlers) and the environment____________________________________________________________________________________________________________________________________________________________________
  22. 22. Appendix 1.9BLM 4Name…………………………. Class…………………………. Date…………………… Exploration and Settlement in Our CommunityName some of the explorers and places they visited in our communityExplorers Places Name some important early settlers, where they lived and how they used the landSettler Place Land Use
  23. 23. Appendix 1.10BLM 5Name…………………………. Class…………………………. Date…………………… How I felt during the invasionImagine you are an Aboriginal girl or boy who is one of the originalinhabitants of your local area. Look at the classroom display showing thedaily lives of the Aboriginal people before non-Aboriginal people invadedtheir land. Invading someone’s land means going onto the land and claimingit as your own.Look at the classroom time line to see when and why non-Aboriginal peoplefirst came onto your land.Write notes below to help you write an exposition to describe:1. Who you are and what you do each day.2. An early settler clearing the land and building a hut and fences____________________________________________________________3. How you felt about this and how you think the settler felt.____________________________________________________________4. Write any questions you have about what happened to Both Aboriginal andnon-Aboriginal people in your local area during the invasion.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5. Suggest a way of finding the answers to your questions____________________________________________________________-----------------------------------------------------------------------------------CCS2.1*Investigates the local area to identify the peoples who originally livedthere and those who live there now. T_____A______B*Refers to different viewpoints and perspectives on a significant historicalevent. T_____A______BCCS2.2*Compares different versions of local history, beginning with theAboriginal community that lives/lived in the local area. T_____A______B
  24. 24. Appendix 1.11BLM 6Changes in Our Local Community1. Review the timeline. Select five events since the arrival of early non-Aboriginal settlers which you think have caused major changes in yourcommunity. Write dates and events and explain the effects of eachevent.Date Event Effects on people and the environment2. On a separate piece of paper, draw a picture about one of the eventsand label it.-----------------------------------------------------------------------CCS2.2*Identifies the effects of change on the environment, e.g. changes in landuse. T_____A______BENS2.5*Demonstrates an understanding of how people can construct and modifyenvironments in a manner that reflects ideas, culture, needs and wants. T_____A______BSSS2.7*Describes how change in the local area, due to non-Aboriginal inhabitantshad affected the lifestyle and the environment. T_____A______B
  25. 25. Appendix 1.12 Task Cards for each research group Group 1 Group 2 Later Settlers and Immigrants Formation of Strathfield councilIn your research groups find information on; In your research groups find out;Russian Community; • When the first council started in Strathfield?• When did the first Russian settlers arrive Strathfield? • Who was the first Major of Strathfield?• Is there still a large Russian community in Strathfield? • What were some of the things the council did toBriefly look at any other large Ethnic Communities in change or improve Strathfield at the time itStrathfield e.g. Korean formed? Group 3 Group 4 Transport New Schools & New Industries http://www.strathfieldhistory.org.au/ In your research group look at the different transportations, such as; In your group research the different types of schools & Universities in the Strathfield Community. • Railway line Look at; Did the railway line pass through Strathfield? • When they started When did it start in Strathfield? • Find any changes in the construction of the school • Buses and Trams For industries look at; Were there any trams in Sydney? • Arnott’s Bakehouse Quarter Where did the trams travel to and from in Sydney? When did it start, is it still there, who founded it? Where did the Buses travel in early Strathfield? • Cinemas of Strathfield Where were they, what year did they start, are they still here?
  26. 26. Appendix 1.13 The Mayors of Strathfieldhttp://www.strathfieldhistory.org.au/Mayors%20of%20Strathfield%20table.htm Rodney Rimes Mayor of Strathfield 1985
  27. 27. Appendix 1.14 Class Map 2Aboriginal Sites*On the Redmire Estate was a leaning tree with native bear tracks upon it. It stood about one hundred yardsfrom the present Strathfield Council Chambers.This is a reference to the Aboriginal Scarred Tree bearing markings of koala tracks. It may have been ofceremonial significance as trees bearing designs were used as burial markers.Origin of name*StrathfieldOn 2nd June 1885, Strathfield Municipality was incorporated under the name of Strathfield, replacing the olddistrict name of Redmyre [formerly Redmire].The name ‘Strathfieldsaye’ appears to derive from a ship carrying immigrants, including Henry Parkes, whichmade four voyages to Sydney between 1838 and 1854.Changes in the communityAustralian Catholic University Strathfield Shopping PlazaParks – Strathfield Park, Railway Line Mt Royal Reserve, Strathfield Square Fitzgerald Park Russian Club Appendix 1.15
  28. 28. Local council maphttp://www.dlg.nsw.gov.au/Appendix 1.16
  29. 29. Example of a pictorial maphttp://www.travelcentre.com.au/Appendix 1.17
  30. 30. BLM 7Worksheet field tripIn your research groups take pictures, draw and describe Strathfield today1. Strathfield Square / Strathfield Transport• In your groups describe the type of shops you see. Is there a variety of Cultures? If so, what are they?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________• Describe the different types of transports you notice.___________________________________________________________________________________________________________________________________• Describe the atmosphere of people using the buses and the trains? Do the people vary in ethnicity?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Russian Club with special guess talker• Where is the Russian Club situated?________________________________• When did it originate?
  31. 31. • Describe the atmosphere of the Club.____________________________________________________________________________________________________________________________________________________________________________________• Write down any important information you got from the guest speaker about the Russian Community today (Consider the founder of the club, entertainment, music, specific celebrations etc…)____________________________________________________________________________________________________________________________________________________________________________________11:45am – 12:30pm Lunch Time3. Strathfield Park• Describe the atmosphere of Strathfield Park.• Describe what it looks like today.• Look at the trees, play equipment, use of the grounds.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________• What are people doing in the park?____________________________________________________________• Draw and take pictures of different aspects of the park and name the drawings.
  32. 32. 4. Town Hall, Redmyre Road and Homebush Road • Describe and draw Strathfield Council Today Strathfield Council 1800s Strathfield Council Today ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ • Redmyre and Hombush Road Styles: Victorian & Federation HousesHuntingtower Homebush Rd ‘Nangur 27 Homebush Rd StrathfieldStrathfield. Federation Style Built 1900 Federation Style
  33. 33. Quisiana 81 Homebush Rd Strathfield Brunyarra The Boulevarde StrathfieldBuilt c.1880s. Victorian Style Built c.1886 Victorian Style • What are the differences between Federation and Victorian style houses? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ • Draw and take pictures of 4 houses or buildings in Redmyre and Homebush Road. • Are all the houses Federation and Victorian styles? • Describe each of the 4 houses or buildings you chose as a group to observe. Are they Federation or Victorian Styles? Describe the bricks and the colour. _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________
  34. 34. ______________________________________________________________________________________________Appendix 1.18BLM 8Name……………………. Class…………………………. Date…………………… Our Community Today1. Copy the outline of the map of the local area into your book.2. Draw small pictures or symbols on your map to show where the placesbelow are found in your community: a) Shopping areas b) Major roads, railway stations, other transport c) Hospital d) Schools e) Places of worship f) Parks, playgrounds g) Housing areas h) Town Hall i) Other places which are important in your community.3. Make a key4. Write a paragraph about:a) The people of your communityb) The things you like about your communityc) The things you don’t like about your community-----------------------------------------------------------------------------------ENS2.5
  35. 35. *Locates and maps important places in the local area using a key. T_____A______BSSS2.7*Identifies places in the local community that are important for meetingpeoples needs. T_____A______BAppendix 1.19BLM 9Name…………………………. Class…………………………. Date…………………… Darlinghurst
  36. 36. Appendix 1.20BLM 10Name…………………………. Class…………………………. Date…………………… How and why has our community changed? 1. Review the timeline with your teacher.
  37. 37. 2. Draw the community at the time of the Aboriginal occupation. Show the daily life and the environment. 3. Draw the community as it is today, again showing the environment and daily life. 4. How do you think the community might change by the year 2050? _______________________________________________ _______________________________________________ -----------------------------------------------------------------------------------CCS2.1*Demonstrates awareness that Australia’s human heritage spans manythousands of years. T_____A______BENS2.5*Demonstrates an aesthetic awareness of environments, both natural andbuilt. T_____A______BSSS2.7*Identifies the different ways in which the original inhabitants use the local Bibliographyland to meet their needs and people today use the local land to meet theirneeds. T_____A______B Board of Studies, Human Society and its Environment K-6, NSW Board of Studies, 1998 Cadigal Wangal, http://cadigalwangal.com.au/, 2004
  38. 38. Jones, Cathy, Remire: Journal of the Strathfield District History Vol. 1 No.1, CathyJones & Strathfield District Historical Society, September 2003Jones, Michael, OASIS in the west: Strathfield first 100 years, Municipality ofStrathfield 1985Michael Fox Architects & Planners, Strathfield Heritage Study, Strathfield HeritageStudy V.1, Strathfield Municipal Council, April 1998Newell, & Stubbs, Targeting Society and Environment Middle Primary, Blake EducationNSW, 1999NSW Department of Local Government, http://www.dlg.nsw.gov.au/, New South Wales,Department of Local Government, 2005Pollon, Frances, The Book of Sydney Suburbs, Angus & Robinson Publishers 1998Strathfield District Historical Society, http://www.strathfieldhistory.org.au/,September 2003Strathfield Council, http://www.strathfield.nsw.gov.au/, Strathfield Municipal Council,2001Sydney Olympic Park, http://www.sydneyolympicpark.nsw.gov.au/, Sydney Olympic ParkAuthority 2006Travel Centre, http://www.travelcentre.com.au/, Passport Travel 2005