The geographical and historical
significance of the Murray Darling
The geographical and historical significance of the Murray Darling is about the history
of the area and how historical events have impacted on the geography of the area that
highlights the significance of this river system.
HSIE Syllabus references:
CC
CU
EN
SS
ENS3.5 Patterns of place and location
Demonstrates an understanding of the interconnectedness between Australia and global
environments and how individuals and groups can act in an ecologically responsible
manner.
ENS3.6 Relationships with places
Explains how various beliefs and practices influence the ways in which people interact with,
change and value their environment.
CCS3.1 Significant events and people
Explains the significance of particular people, groups, places, actions and events in the past
in developing Australian identities and heritage.
CCS3.2 Time and change
Explains the development of the principles of Australian democracy.
Students will learn about:
• key figures, events and issues in the development of Australian democracy, including Sir
Henry Parkes, the 1967
• significant events that have shaped Australia’s identity, including the discovery of gold,
and colonial exploration and expansion
• Australian human rights issues, past and present, including the impact of the stolen
generations
• family, school, local, national and global events, issues, problems and trends
• key figures, events and issues in the development of Australian democracy, including Sir
Henry Parkes, the 1967
• significant events that have shaped Australia’s identity, including the discovery of gold,
and colonial exploration and expansion
•
Australian human rights issues, past and present, including the impact of the stolen
generations.
Teaching and learning
Evidence of achievement
The geography of the Murray-Darling basin
Use the IWB item to explain the geography of a complex river
system.
• Brainstorm existing knowledge e.g. KWL chart record
students responses for future reference and clarification
• Copy map for use with students, students work in pairs to
develop responses to the questions
• Ensure understanding of the geographical terms related to
river systems
• Use these geographical terms to describe features of the
section of the river in the image
• Develop additional understanding of the specific
geographical terms related to river systems
• Develop knowledge of a flood plain
• Examine the diagram of a river cross section and river
meander
• Examine the three sections of the river system - Collection
area, transformational system and dispersal system relate
to the map of the Murray Darling basin and the features on
the aerial image.
Use an primary atlas or online maps:
- refer to maps of Queensland, New South Wales (ACT),
Victoria and South Australia to locate cities and towns
along the river. Identify some other major rivers in
Australia. Label major rivers, capital cities, regional cities
and towns on a map of Australia.
- refer to the information on the significance of the Murray
Darling basin. Unpack the numeracy understandings in
this information e.g. the meaning of the different % used,
the latitudinal terms, the proportional areas of each state
included in the Murray-Darling basin.
- discuss the significance of the information presented to
the people of Australia and those in other parts of the
world.
ENS3.5 Demonstrates an
understanding of the
interconnectedness between
Australia and global
environments and how
individuals and groups can
act in an ecologically
responsible manner
• develops knowledge of the
geographical features of a
river system
• describes the geographical
features of the Murray
Darling Basin
• identifies and describes
the features of part of
Murray Darling landscape
using geographical terms.
• locates the features of
Murray Darling Basin
• locates others rivers and
towns in the Murray
Darling Basin
• develops an understanding
of the significance of the
Murray Darling basin to the
Australian environment
• identifies the significance
of the Murray Darling as a
significant global
environment.
The significance of the Murray-Darling
View the video clip on life along the Murray Darling.
• Locate a school on the Murray-Darling to communicate with
via video conference and email. (Initial contact should be
between teachers, with the principal’s permission)
• As a class exchange information, where possible including
images of each local area, river and school. Compare
- the size of each community
- the sorts of recreation activities
- getting to school and around the local area, transport
- housing, types of work available, farming
- details about each school and other aspects of lifestyle
interests suggested by students.
• Identify the similarities and differences between their
location and yours.
• Explain changes that have occurred to the environment and
the community
• Use the following links to assist in developing discussion
points between each class.
ENS3.5 Demonstrates an
understanding of the
interconnectedness between
Australia and global
environments and how
individuals and groups can
act in an ecologically
responsible manner
• develops a discussion with
a class about life on the
Murray or Darling
• identifies lifestyle decisions
related to and influenced
by the environment
• discusses the effect of
different uses of the
environment on the way
people in the area live.
Teaching and learning
A online tour of the Murray Darling basin
An online encyclopaedia of the Murray Darling basin
The settlement of the basin
Evidence of achievement
Teaching and learning
Evidence of achievement
The Murray-Darling basin: a global environment
View the video clip on the significance of the Murray Darling
basin.
Select information about major rivers of the world and
• Investigate the location of different world rivers, with at least
one example from each continent represented in the class.
This could include: Amazon, Danube, Rhine, Euphrates,
Ganges, Huang Ho (Yellow River), Indus, Mekong,
Mississippi, Nile, Chiang Jiang (Yangtze River). Have
students work in groups to:
- order rivers according to length and volume of water flow.
- locate each river on a world map.
- identify the country(s) the river flows through.
- briefly investigate some of the economic, social and
spiritual significance of these rivers to the people who are
connected with them.
- briefly identify some historical and current issues and
uses of the river.
• Collate information into a matrix (pp. 188–189 BOS Units of
work) or retrieval chart (pp. 200–201 BOS Units of work).
• Select and view some video clips from the separate list
provided that address the significance of flooding in the river
and some of the problems facing the river system.
ENS3.5 Demonstrates an
understanding of the
interconnectedness between
Australia and global
environments and how
individuals and groups can
act in an ecologically
responsible manner
• uses physical, political and
cultural references to
locate great rivers of the
world
• identifies a river system for
each of the different
continents
• begins to understand
relationship of the MurrayDarling river as a
significant river system in
the world and the
Australian continent.
Aboriginal peoples connection to the Murray-Darling
(investigating the ‘Riverine’ region of Aboriginal peoples)
Along the Darling River (NSW) there were several defined
Aboriginal nations including Baranbinya, Barundji, Barkindji
and Meru. Along the Murray River (NSW - Victoria) there were
also a number of Aboriginal nations including Dadi-Dadi,
Wadi-Wadi, Yorta-Yorta and Banggarang. Within and between
each of these nations there was great diversity.
Beginning in the late 1800s Aboriginal people from many
different groups and locations were moved onto reservations
or missions. These people were the survivors of disease, loss
of land, and killings. The reservations became a ‘melting pot’
of diverse Aboriginal cultures, beliefs and practices; conflict
between the different groups was not uncommon. As a result
of the displacement of different Aboriginal groups, many
Aboriginal languages and cultures have been lost. Some
Aboriginal communities in the area still speak their Indigenous
language(s), although this may not be the original language of
the area. For example, today in Bourke, Wanjkumarra and
Ngiyaampaa are now spoken in the Aboriginal community,
even though these are not the languages of the original
Aboriginal people of the area who spoke, and still speak a
lanugage of the Barkindji family. Barkindgi is taught in schools
in Wilcannia and Wentworth. Barkindgi means beloning to the
river or people of the river.
• Read and discuss texts about the different Aboriginal
people of the Murray-Darling Rivers and unpack these
understandings when engaging with texts about the
Aboriginal people of the Murray-Darling.
ENS3.6 Explains how various
beliefs and practices
influence the ways in which
people interact with, change
and value their environment.
CCS3.2 Explains the
development of the principles
of Australian democracy.
• examines the significance
of the Murray Darling to
Aboriginal people
• explores the long heritage
Aboriginal people have
with the river environment
• begins to understand
relationship Aboriginal
have with the MurrayDarling river environment
to their health and well
being.
Teaching and learning
Background information on people of the Murray Darling
Aboriginal people of the Murray Darling link
A description of the heritage of the Murray Darling
• Identify how the Aboriginal communities use(d) the river
system to meet their needs whilst maintaining the
sustainability of the river.
Aboriginal history of the basin
Aboriginal people today in the basin
Significance of the river and its waters to Aboriginal people
today
• Other sources of information could include library books, art
works or archival photos from the local council of the area
or from a search on Picture Australia using the names of the
towns along the river and the names of the Aboriginal
communities.
It is advisable where possible to liaise with people from these
Aboriginal communities.
• Undertake research or read about the Brewarrina fish traps.
Locate Brewarrina, and the location of the fish traps in the
Darling River. View Baiames Ngunnhu - the story of Brewarrina
Fish Traps and Moorambillla Voices 2009 Use internet and
library searches for additional information from reliable
sources.
Evidence of achievement
Teaching and learning
Evidence of achievement
The ‘Creation’ of the Murray-Darling in Aboriginal
Dreaming
Dreaming does not convey the fullness of the concept for
Aboriginal people but is the most acceptable English word to
Aboriginal people. The word is acceptable because very often
revelations or insights are received in dreams or recurring
visions. The Dreaming refers to all that is known and all that is
understood. It is the way Aboriginal people explain life and
how their world came into being. It is central to the existence
of traditional Aboriginal people, their lifestyle and their culture,
for it determines their values and beliefs and their relationship
with every living creature and every feature of the landscape.
Quote from http://www.aboriginalaustralia.com (Alice Springs,
Northern Territory) used with copyright permission.
• Each Aboriginal nation has a unique heritage that is known
in non Aboriginal terms as ‘Dreaming’. Explanation(1),
Explanation (2)
• Share the Aunty Beryl Carmichael talks about the Dreaming
and Creation story told by Aunty Beryl Carmichael on the
creation of the Darling River.
HSIE
ENS3.6 Explains how various
beliefs and practices
influence the ways in which
people interact with, change
and value their environment.
• engages with explanations
of natural phenomena and
the environment that are
part of Aboriginal heritage.
• identifies the significance
of ‘Dreaming’ stories to
Aboriginal peoples.
CCS3.2 Explains the
development of the principles
of Australian democracy
• engages with aspects of
Aboriginal democratic
practice before British
colonisation.
• Discuss the explanation of natural phenomena for the
creation of the Darling River in this Dreaming. Discuss the
purpose and meaning of this story to the Ngiyaampaa
people.
Early European discovery of the Murray-Darling
Part 1: The European discovery of the Murray-Darling
• Divide the class into two groups. Each group researches
one of the following explorers. In a class discussion share
students findings, comparing the two explorers.
- select texts from the links below and use suitable library
resources.
- identify key words or topics to focus research e.g. Murray
and Darling Rivers, discovery, European settlement, and
then more specific key words for each group.
ENS3.6 Explains how various
beliefs and practices
influence the ways in which
people interact with, change
and value their environment.
• develops an understanding
of the environment of the
Murray-Darling basin
before European
settlement.
1. Charles Sturt and his colleagues were the first Europeans to
‘discover’ the Darling and Murray Rivers.
Charles Sturt
Charles Sturt wiki
Charles Sturt the explorer
Charles Sturt brief
CCS3.2 Explains the
development of the principles
of Australian democracy
• analyses the impact of
European exploration on
the traditional Aboriginal
people.
2. Major Thomas Mitchell, with troopers and convicts also went
on journeys of discovery. Thomas Mitchell wiki and Thomas CCS3.1 Explains the
significance of particular
Mitchell brief Review text carefully and edit if necessary
people, places, groups,
before using with students.
actions and events in the
• Use the following questions to assist in researching Charles past in developing Australian
identities and heritage
Sturt and Major Thomas Mitchell. Ask:
- when were these ‘discoveries’ made?
• investigates the
significance of the
- what were the explorers looking for? Why did they think
an inland sea existed?
European exploration of
Teaching and learning
- what did the European explorers find?
- what sort of hardships did the explorers face?
- what was the country like that the explorers travelled
through?
- how were the findings of the explorers received by the
authorities in the colonies?
- do these texts include any information about the
assistance the explorers received from Aboriginal
people? Why or why not?
• Identify the relationship each explorer had with Aboriginal
peoples on their journeys. Use text from the Encyclopaedia
of Aboriginal Australia for an alternative view on the
journeys of Sturt and Mitchell. Search using the names of
the explorers.
• Consider:
- what was the attitude of each of the explorers to
Aboriginal people?
- did the explorers seek permission from the Aboriginal
owners of the land they travelled through? (Sturt may
have, Mitchell did not).
- investigate an incident that occurred between the
explorers and Aboriginal people.
• Each group shares their findings. Compare and contrast the
two explorers.
Evidence of achievement
inland Australia.
Teaching and learning
Evidence of achievement
Early European settlement of the Murray-Darling
Part 2: Settlement along the Murray-Darling
• List the major towns along the Murray-Darling Rivers e.g.
Brewarrina, Bourke, Wilcannia, Menindee, Wentworth,
Mildura, Eucha, Corowa, Albury, Swan Hill, Renmark refer
to map 1 and map 2. Or use an atlas.
• Allocate students (in pairs or small groups) to investigate a
particular town. As a class develop focus questions and key
words or provide a proforma for students to guide their
research on the changes that occurred as a result of
colonisation. Research questions could include:
- when was the location ‘discovered’ by Europeans?
- when was it first settled and if possible, who settled the
area?
- what were the reasons for settlement?
- what are the main source(s) of income in the area?
- what is the town famous for?
- who were the original inhabitants of the area?
- what changes have occurred to the river at this town?
• Use an Australian encyclopaedia, bookmarked web sites
organised into a folder for each town or a CD-ROM included
with a primary atlas.
• Discuss, the consequences of the European discovery of
the Murray and Darling Rivers. Ask:
- what effect did this have on the Aboriginal peoples of the
area? (spread of disease, dispersion* and loss of land)
- what happened to the river, the flora, fauna and fish?
- what sort of European people settled the area?
- what changes occurred to the land as a result of
European settlement?
- what towns were established as a result of exploration?
When? Did this happen soon after exploration or did it
take a long time?
- identify and discuss the impact and attitudes of European
settlers to the use and management of the rivers.
- discuss the change to the rivers in relation to the impact
of each culture.
* Dispersion/dispersals = murder of Aboriginal people.
ENS3.5 Demonstrates an
understanding of the
interconnectedness between
Australia and global
environments and how
individuals and groups can
act in an ecologically
responsible manner
• investigate the
development of white
settlement along the rivers.
• the effect of settlement on
the environment of the
rivers
• identifies different
consequences of
settlement and use of the
rivers.
Part 3: Federation and the Murray River
The Murray River forms the boundary between Victoria and
New South Wales ,the boundary is the river bank on the
Victorian side of the river. Managing the river and the trade
that occurred along the river was the responsibility of the
colonies of New South Wales and Victoria before Federation
in 1901. Victoria charged customs duty on cargoes landed on
the Victorian side of the river, while NSW did not. As the
‘steamers’ travelled the length of the river they stayed at
different ports along the way, on both sides of the river, and
were charged customs duty whenever they stopped on the
Victorian side. Victoria believed in protecting trade
(protectionism) and NSW believed in ‘free trade’. This was one
of the problems that needed to be solved for the colonies to
CCS3.2 Explains the
development of the principles
of Australian democracy
• investigates the role of the
Murray River as a
boundary between the
colonies of Victoria and
NSW
• identifies the democratic
meetings that occurred in
some of the towns along
the Murray River.
Teaching and learning
become one nation.
Video clip - steamers of the Darling River
• View the Federation notebook Discovering Democracy This
notebook is also referenced in the COG Traditions and
Heritage. Focus on the arguments on free trade versus
protectionism raised in the notebook.
• Assessment: Refer to the student handouts included in the
notebook to identify the effect on people moving between
different colonies.
- list some of the other reasons federating the colonies
was important. Refer to Handout 3, The people make a
nation, immigration, defence, developing national pride
and the different issued colonise were concerned about –
trade, distance, lack of interest, the large numbers of
people in NSW and Victoria compared to the smaller
colonies.
- collate as a class PMI chart.
- several of the towns along the Murray River held public
meetings or conventions about Federation use Handout
7 The people make a nation a on the Corowa Plan:
Australia for Australians. Students highlight the key
points, list and discuss.
Assessment strategy
The teacher:
• analyses student knowledge and understanding of the
development of Federation.
Assessment criteria
The student:
• identifies reasons for and against Federation
• participates in class discussion on the effect of the
constitutional conventions
• explains the significance Federation for Australia today.
Evidence of achievement
Teaching and learning
Evidence of achievement
Issues affecting the Murray-Darling now and for the future
Allocate one of the 4 ‘challenges’ facing the Murray-Darling to
students, so that across the class the 4 challenges are
addressed.
- to improve the quality of water
- to discover ways of sharing the water for the long term
(across and between states)
- to keep the river systems healthy
- to manage the land in a way that provides jobs for the
community while at the same time taking care of the
environment.
• Investigate one of the ‘challenges’ either independently or in
small groups and present findings back to the class using a
format that hasn’t been utilised before.
• Select suitable video links to examine the problems and
some solutions for the Murray Darling basin. Students can
be organised into groups to use these links to video clips
that address the 4 challenges listed below.
Environmental disaster
Flood pulse
Macquarie Marshes
Report from the Murray Darling Commission
Murray Darling dries up
The impact on native turtles
Resnagging the river
Other sources of information include:
- appropriate sections of Feature stories.
- the web site on Taking up the challenge
- download the brochure and copy for students use.
ENS3.5 Demonstrates an
understanding of the
interconnectedness between
Australia and global
environments and how
individuals and groups can
act in an ecologically
responsible manner
• evaluates a variety of
• ways of addressing
environmental problems in
Australia and the world
• identifies own code of
behaviour as it applies to
own actions related to
improving the health of
waterways
• adopts behaviours and
practices that protect the
environment
• undertakes a commitment
to act to improve the
environmental health of
our waterways.
Assessment strategy
The teacher:
• analyses student knowledge and understanding of the
problems facing the Murray Darling basin.
Assessment criteria
The student:
• identifies reasons for the environmental problems of the
Murray Darling
• explains the effect of the problems on the environment
• describes some actions that can be taken to reverse the
environmental problems.
Civic participation
• Use the saying – Think globally act locally to find examples
of actions that are designed to improve the health of our
local waterways.
- individually or in small groups investigate some of the
actions the following organisations are taking to improve
the health of our waterways.
Clean up Australia
Streamwatch
Waterwatch
World Wildlife Fund
• Investigate current actions related to river health and
Teaching and learning
management.
• Design a small poster, presentation or report on how we
can improve the health of our waterways. Include:
- think globally act locally
- I will improve the health of our waterways through these
behaviours:
- I will carry out these behaviours at these places:
- I will encourage others to carry out these behaviours by:
- why I think the health of our waterways is important to
me and to the community, Australia and the world.
• Display completed work. View a student presentation.
Evidence of achievement