1. How and why has our community changed?
Timeline of Strathfield
Aboriginal History
• The Strathfield Municipality was once inhabited by the WANGAL clan of the
DARUG tribe. Little remains of the former Aboriginal occupation of this
area.
• The WANGAL clan's country or territory was known as WANNE and it
originally extended from the suburbs of Birchgrove and Balmain in the east,
to Silverwater and Auburn in the west.
European Settlement
• 1793 European settlement of the district began in the area which is
currently known as Homebush.
• Land grants were made to English farmers by the NSW Governor Phillip to
set up food supplies for Sydney. These were the first land grants made to
free settlers (non-convict) and the area of the land grants was known as
Liberty Plains.
• These farms failed as the soil conditions did not allow crops to be grown and
most of these farms were abandoned.
• The Redmire Estate was subdivided in 1867 and smaller lots of land were
offered for sale. The first property built was Thomas Henderson’s ‘Seven
Oaks Farm’, a dairy farm located around Victoria Street Strathfield.
Strathfield Today
• Strathfield remains mainly a residential district.
• Since the 1960’s, home units and town houses have been built in Strathfield,
particularly around railway stations to provide more housing accommodation.
Many homes and streets have been heritage listed to preserve areas and
items.
• Since World War II, many migrants settled in Strathfield and over time,
Strathfield has become highly multicultural. The last Australian Census
indicated that over 50% of the population was born in countries other than
Australia.

2. Outcomes & Opportunities for Assessment
Checklist
NSW Human Society & It’s Environment K-6 Syllabus
CCS2.1 Describes events and action related
to the British colonisation of Australia and
assesses changes and consequences. ENS2.5 Describes places in the local area
CQ2; BLM 5, BLM 10 and other parts of Australia and explains
*Investigates the local area to identify the their significance.
peoples who originally lived there and those CQ1, CQ3, CQ4; BLM 2, 6, 8, 10
who live there now. *Describes ways in which Aboriginal peoples
*Refers to different viewpoints and have used and interacted with the
perspectives on a significant historical event. environment to meet their needs.
*Demonstrates awareness that Australians *Demonstrates an understanding of how
human heritage spans many thousands of people can construct and modify
years. environments in a manner that reflects ideas,
culture, needs and wants.
CCS2.2 Explains changes in the community *Locates and maps important places in the
and family life and evaluates the effects of local area using a key.
these on different individuals, groups and *Demonstrates an aesthetic awareness of
environments. environments, both natural and built.
CQ2, CQ3; BLM 5, 6
*Compares different versions of local history, SSS2.7 Describes how and why people and
beginning with the Aboriginal community that technologies interact to meet needs and
lives/lived in the local area. explains the effects of these interactions
*Identifies the effects of change on the on people and the environment.
environment, e.g. changes in land use. CQ3, CQ4 ; BLM 6, 8, 10
*Describes how changes in the local area due
CUS2.3 Explains how shared customs, to Non-Aboriginal inhabitants have affected
practices, symbols, languages and traditions the lifestyle and the environment.
in communities contribute to Australian and *Identifies places in the local community that
community identities. are important for meeting peoples needs.
CQ1; BLM 2 *Identifies the different ways in which the
*Investigates the local area to identify the original inhabitants use the local land to meet
people who originally lived there their needs and people today use the local
land to meet their needs.
CUS2.4 Describes different viewpoints,
ways of living, languages and belief systems
in a variety of communities.
CQ1; BLM 2
*Gathers information and explains the various
lifestyles and experiences of different
cultures within the local community.
Note: CQ signifies the contributing question which includes activities which allow for the
assessment of the outcome. BLM signifies a black line master which provides a work
sample for assessment

3. Lessons 1 - 14
Lesson one
Focus Question: How and why has our community changed?
Preparation
Prepare a map of the local area in A3 size
Resources
A3 size map of Strathfield (Appendix 1.1 pp14)
A3 size Chart with headings (Appendix 1.2 pp15)
Introduction
Explain to the students that they are going to become historians and investigate how
and why their local community has changed.
Introduce the focus question and get the students to make a title page in their HSIE
book.
Body
INITIATE (IGOSAR)
Show a map (Appendix 1.1 pp14) of Strathfield showing local park areas, roads and
buildings. Ask the students some questions to get them thinking about their local area.
Questions:
What are the origin names of places/sites?
What are they used for?
How old do they think the places/sites are?
Are there any changes in the community you have seen?
And why have they have changed?
Record the information on a chart (Appendix 1.2 pp15)
NOTE: Chart will be reviewed at the end of the unit
After the information has been recorded introduce the 4 contributing questions so that
the students are aware of what they will be investigating.
This will help them think about things they may already know and get them motivated
about what they will be doing.
Conclusion
Tell the students that next lesson we will be looking at the first inhabitants of our local
community.
Lesson two
CQ1: How did the first inhabitants of our local area live?
Preparation
Organise books and websites about the local Aboriginal people.
Resources
• Make a local map without buildings (Appendix 1.3 pp16)
• Strathfield Council information for schools that are at the wwebsites;
http://www.strathfieldhistory.org.au/

4. http://www.strathfield.nsw.gov.au/about/01/1031535267_1899.html
http://cadigalwangal.com.au/
http://www.sydneyolympicpark.nsw.gov.au/education_and_learning/history/indigenous
• Organise specific books about the local history –
Oasis in the west Michael Jones
Strathfield Heritage Study Michael Fox Architects & Planners
Introduction
Introduce contributing question 1:
How did the first inhabitants of our local area live?
Discuss any ideas or prior knowledge to who the first inhabitants were.
Make and display a large early map of the local area (refer ‘Class Map 1’ Appendix 1.3
pp16) showing landforms but no buildings.
Body
GATHER (GOSA)
Put students into 4 research groups with each member in the group having a role.
*Leader, Recorder, encourager, reporter and resource.
Hand out to each group BLM 1 (Appendix 1.5 pp18).
Each research group has the same worksheet.
Assist groups to gather correct information from relevant books and websites.
Make sure groups organise their information to answer the worksheet.
ORGANISE (GOSA)
Start a class a timeline (refer ‘Class Timeline’ Appendix 1.4 pp17)
6,000 years ago to early 1800s
Aboriginal people lived in and around Homebush Bay,
using its varied abundant resources.
Place the name of the original inhabitants on a card (above) showing their long period of
settlement. Allocate task cards (Appendix 1.6 pp19) to each group to compile a display
showing how the original inhabitants met their needs and what the environment would
have been like.
Let students share their findings with the class.
Label significant Aboriginal sites on the local area map (refer to ‘Class Map 1’ Appendix
1.3 pp16)
Conclusion
Tell the class that next lesson we will continue to look at the first inhabitants of our
local area.

5. Lesson Three
CQ1: How did the first inhabitants of our local area live?
Resources
Individual work sample
Introduction
Recap the contributing question 1: How did the first inhabitants of our local area live?
Recap on the content of previous lesson
Discuss what the class may have liked or disliked about the session
Body
ORGANISE (GOSA)
Get each group to go through the display showing how the original inhabitants met their
needs and what the environment would have been like.
Let the students take notes from each group.
Display each groups work on a wall in the class room.
SYNTHASISE (GOSA)
Hand out copies of BLM 2 (Appendix 1.7 pp20) which they must complete individually and
paste in their books. Here they illustrate and describe the daily lives of the original
inhabitants of the Strathfield area and record the information from group activities.
Question students to assist them to complete the generalisations,
‘The _______ people met their needs by _______.’
Questions to help complete the generalisations:
What tools did they use?
How did they travel?
What food did they eat? How would they get their food?
Conclusion
Let the class know that next lesson we will be looking at the first non-Aboriginal people
in our local area and why they arrived here.
Lesson Four
CQ2: Why did the first non-Aboriginal people move into our local area?
Resources
Books and websites;
• Strathfield Municipal Council Website http://www.strathfield.nsw.gov.au/
• History of Strathfield Municipality Booklet for schools 2005 from the website
http://www.strathfieldhistory.org.au/
• Oasis in the west Michael Jones
• Strathfield Heritage Study Michael Fox Architects & Planners
Introduction
Introduce contributing question 2: did the first non-Aboriginal people move into our local
area?

6. Tell the children that they will be researching some important European settlers and
explorers from our local area.
Body
GATHER (IGOSAR)
Allocate 4 non-aboriginal people that moved in our local area to research to 4 research
groups.
Group 1: Mrs Charles Meredith (Author of Notes and Sketches of NSW)
Group 2: Thomas Henderson (‘Seven Oaks Farm’)
Group 3: British First Lieutenant William Bradley (Explorer)
Group 4: NSW Governor Phillip (Land Grants = ‘Liberty Plans’)
Distribute BLM 3 (Appendix 1.8 pp21) to the 4 research groups
Remind them of their roles within the groups
Start directing them to resources such as;
• Strathfield Municipal Council Website http://www.strathfield.nsw.gov.au/
• History of Strathfield Municipality Booklet for schools 2005 from the website
http://www.strathfieldhistory.org.au/
ORGANISE (IGOSAR)
Instruct the 4 research groups to prepare a presentation for the class and a card for
the timeline (‘Class Timeline’ Appendix 1.4 pp17).
Tell the class that each person must have something to say in the presentation.
Make sure everyone contributes and helps the reporter organise proper information.
Conclusion
Recap over the lesson.
Inform the students about next lesson.
Remind the class that the presentation will be next lesson.
Lesson 5
CQ2: Why did the first non-Aboriginal people move into our local area?
Introduction
Let the class look over their presentation and get ready to present.
Body
ORGANISE (IGOSAR)
Allow each group to present their work and place the card on the class time line in
chronological order.
Let each group add place names as appropriate to a map of the local community.
SYNTHASISE
Distribute BLM 4 (Appendix 1.9 pp22) to each student individually
Question students to review the timeline, referring to the map, and generalise to
complete the sentence: ‘Non- Aboriginal people moved into our area because ________’

7. Questions to help complete the generalisations:
Was the land important/useful to the non-Aboriginal people?
Is our local community near water or close to the city?
Conclusion
Recap over the lesson and inform the students about next lesson
Lesson 6
CQ2: Why did the first non-Aboriginal people move into our local area?
Resources
Book - Oasis in the west Michael Jones
Introduction
Recap information covered from the last two lessons.
Body
APPLY (IGOSAR)
Read sections about the first encounter with the settler and Aboriginal people in our
local area.
Read sections from ‘OASIS in the West Strathfield’s first Hundred Years’.
Example of a section:
The earliest recorded contact with Aborigines near Strathfield took place at Breakfast
Point, Mortlake, on the southern bank of the Parramatta River. This encounter on the
5th February 1788 was noted in the diary of Lieutenant William Bradley RN thus:
'At daylight having a guard of marines proceeded to the upper part of the harbour
again, passed several natives in the caves as we went up and on the shore near the
place we left beads and some other things, who followed us along the rocks calling to
us. We landed to cook our breakfast on the opposite shore to them. We made signs
for them to come over and waved green boughs. Soon after seven of them came over
in two canoes and landed near our boats. They left their spears in the canoes and
came to us. We tied beads etc. about them and left them our fire to dress mussels
which they went about as soon as we put off'.
After each exert discuss as a class feelings and emotions the Settlers and Explorers
may have felt arriving in Australia and our local community.
Now ask the students to try and put themselves back in time and imagine they are one
of the WANGAL people.
Hand out BLM 5 (Appendix 1.10 pp23) for each student
The work sample is aiming to develop empathy with the original inhabitants and to
encourage students to hypothesise.

8. After they complete work sample Appendix 1.8 let them share their ideas and opinions
as a class.
Conclusion
Tell the students that next week we will be looking at any major changes in our local
area.
Ask students to think about it for next week (Buildings, parks, travel etc…)
Lesson seven
CQ3: What major changes have there been in our local area?
Look at today
Resources
Task Cards
Introduction
Introduce CQ3: What major changes have there been in our local area?
Start introducing topics such as;
• Later Settlers and Immigrants
• Formation of council
• Transport Links
• New Schools
• New Industries
Body
GATHER (IGOSAR)
Make task cards (Appendix 1.12 pp25) with tittles of major events in the community
after exploration and non-Aboriginal settlement.
Put the class into 4 Research groups.
Inform students that their task is to research the events and prepare a presentation
for the class.
Tell each group that they can present by having large pieces of cardboard with lots of
pictures and information on it to eventually put up in the class room.
Inform that there will be a field trip to help them gather more information.
Hand out each task cards.
Provide resources – Pictures, books, newspaper clippings.
Make sure each member is helping the group in the right way.
Conclusion
Remind the class that next lesson we will be going into the school library.
Also their will be a visit from an ex-mayor of Strathfield Mr Rodney Rimes and they
must put together questions about the area they are researching to ask him.
Lesson Eight
CQ3: What major changes have there been in our local area?
Look at today
Preparation

9. Organise 3 librarians to assist some groups when the class visits.
Organise ex-Major of Strathfield Mr. Rod Rimes to give a talk in the second half of the
lesson.
Resources
Group Worksheets
Introduction
Make sure each group has their Task Cards (Appendix 1.12 pp25)
Body
GATHER (IGOSAR) & ORGANISE (IGOSAR)
Direct each research group to specific areas in the library to look at.
Assist each group in getting photocopies of pictures and important events.
Make sure they list the resources they have looked at.
After 30 mins it’s time for the guess speaker.
EX- major of Strathfield – Mr. Rodney Rimes (Appendix 1.13 pp26)
Mr. Rimes will give a brief talk about the time he was Major of Strathfield and any
major changes he was involved in at the time.
The children are then given time to ask questions.
Conclusion
Make sure the children collate any information from the interview
Make sure they have done all their photocopying and that they have taken out any books
they want for the assignment.
Lesson Nine
CQ3: What major changes have there been in our local area?
Look at today
Introduction
Talk to the class about last lesson.
Let the class get into their groups and go over their group presentations.
Body
ORGANISE (IGOSAR) & SYNTHTSISE (IGOSAR)
Let the group present their information to the class. Add to the display near the
timeline as each group presents their work.
Add captions to the map of the community, and place names of their origins to the chart.
(Refer to ‘Class Map 2’ Appendix 1. 13 pp26)
Review the timeline and ask students about the major effect of each event.
Ask each group to reflect on how their group worked together and suggest ways of
making the most of the positives and of overcoming any problems in the future.
APPLY (IGOSAR)

10. Distribute BLM 6 (Appendix 1.11 pp24). Ask students to review the timeline and
individually select the five events that have caused most change or the most important
changes in their community.
Instruct students to tell a partner which events they have chosen, and explain why they
chose them.
Conclusion
Recap over the lesson and inform the students about next lesson
Lesson Ten
CQ4: What is our community like today?
Resources
Local council map
Introduction
Ask students to imagine they want to show a special visitor what the local community is
like today.
Tell them that they will investigate the local community and make a pictorial map for the
visitor. Show an example of a pictorial map (Appendix 1.15 pp28)
Display a local council map. (Appendix 1.16 pp29)
Question students to help them read the map
Ask students: “What do the pictures represent?” & “What pictures could we put for
parks, trains, buses, shops etc…?”
Body
GATHER (IGOSAR)
Divide the class into groups of 5. Ask students to brainstorm the people and places
(natural and built) which make their community special.
Let the groups share their lists and compile a class list.
Assist them in ideas;
1. Strathfield Square & Plaza
2. Russian Community in Strathfield
3. Transport In Strathfield
4. Strathfield Parks & Reserves
5. Schools
List questions which need to be researched;
• What is the local population?
• What is the ethnic mix?
• What are the major landmarks, industries, activities?
Conclusion
Remind students that next class will be a field trip and to be organised with clipboards,
pencils, pens and their lunch.

11. Lesson Eleven - FIELD TRIP
CQ4: What is our community like today?
Preparation
• Make sure all parents/guardian have allowed students to go on the field trip
• Make sure local people in the area know that there will be students observing the
local shopping centre and local streets and parks.
• Organise talkers at the Russian Club and local railway station.
Resources
Digital Cameras
Worksheet
Plain paper
Clipboards / coloured pencils
Introduction
Tell the class where we are going today.
Go through the importance of how much time they need to spend in each place.
Body
GATHER (IGOSAR)
Hand out worksheets (BLM 7 Appendix 1.17 pp30-33) to each student and make sure
they are in their research groups.
Time Place
Strathfield Square /
9am – 10am Strathfield Transport
10:15am – 11am Russian Club with special guess talker
11:45am – 12:30pm Lunch Time
12:45pm – 1:30 Strathfield Park
Town Hall,
1:30 – 2:30/3:00pm Redmyre Road and
Homebush Road
Conclusion
Recap over the field trip and remind the students to bring all their excursion pictures
and information to the next lesson.
Lesson Twelve
CQ4: What is our community like today?
Resources
• Students’ worksheets from field trip

12. • BLM 8
• Paper for students to draw their maps
Introduction
Talk about the field trip and what they liked and didn’t like.
Introduce the class activity – BLM8
Body
ORGANISE (IGOSAR)
Distribute BLM 8 (Appendix 1.18 pp34)
Read through the BLM 8 with students and help put together information from the field
trip and class resources for relevant information they need.
Allow students to complete BLM 8
SYNTHASISE (IGOSAR)
Display the maps drawn by students. On a prepared outline compile a class map as
selected & describe their pictorial map to the class.
Compile a class data base about the community from the paragraphs written by the
students, including things such as Population, Ethnic mix etc…
Ask students what they like and do not like about the community - Make a list on the
white board.
Conclusion
Recap over the lesson and inform the students about next lesson.
Lesson Thirteen
CQ4: What is our community like today?
Resources
BLM 9
Overhead of Darlinghurst
Introduction
Question students to assist them to complete several sentences to answer the
contributing question, what is our community like today?
Questions to help complete the generalisations:
“What is important to use today in the community?”
“Is our community diverse in culture?”
“What do we use to meet our everyday needs e.g. Transport, shops, cars…?”
Display the sentences under the contributing question on the white board.
Body
APPLY (IGOSAR)
Ask students to brainstorm, in groups of 3, the changes which might take place in the
future and why these are likely to occur.
Assist students to think about buildings, travel, ethnic backgrounds etc…

13. Distribute copies of the BLM 9 (Appendix 1.19 pp35) to students. Also show it as a
transparency on an overhead for the whole class to see.
Question students help them interpret the map of Darlinghurst using the overhead
where necessary.
Review the origins of the place names listed at the bottom of BLM 9.
Question students to make a chart of similarities and differences between Darlinghurst
and Strathfield (using Appendix 1.19 pp35 & Appendix 1.14 pp27)
Conclusion
Discuss with the students what they have liked or disliked from being historians and
researching their local community.
End the class by reminding them that next lesson will be the end of the unit.
Lesson Fourteen
Culmination and Reflection
Resources
BLM 10
Introduction
Tell the students we have come to an end of the HSIE unit. Tell them we will now
reflect on the time spent researching and investigating the local community.
Body
REVIEW (IGOSAR)
Review the contributing questions and the associated classroom displays, pages in
students’ books and experiences such as field trips.
Review chart (Appendix 1.2pp15) from first class. Look at the ideas from the chart and
see if the students can add anything.
From this discussion distribute BLM 10 (Appendix 1.20 pp36)
Explain the tasks and allow students to complete the BLM individually.
Reflect on how students have become historians and what they have discovered.
APPLY (IGOSAR)
Tell students that they will be inviting their parents and other visitors to their
classroom.
Allocate particular periods of time to groups of students.
Design multimedia presentations to illustrate to the audience how and why the
community has changed.
Conclusion
Present the presentations.

14. 3. Appendix
Appendix 1.1
Map of Strathfield

15. Sydney Street Directory UBD 2000
Appendix 1.2
Chart
Place / Origin of What is it used How old is Changes Reason for
site name for? it? changes

16. Appendix 1.3
Class Map 1
*
*
Key
*First encounter of a the Aboriginals by Europeans
* Aboriginal Scarred Tree bearing markings of koala tracks

17. Appendix 1.4
Class Timeline
6,000 years ago to early 1800s
Aboriginal people lived in and around Homebush Bay, using its varied abundant
resources.
European Settlement
British First Lieutenant William Bradley (Explorer)
Thomas Henderson (‘Seven Oaks Farm’)
Mrs Charles Meredith
NSW Governor Phillip (Land Grants = ‘Liberty Plans’)
Major Changes
Formation of Schools & Industries
Later Settlers & Immigrants
Formation of Strathfield Council
Formation of early transport
Strathfield Today
Strathfield Parks & Houses
Variety of Ethnic Communities: Russian Community
Transport Today
Strathfield Square

18. Appendix 1.5
BLM 1
Working in your research groups answer the following
questions
Q: Who were the Wangal people?
www.cadigalwangal.com.au
_______________________________________________________
_______________________________________________________
Q: What language did they speak?
_______________________________________________________
Q: What does Eora mean?
_______________________________________________________
Q: What areas did the Wangal tribe live in other than Strathfield?
Q: What aspects would have been an important part of their survival
in our local area?
(Consider food, clothing, family roles, tools, roads & rivers).
http://www.strathfieldhistory.org.au/
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

19. Appendix 1.6
Task Cards for each research group
Group 1 Group 2
Collect pictures and describe what our local List and describe the type of food the Wangal
land would have been like for the Wangal People would have eaten.
People.
Group 3 Group 4
Display on a piece of paper what important
roads and rivers the Wangal would have used Find pictures and describe the type of tools
in our local area the Wangal People used.
Collects maps and pictures
EXAMPLE – Parramatta Road, Cooks River

20. Appendix 1.7
BLM 2
Work sample
The Wangal and Cardinal People
The Original Inhabitants of Strathfield
Describe and illustrate the daily lives of the original
inhabitants of Strathfield. Record evidence you have about the
lives of the original inhabitants (people, place names, sites,
maps, books.)
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
------------------------------------------------------------------------------------------
CUS2.3
*Investigates the local area to identify the people who originally lived there.
T_____A______B
CUS2.4
*Gathers information and explains the various lifestyles and experiences of
different cultures within the local community. T_____A______B
ENS2.5
*Describes ways in which Aboriginal people’s have used and interacted with the
environment to meet their needs. T_____A______B

21. Appendix 1.8
BLM 3
Group Worksheet
Exploration and Settlement in Our
Community: Research
1. Write the name of the explorer or early settler your teacher
has given your group to research next to ‘who’
2. Share the books and other resources among your group
3. Fill in the information you can find for the remaining headings.
Note the page numbers where there are suitable pictures
4. Find the places you read about on a map
5. Take turns to report to the group the information you found.
6. Plan a way of presenting the group’s information and pictures to
the class
WHO__________________________________________________
WHEN__________________________________________________
WHERE_________________________________________________
WHY__________________________________________________
Effects on the people (including the Aboriginal people and waves of
new settlers) and the environment
_______________________________________________________
_______________________________________________________
______________________________________________________

22. Appendix 1.9
BLM 4
Name…………………………. Class…………………………. Date……………………
Exploration and Settlement in Our
Community
Name some of the explorers and places they visited in our
community
Explorers Places
Name some important early settlers, where they lived and
how they used the land
Settler Place Land Use

23. Appendix 1.10
BLM 5
Name…………………………. Class…………………………. Date……………………
How I felt during the invasion
Imagine you are an Aboriginal girl or boy who is one of the original
inhabitants of your local area. Look at the classroom display showing the
daily lives of the Aboriginal people before non-Aboriginal people invaded
their land. Invading someone’s land means going onto the land and claiming
it as your own.
Look at the classroom time line to see when and why non-Aboriginal people
first came onto your land.
Write notes below to help you write an exposition to describe:
1. Who you are and what you do each day.
2. An early settler clearing the land and building a hut and fences
____________________________________________________________
3. How you felt about this and how you think the settler felt.
____________________________________________________________
4. Write any questions you have about what happened to Both Aboriginal and
non-Aboriginal people in your local area during the invasion.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. Suggest a way of finding the answers to your questions
____________________________________________________________
-----------------------------------------------------------------------------------
CCS2.1
*Investigates the local area to identify the peoples who originally lived
there and those who live there now. T_____A______B
*Refers to different viewpoints and perspectives on a significant historical
event. T_____A______B
CCS2.2
*Compares different versions of local history, beginning with the
Aboriginal community that lives/lived in the local area. T_____A______B

24. Appendix 1.11
BLM 6
Changes in Our Local Community
1. Review the timeline. Select five events since the arrival of early non-
Aboriginal settlers which you think have caused major changes in your
community. Write dates and events and explain the effects of each
event.
Date Event Effects on people and
the environment
2. On a separate piece of paper, draw a picture about one of the events
and label it.
-----------------------------------------------------------------------
CCS2.2
*Identifies the effects of change on the environment, e.g. changes in land
use. T_____A______B
ENS2.5
*Demonstrates an understanding of how people can construct and modify
environments in a manner that reflects ideas, culture, needs and wants.
T_____A______B
SSS2.7
*Describes how change in the local area, due to non-Aboriginal inhabitants
had affected the lifestyle and the environment. T_____A______B

25. Appendix 1.12
Task Cards for each research group
Group 1
Group 2
Later Settlers and Immigrants
Formation of Strathfield council
In your research groups find information on;
In your research groups find out;
Russian Community; • When the first council started in Strathfield?
• When did the first Russian settlers arrive
Strathfield? • Who was the first Major of Strathfield?
• Is there still a large Russian community in
Strathfield? • What were some of the things the council did to
Briefly look at any other large Ethnic Communities in change or improve Strathfield at the time it
Strathfield e.g. Korean formed?
Group 3 Group 4
Transport New Schools & New Industries
http://www.strathfieldhistory.org.au/
In your research group look at the different
transportations, such as; In your group research the different types of schools
& Universities in the Strathfield Community.
• Railway line Look at;
Did the railway line pass through Strathfield? • When they started
When did it start in Strathfield? • Find any changes in the construction of the school
• Buses and Trams For industries look at;
Were there any trams in Sydney? • Arnott’s Bakehouse Quarter
Where did the trams travel to and from in Sydney? When did it start, is it still there, who founded it?
Where did the Buses travel in early Strathfield? • Cinemas of Strathfield
Where were they, what year did they start, are
they still here?

26. Appendix 1.13
The Mayors of Strathfield
http://www.strathfieldhistory.org.au/Mayors%20of%20Strathfield%20table.htm
Rodney Rimes Mayor of Strathfield 1985

27. Appendix 1.14
Class Map 2
Aboriginal Sites
*'On the Redmire Estate was a leaning tree with native bear tracks upon it. It stood about one hundred yards
from the present Strathfield Council Chambers'.
This is a reference to the Aboriginal Scarred Tree bearing markings of koala tracks. It may have been of
ceremonial significance as trees bearing designs were used as burial markers.
Origin of name
*Strathfield
On 2nd June 1885, Strathfield Municipality was incorporated under the name of Strathfield, replacing the old
district name of Redmyre [formerly Redmire].
The name ‘Strathfieldsaye’ appears to derive from a ship carrying immigrants, including Henry Parkes, which
made four voyages to Sydney between 1838 and 1854.
Changes in the community
Australian Catholic University Strathfield Shopping Plaza
Parks – Strathfield Park, Railway Line
Mt Royal Reserve, Strathfield Square
Fitzgerald Park Russian Club
Appendix 1.15

28. Local council map
http://www.dlg.nsw.gov.au/
Appendix 1.16

29. Example of a pictorial map
http://www.travelcentre.com.au/
Appendix 1.17

30. BLM 7
Worksheet field trip
In your research groups take pictures, draw and describe Strathfield
today
1. Strathfield Square /
Strathfield Transport
• In your groups describe the type of shops you see. Is there a
variety of Cultures? If so, what are they?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
• Describe the different types of transports you notice.
____________________________________________________________
____________________________________________________________
___________
• Describe the atmosphere of people using the buses and the trains? Do the
people vary in ethnicity?
____________________________________________________________
____________________________________________________________
____________________________________________
____________________________________________________________
____________________________________________________________
2. Russian Club with special guess talker
• Where is the Russian Club situated?
________________________________
• When did it originate?

31. • Describe the atmosphere of the Club.
____________________________________________________________
____________________________________________________________
____________________________________________________________
• Write down any important information you got from the guest speaker about
the Russian Community today (Consider the founder of the club,
entertainment, music, specific celebrations etc…)
____________________________________________________________
____________________________________________________________
____________________________________________________________
11:45am – 12:30pm Lunch Time
3. Strathfield Park
• Describe the atmosphere of Strathfield Park.
• Describe what it looks like today.
• Look at the trees, play equipment, use of the grounds.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
• What are people doing in the park?
____________________________________________________________
• Draw and take pictures of different aspects of the park and name the
drawings.

32. 4. Town Hall, Redmyre Road and Homebush Road
• Describe and draw Strathfield Council Today
Strathfield Council 1800s Strathfield Council Today
____________________________________________________________
____________________________________________________________
____________________________________________________________
• Redmyre and Hombush Road
Styles: Victorian & Federation Houses
'Huntingtower' Homebush Rd ‘Nangur' 27 Homebush Rd Strathfield
Strathfield. Federation Style Built 1900 Federation Style

33. 'Quisiana' 81 Homebush Rd Strathfield 'Brunyarra' The Boulevarde Strathfield
Built c.1880's. Victorian Style Built c.1886 Victorian Style
• What are the differences between Federation and Victorian style houses?
____________________________________________________________
____________________________________________________________
____________________________________________________________
• Draw and take pictures of 4 houses or buildings in Redmyre and Homebush
Road.
• Are all the houses Federation and Victorian styles?
• Describe each of the 4 houses or buildings you chose as a group to observe.
Are they Federation or Victorian Styles? Describe the bricks and the colour.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________

34. _______________________________________________
_______________________________________________
Appendix 1.18
BLM 8
Name……………………. Class…………………………. Date……………………
Our Community Today
1. Copy the outline of the map of the local area into your book.
2. Draw small pictures or symbols on your map to show where the places
below are found in your community:
a) Shopping areas
b) Major roads, railway stations, other transport
c) Hospital
d) Schools
e) Places of worship
f) Parks, playgrounds
g) Housing areas
h) Town Hall
i) Other places which are important in your community.
3. Make a key
4. Write a paragraph about:
a) The people of your community
b) The things you like about your community
c) The things you don’t like about your community
-----------------------------------------------------------------------------------
ENS2.5

35. *Locates and maps important places in the local area using a key.
T_____A______B
SSS2.7
*Identifies places in the local community that are important for meeting
peoples needs. T_____A______B
Appendix 1.19
BLM 9
Name…………………………. Class…………………………. Date……………………
Darlinghurst

36. Appendix 1.20
BLM 10
Name…………………………. Class…………………………. Date……………………
How and why has our community changed?
1. Review the timeline with your teacher.

37. 2. Draw the community at the time of the Aboriginal occupation.
Show the daily life and the environment.
3. Draw the community as it is today, again showing the environment
and daily life.
4. How do you think the community might change by the year 2050?
_______________________________________________
_______________________________________________
-----------------------------------------------------------------------------------
CCS2.1
*Demonstrates awareness that Australia’s human heritage spans many
thousands of years. T_____A______B
ENS2.5
*Demonstrates an aesthetic awareness of environments, both natural and
built. T_____A______B
SSS2.7
*Identifies the different ways in which the original inhabitants use the local
Bibliography
land to meet their needs and people today use the local land to meet their
needs. T_____A______B
Board of Studies, Human Society and its Environment K-6, NSW Board of Studies, 1998
Cadigal Wangal, http://cadigalwangal.com.au/, 2004

38. Jones, Cathy, Remire: Journal of the Strathfield District History Vol. 1 No.1, Cathy
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Jones, Michael, OASIS in the west: Strathfield first 100 years, Municipality of
Strathfield 1985
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2001
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