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

Deep Time: Evidence of First Peoples

Students will explore archaeological and scientific evidence demonstrating the deep time history of Aboriginal and Torres Strait Islander peoples in Australia.

• ACARA Content Descriptions
• AC9H7K02

About This Topic

Conservation and preservation involve the ethical and physical work of protecting the past for the future. This topic explores why certain sites are heritage-listed and the challenges of protecting them from war, climate change, and tourism. It also tackles the complex ethical debate over 'repatriation', whether ancient artefacts held in foreign museums should be returned to their countries of origin.

In an Australian context, this includes the preservation of First Nations rock art and sacred sites. Students learn that 'ownership' of the past is a contested idea. This topic comes alive when students can engage in simulations or role plays, taking on the perspectives of museum curators, Indigenous elders, and government officials to negotiate the fate of a cultural treasure.

Key Questions

1. Explain how archaeological sites like Mungo Man provide evidence of deep time occupation.
2. Differentiate between various types of evidence used to date ancient human presence in Australia.
3. Assess the impact of acknowledging deep time history on contemporary understandings of Australia.

Learning Objectives

• Analyze archaeological evidence from sites like Mungo National Park to explain the deep time history of First Peoples in Australia.
• Compare and contrast different scientific dating methods, such as radiocarbon dating and luminescence dating, used to determine the age of ancient human presence.
• Evaluate the significance of acknowledging deep time Indigenous history for contemporary Australian identity and reconciliation efforts.
• Classify various types of archaeological evidence (e.g., stone tools, human remains, rock art) and explain their contribution to understanding ancient occupation.

Before You Start

Introduction to Archaeology

Why: Students need a basic understanding of what archaeology is and the types of evidence it studies before exploring specific Australian examples.

Continents and Cultures

Why: Familiarity with the concept of different continents and the diverse cultures that inhabit them provides a foundation for understanding the unique history of First Peoples in Australia.

Key Vocabulary

Deep Time	The vast, immeasurable timescale of Earth's history and the evolution of life, extending back millions or billions of years. For First Peoples, it refers to their continuous occupation of Australia for tens of thousands of years.
Archaeological Site	A location where evidence of past human activity is preserved, such as ancient campsites, burial grounds, or rock art shelters. These sites provide clues about how people lived.
Radiocarbon Dating	A scientific method used to determine the age of organic materials (like bone or charcoal) by measuring the decay rate of the radioactive isotope carbon-14.
Luminescence Dating	A scientific technique that measures the light emitted from minerals (like quartz or feldspar) when they are heated or exposed to light, allowing scientists to date materials like sediment or pottery.
Indigenous Australians	The Aboriginal and Torres Strait Islander peoples, the First Peoples of Australia, who have a continuous cultural and spiritual connection to the land dating back over 65,000 years.

Watch Out for These Misconceptions

Common Misconception

Artefacts are always safest in large, wealthy international museums.

What to Teach Instead

Modern technology and local expertise mean many countries can now care for their own heritage. Role-playing the 'return' of an object helps students see the cultural importance of local ownership.

Common Misconception

Preservation just means 'keeping things exactly as they are'.

What to Teach Instead

Preservation often involves active restoration or even allowing natural decay in a controlled way. Hands-on 'curation' activities help students understand the difficult choices experts make.

Active Learning Ideas

Mock Trial: The Case of the Parthenon Marbles

Assign students roles as lawyers for the British Museum and the Greek Government. They must present evidence regarding the legal and ethical ownership of the marbles, while a student 'jury' decides where the artefacts should reside based on preservation and heritage arguments.

60 min·Whole Class

Inquiry Circle: Local Heritage Audit

Groups research a local site (a building, a park, or an Indigenous site) and create a 'Conservation Plan'. They must identify the main threats to the site and propose three practical steps to preserve it for the next 100 years.

45 min·Small Groups

Think-Pair-Share: Tourism vs. Protection

Students look at photos of 'over-tourism' at sites like the Pyramids or Uluru. They discuss with a partner: 'Should we ban people from visiting these sites to save them, or is it more important for people to see history in person?'

20 min·Pairs

Real-World Connections

• Archaeologists from institutions like the Australian Museum and universities work at sites such as Mungo National Park, using scientific methods to uncover and interpret evidence of ancient First Peoples' lives.
• Cultural Heritage Managers employed by government agencies and Indigenous organizations are responsible for protecting sites like the Murujuga (Burrup Peninsula) rock art, balancing preservation with industrial development.
• Museum curators at the National Museum of Australia and state museums handle and display artefacts and human remains, engaging in ethical debates about their interpretation and potential repatriation to communities.

Assessment Ideas

Quick Check

Provide students with a list of dating methods (e.g., radiocarbon dating, luminescence dating, stratigraphy). Ask them to write one sentence for each, explaining what type of material it dates and one key limitation or advantage.

Discussion Prompt

Pose the question: 'How does understanding the deep time history of First Peoples change how we should view Australia today?' Facilitate a class discussion, encouraging students to reference specific evidence and consider different perspectives on national identity and reconciliation.

Exit Ticket

Ask students to write down the name of one archaeological site in Australia that provides evidence of deep time occupation. Then, they should list two types of evidence found at that site and explain what that evidence tells us about the people who lived there.

Frequently Asked Questions

What is repatriation in history?

Repatriation is the process of returning an object or human remains to their country or culture of origin. In Australia, this is a major focus for returning First Nations ancestors and sacred objects from overseas museums to their rightful communities.

Why are some ancient sites being destroyed today?

Sites face threats from urban development, climate change (like rising sea levels affecting coastal ruins), war, and even 'loving them to death' through too much tourism. We teach students that preservation requires constant effort and funding.

How can active learning help students understand ethics in history?

Ethics are best understood through role play and debate. When students have to argue a position they might not personally hold, like why a museum should keep an artefact, they develop empathy and a deeper understanding of the complexity of international law and cultural heritage.

What role does UNESCO play in history?

UNESCO identifies World Heritage Sites that have 'outstanding universal value'. This designation helps protect sites by providing international support and guidelines for their conservation, ensuring they are preserved for all of humanity.