How and why has our community changed?

Timeline of Strathfield

Aboriginal 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 clan's 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.

Outcomes & Opportunities for Assessment

Checklist

NSW Human Society & It’s Environment K-6 Syllabus

CCS2.1 Describes events and action related

to the British colonisation of Australia and

assesses changes and consequences.

CQ2; BLM 5, BLM 10*Investigates the local area to identify the

peoples who originally lived there and those

who live there now.

*Refers to different viewpoints and

perspectives on a significant historical event.

*Demonstrates awareness that Australians

human heritage spans many thousands of

years.

CCS2.2 Explains changes in the community

and family life and evaluates the effects of

these on different individuals, groups and

environments.

CQ2, CQ3; BLM 5, 6 *Compares different versions of local history,

beginning with the Aboriginal community that

lives/lived in the local area.

*Identifies the effects of change on the

environment, e.g. changes in land use.

CUS2.3 Explains how shared customs,

practices, symbols, languages and traditions

in communities contribute to Australian and

community identities.

CQ1; BLM 2*Investigates the local area to identify the

people who originally lived there

CUS2.4 Describes different viewpoints,

ways of living, languages and belief systems

in a variety of communities.

CQ1; BLM 2*Gathers information and explains the various

lifestyles and experiences of different

cultures within the local community.

ENS2.5 Describes places in the local area

and other parts of Australia and explains

their significance.

CQ1, CQ3, CQ4; BLM 2, 6, 8, 10*Describes ways in which Aboriginal peoples

have used and interacted with the

environment to meet their needs.

*Demonstrates an understanding of how

people can construct and modify

environments in a manner that reflects ideas,

culture, needs and wants.

*Locates and maps important places in the

local area using a key.

*Demonstrates an aesthetic awareness of

environments, both natural and built.

SSS2.7 Describes how and why people and

technologies interact to meet needs and

explains the effects of these interactions

on people and the environment.

CQ3, CQ4 ; BLM 6, 8, 10*Describes how changes in the local area due

to Non-Aboriginal inhabitants have affected

the lifestyle and the environment.

*Identifies places in the local community that

are important for meeting peoples needs.

*Identifies the different ways in which the

original inhabitants use the local land to meet

their needs and people today use the local

land to meet their needs.

Note: CQ signifies the contributing question which includes activities which allow for the

assessment of the outcome. BLM signifies a black line master which provides a work

sample for assessment

Lessons 1 - 14

Lesson one

Focus Question: How and why has our community changed?

PreparationPrepare a map of the local area in A3 size

ResourcesA3 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 how

and why their local community has changed.

Introduce the focus question and get the students to make a title page in their HSIE

book.

BodyINITIATE (IGOSAR)

Show a map (Appendix 1.1 pp14) of Strathfield showing local park areas, roads and

buildings. 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 unit

After the information has been recorded introduce the 4 contributing questions so that

the students are aware of what they will be investigating.

This will help them think about things they may already know and get them motivated

about what they will be doing.

ConclusionTell the students that next lesson we will be looking at the first inhabitants of our local

community.

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/

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 JonesStrathfield Heritage Study Michael Fox Architects & Planners

IntroductionIntroduce 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 1.3

pp16) 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)

Place the name of the original inhabitants on a card (above) showing their long period of

settlement. Allocate task cards (Appendix 1.6 pp19) to each group to compile a display

showing how the original inhabitants met their needs and what the environment would

have been like.

Let students share their findings with the class.

Label significant Aboriginal sites on the local area map (refer to ‘Class Map 1’ Appendix

1.3 pp16)

ConclusionTell the class that next lesson we will continue to look at the first inhabitants of our

local area.

6,000 years ago to early 1800sAboriginal people lived in and around Homebush Bay,using its varied abundant resources.

Lesson Three

CQ1: How did the first inhabitants of our local area live?

ResourcesIndividual work sample

IntroductionRecap the contributing question 1: How did the first inhabitants of our local area live?

Recap on the content of previous lesson

Discuss what the class may have liked or disliked about the session

BodyORGANISE (GOSA)

Get each group to go through the display showing how the original inhabitants met their

needs 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 and

paste in their books. Here they illustrate and describe the daily lives of the original

inhabitants 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 people

in 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 & Planners

IntroductionIntroduce contributing question 2: did the first non-Aboriginal people move into our local

area?

Tell the children that they will be researching some important European settlers and

explorers from our local area.

BodyGATHER (IGOSAR)

Allocate 4 non-aboriginal people that moved in our local area to research to 4 research

groups.

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 groups

Remind them of their roles within the groups

Start 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 for

the 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?

Introduction

Let the class look over their presentation and get ready to present.

Body

ORGANISE (IGOSAR)

Allow each group to present their work and place the card on the class time line in

chronological order.

Let each group add place names as appropriate to a map of the local community.

SYNTHASISE

Distribute BLM 4 (Appendix 1.9 pp22) to each student individually

Question students to review the timeline, referring to the map, and generalise to

complete the sentence: ‘Non- Aboriginal people moved into our area because ________’

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?

Conclusion

Recap 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?

Resources

Book - Oasis in the west Michael Jones

Introduction

Recap information covered from the last two lessons.

Body

APPLY (IGOSAR)

Read sections about the first encounter with the settler and Aboriginal people in our

local 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 Breakfast

Point, 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 the

place 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 signs

for 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 Explorers

may 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 one

of the WANGAL people.

Hand out BLM 5 (Appendix 1.10 pp23) for each student

The work sample is aiming to develop empathy with the original inhabitants and to

encourage students to hypothesise.

After they complete work sample Appendix 1.8 let them share their ideas and opinions

as a class.

Conclusion

Tell the students that next week we will be looking at any major changes in our local

area.

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 today

Resources

Task Cards

Introduction

Introduce 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 Industries

Body

GATHER (IGOSAR)

Make task cards (Appendix 1.12 pp25) with tittles of major events in the community

after 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 presentation

for the class.

Tell each group that they can present by having large pieces of cardboard with lots of

pictures 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.

Conclusion

Remind 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 they

must 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 today

Preparation

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 the

lesson.

Resources

Group Worksheets

Introduction

Make sure each group has their Task Cards (Appendix 1.12 pp25)

Body

GATHER (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 any

major changes he was involved in at the time.

The children are then given time to ask questions.

Conclusion

Make sure the children collate any information from the interview

Make sure they have done all their photocopying and that they have taken out any books

they want for the assignment.

Lesson Nine

CQ3: What major changes have there been in our local area?

Look at today

Introduction

Talk to the class about last lesson.

Let the class get into their groups and go over their group presentations.

Body

ORGANISE (IGOSAR) & SYNTHTSISE (IGOSAR)

Let the group present their information to the class. Add to the display near the

timeline 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 of

making the most of the positives and of overcoming any problems in the future.

APPLY (IGOSAR)

Distribute BLM 6 (Appendix 1.11 pp24). Ask students to review the timeline and

individually select the five events that have caused most change or the most important

changes in their community.

Instruct students to tell a partner which events they have chosen, and explain why they

chose them.

Conclusion

Recap over the lesson and inform the students about next lesson

Lesson Ten

CQ4: What is our community like today?

Resources

Local council map

Introduction

Ask students to imagine they want to show a special visitor what the local community is

like today.

Tell them that they will investigate the local community and make a pictorial map for the

visitor. 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 map

Ask students: “What do the pictures represent?” & “What pictures could we put for

parks, trains, buses, shops etc…?”

Body

GATHER (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. Schools

List questions which need to be researched;

• What is the local population?

• What is the ethnic mix?

• What are the major landmarks, industries, activities?

Conclusion

Remind students that next class will be a field trip and to be organised with clipboards,

pencils, pens and their lunch.

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.

Resources

Digital Cameras

Worksheet

Plain paper

Clipboards / coloured pencils

Introduction

Tell the class where we are going today.

Go through the importance of how much time they need to spend in each place.

Body

GATHER (IGOSAR)

Hand out worksheets (BLM 7 Appendix 1.17 pp30-33) to each student and make sure

they are in their research groups.

Time Place

9am – 10am

Strathfield Square /

Strathfield Transport

10:15am – 11am Russian Club with special guess talker

11:45am – 12:30pm Lunch Time

12:45pm – 1:30 Strathfield Park

1:30 – 2:30/3:00pm

Town Hall,

Redmyre Road and

Homebush Road

Conclusion

Recap over the field trip and remind the students to bring all their excursion pictures

and information to the next lesson.

Lesson Twelve

CQ4: What is our community like today?

Resources

• Students’ worksheets from field trip

• BLM 8

• Paper for students to draw their maps

Introduction

Talk about the field trip and what they liked and didn’t like.

Introduce the class activity – BLM8

Body

ORGANISE (IGOSAR)

Distribute BLM 8 (Appendix 1.18 pp34)

Read through the BLM 8 with students and help put together information from the field

trip and class resources for relevant information they need.

Allow students to complete BLM 8

SYNTHASISE (IGOSAR)

Display the maps drawn by students. On a prepared outline compile a class map as

selected & describe their pictorial map to the class.

Compile a class data base about the community from the paragraphs written by the

students, including things such as Population, Ethnic mix etc…

Ask students what they like and do not like about the community - Make a list on the

white board.

Conclusion

Recap over the lesson and inform the students about next lesson.

Lesson Thirteen

CQ4: What is our community like today?

Resources

BLM 9

Overhead of Darlinghurst

Introduction

Question students to assist them to complete several sentences to answer the

contributing 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.

Body

APPLY (IGOSAR)

Ask students to brainstorm, in groups of 3, the changes which might take place in the

future and why these are likely to occur.

Assist students to think about buildings, travel, ethnic backgrounds etc…

Distribute copies of the BLM 9 (Appendix 1.19 pp35) to students. Also show it as a

transparency on an overhead for the whole class to see.

Question students help them interpret the map of Darlinghurst using the overhead

where 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 Darlinghurst

and Strathfield (using Appendix 1.19 pp35 & Appendix 1.14 pp27)

Conclusion

Discuss with the students what they have liked or disliked from being historians and

researching their local community.

End the class by reminding them that next lesson will be the end of the unit.

Lesson Fourteen

Culmination and Reflection

Resources

BLM 10

Introduction

Tell the students we have come to an end of the HSIE unit. Tell them we will now

reflect on the time spent researching and investigating the local community.

Body

REVIEW (IGOSAR)

Review the contributing questions and the associated classroom displays, pages in

students’ books and experiences such as field trips.

Review chart (Appendix 1.2pp15) from first class. Look at the ideas from the chart and

see 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 their

classroom.

Allocate particular periods of time to groups of students.

Design multimedia presentations to illustrate to the audience how and why the

community has changed.

Conclusion

Present the presentations.

3. Appendix

Appendix 1.1

Map of Strathfield

Appendix 1.2

Chart

Place /

site

Origin of

name

What is it used

for?

How old is

it?

Changes Reason for

changes

Sydney Street Directory UBD 2000

Appendix 1.3

Class Map 1

Key

*First encounter of a the Aboriginals by Europeans

* Aboriginal Scarred Tree bearing markings of koala tracks

*

*

6,000 years ago to early 1800s

Aboriginal people lived in and around Homebush Bay, using its varied abundant

resources.

Mrs Charles Meredith

Thomas Henderson (‘Seven Oaks Farm’)

British First Lieutenant William Bradley (Explorer)

NSW Governor Phillip (Land Grants = ‘Liberty Plans’)

Formation of Schools & Industries

Later Settlers & Immigrants

Formation of Strathfield Council

Formation of early transport

Strathfield Parks & Houses

Strathfield Square

Transport Today

Appendix 1.4

Class Timeline

European Settlement

Major Changes

Strathfield Today

Variety of Ethnic Communities: Russian Community

Appendix 1.5

BLM 1

Working in your research groups answer the following

questions

Q: 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 survival

in our local area?(Consider food, clothing, family roles, tools, roads & rivers).

http://www.strathfieldhistory.org.au/

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Appendix 1.6

Task Cards for each research group

Group 1

Collect pictures and describe what our local

land would have been like for the Wangal

People.

Group 4

Find pictures and describe the type of tools

the Wangal People used.

Group 2

List and describe the type of food the Wangal

People would have eaten.

Group 3

Display on a piece of paper what important

roads and rivers the Wangal would have used

in our local area

Collects maps and pictures

EXAMPLE – Parramatta Road, Cooks River

Appendix 1.7

BLM 2

Work sample

The Wangal and Cardinal People

The Original Inhabitants of Strathfield

Describe and illustrate the daily lives of the original

inhabitants 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______B

CUS2.4

*Gathers information and explains the various lifestyles and experiences of

different cultures within the local community. T_____A______B

ENS2.5

*Describes ways in which Aboriginal people’s have used and interacted with the

environment to meet their needs. T_____A______B

Appendix 1.8

BLM 3

Group 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 class

WHO__________________________________________________

WHEN__________________________________________________

WHERE_________________________________________________

WHY__________________________________________________

Effects on the people (including the Aboriginal people and waves of

new settlers) and the environment

_______________________________________________________

_______________________________________________________

______________________________________________________

Appendix 1.9

BLM 4

Name…………………………. Class…………………………. Date……………………

Exploration and Settlement in Our

Community

Name some of the explorers and places they visited in our

community

Explorers Places

Name some important early settlers, where they lived and

how they used the land

Settler Place Land Use

Appendix 1.10

BLM 5

Name…………………………. Class…………………………. Date……………………

How I felt during the invasionImagine you are an Aboriginal girl or boy who is one of the original

inhabitants of your local area. Look at the classroom display showing the

daily lives of the Aboriginal people before non-Aboriginal people invaded

their land. Invading someone’s land means going onto the land and claiming

it as your own.

Look at the classroom time line to see when and why non-Aboriginal people

first 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 and

non-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 lived

there and those who live there now. T_____A______B

*Refers to different viewpoints and perspectives on a significant historical

event. T_____A______B

CCS2.2

*Compares different versions of local history, beginning with the

Aboriginal community that lives/lived in the local area. T_____A______B

Appendix 1.11

BLM 6

Changes in Our Local Community

1. Review the timeline. Select five events since the arrival of early non-

Aboriginal settlers which you think have caused major changes in your

community. Write dates and events and explain the effects of each

event.

Date Event Effects on people and

the environment

2. On a separate piece of paper, draw a picture about one of the events

and label it.

-----------------------------------------------------------------------CCS2.2

*Identifies the effects of change on the environment, e.g. changes in land

use. T_____A______B

ENS2.5

*Demonstrates an understanding of how people can construct and modify

environments in a manner that reflects ideas, culture, needs and wants.

T_____A______B

SSS2.7

*Describes how change in the local area, due to non-Aboriginal inhabitants

had affected the lifestyle and the environment. T_____A______B

Group 1

Later Settlers and Immigrants

In your research groups find information on;

Russian Community;

• When did the first Russian settlers arrive

Strathfield?

• Is there still a large Russian community in

Strathfield?

Briefly look at any other large Ethnic Communities in

Strathfield e.g. Korean

Group 4

New Schools & New Industrieshttp://www.strathfieldhistory.org.au/

In your group research the different types of schools

& Universities in the Strathfield Community.

Look at;

• When they started

• Find any changes in the construction of the school

For industries look at;

• Arnott’s Bakehouse Quarter

When did it start, is it still there, who founded it?

• Cinemas of Strathfield

Where were they, what year did they start, are

they still here?

Group 3

Transport

In your research group look at the different

transportations, such as;

• Railway line

Did the railway line pass through Strathfield?

When did it start in Strathfield?

• Buses and Trams

Were there any trams in Sydney?

Where did the trams travel to and from in Sydney?

Where did the Buses travel in early Strathfield?

Group 2

Formation of Strathfield council

In your research groups find out;

• When the first council started in Strathfield?

• Who was the first Major of Strathfield?

• What were some of the things the council did to

change or improve Strathfield at the time it

formed?

Appendix 1.12

Task Cards for each research group

Appendix 1.13The Mayors of Strathfield

http://www.strathfieldhistory.org.au/Mayors%20of%20Strathfield%20table.htm

Rodney Rimes Mayor of Strathfield 1985

Aboriginal 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 of

ceremonial significance as trees bearing designs were used as burial markers.

Origin of name

*Strathfield

On 2nd June 1885, Strathfield Municipality was incorporated under the name of Strathfield, replacing the old

district 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 community

Australian Catholic University Strathfield Shopping Plaza

Parks – Strathfield Park, Railway Line

Mt Royal Reserve, Strathfield Square

Fitzgerald Park Russian Club

Appendix 1.14

Class Map 2

Appendix 1.15

Local council map

http://www.dlg.nsw.gov.au/

Appendix 1.16

Example of a pictorial map

http://www.travelcentre.com.au/

Appendix 1.17

BLM 7

Worksheet field trip

In your research groups take pictures, draw and describe Strathfield

today

1. 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?

• 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 Time

3. 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.

4. Town Hall, Redmyre Road and Homebush Road

• Describe and draw Strathfield Council Today

____________________________________________________________

____________________________________________________________

____________________________________________________________

• Redmyre and Hombush Road

Styles: Victorian & Federation Houses

Strathfield Council TodayStrathfield Council 1800s

‘Nangur' 27 Homebush Rd Strathfield

Built 1900 Federation Style

'Huntingtower' Homebush Rd

Strathfield. Federation 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.

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

'Quisiana' 81 Homebush Rd Strathfield

Built c.1880's. Victorian Style

'Brunyarra' The Boulevarde Strathfield

Built c.1886 Victorian Style

_______________________________________________

_______________________________________________

Appendix 1.18

BLM 8

Name……………………. Class…………………………. Date……………………

Our Community Today

1. 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 places

below 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 key

4. Write a paragraph about:

a) The people of your community

b) The things you like about your community

c) The things you don’t like about your community

-----------------------------------------------------------------------------------

ENS2.5

*Locates and maps important places in the local area using a key.T_____A______B

SSS2.7

*Identifies places in the local community that are important for meeting

peoples needs. T_____A______B

Appendix 1.19

BLM 9

Name…………………………. Class…………………………. Date……………………

Darlinghurst

Appendix 1.20

BLM 10

Name…………………………. Class…………………………. Date……………………

How and why has our community changed?1. Review the timeline with your teacher.

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?

_______________________________________________

_______________________________________________-----------------------------------------------------------------------------------

Bibliography

Board of Studies, Human Society and its Environment K-6, NSW Board of Studies, 1998

Cadigal Wangal, http://cadigalwangal.com.au/, 2004

CCS2.1

*Demonstrates awareness that Australia’s human heritage spans many

thousands of years. T_____A______B

ENS2.5

*Demonstrates an aesthetic awareness of environments, both natural and

built. T_____A______B

SSS2.7

*Identifies the different ways in which the original inhabitants use the local

land to meet their needs and people today use the local land to meet their

needs. T_____A______B

Jones, Cathy, Remire: Journal of the Strathfield District History Vol. 1 No.1, CathyJones & Strathfield District Historical Society, September 2003

Jones, Michael, OASIS in the west: Strathfield first 100 years, Municipality ofStrathfield 1985

Michael Fox Architects & Planners, Strathfield Heritage Study, Strathfield HeritageStudy V.1, Strathfield Municipal Council, April 1998

Newell, & Stubbs, Targeting Society and Environment Middle Primary, Blake EducationNSW, 1999

NSW Department of Local Government, http://www.dlg.nsw.gov.au/, New South Wales,

Department of Local Government, 2005

Pollon, Frances, The Book of Sydney Suburbs, Angus & Robinson Publishers 1998

Strathfield District Historical Society, http://www.strathfieldhistory.org.au/,

September 2003

Strathfield Council, http://www.strathfield.nsw.gov.au/, Strathfield Municipal Council,

2001

Sydney Olympic Park, http://www.sydneyolympicpark.nsw.gov.au/, Sydney Olympic Park

Authority 2006

Travel Centre, http://www.travelcentre.com.au/, Passport Travel 2005