RIC-20105_Australian_Curriculum_History_(Yr_2)_Technology_through_history

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Australian Curriculum History: The past in the present (Year 2) 

Published by R.I.C. Publications ® 

Copyright © R.I.C. Publications ® 2013 

RIC–20105 

Titles available in this series: 

Australian Curriculum History: Personal and family histories (Foundation) 

Australian Curriculum History: Present and past family life (Year 1) 


Australian Curriculum History: Community and remembrance (Year 3) 

Australian Curriculum History: First contacts (Year 4) 

Australian Curriculum History: The Australian colonies (Year 5) 

Australian Curriculum History: Australia as a nation (Year 6) 

All material identified by is material subject to 

copyright under the Copyright Act 1968 (Cth) and is owned 

by the Australian Curriculum, Assessment and Reporting 

Authority 2013. 

For all Australian Curriculum material except 

elaborations: This is an extract from the Australian 

Curriculum. 

Elaborations: This may be a modified extract from the 

Australian Curriculum and may include the work of other 

authors. 

Disclaimer: ACARA neither endorses nor verifies the 

accuracy of the information provided and accepts no 

responsibility for incomplete or inaccurate information. In 

particular, ACARA does not endorse or verify that: 

• The content descriptions are solely for a particular year 

and subject; 

• All the content descriptions for that year and subject 

have been used; and 

• The author’s material aligns with the Australian 

Curriculum content descriptions for the relevant year 

and subject. 

You can find the unaltered and most up to date version of 

this material at 

http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

Copyright Notice 

A number of pages in this book are 

worksheets. The publisher licenses the 

individual teacher who purchased this 

book to photocopy these pages to hand out 

to students in their own classes. 

Except as allowed under the Copyright Act 

1968, any other use (including digital and 

online uses and the creation of overhead 

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Internet websites 

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, 

the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class 

teacher checks all URLs before allowing students to access them. 

View all pages online 

PO Box 332 Greenwood Western Australia 6924 

Website: www.ricpublications.com.au 

Email: mail@ricgroup.com.au

Foreword 

Australian Curriculum History – Foundation to Year 6 is a series of seven books to support the national history curriculum. Each 

topic is introduced by a text to support the ‘Historical Knowledge and Understanding’ strand, and followed by activities that provide 

opportunities to answer the key inquiry questions and practise the historical skills expected of the year group. 

Historical skills are used to answer the key inquiry questions about the content descriptions given in the ‘Historical Knowledge and 

Understanding’ strand, providing the framework for investigating Australia’s history. 

Teachers notes ........................................... iv – vi 

How to use this book ............................... iv – v 

Historical skills overview .................................vi 

Historical skills class record ..............................vii 

Overview of historical skills, key inquiry 

questions, general capabilities and crosscurriculum 

priorities .......................................... viii 

Time line templates ............................................ix 

Learning from the past ................ 2–29 

What is a time line? ...................................... 2–4 

My time lines ..................................................... 5 

How can photographs and 

drawings tell us about the past? ................. 6–8 

Pictures of the past and present ..................... 9 

What are some places that tell 

us about the past? ................................... 10–12 

What are some things in your 

community that tell us about its past? ......... 13 

What is an oral history? ............................ 14–16 

An oral history ................................................. 17 

What is the history of the 

Dawn Fraser Baths? .................................. 18–20 

A landmark in my community ....................... 21 

Why is Dawn Fraser significant? ............... 22–24 

A signifi cant person in my community ......... 25 

How can placenames tell us 

about the past? ......................................... 26–28 

Placenames in my community ...................... 29 

Respecting the past .................. 30–45 

Why is Richmond Gaol an 

historical site? ........................................... 30–32 

An historical site in my community ................ 33 

Contents 

What is The Dreaming? ............................ 34–35 

Two Dreaming stories ............................... 36–37 

What kinds of places are significant 

to Aboriginal and Torres Strait Islander 

people? ..................................................... 38–40 

Aboriginal or Torres Strait Islander 

sites in my community .................................... 41 

Why is Uluru a significant site? ................. 42–44 

An Aboriginal or Torres Strait Islander 

site in my community ..................................... 45 

Technology through history ....... 46–73 

How has the way we play changed? ...... 46–49 

What is the history of some toys 

and games? ............................................. 50–52 

Has this toy or game changed? ................... 53 

What are some traditional toys and 

games of Aboriginal and Torres Strait 

Islander children? ..................................... 54–57 

How has transport changed? ................. 58–60 

Transport interview ......................................... 61 

How has the way we communicate 

changed? ................................................. 62–65 



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How have radio and television 

changed? ................................................. 66–69 

How have things that help us at 

home changed? ...................................... 70–73 

Quiz questions ......................... 74–82 

Quiz answers ................................. 83 

Answers ................................... 84–85 

Warning: This series may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. 

www.ricpublications.com.au R.I.C. Publications ® Australian Curriculum History: The past in the present 

iii

Teachers notes 

How to use this book 

Each book is divided into sections based on the number of Historical Knowledge and Understanding content descriptions for the year 

group. Each content description has been given a general title which is used on the contents page and also in the shaded tabs on the 

outside edge of each page throughout the book. The tabs provide easy access to pages within each content description. 

Topics within each section follow a similar four-page format comprising a teachers page followed by three student pages. The student 

pages may all be related to one aspect of an historical event or connected activities associated with one historical event. 

Features 

• An historical skills overview with a brief explanation of their meaning. (page vi) 

• An historical skills class record. (page vii) 

• An overview of historical skills, key inquiry questions, general capabilities and cross-curriculum priorities, is provided on page viii. 

It shows at a glance how the topics in each book, including the ‘Additional activities’ provided on the teachers pages, cover the 

requirements of the national curriculum for the Year group. 

• A template for two time lines is provided on page ix. 

• A set of four or fi ve multiple choice quiz questions plus answers for each topic is provided on pages 74–83. 

• Answers or possible answers have been given for the student pages of each section. As certain activities require research, discussion 

and opinions, some answers are open-ended and are marked as ‘Teacher check’. Answers are located at the back of the book on 

pages 84–85. 

Four-page format 

Teachers page 

The first page in each four-page unit is a teachers page which provides the following information: 

The title of the unit 

A shaded tab giving the general 

title of the Historical Knowledge 

and Understanding content 

description 

A time line places important 

people and events in context 

Suggested resources 

Additional activities offer 

suggestions of how the topic 

may be extended to develop 

the historical knowledge and 

understanding of the unit 

The content description with its 

code 

An elaboration describing the 

focus of the unit in relation to the 

content description 

The key inquiry questions which 

will be answered in part or whole 

by the activities within the unit 

The historical skills that can be 

practised while completing the 

unit 

The historical concepts that can 

be highlighted while completing 

the unit 

Background information provides 

teachers with relevant facts that 

put the text and activities in 

context with what was occurring in 

Australia and the rest of the world 

at the same time 

Teaching notes highlight specifi c 

details of the activities that 

need to be prepared, revised or 

understood before beginning the 

unit 



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Australian Curriculum History: The past in the present R.I.C. Publications ® www.ricpublications.com.au 

iv


How to use this book 

Student page 1 

This page introduces the topic 

with an historical literacy text. It 

features: 


The historical literacy text, which 

can take the form of different 

genres 


code 


This page requires students 

to work together to discuss 

questions and activities before 

recording their own answers. It 

features: 




description 

A number of questions or 

activities that students can 

complete after discussion 


This page usually requires 

students to work together, 

developing their historical 

skills, to complete the activity 

and present their work to an 

audience. It features: 

An introductory sentence, 

paragraph or instruction followed 

by an activity that requires 

the application of a number of 

historical skills 


code 




description 

Relevant artwork is used to 

enhance the text and to aid 

understanding of the subject 



code 

A fact file with an unusual, 

interesting or relevant fact 

that may help students better 

understand or appreciate the topic 



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The title of the page, which may 

be different from but still related to 

the unit 




description 


v


Historical skills overview 

The development of historical skills is 

essential if students are to become 

profi cient in leading their own 

historical inquiries and forming a 

balanced opinion of past events. 

It is not possible for us to know exactly 

what life was like in a time or place of 

which we have no direct experience. 

But we can study evidence of past 

events and eras to reach some 

understanding of our history and 

how we have arrived at the present. 

It is important that history is seen 

as an investigative subject with 

students encouraged to not just 

accept what they are told but to 

constantly question and investigate 

people and events from different 

perspectives using a range of 

sources. They will then develop a 

balanced view as they mature and 

be able to form their own educated 

opinions. 

‘The very ink with which 

history is written is merely 

fluid prejudice.’ 

This quote from American writer, 

Mark Twain, describes quite clearly 

that history is generally written from 

one aspect. While certain data may 

be absolute fact, the greater part of 

the text will be based on opinion. 

It is possible to bring the study of 

people and events of the past 

alive, kindling a genuine interest 

in history. This can be achieved by 

incorporating many learning areas 

into the investigation of an historical 

event as students practise different 

historical skills. 

• Sequence familiar objects and 

events (ACHHS047) 

• Distinguish between the past, 

present and future (ACHHS048) 

Chronology, terms and concepts 

Use annotations and photographs to 

order key events 

Use the correct terms and vocabulary 

to denote the passing of time and 

historical features; e.g. ‘in the past’, 

‘plaque’,‘war memorial’. 

Historical questions and research 

• Pose questions about the past using Use the correct verb tenses to ask 

sources provided (ACHHS049) inquiry questions about the history of 

a given source; e.g. ‘How did people 

communicate before telephones were 

invented?’ 

Analysis and use of sources 

• Explore a range of sources about the Locate and examine sources such as 

past (ACHHS050) 

historical buildings, people, museums, 

natural landmarks, newspapers 

and photographs—online or in the 

community. 

• Identify and compare features of Identify features of a place to reveal 

objects from the past and present its past; e.g. origin of street names, 

(ACHHS051) 

information on a plaque near or on a 

landmark. 

Perspectives and interpretations 

• Explore a point of view (ACHHS052) Exploring similarities and differences 

about changes in the built and natural 

environment and how these have 

shaped life in the present 

Explanation and communication 

• Develop a narrative about 

In written, oral or digital form, relate 

the past (ACHHS053) 

stories about the past 

• Use a range of communication forms Presenting what has been discovered 

(oral, graphic, written, role play) and about the past in a variety of ways. 

digital technologies (ACHHS054) 



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Touching on all content descriptions, historical skills and inquiry 

questions of the national curriculum, Australian Curriculum 

History – Foundation to Year 6 provides a comprehensive 

starting place for an in-depth study of Australian history. 

For the most effective outcome, students need to be given 

the opportunity to undertake guided research on topics and 

discuss the activities before recording their own responses. 

The internet has many reliable sites with a range of images of 

primary sources such as old documents, equipment, letters, 

photographs and general ephemera that give an insight into 

life in the past. Information is presented in many forms such as 

graphs and tables of statistics, reports, diaries and letters. 


vi

Historical skills class record 

Name 

Sequence familiar objects and 

events (ACHHS047) 

Distinguish between the past, 

present and future (ACHHS048) 

Pose questions about the 

past using sources provided 

(ACHHS049) 

Explore a range of sources 

about the past (ACHHS050) 

Identify and compare features 

of objects from the past and 

present (ACHHS051) 

Explore a point of view 

(ACHHS052) 



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Develop a narrative about the 

past (ACHHS053) 

Use a range of communication 

forms (oral, graphic, written, 

role play) and digital 

technologies (ACHHS054) 


vii

Chronology, 

terms and 

concepts 

Historical 

questions 

and research 

Historical skills 

Analysis and use 

of sources 

Perspectives 

and 

interpretations 

Explanation and 

communication 

Key inquiry 

questions 

General capabilities 

Cross-curriculum 

priorities 

Historical knowledge and 

understanding 

Sequence familiar objects 

and events 

Distinguish between past, 

present and future 

Pose questions about 

the past using sources 

provided 

Explore a range of sources 

about the past 

Identify and compare 

features of objects from 

the past and present 

Explore a point of view 

Develop a narrative about 

the past 

Use a range of 

communication forms (oral, 

graphic, written, role play) 

and digital 

technologies 

What aspects of the past can you see 

today? What t do they tell us? 

What remains of the past are 

important to the local community? 

Why? 

How have changes in technology 

shaped our daily life? 

Literacy 

Numeracy 

Information and communication 

technology (ICT) capability 

Critical and creative reasoning 

Personal and social capability 

Ethical understanding 

Intercultural understanding 

ATSI histories and cultures 

Asia and Australia’s engagement with 

Asia 

Sustainability 

Learning from the past 

pp 2–5 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 6–9 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 10–13 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 14–17 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 18–21 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 22–25 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 26–29 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

Respecting the past 

pp 30–33 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 34–37 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 



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pp 38–41 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 42–45 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

Technology through history 

pp 46–49 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 50–53 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 54–57 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 58–61 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 62–65 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 66–69 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 

pp 70–73 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 


viii

Time line templates 

Title: 

Title: 



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ix

How has the way we play changed? 

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, 

and played in the past) (ACHHK046) 

TECHNOLOGY THROUGH HISTORY 

Time line 

(Time line of a selection of toys and 

games used or played in ancient 

times.) 

4000 BC Babylonian board game 

played, forerunner to 

chess and checkers 

3000 BC Stone marbles used 

in Egypt. Children play 

with toy carts and pullalong 

oxen 

2800 BC First kites appear in 

China 

2500 BC In Africa, seed pods are 

attached to a stick to 

make a rattle 

2000 BC Egyptians make dolls 

from fabric, string and 

paper 

1000 BC Yoyos played with in 

Greece 

6 BC Dolls with movable 

arms and legs appear 

in Greece 

5 BC Dolls without clothes, 

for children to dress 

themselves, appear in 

Greece 

Resources 

• These books include photographs of 

children playing in the past and present, 

along with simple text. 

– Australians at play by Jane Pearson 

– Having fun (Then and now) by Vicki 

Yates 

Teacher information 

Elaboration 

How technology has shaped the way children play 

Key inquiry questions 

What aspects of the past can you see today? What do they tell us? 

How have changes in technology shaped our daily life? 


• Sequence familiar objects and events (ACHHS047) 

• Distinguish between past, present and future (ACHHS048) 

• Explore a range of sources about the past (ACHHS050) 

• Identify and compare features of objects from the past and present (ACHHS051) 

• Explore a point of view (ACHHS052) 

• Use a range of communication forms (oral, graphic, written, 

role play) and digital technologies (ACHHS054) 

Historical concepts 

• Continuity and change • Cause and effect • Perspectives 

Background information 

• Toys and games are becoming more technologically advanced with the increased availability 

and affordability of computers. Today, the nature of ‘play’ is changing the lifestyles of children. This 

includes many children becoming more sedentary with the widespread use of electronic games 

and a lack of social interaction from not playing more traditional indoor and outdoor games. 

Teaching notes 

• Either of the books listed under resources would be a good introduction to this unit. 

• Pages 47 and 48 provide pictures or photographs of toys or games from the past and present, 

along with a brief explanation for students to identify the changes that have occurred over time 

as a result of technological developments. The students are required to draw or complete a 

picture in the ‘present’ section, according to the instructions in each box. 

• Discuss each completed matching past and present picture, asking students to explain what is 

still the same, what is different and why the change has happened. Suggested questions: 



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1. Why were early toys objects from 

nature? How are modern toys that you 

can roll, spin or shake different from 

those from the past? 

2. Why do you think people paddled in 

water instead of swimming and kept 

their clothes on? Why didn’t people 

use sunscreen in the past? How have 

swimming costumes and where you 

swim changed? 

3. Why were toys handmade in the past? What are toys 

made from now? Are toys still made by hand? 

4. Which toys do you play with today that you have to 

push, pull or use the wind? 

• These discussions can be used to complete the table on page 49. 

5. How is the traffi c different today than in the past? Why 

have special places been built to play some games? 

6. Do you play any of the indoor games from the past? 

What electronic games do you play? How much time do 

you spend playing them? 

Additional activities 

• Discuss other differences between toys and games then and now. Examples: Children had fewer 

toys in the past (more expensive, larger families, not machine-made so not as available, rich 

children had more than poor), safety aspects were not adhered to or followed in the past (no 

bike helmets, knee guards, heavy metal and wooden playground equipment caused injuries, 

lead toys were poisonous). 

• Create or sketch models of toys used by children before electricity was developed; e.g. kites, paper 

planes, sock or material puppets, hand-cut jigsaws, wooden cars, game of knucklebones or jacks. 


46

The impact of changing technology on people’s lives (at home and in the ways they worked, travelled, communicated, and played in the past) (ACHHK046) 

How has the way we play changed? – 1 

Things we play with and how we play has changed from long ago. 

Read about some of these changes. Finish drawing the pictures. Talk 

about what is the same and different about the past and present. 

(a) 

Past 

The earliest toys that children 

played with were things from 

nature. Children rolled pebbles, 

shook seed pods and spun shells. 

(b) 

A beach or river was a popular 

place to play. Most people kept 

their clothes on and paddled to 

cool down. 

(c) 

Toys were handmade. They were 

made from natural materials like 

wood, clay, lead and tin. 

Present 

Draw another modern toy you 

can roll, shake or spin. Label it. 

Draw yourself swimming in a pool 

wearing a modern swimming 

costume and being sun safe. 



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Most toys are made by machines 

from synthetic materials like 

plastic. Draw another plastic toy 

made by machine. 



47


(d) 

Past 

Present 


Toys moved by pushing, pulling 

or winding them up. Some were 

moved by the wind. 

(e) 

Children played chasey, 

rollerskated, rode bikes and 

played ball games in their 

gardens and on the streets. 

(f) 

Long ago, the only inside games 

were those like jigsaws, board 

games, dressing up, playing with 

wooden blocks and dolls. 

Toys can still move in the same 

way. Batteries or electricity give 

power to others. Some move by 

remote control. Draw and label 

one of these modern toys. 

Now, special places for 

rollerblading, using skateboards 

and bikes, and playing ball 

games have been built. Draw 

yourself on the skate ramp. 



Display Copy 

Today, electronic games can 

be played on machines like 

computers or TV. Draw and label 

a picture of you playing an 

electronic game. 



48


Fill in the table about the differences between 

how you play now and the way it was done 

in the past. Use keywords and phrases. 


(a) Playing in and 

near water 

(b) Materials toys 

are made 

from 

(c) 

How toys are 

made 

(d) How toys 

move 

(e) 

(f) 

Where 

outdoor 

games are 

played 

Types of 

indoor games 

Present 

Past 



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The kite is one of the oldest toys and is still played with today. The first kite was 

thought to be made in China more than 2600 years ago! 



49

What is the history of some toys and games? 



Time line 

(Time line of a selection of popular toys 

and games, other than those on page 51.) 


Elaboration 

Identifying how the same toy or game has changed over time 


1767 First jigsaw created (a map of the 

world) 

1945 The Slinky is demonstrated at a 

department store in the USA 

1955 The LEGO system of building blocks 

is launched 

1958 Barbie doll is created 

1980 Rubik’s cube invented 

1983 Game of Jenga is introduced at the 

London Toy Fair 

1984 First Transformer robots introduced 

Resources 

• These books provide comprehensive information 

about the history of toys and games. While the 

text is generally too diffi cult for the students, the 

information can be related and the pictures and 

photographs shown. 

– The history of toys: From spinning tops to 

robots by Deborah Jaffe 

– 100 Classic toys by David Smith 

– Classic toys of the National Hall of Fame by 

Scott G Erberle 

Slinky is a registered trademark of Poof-Slinky Inc., 

Plymouth, Michigan, USA 

LEGO is a registered trademark of LEGO Juris A/S, 

DK – 7190, Billund, Denmark 

Barbie is a registered trademark of Mattel Inc., 

California, USA 

Rubik and Rubik’s Cube are registered trademarks 

of Seven Towns Limited, London, UK 

Jenga is a registered trademark of Pokonobe 

Associates, California, USA 

Transformers is a registered trademark of Hasbro 

Inc., Rhode Island, USA 

Frisbee is a registered trademark of Wham-O Inc., 

California, USA 

Pong is a registered trademark of Atari Interactive 

Inc., NYC, USA 

Monopoly is a registered trademark of Hasbro Inc., 

Rhode Island, USA 










• Develop a narrative about the past (ACHHS053) 






• Toys and games have always been popular with people of all ages—especially with 

children. Many of the toys and games of the past are still used and played today, though 

they may be made from different materials, packages differently with internal changes, 

made in factories instead of by hand or played with in a different way. Where and when 

they are used or played and their popularity may also have changed. 


• Page 51 includes a paragraph about the history of a selection of toys and games and 

an example of how each has changed from the past. Read the information with the 

students and discuss their experiences with each toy or game. Talk about other ways 

they think the toy or game has changed. (Refer to points in Background information 

above.) Assist them to identify the dates associated with each and their order on a 

time line. 



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• After colouring the pictures, students cut out the boxes and glue them onto the correct 

place in the time line on page 52. They should check they are correctly placed before 

gluing. 

• To complete the investigation on page 53, students will need to interview an older 

person such as a parent or grandparent who played with the same toy or game as 

the student. They could record the answers to the questions or write notes about the 

answers before recording on the worksheet. A photograph may be able to be taken of 

one or both toys or games, instead of drawing it. 


• Talk to the students about the games you, the teacher, played at school and those 

played at home or in a park, including those that did not involve an actual toy or game; 

e.g. hidey, chasey. Decide on what is the same and different about them. 

• If available, take an excursion to a toy museum or historic home where toys from the 

past are displayed. Often, interaction with the toys is permitted. 


50


What is the history of some toys and games? – 1 

• Read about the history of some different toys and games. 

• Colour, cut them out and place them on the time line. 

• Talk about how they have changed or stayed the same. 

1947 – Frisbee 

The fi rst frisbees were really 

tin pie plates bought at the 

bakery of William R Frisbie. 

Students threw them after 

they had eaten their lunch. 

Today they are made of 

plastic. 

1902 – Teddy bear 

The fi rst teddy bear was 

named after a president of 

the USA, Theodore Roosevelt. 

His nickname was Teddy. The 

fi rst teddies were 

made by hand. 

Today they are 

mostly made 

by machines. 

1972 – First popular 

electronic game 

The fi rst popular 

video game was a 

simple table tennis 

game called 

‘Pong’ . Today, there are 

many electronic games 

that are quicker, more 

colourful and in 3–D. 

1957 – Plastic hula hoop 

Hoops have been played 

with for more than 1000 

years. They were once 

made of vines, wood or 

metal. Since 1957, hula 

hoops have been made of 

plastic. 



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1962 – Skateboard 

A shop in 

California, USA, 

is the fi rst to make and sell 

skateboards. Small metal 

rollerskate wheels were 

attached to wooden boards. 

Today, the wheels and 

boards are made 

from special plastics. 

1935 – Monopoly 

A company called Parker 

Brothers began making the 

game of Monopoly. Things 

like the pictures and tokens 

have changed a bit since 

then. Now there is 

a Junior 

Monopoly 

game too. 

STATION 

$$$ $$$ $$$ $$$ $$$ $$$ $$$ $$$ JUST 

VISITIN 

PARKING 

FREE 

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STATION 

MONOPOLY 

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51

What is the history of some toys and games? – 2 

– 1900 


– 1910 

– 1920 

– 1930 

– 1940 

– 1950 

– 1960 

– 1970 

– 1980 

– 1990 

– 2000 

– 2010 

– 2020 



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When plasticine was invented in 1897 it was coloured grey. Now it comes in lots of 

bright colours. 



52


Has this toy or game changed? 

Choose a toy or game that you play with 

and a much older person also played with 

when he or she was your age. Complete 

the table to find out if it has changed. 

Name of 

each person 

Name of toy 

or game 

Draw what it 

looks like 

What is it 

made of? 

Who or what 

made it? 

How and 

where do you 

use it? 

How did you 

get this toy or 

game? 



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Has this toy or game changed? Yes No 

If it has changed, explain how on the back of this sheet. 


53 

TECHNOLOGY THROUGH HISTORY

What are some traditional toys and games of 

Aboriginal and Torres Strait Islander children? 




Time line 

(Students could add a toy they enjoyed 

playing for each year of their life; e.g. 

0 years [rattle or peek-a-boo]) 

0 years 

1 year 

2 years 

3 years 

4 years 

5 years 

6 years 

7 years 

Resources 

• This website contains a wide selection of 

traditional indigenous toys and games 

with ideas for adapting the games for 

students to play today. 


Elaboration 

Understanding how traditional toys and games of Aboriginal and Torres Strait Islander children 

taught them about aspects of their culture 











• Continuity and change • Cause and effect • Signifi cance 


• Children from cultures all around the world play with toys and games not only for fun, but to 

learn. Aboriginal and Torres Strait Islander children learnt many aspects of their culture through 

using toys and playing games. For example, games involving throwing and tracking provided 

practice in using skills required for hunting and gathering. Figures of animals and natural objects 

were made from string and used as ‘illustrations’ in storytelling sessions. Children played with 

string and recreated these fi gures, remembering the stories about their culture they had been 

told. 

• Many of these games are still practised in communities today, though technology has changed 

what some toys or equipment are made from; e.g. a basketball made from synthetic material 

may be used in a spinning game instead of a ball made from lime, clay, sand and hair, as 

described on page 56. 



Display Copy 


• Pages 55 and 56 include information and illustrations about a selection of four traditional 

Aboriginal and Torres Strait Islander toys and games. Read the information with the students, 

guiding discussion about whether each had a learning purpose and wasn’t played simply for 

fun. Ask students to relate their experiences about playing a similar version of any described. 

• The retrieval chart on page 57 could be completed as a whole class, in pairs or individually, 

depending on students’ ability. 


• If available, take an excursion to a centre such as a museum where Aboriginal and Torres Strait 

Islander culture is displayed, including information about toys and games. Often, interaction with 

the items is permitted. 

• Watch a video of how to play string games, also known as ‘cat’s cradle’, on: 

 


54



Aboriginal and Torres Strait Islander children? – 1 

Aboriginal and Torres Strait Islander (ATSI) children had many 

traditional toys and games. They learnt important things by playing. 

Some of these toys and games are still used or played with today. 

Read about four of them. 

Game 1: A throwing game 

This game was played by children who lived near the ocean, a lake 

or a river. Two to six players spread out in a row facing the water. 

Each threw a small, fl at pebble or stone into the water and tried 

to make it ‘skip’ across the 

surface before it sank to 

the bottom. In some places, 

cuttlefi sh bones were 

thrown instead of stones. 

The game was fun to play 

as well as being good to 

practise throwing. Throwing 

was an important skill for 

using tools like spears and 

boomerangs. 

Game 2: A tracking game 

To start this game, an adult would draw different animal tracks on 

smoothed soil or sand. Fingers, fi ngernails, palms of the hands and 

sticks were used to draw the tracks. The children had to guess which 



Display Copy 

animal made a track like each picture. The children also copied 

the tracks to see who could make the best one. Learning about 

tracking was important in hunting. 



55




Game 3: A string game 

Children were shown how to make fi gures from string or twine. The 

fi gures looked like animals or natural objects like a spider’s web 

or leaf. A long piece of string was knotted together. The loop was 

placed around the fi ngers of each hand. The hands and fi ngers 

were moved in special ways to make the fi gures. Sometimes the 

mouth or knees were used too! Children often played string games 

to remember stories they had been told with the fi gures about their 

way of life. 

Game 4: A ball or top spinning game 

Spinning balls or tops were played with by children for fun. A 

spinning ball was made from things like sand, clay and hair. It was 

rolled into a ball and baked to make it smooth and hard. A spinning 

top was made by pushing a stick through a hole drilled into the 

centre of a melon fruit. Beeswax was used to glue it together. The 



Display Copy 

balls and tops were decorated with red, white or yellow ochre. 



56




Write keywords about the traditional toys and games on pages 55 

and 56. 

Game 1: 

A throwing 

game 

Game 2: 

A tracking 

game 

Game 3: 

A string 

game 

Game 4: 

A ball or top 

spinning 

game 

What was needed 

to play it? 

What did it teach 

the children? 

What is another 

interesting fact? 



Display Copy 

String games have been played by different cultures all around the world. Another 

name for it is ‘Cat’s cradle’, after one of the figures made with the string. 



57

How has transport changed? 



Time line 

(Time line of a few events from the 

history of flight.) 


Elaboration 

Identifying how forms of transport have changed over time 


1000s –1100s 

People attempt to fl y 

by strapping ‘wings’ to 

various parts of their 

body and jump from high 

places (few survive) 

1700s Joseph and Etienne 

Montgolfi er send a 

large hot-air balloon 

into the sky with three 

passengers: a rooster, a 

sheep and a duck 

1903 Wright brothers make fi rst 

manned heavier-than-air 

powered fl ight 

1958 Boeing designs fi rst 

successful passenger jet 

1976 First commercial 

supersonic jet 

(Concorde) 

1981 First space shuttle 

launched 

Resources 

• These books provide information and 

illustrations about the history of transport. 

– Travel and transport – Then and now by 

Alistair Smith 

– The great book of transport by Lynne 

Gibbs 

– An illustrated timeline of transportation 

by Kremena Spengler 

– Travel: Then and now by Vicki Yates 

– Visual timeline of transportation by 

Anthony C Wilson 

– Transportation: Then and now by Robin 

Nelson 

• A unit on pages 46 to 49 in Primary 

Australian history Book 2 by R.I.C. 

Publications covers the history of early 

transport in Australia. 







• Pose questions about the past using sources provided (ACHHS049) 







• Continuity and change • Cause and effect • Perspectives • Signifi cance 


• Since before the wheel was invented, people have recognised the benefi ts which transport 

provides us. Over the past 150 years in particular, transportation has developed rapidly and 

become more effi cient as a result of technological advancements. This time frame alone has 

seen forms of transport such as the mass-produced car, motorcycle, helicopter, hovercraft, space 

shuttle, speedboat, magnetic train, supersonic jet, electric car, mountain bike and nuclear tanker 

emerge. Transportation is now an integral part of daily life. Our environment and our lifestyles are 

affected in positive and negative ways by our transport choices. 


• Pages 59 and 60 include illustrations of fi ve forms of past and present transportation. A brief 

paragraph about one form of transport is written under one pair. After discussion, students can 

complete one or two sentences in each blank box about the past or present form of transport. 



Display Copy 

• To complete the investigation on page 61, students will need to interview a grandparent or 

older person about the types of transport they used at a similar age. (There may not be enough 

time lapse to interview a parent to notice signifi cant change in transport.) Student will need 

assistance to form some interview questions to write on page 61. Suggestions might include: 

How did you travel to school? Did you like travelling to school that way? If you had a bicycle, what 

did it look like? What kinds of sea/air/land transport were not invented then? 

• They could record the answers to the questions before writing them on the worksheet and 

discussing their fi ndings with the class. 


• The following interactive website provides information about early transport in Australia, 

beginning with Cobb and Co. coaches. It compares old and new forms of transport. 

• Sort pictures of past and present transport into land, sea and air and compare the similarities 

and differences among the groups. 


58


How has transport changed? – 1 

Long ago, the only way people travelled was by foot. People carried 

things by hand or tied a load to their back. Then people began to 

use animals like horses or camels for transporting themselves and 

loads. They used rafts and canoes to cross rivers instead of wading or 

swimming across. 

Today we can travel on land, sea and in the air. There are many 

different kinds of transport like bicycles, cars, trucks, trains, ships and 

aeroplanes. These have all changed since they were fi rst invented. 

(a) 

Look at the pictures on pages 59 and 60. 

Talk about the way transport has changed and write a sentence 

under each picture. 

Past 

This was a penny-farthing bicycle. 

It had one large wheel and one 

small wheel. The bicycle did not 

have brakes. 

(b) 

Present 



Display Copy 

A modern cruise ship can carry 

thousands of people. The ship is 

like a fl oating hotel. The ship moves 

very fast in any kind of weather. 



59

How has transport changed? – 2 

Past 

Present 

(c) 


Coal had to be burnt to make a 

steam train go. It couldn’t move 

as fast as a modern train. There 

weren’t as many carriages. 

(d) 

(e) 

The fi rst aeroplane to lift a pilot in 

the air only fl ew for 12 seconds! 

It had a wooden frame covered 

with cotton cloth. The pilot lay on 

top of a wing! 

A modern sedan can carry up to 

fi ve people. They wear seatbelts. A 

boot holds luggage. There are lots 

of instruments on the dashboard. 



Display Copy 



60


Transport interview 

Interview one of your grandparents or an older 

person about the types of transport used 

when he or she was about your age. Write four 

questions to ask him or her. Make notes about 

the answers you are given. 

Name of person: 

Questions 

Answers 



Display Copy 



61

How has the way we communicate changed? 



Time line 

(Time line of a selection of 

communication inventions.) 


Elaboration 

Identifying ways forms of communication have changed over time and shaped our lives 


105 AD Paper developed by 

Chinese 

1840s First national postal 

service (UK) 

1876 Telephone, Alexander 

Graham Bell 

1938 Ballpoint pen (Biro), 

Laszlo Biro 

1944 Electronic digital 

computer, was called 

‘Colossus’ due to its size 

(took up an entire room) 

1980s Fax machine 

1990s Internet 

2007 First smart phone 

Resources 

• These books provide information 

and illustrations about the history of 

communication. 

– Communication – Then and now by 

Vicki Yates 

– The history of communication: Major 

inventions through history by Michael 

and Mary Woods 

• The following interactive website provides 

information about the role Cobb and Co. 

coaches played to deliver mail in Australia 

from the 1850s to 1920s. 

• This video shows a collection of slides 

about the history of communication. 

Explanation will need to be given as 

the students view it. 













• Continuity and change • Cause and effect • Perspectives • Empathy 


• In the past, people mostly passed on information by word of mouth. Notices were put in public 

places. People wrote letters and passed them onto others until they reached their destination. 

Later, postal services were set up. Telephone services began in the 1880s—these are 

still used today and are more effi cient. People use mobile phones, internet chat, email and 

fax to communicate instantly all over the world. Television, radio and newspapers inform us. 

Technological innovations in communication are continually being developed, shaping our lives. 


• Information about four forms of communication from the past to the present has been presented 

in four short plays on pages 63 and 64. Each shows ways people sent birthday greetings to each 

other. 



Display Copy 

• Students will need further information to understand how the forms of communication worked 

in the fi rst three plays. Compare the different ways the people communicated and how the 

technology changed and shaped people’s lives. 

• Discuss the questions on page 65 with the students before they write their own answers. With 

Question 1, get students to think about factors involving the time and distance involved with 

each form of communication as well as logistical problems such as rain or wind hampering 

smoke signals or electricity failure for the internet communication. Questions 2 and 3 enable 

students to use the concepts of empathy and perspectives. 


• Practise one of the plays in pairs or small groups and perform in front of an audience. 

• Brainstorm to list ways they communicate with people who live in the same community and 

those who live some distance away; e.g. talking face to face, mobile phone, landline, internet 

chat, email, letter/card. 

Biro is a registered trademark of BIC UK Ltd, 

Middlesex, UK 


62


How has the way we communicate changed? – 1 

Play 1: Communicating by smoke signals 

Two students are stage right, kneeling by an outdoor fi re (a pile of 

sticks surrounded by a ring of stones, decorated with streamers of red, 

yellow and orange crepe paper). 

Chad: 

What are you doing, Trango? 

Trango (now and then placing a cloth over the fl ames): 

I’m using smoke signals to send 

a message to Barda on the next 

island. It’s his birthday today. 

Two students are stage left. 

Farg (one hand against forehead, looking towards stage right): 

Hey Barda! It’s a ‘Happy birthday’ message for you. 

Barda: 

How cool! Help me build a fi re so I can say ‘Thank you’. 

Play 2: Communicating by sending a letter by horse and rider 

One student centrestage sits astride a broom-handle horse. A second 

student gallops in also astride a broom-handle horse, holding out a 

letter. 

Rider 1: Quickly! Take this letter and guard it carefully. If you ride like 

the wind, you should reach the next relay station 

by daybreak. It’s a ‘Happy birthday’ 

message, so it must get there on time. 



Display Copy 

Rider 2: My horse and I are well fed and rested. 

We will do our job well. This greeting will 

arrive sooner than if it had been sent by 

mail coach. 

Play 3: Communicating by a telephone call through an operator 

Three students: Operator at centrestage sitting at a desk with lots of 

wires, a pin board and a telephone; Caller at stage left and receiver 

at stage right—both holding old-fashioned telephones. 

Caller (picking up handset): Operator, operator! 

Operator (picking up a handset): Your number please, caller. 



63



Caller: 

Operator: 

Caller: 

Winlow, 9275. I want to place a call to New York City, 

please—New York, 78763. 

Thank you, caller. It will take 30 minutes to come through. 

Can you wait? 

I’ll wait. 

Replaces handset and sits down on chair to 

wait. Voice from off stage shouts, ‘Half an hour 

later’. A telephone rings. 

Caller (picking up handset): Hello, Operator? 

Operator (pushing wires into a pin board): Your call to New York. 

A telephone rings. 

Receiver (picking up handset): New York, 78763 

Caller: 

Receiver: 

Happy birthday! I thought I’d surprise you with a call. 

We’ve just had the telephone installed. Isn’t it fantastic! 

The connection only took half an hour! 

There will never be a better communication invention 

than this! 

Play 4: Communicating over the internet 

Two students sitting at computers on opposite sides of the stage. 

Student 1: I can hear you okay but I need to turn the camera on so 

you can see me. (Presses camera icon on computer.) 

Student 2: I can see you now. That’s a great haircut you’ve got. It’s 

been really hot here this week. What’s 

the weather like over there? 

Student 1: That’s better. I can see you too. We’ve 

had heaps of rain. What time is it there? 

Student 2: Nearly time for bed. 



Display Copy 

Student 1: Then have a good sleep and happy 

birthday for tomorrow! 

Early telephones needed an operator at an exchange to put your call though—you 

could not dial directly to a person. Today, we can make a call with push button, 

cordless or mobile phone. 



64



Answer the questions about the changes in communication you 

read about in the four plays. 

Play 

1 

2 

3 

4 

What are some problems each communication might have? 

Type of 

communication 

Using horse 

and rider 

to send 

letters 

Telephone 

call 

through 

operator 

Smoke 

signals 

Computer 

and 

internet 

Problems it might have 

(a) The caller and receiver in Play 3 thought that their new form 

of communicating was the best. 

Do you agree with them? Yes No 

(b) Explain your answer. 



Display Copy 

Which type of communication do you think is best? Why? 



65

How have radio and television changed? 




Time line 

(Time line of a selection of first 

screenings of popular Australian TV 

broadcasts each decade.) 

1950s ‘Bandstand’ with Brian 

Henderson 

1960s ‘Playschool’, ‘Here’s 

Humphrey’ 

1970s ‘Countdown’ with Molly 

Meldrum, ‘60 Minutes’ 

1980s ‘Home and Away’, ‘Sale 

of the Century’ 

1990s ‘Healthy, wealthy and 

wise’, ‘SeaChange’ 

2000s Sydney Olympics, ‘Kath 

and Kim’ 

2010s ‘Masterchef’ series, ‘The 

voice’ 

Resources 

• The history of the television: Young 

explorer, inventions that changed the 

world by Elizabeth Raum 

• The history of radio: Transportation and 

communication by Joanne Mattern 


Elaboration 

Identifying ways radio and TV has changed over time and shaped our lives 














• Many people were involved with the invention of radio as we know it today. Radio was fi rst 

developed in the late 19th century. Television was invented in 1926 by John Logie Baird, a 

Scottish engineer and inventor. 

• The fi rst public radio broadcast in Australia was in 1923. Classic and country music, news, sports 

coverage and live drama through plays, and quiz and comedy shows were the main programs. 

Later, when people could watch drama,comedy and quiz shows on TV, talkback shows were 

introduced and still exist today. Radio stations cater for a wide variety of audiences. 

• Black and white TV broadcasts were fi rst transmitted in Australia in 1956. There was one channel 

in Sydney and another in Melbourne. A TV set cost about six to 10 weeks’ pay at the time, 

so not many homes had one. They became more affordable and are now one of the most 

popular leisure activities. The last 20 years has seen huge changes in the amount of programs 

broadcast, including dozens of digital channels and Pay TV (cable TV and satellite). 



Display Copy 


• Information about changes to radio (wireless) and TV in Australia has been presented in the 

form of an interview between a child and her grandmother on pages 67 and 68. Read through 

the interview with the students and discuss the questions on page 69, before students copy or 

complete the answers for Question 1. For Questions 2 and 3, students answers will probably 

include different places radio is available and multiple TVs in the home or watching on a 

computer monitor. 


• Discuss any rules students have about watching TV at home. 

• Discuss how Ella’s nanna might have felt about having to be quiet while her mother listened to 

a serial on the radio, not having remote control TV or there not being suitable TV programs for 

children after dinner. How would they feel about it? 

• Using a recent TV guide, choose one free-to-air channel and tally and graph the types of 

programs available today; e.g. news, sports, drama, documentaries, comedy, movies, lifestyle, 

quiz, children’s. 


66


How have radio and television changed? – 1 

In Australia today, nearly everyone has at least one TV in their 

house and some way of listening to the radio. It wasn’t always like 

this. Ella decided to ask her grandmother about how radio and TV 

has changed since she was a child. This is her interview. 

Ella: 

Thanks for letting me interview you about radio and TV 

Nanna. 

Nanna: I’m very happy to. What do you want to ask me fi rst Ella? 

Ella: 

Did you have a radio and TV in your house when you were 

my age, Nanna? 

Nanna: We didn’t have a television when I 

was seven like you. We had a wireless 

or radio. It was a big brown one and 

sat on top of a small bookshelf in the 

lounge room. It was too heavy to carry 

around. 

Ella: 

What did you listen to on the radio? 

Nanna: Back then, the radio was mostly for grown-ups. My parents 

listened to the news, music and sport. The music wasn’t pop 

music though! My mum also loved listening to serials. Serials 

were like people acting out parts in a play over the radio. 

Mum’s favourite was called ‘Blue Hills’. We had to be very 

quiet if we were inside when it came on! 

Ella: 

Were there any children’s programs on the radio? 

Nanna: There was a program called ‘The Children’s Hour’ between 

5.00 pm and 6.00 pm each night. It had quizzes, games, 

singing and children’s serials on. At school, there was a 

music program called ‘Let’s Have Music’. We had a song 

book with the words and music in it. We sang along as the 

tune was played over the radio. 

Ella: 



Display Copy 

When did you get your own radio? 

Nanna: I got a transistor radio for my birthday when 

I was 14. It was small and you could carry it 

around. It used batteries. I loved it because 

I could listen anytime to pop music stations 

and not what Mum and Dad wanted. Do you 

or your parents listen to a radio at home, Ella? 

RADIO 


67 

75HZ 

TECHNOLOGY THROUGH HISTORY



Ella: 

We have a radio as part of our music system, but we don’t 

use it very much. Mum and Dad usually listen to the radio in 

their cars while they are driving. And I know they can listen to 

the radio if they want to where each of them works through 

their computers, by using earplugs. They watch a bit of TV at 

night. 

Can I ask you more about TV when you were my age? You 

said you didn’t have one? 

Nanna: When TV fi rst came to Australia when 

I was about your age they were 

expensive to buy, so not a lot of people 

had them at fi rst. Then they became 

cheaper. We got a TV when I was about 

10. TV wasn’t broadcast in colour then, 

only in black and white. TVs didn’t 

have remote control. You had to press 

a button to turn it on and get out of 

your chair to turn a knob to change the 

channel or make the sound louder. 

Ella: 

What kind of shows did you watch? 

Nanna: There were only two channels where I lived, Channel 2 and 

Channel 7. The TV programs didn’t start until lunchtime and 

they fi nished about 10 o’clock at night. We were allowed 

to watch some children’s programs like cartoons in the 

Ella: 

afternoon after school and on the weekend. We weren’t 

allowed to watch TV after dinner as the programs weren’t 

suitable for kids. 



Display Copy 

Gee, Nanna! Now TV goes all day and night! And we have 

lots of stations and heaps more shows suitable for kids. Lots 

of people also have huge TV screens and Pay TV like us. I 

watch TV a lot more than you did as a kid. 

Nanna: Yes, TV and radio have certainly changed a lot. I love my 

new digital TV. The screen makes everything so clear and 

colourful. I have a smaller one in the bedroom, too! 

In Australia, television was first broadcast in colour in 1975. 



68



Write short answers to fill in information about radio and TV. 

Radio Past Present 

(a) 

Draw or 

write about 

what one 

looked like. 

(b) 

What 

could/can 

people 

listen to on 

radio? 

TV Past Present 

(c) 

Draw or 

write about 

what one 

looked like. 

(d) 

What and 

when 

could/can 

you watch 

TV? 

Where can you listen to radio? 

Where can you watch TV? 



Display Copy 



69

How have things that help us at home changed? 



Time line 

(Time line of a few household 

inventions.) 


Elaboration 

Identifying how technology has changed the way we complete household chores 


1827 First lawnmower invented 

1907 Electric vacuum cleaner 

introduced 

1909 First electric ovens sold 

Electric toaster invented 

1913 First electric refrigerator 

1940 Successful automatic 

dishwasher introduced 

1945 ‘Hills hoist’ invented in 

Australia 

1947 First commercial 

microwave oven available 

1954 First Esky sold 

(Australian invention) 

Resources 

• These books provide information and 

illustrations about changes to how chores 

are done at home. 

– Life at home – Then and now by Vicki 

Yates 

– At home by Mandy Ross 

• This website is of a short video of old 

and new ways of cooking in the home 

and traditional cooking by Aboriginal 

Australians. 

Esky is a registered trademark of Coleman 

Brands Pty Ltd, Sydney, Australia 














• Technology has changed the tools and machinery we use. The impact of inventions on our 

lifestyle has been particularly signifi cant in the last 60 years with a dramatic increase in the 

number of household appliances designed to make housework easier. These advances have 

had a profound impact on the culture of western society. 


• Pages 70 and 71 include illustrations of fi ve household items used to complete a household 

chore in the past and their modern equivalents. A brief paragraph about one item or appliance 

is written under one pair. After discussion, students can complete one or two sentences in each 

blank box about the past or present item or appliance used to complete the household chore. 

• To complete the investigation on page 73, students could make a written or mental note of items 

and appliances in each room of their house the night before the activity. They could also ask 

their parents or grandparents if they remember a different tool or appliance used to complete 

the chore. 



Display Copy 


• Choose one of the items from the past on pages 71 to 73 and write a report on how it has 

changed over time. 

• Identify tools from the past that are still used today, even though they may be made from different 

materials; e.g. a straw broom is often used to sweep up dirt from a paved area outside, though a 

‘blower’ or outdoor vacuum cleaner can also be used. 

• Role-play old and new ways of doing household chores. 

• Discuss what modern household appliance would be most diffi cult to do without. Why? 

• Visit a museum or historic building that displays household items from the past. 

• Use the internet to view photographs of old ways of doing the household chores covered in the 

unit. 


70


How have things that help us at home 

changed? – 1 

There are many tools and machines we use in our home that have 

changed or weren’t even invented in the past. There is a lot less work 

needed to be done by people than in earlier times. In the past, many 

household jobs had to be done by hand. Of course, some jobs are 

still done by hand, but machines do most of our work for us. 

(a) 

Look at the pictures on pages 71 and 72. 

Talk about the ways each was used or has changed and write a 

sentence under each picture. 

Past 

People washed their clothes 

using a scrubbing board and 

soap. They squeezed the water 

out by hand. 

(b) 

Present 



Display Copy 

A vacuum cleaner picks up dirt 

from the fl oor. You only need to 

guide it around. A robot vacuum 

cleaner works by itself! 



71




(c) 

Past 

Water was heated in big 

saucepans and placed in a 

large tub. Family members could 

take turns having a bath. 

(d) 

(e) 

ICE 

An icebox kept food cool so it 

wouldn’t go bad. The ice had to 

be refi lled regularly. 

Present 

People can make their own 

clothes with a sewing machine. 

Clothes made by machine can 

be bought from a shop. 



Display Copy 



72




Can you think of other tools and machines 

used at home that are different from those 

on pages 71 and 72? Draw and label 

some for each room in the chart. 

Kitchen 

Bathroom/ 

Laundry 

Family 

room/ 

Lounge 

room 



Display Copy 

Find out which ones have changed or had not been invented 

when your grandparents were your age. Talk about how each 

change or invention has helped people. 



73

What is a time line? .............. 2–5 

1. (a) diagram 

2. (b) False 

3. (b) the order they happened 

4. (a) a date or time 

How can photographs and 

drawings tell us about the 

past? ................................... 6–9 

1. (b) with a camera 

2. (a) by hand 

3. (b) 150 

4. (c) past 

What are some places that tell 

about the past?................. 10–13 

1. (c) near each other 

2. (a) past 

3. (c) museum 

4. (b) national park 

5. (b) plaque 

What is an oral history? .... 14–17 

1. (b) spoken 

2. (b) speaks 

3. (c) ask the person questions 

4. (c) grandparent 

What is the history of the Dawn 

Fraser Baths? ................... 18–21 

1. (c) important 

2. (a) True 

3. (a) a baby 

4. (b) a plaque 

Why is Dawn Fraser 

significant? ...................... 22–25 

1. (c) important 

2. (b) True 

3. (b) no 

4. (b) no 

5. (b) no 

How can placenames tell us 

about the past?................. 26–29 

1. (c) stupid 

2. (a) True 

3. (a) yes 

4. (b) no 

Quiz answers 

Why is Richmond Gaol an 

historical site? .................. 30–33 

1. (b) past 

2. (c) convicts 

3. (b) gaol 

4. (c) spend 

What is The Dreaming? ..... 34–37 

1. (b) Aboriginal 

2. (c) Dreaming stories 

3. (b) No 

4. (a) past 

What kinds of places are 

significant to Aboriginal and Torres 

Strait Islander people? ...... 38–41 

1. (b) land 

2. (c) rock shelter 

3. (a) midden 

4. (b) past 

Why is Uluru a significant 

site? ................................ 42–45 

1. (b) in the middle 

2. (c) Aboriginal 

3. (a) paintings 

4. (a) Yes 

How has the way we play 

changed? ......................... 46–49 

1. (b) pebble 

2. (c) swimming pools 

3. (a) made by humans 

4. (b) No 

5. (b) jigsaw pieces 

What is the history of some toys or 

games? ............................ 50–53 

1. (a) Yes 

2. (a) plastic 

3. (b) No 

4. (c) man 

5. (c) a bit different 

What are some traditional toys 

and games of Aboriginal and 

Torres Strait Islander 

children? .......................... 54–57 

1. (a) throwing 

2. (b) string 

3. (c) tracking 

4. (b) clay 

How has transport 

changed? ......................... 58–61 

1. (b) No 

2. (a) Yes 

3. (b) No 

4. (a) Yes 

5. (b) No 

How has the way we communicate 

changed? ......................... 62–65 

1. (b) smoke signals 

2. (b) internet chat 

3. (a) an operator 

4. (a) Yes 

How have radio and television 

changed? ......................... 66–69 

1. (b) No 

2. (c) a few 

3. (b) a black and white screen 

4. (c) more 

How have things that help us at 

home changed? ................ 70–73 

1. (c) less 

2. (a) more 

3. (b) fridge 

4. (c) needle and thread 

5. (a) Yes 



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Answers 


Page 4 

1. events in her (typical) school day 

2. has breakfast 

3. 3.15 pm 

4. (c) 

5. Teacher check 

6. an event from each year of his life 

7. He began to walk. 

8. 2011 

9. (c) 


Page 5 

Teacher check 

Pages 7–8 

Teacher check 

Page 9 

Teacher check 

Pages 11–12 

1. (a) monument 

(b) museum 

(c) cemetery 

(d) sports club/stadium 

(e) plaque 

(f) old historic building 

Page 13 

Teacher check 

Pages 15–16 

1. 1947 

2. A forester called Don Stewart. 

3. Students should highlight in red 

the second paragraph on page 

16. 

4. Named after the Governor- 

General of Australia, the Duke 

of Gloucester, who was visiting 

Pemberton at the time the lookout 

was being built. 

5. From the 1970s, fi re spotter 

planes were used to spot 

bushfi res instead of lookout trees. 

Page 17 

Teacher check 

Page 20 

1. (b) 1883 

2. The Balmain Swimming Club was 

formed. 

3.–6. Teacher check 

Page 21 

Teacher check 

Page 24 

1. (c) 1937 

2. Dawn’s oldest brother, Don, taught 

her to swim in the baths to help 

her asthma. 

3. A swimming coach, Harry 

Gallagher, noticed how good she 

was at swimming and started to 

coach her. 

4–6. Teacher check 

Page 25 

Teacher check 

Page 28 

1. (b) 1837 

2. (a) False (b) False (c) True 

3. Answers should indicate that 

Governor Richard Burke was 

signifi cant to Melbourne to have 

a street named after him because 

Melbourne was part of New South 

Wales while he was governor. 

4. Answers should indicate that the 

name ‘Batmania’ was considered 

because it is based on John 

Batman, who founded the city of 

Melbourne. 

5. important explorer in Australian 

history/fi rst person to sail 

around Australia/made maps of 

Australian coastline/suggested 

the name ‘Australia’ 

Page 29 

Teacher check 

Page 32 

1. (a) 1825 

2. Governor George Arthur, governor 

of Tasmania. 

3. Convicts from Britain were not 

being sent to Australia any more 

so the jail wasn’t needed. 

4. Possible answers: Richmond has 

the oldest jail in Australia with 

all its rooms intact, people visit 

it to learn about prison life in the 

past, visitors spend money in 

Richmond (good for economy) 


Page 33 

Teacher check 

Page 35 

1. Earth, Dreaming 

2. They went back into the ground 

or turned into things like rocks or 

stars. 

3. They are signifi cant because 

these sites have special 

Dreaming stories that are told to 

pass on history. 

Pages 36–37 

Dreaming story 1 

1. (a) Meehni, Wimlah, Gunnedo 

(b) Blue Mountains 

(c) Answers should indicate that 

they fell in love with three 

brothers but weren’t allowed 

to marry. Then the brothers 

wanted to capture them and a 

battle began. 

(d) a witchdoctor from the 

Katoomba group 

(e) to save them from being hurt 

in the battle 

(f) the witchdoctor was killed in 

the battle and only he had the 

spell 

Dreaming story 2 

1. (a) Meehni, Wimlah, Gunnedo 

(b) Blue Mountains 

(c) Answers should indicate that 

they were playing behind a 

rock ledge safely away from 

the evil bunyip. 

(d) witchdoctor, who was their 

father 

(e) to save them from being hurt 

by the bunyip 

(f) witchdoctor lost his magic 

bone 



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Pages 39–40 

1. (a) midden 

(b) fi sh trap 

(c) rock shelter 

(d) rock art 

(e) quarry 

(f) story place and cultural site 

Page 41 

Teacher check 


84

Answers 


Page 44 


2. Anangu, Dreamtime 

3. A red lizard man tried to dig his 

kali out of the side of Uluru with 

his hands and made hollows. 

4. People pay money to visit Uluru. 

This is used to help people in the 

community and look after Uluru. 


Page 45 

Teacher check 

Pages 47–48 

Teacher check 

Page 49 

Possible answers: 

1. (a) Present: swim in pools as well 

as rivers etc., safe in the sun, 

wear swimming costumes 

Past: no swimming pools, wear 

clothes in the water, paddled 

(b) Present: mostly plastic, some 

wooden and metal 

Past: natural like lead, clay, tin 

and wood 

(c) Present: mostly by machine, 

some handmade 

Past: handmade 

(d) Present: pushing, pulling, 

winding, wind, battery and 

electricity power 

Past: pushing, pulling, winding, 

wind 

(e) Present: garden, special 

places like skate ramps 

Past: garden, streets 

(f) Present: still board games and 

dolls etc. like the past, lots of 

electronic games 

Past: jigsaws, board games, 

dressing up, dolls, wooden 

blocks 

Pages 51–52 

Teacher check 

Page 53 

Teacher check 

Page 57 

Game 1: water, fl at pebbles or stones, 

cuttlefi sh bones; have fun, 

practise throwing; fact: teacher 

check 

Game 2: animal tracks in the sand 

made by adults; have fun, 

identify about different 

animal’s tracks (which is 

important in hunting); fact: 

teacher check 

Game 3: long piece of string knotted 

together; have fun, remember 

stories they had been told 

about their way of life; fact: 

teacher check 

Game 4: handmade spinning ball or 

top; have fun; fact: teacher 

check 

Pages 59–60 

Teacher check 

Page 61 

Teacher check 

Page 65 

1. Possible answers: 

Play 1: hard to do in rain or wind, 

signals can only be seen from a 

certain distance 

Play 2: takes a while to reach 

destination, fresh horse needed 

as they tire, rider might get lost 

Play 3: have to wait a long time 

for operator to put call through, 

power failure can delay 

Play 4: power failure can delay, 

computer problem 


Page 69 

Teacher check answers for the ‘Present’; 

these will vary according to individual 

students. 

Answers for the ‘Past’ should indicate 

the following: 

1. (a) Radio: heavy, big, knobs to turn 

OR Transistor: small, light, carry 

it around, batteries 

(b) Adults: music, serials, sport. 

Children: 1 hour program in 

evening OR pop music on 

transistor 

(c) broadcast in black and white, 

used knobs on TV for controls 

(d) started at lunchtime, closed 

at 10 pm, two channels, some 

children’s programs, adult 

programs after dinner 


Page 71–72 

Teacher check 

Page 73 

1. Possible answers: 

Kitchen—microwave, sink and 

taps, toaster, electric knife, oven, 

grill, hot plates, food processor, 

electric frypan, pizza oven, 

dishwasher, electric kettle, rice 

cooker, slow cookers, toasted 

sandwich makers 

Bathroom/Laundry—clothes 

dryer, sink and taps, ironing 

board and iron, mop, fl oor 

polisher, electric shaver, electric 

toothbrush, hairdryer (with 

additional features), hair curler 

Family/Lounge—air conditioner, 

gas/wood/oil, heater, TV, radio, 

theatre systems, computer, 

overhead fan 




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RIC-20105_Australian_Curriculum_History_(Yr_2)_Technology_through_history

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