History - colonial, conflict and modern Skip to main content australia.gov.au Helping you find government information and services Show navigation decrease text size increase text size About Australia Share 1 2 3 4 History - colonial, conflict and modern Colonial history War and conflict Modern history Related Sir Nathaniel Dance (1735-1811), Captain James Cook, coloured engraving. Categories Australian history75 Further resources History and identity resources76 Notes Back to top Switch to desktop version Contact government Official communications Quick links State & territory governments Local governments Online security Careers All times shown are Sydney, Australia time
AESA School in the 1940s - History (1,2,3) - ABC Splash - Overview Imagine going to school in the 'olden days' (the 1940s). Find out what morning assembly looked like. Discover the things that children kept in their desks and what they used to do their writing. This clip shows you what school was like in the past as two adults (actors Terry Norris and Carmel Millhouse) remember what they did at school. Duration: 4 mins 28 secs Source : Thinkabout/Talkabout: When We Were Young Learning area: History Primary: Years 1, 2, 3 Before viewing Have you ever asked a grandparent what it was like for them at school? As you view What are the children carrying as they get off the bus? What things are the very young children doing at school? What were the holes for in the old school desks? What sort of pens did the students use? After viewing What things about school in the clip are different today? Talk to an older person about school. Next steps Make a comic strip or cartoon story about a day at school in the past. For teachers About this resource Acknowledgements
Home | AC History Units Mapping - Contour Education Bound for South Australia 1836 - Home Page Education for Sustainability AESA Visit a restored 19th-century cottage - History Technologies (1,2,3,4) - ABC Splash - Overview Take a trip back in time to discover what some Australian homes looked like in the past. Visit an old miner's cottage that was built long ago. Duration: 1 min 38 secs Source : ABC For the Juniors Learning area: History , Technologies Primary: Years 1, 2, 3, 4 Before viewing Have you ever wondered what it would be like to grow up long before your grandparents were born? As you view What are the cottage walls made from? How was the cooking done in this kitchen, without electricity? How did the people who lived here long ago have a bath? Why is the toilet built away from the cottage? After viewing Pause the video to take a close look at the kitchen and living room. Imagine that you could talk to the people who first lived here. Next steps Keep a list of the things you use in one day that the people who first lived in this cottage did not have. Write or record a story about one day living in this cottage long ago. Transcript For teachers About this resource Acknowledgements Program:
Defining Primary and Secondary Sources - Toolkit - The Learning Centre Archived Content This archived Web page remains online for reference, research or recordkeeping purposes. This page will not be altered or updated. Web pages that are archived on the Internet are not subject to the Government of Canada Web Standards. As per the Communications Policy of the Government of Canada, you can request alternate formats of this page on the Contact Us page. Toolkit Defining Primary and Secondary Sources By Michael Eamon, historian and archivist, Library and Archives Canada Primary Sources Secondary Sources When Is a Primary Source Not a Primary Source? Libraries and archives hold objects, like documents and books, which help us to find out what happened in the past. Primary and secondary sources, when used together, help us to understand people, ideas and events from the past. Primary Sources People use original, first-hand accounts as building blocks to create stories from the past. All of the following can be primary sources: Secondary Sources C.W. What do you think?
Walking on Country With Spirits Located on the eastern shore of Australia’s tropical north, Shipton’s Flat is home to Marilyn, a Kuku Nyungkal Aboriginal woman, and her family. She has been living here the ancestral way — far removed from the services and conveniences of modern life. Like her ancestors before her, Marilyn walks through the Nyungkal bubu, the Nyungkal’s country, acknowledging and conversing with the spirit beings around her. She greets the spirit of the flowing stream that provides her family with freshwater, the spirits of her mother, father and grandparents that cared for the country before her, the spirits of her ancestors that have been formed into rocks, and the spirits of the trees and animal life around her that lend shade and sustenance. A change in the weather Marilyn has observed that the seasons are getting hotter. Marilyn feels that the “country is transforming, food is disappearing. What does it mean? “There will be nothing left because it is getting hotter,” Marilyn worries. What should we do?
Australian Heritage - the magazine A Nation sub-divided The dotted lines that mark the borders of Australia’s states and territories, learned by many of us from plastic templates that we arduously drew around in primary school, may seem long-fixed and of little interest. But each of these lines has a story that reflects a stage in our history as a nation, as David Taylor writes. Soon after the colony at Sydney Cove was settled in 1788, the Deputy Judge-Advocate, Captain David Collins read the royal commissions to Captain Arthur Phillip, appointing Phillip as the governor and defining New South Wales and its dependencies thus: The extent of British territory in New South Wales until 1825. The question as to why the western boundary at 135ºE was chosen has been a topic of controversy for many years. The Portuguese had been in Timor since 1516, and the Dutch since 1686. Britain had two reasons to be cautious. Concerns about Britains claim to Australia's northern coast prompted Governor Darling to push the boundary westward.