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.

• Year 7
• HASS
• 3 activities
• 20 min–60 min

Learning Objectives

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

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.

Prepare & details

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.

Setup: Desks rearranged into courtroom layout

Materials: Role cards, Evidence packets, Verdict form for jury

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

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.

Prepare & details

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.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

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

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?'

Prepare & details

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.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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.

What to Teach Instead

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.

Common Misconception

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.

What to Teach Instead

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.

Assessment Ideas

Quick Check

After students learn dating methods, have them complete a one-sentence summary for radiocarbon dating, luminescence dating, and stratigraphy in a timed quick-write, then swap papers for peer feedback.

Discussion Prompt

During the Think-Pair-Share on Tourism vs. Protection, listen for students referencing specific Australian sites and evidence types, then use their contributions to guide the class discussion on national identity.

Exit Ticket

After the Local Heritage Audit, ask students to write the name of their identified site, two types of evidence found there, and one preservation challenge it faces, then collect these to assess understanding of site significance and threats.

Extensions & Scaffolding

• Challenge: Ask early finishers to draft a social media campaign either defending repatriation or arguing for museum retention, including hashtags and key sources.
• Scaffolding: For students struggling with the heritage audit, provide a partially completed template with two sample sites and sentence starters.
• Deeper exploration: Have students compare two heritage-listed sites from different countries, analyzing how climate change threatens each and what preservation strategies exist locally.

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.