Teacher brainstorm on the development of classroom activities

Investigating Heritage

How and why did Federation occur? How did Federation affect Australia’s links to England? Which groups in Australia could not vote in 1901? Why did Australia restrict non-white immigration? How did the White Australia policy reflect Australia’s view of Asia and indigenous peoples?

Government House and Gardens and Sydney Customs House are linked to investigations focusing on: Federation and Australia’s Constitution; suffrage and franchise; White Australia; and Australia’s relations in the region and in the world.

• Examine the images and text information relating to Government House and Sydney Customs House. What can these buildings and artefacts tell us about the past? Look for evidence of government and administration, commerce, events, people and cultural sites.
• Consider the symbols shown — coats of arms, pictures of governors, crests — and reflect on what these might suggest about influences (past, present, future) on Australian life.
  History M5.14
• Now look at these symbols in relation to government policies at the beginning of the 20^th century — in particular, a new Constitution, the right to vote, the White Australia policy. What attitudes and values come through in these policies?
• Visit the National Australian Archives (NAA) to find out more about political ideas favoured around the time of Federation.
• What can Government House and Sydney Customs House tell us about the experience of Australia becoming a federated nation and the role of government and administration during this transition?
  History M5.6

Investigating Heritage and Citizenship

• Identify and list those aspects of your school that reflect — or in some way symbolise — the way the school is presented to the community.
• Look at the entrance to the school, the school foyer, the honour boards, the school song or motto, school traditions (where, when, how and why these are conducted).
• Reflect on the values, associated with the school’s symbols and traditions.
• Focus on your school’s past. Use a variety of sources — including administrative records, old photographs, school archives — to identify key stages in the school’s history. What factors have caused change — spatial and ecological — in the school environment?
• Develop a plan for collecting oral accounts from past principals, past students, the school librarian and older residents in the community. What can you say about the way community members have viewed the school over time? How would you describe early perceptions of the school found in records and provided in oral accounts: optimistic, negative, positive, narrow?
• Conduct a site study of the school. Begin by walking around the school and deciding on the boundaries for a field survey.
• Draw a map of the school survey site on graph paper. Record the name of the survey area, the date, the address or map reference and the direction of north. Record details of the area — buildings, structures, footpaths, trees, fences, evidence of changes to the place, for example extensions to buildings —on your map.
• Take photographs and sketch important details that might provide clues about the past. What can the school buildings, structures and other features tell us about earlier times in the school’s history? Can you identify any links between present and past issues at the school?
• Look at those school traditions that are practised and those no longer in use. Why is some of the past preserved and some lost?
• Reflect on whether current traditions remain relevant and speculate on some of the changes that might occur in traditional aspects of the school over the next twenty years.
• Make a class list of those traditions you would like to keep and the reasons for your choices.
  Values and Attitudes — develops understanding of the nature of various democratic institutions
• Submit the list as a time capsule to your school library or archives.