HASS · Year 7

Active learning ideas

Deep Time: Evidence of First Peoples

Active learning helps students grasp the complexity of deep time evidence because abstract concepts like conservation and repatriation become tangible when they handle real dilemmas. Students move from passive note-taking to making ethical judgments, which builds empathy and critical thinking about history’s lasting impact on identity.

• ACARA Content Descriptions
• AC9H7K02

• 20–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Mock Trial
• 60 min · Whole Class

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.

Explain how archaeological sites like Mungo Man provide evidence of deep time occupation.

Facilitation Tip

During the Mock Trial, assign roles clearly and provide a one-page case brief to keep arguments focused on the Parthenon Marbles’ return.

What to look for

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.

• Analyze
• Evaluate
• Create
• Decision-Making
• Social Awareness

Activity 02

• Inquiry Circle
• 45 min · Small Groups

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.

Differentiate between various types of evidence used to date ancient human presence in Australia.

Facilitation Tip

For the Local Heritage Audit, give students a three-step checklist (identify, research, propose action) to guide their fieldwork.

What to look for

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.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

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?'

Assess the impact of acknowledging deep time history on contemporary understandings of Australia.

Facilitation Tip

In the Think-Pair-Share on Tourism vs. Protection, provide a visible timer and a T-chart for pros/cons to structure balanced discussions.

What to look for

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.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should treat this topic as a series of ethical puzzles rather than a timeline of facts. Avoid presenting preservation as purely technical; instead, highlight the human stories behind artefacts and sites. Research shows that role-play and local case studies increase engagement more than abstract policy discussions.

Students will demonstrate understanding by linking evidence to ethical decisions, showing how preservation choices reflect cultural values. They will articulate multiple perspectives in debates and justify their reasoning with site-specific details.

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Watch Out for These Misconceptions

• During the Mock Trial: The Case of the Parthenon Marbles, some students may argue artefacts are safest in Western museums. Watch for this claim and redirect by asking groups to research Greece’s current conservation facilities and staff expertise.

  During the Mock Trial: The Case of the Parthenon Marbles, assign a ‘local conservation team’ role to research Greece’s modern labs and training programs, then have them present findings during opening statements.

• During the Collaborative Investigation: Local Heritage Audit, students might assume preservation means no changes at all. Watch for this idea and redirect by asking them to examine photos of restored sections versus untouched ruins.

  During the Collaborative Investigation: Local Heritage Audit, provide before-and-after photos of sites under active restoration, then ask students to note which areas were left untouched and why in their audit reports.

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Methods used in this brief

• Mock Trial
• Inquiry Circle
• Think-Pair-Share