HASS · Year 7 · Investigating the Ancient Past · Term 1

Archaeological Methods and Discoveries

Students will investigate the techniques archaeologists use to uncover and interpret physical remains of ancient civilisations.

• ACARA Content Descriptions
• AC9H7K01
• AC9H7S01

About This Topic

This topic focuses on the extraordinary depth of Aboriginal and Torres Strait Islander histories, which extend back over 65,000 years. It positions Australia's First Peoples as the oldest continuous living culture on Earth, a central pillar of the ACARA HASS curriculum. Students explore the scientific and archaeological evidence, such as the Madjedbebe rock shelter and Mungo Man, alongside the sophisticated oral traditions and Songlines that have preserved knowledge across millennia.

By framing this as 'Deep Time', students learn to appreciate the scale of Australian history compared to other ancient civilisations. This perspective fosters a deeper respect for Indigenous connection to Country and the resilience of First Nations cultures. This topic comes alive when students can physically model the timeline of human habitation in Australia, visualising the vastness of 65,000 years through collaborative mapping and discussion.

Key Questions

1. Explain the process archaeologists follow when excavating a site.
2. Compare the types of information archaeologists gain from artefacts versus written records.
3. Assess the ethical considerations involved in archaeological digs and discoveries.

Learning Objectives

• Explain the systematic steps archaeologists follow during site excavation, from surveying to documentation.
• Compare the types of historical and cultural insights derived from physical artefacts versus written records.
• Evaluate the ethical responsibilities archaeologists have concerning site preservation and the treatment of human remains.
• Classify different archaeological dating methods and their applications in determining the age of discoveries.
• Analyze the significance of key archaeological discoveries in understanding ancient Australian civilisations.

Before You Start

Introduction to Historical Inquiry

Why: Students need a foundational understanding of how historians use evidence to construct narratives about the past.

Mapping and Spatial Reasoning

Why: Understanding maps and spatial relationships is essential for comprehending site surveys and the context of discoveries.

Key Vocabulary

Stratigraphy	The study of rock layers and the sequence of events they represent. In archaeology, it helps determine the relative age of artefacts found at different depths.
Artefact	An object made by a human being, typically an item of cultural or historical interest. Artefacts provide tangible evidence of past human activity and beliefs.
Excavation	The careful digging and removal of soil and rock at an archaeological site to uncover buried remains and artefacts.
Radiocarbon Dating	A scientific method used to determine the age of organic materials by measuring the decay of radioactive carbon isotopes. It is crucial for dating sites up to 50,000 years old.
Site Survey	The initial process of identifying and assessing an archaeological site, often involving surface collection and non-intrusive methods to plan for excavation.

Watch Out for These Misconceptions

Common Misconception

Australian history only started with the arrival of the First Fleet in 1788.

What to Teach Instead

This ignores 65,000 years of complex society. Using physical timelines helps students see that 1788 is just a tiny fraction of the continent's human story.

Common Misconception

First Nations peoples were 'primitive' because they didn't have a written language.

What to Teach Instead

Oral traditions, Songlines, and art are highly sophisticated methods of data storage. Active comparison of oral records with scientific data helps students respect these complex knowledge systems.

Active Learning Ideas

Inquiry Circle: The 65-Metre Timeline

Using a long rope or a playground space, the class creates a physical timeline where 1 metre equals 1,000 years. Students place markers for the arrival of First Nations peoples (65m), the Pyramids (4.5m), and British colonisation (0.23m) to visually grasp the scale of Deep Time.

50 min·Whole Class

Gallery Walk: Evidence of Continuity

Display images and descriptions of different evidence types: DNA studies, carbon dating from Madjedbebe, the Lake Mungo burials, and oral stories of volcanic eruptions. Students move in pairs to identify how each piece of evidence proves the longevity of First Nations culture.

30 min·Pairs

Think-Pair-Share: Oral Traditions as Records

Students listen to or read a First Nations story that describes a geographical change (like the flooding of Port Phillip Bay). They discuss in pairs how this story functions as a historical record and then share why this method was effective for preserving history for thousands of years.

25 min·Pairs

Real-World Connections

• Archaeologists working with the National Museum of Australia use advanced imaging techniques and careful excavation to study sites like the Madjedbebe rock shelter, revealing evidence of human occupation stretching back tens of thousands of years.
• Cultural heritage managers consult with Indigenous elders and archaeologists to ensure that digs on or near sacred sites, such as those in Kakadu National Park, are conducted with respect and adhere to ethical guidelines for the protection of Country and ancestral remains.
• Forensic archaeologists may use excavation and analysis techniques similar to those taught in this unit to assist law enforcement in locating and identifying human remains at crime scenes.

Assessment Ideas

Exit Ticket

Provide students with a scenario: 'You have discovered a potential archaeological site.' Ask them to list three initial steps you would take, explaining the purpose of each step. Then, ask them to name one ethical consideration they must keep in mind.

Discussion Prompt

Pose the question: 'Imagine you found two artefacts at a dig site: a stone tool and a fragment of pottery. What different kinds of information could each artefact tell you about the people who made them? How might written records from the same period offer complementary or conflicting information?'

Quick Check

Present students with a list of dating methods (e.g., stratigraphy, radiocarbon dating, dendrochronology). Ask them to match each method to a brief description of what it measures or how it works. Include a question asking which method would be most suitable for dating organic material older than 50,000 years.

Frequently Asked Questions

What is 'Deep Time' in the Australian Curriculum?

Deep Time refers to the immense span of history before written records, specifically the 65,000+ years of First Nations habitation. It encourages students to think beyond the 'ancient' period of 3000 BCE and recognise Australia's unique place in human history.

How do we know First Nations people have been here for 65,000 years?

We use a combination of archaeological evidence (like stone tools found at Madjedbebe), scientific dating (luminescence and radiocarbon), and genetic studies. We also look at oral histories that describe megafauna or sea-level changes that occurred tens of thousands of years ago.

What are the best hands-on strategies for teaching Deep Time?

Physical scaling is the most effective strategy. Having students walk a timeline or use a 'history clock' helps them feel the duration of 65,000 years. Collaborative mapping of ancient sites across Australia also helps students understand that this history is tied to the very land they live on today.

Why is it called the 'oldest continuous civilisation'?

Unlike the Roman or Egyptian empires, which collapsed or changed fundamentally, Aboriginal and Torres Strait Islander cultures have maintained a continuous connection to Country, language, and law for over 60,000 years, despite the impacts of colonisation.