Society and Environment - Student Workbook: Book E - Ages 9-10

E Name: Class:

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Society and Environment E Published by R.I.C. Publications PO Box 332, Greenwood Western Australia 6924 © R.I.C. Publications 2000 ISBN 1 86311 663 X Copyright Notice No part of this book may be reproduced in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system without written permission from the publisher.

Foreword Society and Environment will help to increase your knowledge and understanding about your local community and environment and compare them to others.

The seven books in the series look mainly at Australia—its people, its heritage, its political and legal systems, and its place in the world.

The aim of the book is to assist you to better understand the community you live in and to make sound decisions about local, national and worldwide issues.

Contents r o e t s Bo r e p ok u S

This is Australia ................................. 61–84 Studying Australia’s natural, heritage and built features and their significance to the community.

Australia: What’s in it?

Australia: What’s in it? – Part 2 Australia: Looking at Sites Australia: A Matter of Heritage Australia: A Matter of Heritage – Part 2 Our Heritage Aboriginal Heritage Sites It Depends on How You Look at it

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British Arrival in Australia ................... 1–34 Studying Australia’s original human inhabitants; the arrival and consequences of occupation by the British.

Aboriginal Australia Before Colonisation Asian Influence on Australia Early European Exploration Log Book for the Endeavour Establishment of the British Colony Early Settlement Aboriginal Resistance to Colonisation The Convicts Consequences of Colonisation for Aboriginal People Early Pioneers Significant Australian Aboriginals

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C.Publ i cat i ons •f orr evi ew pur p osesonl y• Enterprise in the Community .......... 85–100

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Studying work and enterprise in the community. Identifying goods and services that provide for needs and wants.

Needs and Wants — 1 Needs and Wants — 2 Shopping Now and Then Shop Profile Where Does It Come From?

Who Is Responsible?

Working Skills

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Local History ...................................... 35–60 Studying local history—transport, housing, Aboriginal tradition, education and different cultural groups.

Food Sources for Traditional Aboriginal Australians Aboriginal Trade Routes Heritage Places Cemeteries Comparing Histories Sacred Site – Uluru Advertisements Pictures and Photographs

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Aboriginal Australia Before Colonisation Lesson Focus: Keywords:

You will learn about Aboriginal Australia before colonisation in 1788 and investigate modern Aboriginal languages. colonisation, migration, inhabitants, occupation, language

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Life before British colonisation was uncomplicated for the Aboriginal people. They managed their environment carefully according to ancient laws and customs.

They recorded these in their Dreaming stories. Some of the stories record how they cared for the land, how the continent changed over the years, climatic changes and the use of plants and animals in their daily life.

Each group developed its own ways to trap food, Historians are still unsure of when the first depending on its area of habitation. They used fire occupation of Australia occurred. Recent research to encourage new plant growth, which helped to shows that the first inhabitants of Australia maintain their food supply. They were a very probably arrived between 50 000 and 60 000 years independent, self-reliant people who managed to ago. It is believed that a steady migration of sustain their environment for at least 50 000 years. groups of people from South-East Asia took place, This all began to change with the European forming what we call an indigenous population. settlement and introduced animals in 1788.

These groups were hunter-gatherers and survived because of their knowledge and understanding of The British did not recognise that the Aboriginal Australia’s plant and animal life. They were able to people owned the land as they had not cultivated it, built fences or developed farms. To the British, adapt readily to their new environment and move the Aboriginal people were ‘uncivilised’, which from one place to another. With this movement, new groups were formed and new languages were meant they had no rights to the land. The British claimed the better land for themselves, developing developed. farms, building houses and introducing foreign Before British colonisation in 1788, there were animals. The Aboriginal people found themselves thought to be approximately 500 000 Aboriginal pushed out of their familiar area and had to learn to people speaking between 600 and 700 different survive incorporating the European way of life. languages. Each language group had its own They began to rely on the European people, eating name and area of occupation. The people who food they were not used to and wearing clothes belonged to one group spoke the same language that they had never needed before. These changes and shared the same religion, customs and beliefs. caused a lot of disease and deaths among the Each group could easily be recognised as a nation Aboriginal people. in itself. This means that Australia has always been As the Aboriginal people were forced off their land, a multicultural society—ever since its first many more of them died from disease and fighting. occupation. Some language included sign A number of languages also died out, leaving language, which was used when different groups approximately 50 languages surviving today. came together to trade items, for social events or for other reasons.

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Use a dictionary to complete these.

1. What is …

an historian?

colonisation?

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r o e t s Bo r e p ok u S indigenous? multicultural?

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C.Publ i cat i ons Use the information about Australia colonisation toe answer then following.

•f o rAboriginal r evi ewbefore pu r pos so l y• How do you think the Aboriginal people migrated to Australia?

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(b)

Why do you think they migrated to Australia?

(c)

What gives you this idea?

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2. (a)

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4. List the food sources that would have been available to the Aboriginal people before British occupation.

3. On the map below, highlight the language area or areas closest to your local community.

Tiwi Yolngu Wuna Gunwinygu

Wik-Mungkan Guugu Yimidhirr

Djingulu

Bardi

Mayi-Kulan Malyangaba Mayi-Kutuna

Northern Territory Yindjibarndi Panyjima

Kuku-Yalanji Yidiny Dyirbal Warrgamay

Queensland Aranda

Western Desert language

Western Australia

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South Australia

Gabi-gabi Waga-waga Yagara

Wangganguru

Arabana

Yandruwandha

Diyari Adnyamahanha Nhangka

Yingkarta

Victoria

Dhurga Wemba-wemba Wuywurung Ngarigo Kuurn Kopan Wathawurung Ganay

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Nyungah

Noot Yuwaaliyaay Bandjalang New Yuwaalaraay Baagandji South Wales Djangati Kamilaroi Kattang Ngiyambaa Gaurna Awabakal Yitha-yitha Dharuk Wiradhuri Yaralde Dharawal

5. Research to find five events in Aboriginal history in your area. Note them in the table below using keywords.

Keywords

Event

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Topics for Discussion/Debate

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1. ‘European settlers could have learnt land management skills from the Aboriginal people.’ Discuss, in small groups, what you think about this statement.

2. ‘Europeans considered themselves to be civilised because they cultivated the land and developed farms.’ Do you agree or disagree with their way of thinking?

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Additional Activities

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1. Construct a time line to show the history of migration to Australia (1 cm = 200 years). Record the major events on the time line. It is important to note that only one centimetre of this time line represents British colonisation.

Australia colonisation; Australia Aborigines; Australia original inhabitants; Aboriginal language groups

2. Research to find well-known or famous Aboriginal people who come from a language area near your local community. Write a short biography about them and their achievements.

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Asian Influence on Australia Lesson Focus: Keywords:

You will learn about the influences of Asia on Australia before colonisation. influence, trade, occupation, culture, ice age, indigenous, archaeologists

Papua New Guinea

Java

Timor

Kimberley

Cannon Hill Ingaladda

Green Ant

Walkunder Arch

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Colless Creek

Mt Newman

NT

Puritjana

Qld.

WA Puntutjarba

Upper Swan Bridge Mammoth Cave

SA Koonalda Cave Lake Menindee Devon Downs Seton Cave

NSW Lake George Cohuna Vic.

Green Gulley

Migration route

Archaeological site

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1 000 kilometres

Cranebrook Terrace Bass Point Birrigai

Cave Bay Rocky Cape

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Sumatra

Some sites are thought to be as old as 45 000 years. It is believed that the Aboriginal people traded Australian resources such as trepang (sea slugs), tortoise shell, turtle shell and pearl shell for these and other tools. Indonesian traders sailed to the northern coast of Australia looking for Asian delicacies. These items were highly sought after by the Asian people.

They would travel here and set up seasonal camps and smokehouses to collect and process these delicacies and trade goods with the Aboriginal people. The Aboriginal people traded these items for dugout canoes, iron blades, spears, knives, axeheads and flint.

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C.Publ i cat i o culture. Some Aboriginal people IT IS BELIEVED Australia’s first indigenous travelled back to Asia, sometimes as far as •f o rfrom r e vi ew ur posesonl y• population travelled here South-East Asiap Singapore, with them. They would return to tell 0

Kutikina Cave

The regular visits by these sailors

others of their adventures and what they saw.

Some Asian words have been incorporated into some Aboriginal languages while Asian contact can be seen in rock paintings and heard in Aboriginal songs. Even though some Asian influence can be seen throughout the Aboriginal culture, this contact did not change the basic way of life of the Aboriginal people.

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during the ice age. The sea level was probably about 100 metres lower than it is today, which meant more Indonesian islands were exposed as land. Australia and New Guinea were connected by a land bridge and Tasmania was part of Australia’s mainland until about 12 000 years ago.

The migration from South-East Asia would have been a difficult journey, with the people travelling on rafts or other craft from island to island until they reached northern Australia. They probably first landed at Cape York (northern Queensland), Arnhem Land (Northern Territory) and the Kimberley (northern Western Australia). Historians believe that migration to Australia happened in waves over a long period of time. This means that there wasn’t just one migration, but many.

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The Aboriginal people probably moved slowly southward through Australia, following the coastline and moving along rivers to Australia’s interior as the population increased. As more and more people migrated to Australia to live, more food resources would have been needed, causing the people to move from place to place to survive.

Archaeologists have found many historical sites throughout Australia. They have worked very hard to carefully uncover large numbers of stone tools.

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Use the information provided to answer these.

1. Why do you think the sea level has risen since the ice age?

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2. Explain why the Aboriginal people would follow the coastline and rivers to move from place to place.

3. Do you think the Indonesian traders had a positive or negative effect on the Australian Aboriginal people?

Explain.

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C.Publ i cat i ons Use a dictionary to• helpf you answer the following. or r e v i ew pur posesonl y• 4. What is … (a) an archaeologist?

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(c) a smokehouse?

(e) a delicacy?

(d) a trader

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5. Explain, in your own words, why the journey from South-East Asia to Australia would have been difficult for the early migrants.

6. Select and highlight one archaeological site, closest to where you live, from the map on page 5. Research to find its importance to the Aboriginal culture.

Place:

Language group:

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Important points:

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Topics for Discussion/Debate Discuss the importance of conserving Aboriginal historical sites. Develop a top five list of reasons and present to the class. To carry the idea further, send this list to your local government, stating why your class feels it is so important to conserve Aboriginal historical sites.

Additional Activities

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1. Use modelling clay or papier-mâché to create trading items such as dugout canoes, iron blades, spears, knives, axeheads and flint. Make a display in your school library of these items, with labels and explanations of where they came from and for what purposes they were brought here.

indigenous Australians; pre-European Australia; Australia prehistory

2. Paint a story to show the Aboriginal people travelling back to Asia with the Indonesian traders.

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Early European Exploration Lesson Focus:

You will learn about the early European exploration of Australia.

Keywords:

explored, journey, discovered, trading, route, navigator

Long ago, when most of the Earth was still unexplored, many men made long journeys over uncharted seas and unmapped territories. Some explorers were looking for new trade routes, some wanted wealth and fame, others were hoping to claim land for their leaders, while others were looking for the excitement of discovery, to be the first person to walk on a new and strange land.

and Vanuatu (then known as the New Hebrides) in 1606 by Luis Vaez de Torres, a Spanish navigator.

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Dutch explorer, Willem Jansz, captain of the Duyfken, made the first sighting of the north coast of Australia in 1606. The Dutch had colonised Jakarta (then Batavia) and Indonesia (then the East Indies) and were looking for new lands. As the Dutch travelled from Holland to Jakarta, they found the journey around the African Europeans began exploring the oceans and colonising coastline to be slow. They worked out that they could coastlines about AD 700. Early geographers go straight across the Indian Ocean and up to Jakarta suggested the globe was round; that it had polar to make the journey faster. Some Dutch sailors regions, temperate regions and an equatorial region. including Dirk Hartog and Frederik de Houtman ended They thought that to balance the landmass in the up shipwrecked on the western coast of Australia northern hemisphere, there must be a landmass in the between 1616 and 1628. southern hemisphere. They called this ‘Terra Australis The Dutch East India Company sent Abel Tasman in Incognita’ (unknown southern continent). Soon, 1642 to find new land south and east of Batavia. He navigators were sent to find it. It is thought that Asian began to sail in an easterly direction but had to and Pacific Island explorers probably sighted the change course because of bad weather. He soon northern coast of Australia before the Europeans did, discovered the west coast of Tasmania, which he but did not take the time to draw maps, write records named Van Diemen’s Land after the governor-general or make a settlement. of Batavia. He then continued to sail eastward and The Europeans were trading with the Far East across soon discovered New Zealand. land and for various reasons needed to find new trade Each discovery of Australia so far had only shown routes. While Christopher Columbus was looking for a explorers desolate environments and hostile natives. new way to get to the Far East, he discovered America No-one thought the land of ‘Terra Australis Incognita’ in 1492. Portuguese and Spanish explorers searched was worth exploring any further. for a different route by sea around Africa to India and the Spice Islands. They found a suitable route in 1509. It wasn’t until 1770 that Captain James Cook discovered Australia and spent time charting its The archipelagos (a group of islands in a sea) north of coastline that it came to the attention of the Australia were soon discovered—New Guinea in 1526 Europeans.

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Use the information on early exploration to complete these.

1. Make a time line of events in the early exploration of Australia.

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1526

1770

2. On this map, highlight the parts of Australia that were sighted by explorers before James Cook. Show the routes these explorers took to find these areas of Australia.

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3. Research the following explorers and complete the information below.

Name: Luis Vaez de Torres

Name: Abel Tasman

Born:

Born:

Died:

Died:

Place of Birth:

Place of Birth:

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C.Pu bl i cat i ons Name: Willem Jansz •f orr evi ew pu r posesonl y• Born:

Died:

Died:

Place of Birth:

Place of Birth:

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Topics for Discussion/Debate How do you think Australia would be different today if the Asian and Pacific Island explorers had discovered, mapped and colonised Australia?

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Achievements:

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Additional Activities Select one explorer from the text and write a journal as if you were him.

Discuss your journey and what you can see of the Australian coastline.

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Log Book for the Endeavour You will read and become familiar with Captain Cook’s voyage to the Pacific.

Keywords:

natives, charted, vessel, collier, mooring, aggressive

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Lesson Focus:

26 August 1768

Set sail from Plymouth today aboard the Endeavour, a collier vessel built in Whitby. She is a broad and solid vessel, rather shallow, which should make her less likely to run aground in uncharted waters. A long journey to the Pacific to monitor Venus passing in front of the Sun, which astronomer Edmund Halley has predicted will occur on 3 January 1769. This will give astronomers an accurate measure of the distance between the Sun and the Earth. I am keen to record the findings.

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The other aspect of our journey is one that excites me. We have been selected to explore new lands in the Pacific Ocean. Our crew consists of five officers, eleven scientists and their servants, twelve marines and seventy-one crew.

Our first stop is Madeira. I will take the opportunity to stock up on fresh onions to help prevent the dreadful illness known as scurvy.

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13 April 1769

Landing in Matavai Bay in northern Tahiti, the people are very welcoming. They have given us many gifts of food, fruit, pigs and chickens. I am not prepared to take these gifts unless we can give them gifts in return. I have found the people to be very friendly, but they are very adept thieves. I will have to take hostages in order to have some of our important equipment returned.

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We viewed the movement of Venus in front of the Sun and recorded all findings as accurately as we could. It was difficult without the ship’s quadrant, which was stolen by the natives. We will spend some time charting the coast of Tahiti and then set sail to search for the unknown land mass in the south.

7 October 1769

Dalrymple was correct. Our cabin boy, Nick Young, has sighted the northern extremity of New Zealand. This is said to be the starting point of the huge Southern Continent.

The natives here are not as friendly as those on Tahiti. We were attacked with spears and clubs.

Our men were forced to defend themselves and shot several of the natives with their muskets.

The ship is in need of repair. We managed to find a safe mooring in what appears to be a strait between two land masses. Spending time charting New Zealand is rather dangerous, due to the aggressive nature of the natives here. We will have to abandon this and move on.

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1 April 1770 We are heading for home and sail westward for Van Diemen’s Land. Huge storms have blown us off course and we seem to have found another large land mass. We will follow the coastline, charting the land as we go.

We have found a suitable harbour which we will name Sting Ray Harbour due to the abundance of sting ray fish found here.

The native people here seem reluctant to approach us and don’t seem to care that we are here.

Some of the natives attempted to attack us, but a shot fired from my musket soon dispersed the people. We are very intrigued by the decorative paint these natives have on their dark bodies and the short curved swords they carry.

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After one week of exploring the area, Joseph Banks has found various unknown plant species here. We have decided to rename the bay, Botany Bay.

7 May 1770

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After moving on from Botany Bay, we sail northward, carefully charting the coastline. We have come across another large, rather sheltered harbour. This would be a most suitable site for settlement.

We have spent several weeks charting the coastline of this land mass and have unfortunately run across a reef. It has caused some damage to the Endeavour and we will need to stop for repairs.

Severe storms are preventing us from reaching land and my men are exhausted from the constant need to empty the incoming water from our vessel. At last we have made it ashore at a place I shall call Cooktown.

We have spent two months in Cooktown, repairing our boat. The damage was much worse than we could have ever imagined.

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C.Publ i cat i ons 13 July 1771 •f orr evi ew pur posesonl y• Finally, we arrive back in the English Channel. We have travelled some 30 000 miles, charted over

Use the Endeavour log book to complete these.

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Answer true or false.

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(a) Edmund Halley was an astronomer.

True

False

False

(b) discovered many unknown plant species?

(c) predicted the passing of Venus in front of the Sun?

(c) All natives are friendly to strange visitors from other lands.

True

Who … (a) gave Captain Cook and his men gifts of food, fruit, pigs and chickens?

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(b) The Endeavour carried 100 men in total on the voyage.

True

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5 000 miles of coastline and claimed the Southern landmass (called New South Wales) for Britain.

False

(d) spotted the northern extremity of New Zealand? (d) Joseph Banks was a scientist.

True

False

(e) The journey lasted less than four years.

True

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(e) fired the musket in Sting Ray Bay?

False

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3. Convert these distances from miles to kilometres.

(1 mile = 1.6 kilometres) (a)

30 000 miles =

(b)

5 000 miles =

km km

4. On this map, mark the route you think Captain Cook took during his journey from 1768 to 1771.

5. On the same map, locate and label the following:

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United Kingdom

(b)

Tahiti

(c)

Indonesia

(d)

New Zealand

(e)

Australia

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1 000

2 000

3 000 km

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1. Captain Cook was sent to look for the Great South Land. He was told that if the land was uninhabited, he should claim it for Britain. If there were natives, he was to only claim the land that was agreed to by the inhabitants. Captain Cook had seen the natives but still went ahead with claiming the east coast of Australia. What impact do you think this had on the history of Australia?

Additional Activities

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1. Read excerpts from Captain James Cook’s diary. What were his impressions of the Australian natives and landscape?

Captain James Cook; HMS Endeavour; Australia + James Cook; Botany Bay

2. Draw diagrams from his descriptions.

3. Make a list of words from the text that are unfamiliar to you. Use a dictionary to find their meaning. Are the words commonly used today?

2. What type of health issues were a concern for sailors on the Endeavour voyage?

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Establishment of the British Colony Lesson Focus: Keywords:

You will learn about the establishment of the British colony in Australia. revolution, convict, fleet, vessel, colony, harbour, natives, settlement

1775

The American Revolution—The English sent convicts to America to relieve overcrowding in their jails. The American people revolted against the English and refused to take any more convicts.

August 1786

The farming revolution and huge population explosion lead to a high crime rate. This meant that the English needed to find a new place to send its convicts.

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Botany Bay, discovered by Captain Cook, was chosen as the new place to send convicts.

The first convicts boarded the ships destined for Australia.

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January 1787

The First Fleet—The First Fleet arrived at Portsmouth. A total of 1 487 people, including 586 male and 192 female convicts, boarded the vessels.

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16 March 1787

There were six convict vessels (Alexander, Friendship, Lady Pehrhyn, Charlotte, Scarborough and Prince of Wales). There were three supply ships (Barrowdale, Fishburn and Golden Grove). There were also two King’s ships (HMS Sirius and HMS Supply). The First Fleet set out with seed (wheat, cocoa, coffee, grapes, oranges and bananas) to grow in what Joseph Banks described as lush pastures, well-watered and fertile ground. It also had poor quality farming implements and farm animals (bulls, cows, sheep and poultry).

13 May 1787

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Departure from England—The First Fleet left England under the guidance of Captain Arthur Phillip. He made many stops at ports along the way to stock up on vegetables, salted meat and fresh water. Convicts were secured below decks. This area was dark and crowded. During huge storms, sea water came in and made the conditions very difficult. There was not a lot to do except sleep in hammocks and eat. Convicts were given regular exercise on deck.

January 1788

26 January 1788

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During fine weather the decks were opened up to allow fresh air below. Each convict was expected to keep his or her area clean. This is probably why only 23 convicts died on the journey. Convicts were given a weekly ration including: 2 kg of salted beef; 1 kg of salted pork; 1.5 kg of oatmeal; 1 kg of peas; and butter, cheese and vinegar. Each convict was also allowed 3.4 litres of water each day.

Arrival in Botany Bay—The First Fleet arrived in Botany Bay, expecting to be able to set up the new colony. Captain Arthur Phillip found there was not enough fresh water to support the number of people in the fleet. They set off north to find a more suitable location.

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The First Settlement—Captain Arthur Phillip found a large harbour (now called Sydney Harbour) and moved up the mouth. He found a freshwater stream and named the area Sydney Cove.

A flag was erected and the east coast of Australia was claimed for the British. The natives were very wary and fearful of the settlers.

The soil around Sydney Cove was poor and few convicts knew how to farm land. The supplies brought with them were running out so food was then rationed. The convicts occasionally ate rats, dogs, crows, kangaroos and emus to supplement their supplies.

Government farms were created to help overcome the threat of starvation. Convicts were taught how to set up and care for farms. Shelter was also a problem. There were few building materials, the timber in the bush was difficult to cut down and their tools were poor quality.

After two years of isolation and near starvation, the Sydney Cove settlement began to grow.

Buildings were planned and large areas of land were cleared for cultivation. Finally, the Sydney Cove settlement would be able to support itself.

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Use the information in the time line to complete these activities.

1. Answer yes or no. (a) Meat is salted to help preserve it.

Yes

No

(b) The journey of the First Fleet from England to Australia took six months.

Yes

No

(c) 1 464 people arrived on the shores of Australia in 1788.

Yes

No

(d) There were more male convicts than female convicts.

Yes

No

(e) Convicts were sent to Australia because the English jails were overcrowded.

Yes

No

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2. Name the eleven vessels of the First Fleet.

Convict Vessels

Supply Vessels

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3. What was each convict given as a weekly ration? Make a list of what you would eat in one week. Complete the table below.

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My Diet for One Week

Convict Ration

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4. Explain why you think it was important for the convicts to keep their area clean while on the ship.

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5. Why do you think the natives were ‘wary and fearful of the settlers’?

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6. The convicts did not know how to be farmers. Explain why you think this was so.

7. What factors made it difficult to farm the land?

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Topics for Discussion/Debate

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1. Discuss the importance of the Sydney Cove settlement being able to support itself with food, shelter and clothing.

2. Discuss a modern day diet and compare it with the diet of the convicts. How has our diet improved?

Additional Activities

Search Engine Keywords

1. Research to find out the types of crimes people were being sent to jail for in England in the 1700s. Create a record of these types of crimes and their punishment.

First Fleet; Australia convicts; Convict transportation to Australia

2. In small groups, create models of the First Fleet. Use recyclable materials and display in your classroom or the school library.

3. Find and replicate a map of the world to show the route taken by the First Fleet on its way to Australia.

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British Arrival in Australia

Early Settlement Lesson Focus:

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Keywords:

You will learn about violent incidents which occurred during the early stages of British occupation. starvation, aggressors, supplies, retaliate, protect, resentful

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Use Captain Arthur Phillip’s letters to complete these.

1. The ‘natives’ that Captain Arthur Phillip talks about in his letters are the Eora people, the Cadigal people and the Koori people. These people are the traditional owners of the land.

Why do you think these people were resentful of the British?

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Cadigal and Koori people?

Yes

No

Explain.

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2. Do you think Captain Phillip could have done something to reduce the conflict between the British and the Eora,

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C.Publ i cat i ons f o r ev ewofp r po e son l y• As the British • fished ther harbour, thei number fishu available fors the Aboriginal people was

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3. List four effects on the health of the Aboriginal people caused by the British. (a) (b)

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reduced. They tried to fight for what they felt was rightfully theirs, but were often met with gunfire and large numbers of soldiers. They were forced to move to other areas and become dependent on food from other groups. This put more pressure on the food system and caused a great deal of suffering. Many people died or became weak from starvation. The lack of food also left the Aboriginal people open to illness. It is unknown exactly how many people died from various introduced illnesses, but the estimates are quite high.

4 Do you think the British were fair to the Aboriginal people in the area?

Explain.

(c) (d)

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British Arrival in Australia

When Captain Phillip decided to clear land at the head of the Paramatta River, he was destroying the land of the Burramattagal people. He never asked them permission to do this as he never considered them to be owners of the land. To the British, people only owned land if they built fences and created farms. The Burramattagal people did not live this way, so were not considered landowners.

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5. Brainstorm words to describe how you think the Burramattagal people felt about the clearing of their land by the British.

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Topics for Discussion/Debate

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1. ‘The British should not have fished in the harbour.’ Discuss this statement and explain why you agree or disagree.

2. ‘The Aboriginal people should not have attacked the convicts.’ Discuss this statement and explain why you agree or disagree.

British Arrival in Australia

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6. Looking back with the knowledge we have today, what were the long-term effects of Captain Phillip’s decision to clear the land?

Additional Activities

Search Engine Keywords

The British were unaware of the Aboriginal culture and belief system and the Aboriginal people felt their land had been invaded. The two parties could not communicate because of the language barrier and a satisfactory solution was difficult to reach. Suggest a way the British and Aboriginal people could have reached a satisfactory solution about fishing in the harbour. Discuss with a partner and explain your idea.

Captain Arthur Phillip; Eora people; Cadigal people; Koori people; first settlement Australia

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R.I.C. Publications

Aboriginal Resistance to Colonisation Lesson Focus: Keywords:

You will learn about the chain of events that caused friction between the ‘natives’ and the British in the first few days of colonisation. laws, camp, unwritten, unrest, misunderstanding

The native people of Australia were living closely with the land. They had a respect for the environment, an understanding with nature. They followed unwritten laws to ensure their survival. The arrival of the British lead to a great deal of misunderstanding and unrest.

Some of these misunderstandings are listed below.

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As Captain Phillip sailed in small boats to Sydney Cove, the Eora people told him to go away. They did not want the intrusion of the new settlers in their area. Captain Phillip ignored the Eora people and set up camp in the area despite the fact that his groups was not welcome.

•

The British raised their flag and the Eora people used spears and stones to attack them. The British retaliated, and though several soldiers were wounded, 20 Koori people died from musket fire. Their weapons were no match against those of the British.

•

The Koori people found that convicts were stealing their boats, spears, shields, gum, fishing lines and other equipment. They were selling them to the ship’s crews to make money. The Koori people managed their resources carefully and resented the newcomers’ careless and selfish ways. They had spent a lot of time and effort to produce the tools necessary for their survival only to have them taken away without a second thought.

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Captain Phillip decided that Botany Bay was unsuitable for settlement. He set off looking for a location with available fresh water for the colony. On his journey, six Gweagal people pointed to where Captain Arthur Phillip could find fresh water. They sent him off toward the area of Sydney Cove.

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C.Publ i cat i ons The Koori people had laws relating to the the water, hunting, fishing and Governor •f or r evi e wland,p u r po se so nsharing. l y• Phillip, unaware of the laws, ordered his men to fish in the harbour and collect plants and animals

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for food. The Koori people saw this as stealing. The Koori people had lived in the area for thousands of years. They had worked hard to develop their own set of laws and rules to follow to ensure their survival and the conservation of the environment. Their system had been very successful until the intrusion of the British, who seemed to have no regard for their ways.

The Koori people would not enter the British camp after the first few days of settlement—they were very wary of the settlers and their ways. Because of the poor conduct by the crew of another transport ship, the Koori people then tried to stop another ship from landing in the harbour by stoning it. The ship docked anyway.

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•

The convicts mistreated a number of Eora women. Because the convicts viewed the native people as uncivilised and primitive, they felt they could do whatever they wanted. The Eora people beat and seriously wounded some convicts as payback for the mistreatment of their women.

•

The local people helped Governor Phillip on a number of occasions during his trip to Broken Bay. Governor Phillip treated the local people with respect and they responded positively to him. He thought of the Aboriginal people as British subjects who should be treated well and given all the opportunities of the British settlers.

•

When Governor Phillip returned from Broken Bay, he found that the Eora people avoided him. One man showed Governor Phillip his injuries, caused by the convicts. While he had been away, the convicts had taken the opportunity to mistreat the local people.

This type of upset continued and worsened over months and years. Generally, the early interaction between the local people and the settlers was positive, but as the settlers took advantage of the land, the local people became resentful. They felt their home was ‘poisoned’ by the introduction of the British and their animals. The British persisted, not making enough effort to understand the local way of life.

Many British and local people were killed as a result of this lack of understanding on both sides.

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British Arrival in Australia

Use the sequence of events to answer these.

1. Number these events in the correct order. (a) A local man showed Governor Phillip his injuries caused by the convicts. (b) Convicts mistreated a number of Eora women. (c) Convicts began stealing equipment belonging to the Koori people. (d) Eora people told Captain Phillip to go away.

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(e) The Koori people refused to enter the British camp.

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2. Write a brief explanation of how the misunderstandings and unrest could have been avoided in the early days.

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3. Use keywords to write about the conflicts between the British and the …

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Eora People

Koori People

The Aboriginal people were forced off their traditional land and waters by the new settlers.

The introduction of cattle, sheep, rabbits, camels, horses, donkeys and water buffaloes polluted waterholes and destroyed many traditional food sources. With the new settlers came new diseases.

The Aboriginal people had no immunity to these diseases and many of them became ill and died.

Faced with a lack of traditional food and an increase in illness, many Aboriginal people fought the British rule. Others gave in and established camps on farming stations, working for rations. The conditions were often poor, with no water or medical attention. Traditional foods were replaced by a diet based on flour, sugar and tea—totally inadequate to sustain a healthy body.

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3. Complete this chart to show the similarities and differences between the local people and the British.

Difference between the local people and the British Local People

British

Food Housing Clothing

Culture

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Language

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Beliefs Land

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4. Why did the Aboriginal people work for rations?

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(b)

Explain how the introduction of some animals polluted the waterholes.

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5. (a)

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Find out which of these introduced animals still cause problems with the Australian environment today.

Explain.

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Debate ‘Aboriginal people should have accepted the British and lived quietly under their laws’.

1. Research to find the types of illness that affected the Aboriginal people. Record your findings in a chart.

Eora people; Koori people; Governor Phillip; British colonisation of Australia

2. Discuss the response of the Aboriginal people to the British when they first arrived. Compare this to later events between the Aboriginal people and the British.

2. Imagine you are an Aboriginal in Australia at the time of colonisation.

Write or draw how you feel about the British ‘invasion’.

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British Arrival in Australia

The Convicts Lesson Focus: Keywords:

You will learn why convicts were sent to Australia and how they responded to their new environment. penal, immigrant, dependent, ration, assigned, probation, pardon

ENGLAND experienced a population boom in the 1700s. Wages were low and unemployment was high. Some people stole basic items to survive. If they were caught, they were sentenced to jail, death or transportation. The jails were extremely overcrowded, so some longer sentences were changed to transportation. Transportation to colonies outside of Britain was an important part of the penal system.

The journey to the new colony took several months and conditions were extremely harsh.

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After some time, free settlers were encouraged to immigrate to Australia. They were promised free land and cheap labour. Pretty soon there were more free settlers than there were convicts.

Convicts worked at a variety of occupations. Some worked within the government service while others worked for free settlers. The work expected of male convicts was generally harder than that of the female convicts. Men could work as seamen, labourers, farm labourers, shepherds, bricklayers and on chain gangs building roads. Women were often given jobs as domestic servants. Convicts were expected to work from sunrise until sunset.

There was not a lot of food available in the early years of colonisation. Food supplies were limited and the British did not recognise that Australian bush animals could be eaten to supplement their diet. The new colony was very dependent on supplies being brought to Australia from Britain.

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Work

Convicts were given a set ration of 3 kg beef, 3 kg of flour, 1.3 kg of maize meal and 0.9 kg of sugar per week. Fresh vegetables were only supplied occasionally. Women convicts were not given the full ration and there were no checks made to ensure that free settlers were giving their convicts the correct ration.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Escape and rebellion

Probation

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Many convicts tried to escape. Many failed and, if caught, were punished, executed or sent to penal settlements. Some succeeded by stowing away on whaling and sealing boats. Some convicts became bushrangers and moved in well-organised gangs.

Their crimes included stock theft, robbery of banks and mail coaches and murdering policemen.

Bushrangers represented the hatred for authority, its rules and regulations. Some famous bushrangers were: Jack Donahoe, Mad Dog Morgan, Ned Kelly and Captain Thunderbolt.

o c . che e r Pardons o t r s super

Convicts who arrived in Australia were assigned to probation gangs for two years. After that time they were allowed to work for free settlers for wages. Part of their wages were saved for them, while they were free to spend the other part on anything they wished. If the convicts continued with good behaviour, they were given a ticket-of-leave, which gave them considerable freedom.

Pardons could also be issued to convicts. They were either given an absolute pardon, which allowed them to return to Britain, if they wished; or they were given a conditional pardon, which meant they could not return to Britain.

Some convicts were given free plots of land to get started. Most worked hard and made a success of their land.

Life in Australia was hard for the convicts. Some thought the convicts in Australia had a better chance than those who were jailed in Britain. Some masters and punishments were extremely cruel, much more so than the punishment in Britain at the same time.

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Use the information on page 23 to answer these questions.

1. Answer fact or opinion. (a)

Life in Australia was hard for the convicts.

Fact

(b)

The new colony was very dependent on supplies being brought to Australia from England.

Fact

(c)

Opinion

The work expected of male convicts was generally harder than that of the female convicts.

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(d)

Some convicts were given free plots of land to get started.

Fact

2. List the types of chores you think the female domestic servants would have to do.

Opinion

Opinion

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(e)

Opinion

Many convicts tried to escape.

Fact

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Opinion

3. What types of foods could have been collected from the bush to supplement the convicts’ diet?

Chores for Female Domestic Servants

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4. Explain the two different types of pardons given to convicts.

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5. Complete the table below by listing three facts under each heading.

Food

Work

Escape and Rebellion

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6. Research one of the bushrangers mentioned. Complete the profile below.

Name:

Date of Birth:

Place of Birth:

Crimes Committed as a Bushranger:

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Died:

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7. From the information in the profile above, create a wanted poster on a separate piece of paper.

Topics for Discussion/Debate: Discuss the rations provided for the convicts. Do you think the convicts had a healthy diet? Explain why or why not.

Additional Activities:

Search Engine Keywords:

1. Research to complete a profile of a convict transported to Australia on the First Fleet. Draw a picture of what you think he or she looked like and create a class database of convicts from the First Fleet.

Convicts + Australia; bushrangers (also by name)

2. Design a poster encouraging free settlers to immigrate to Australia.

Display in the school library.

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Consequences of Colonisation for Aboriginal People Lesson Focus: Keywords:

You will learn how British colonisation negatively affected the Aboriginal people. culture, beliefs, convert, tolerated, ownership, malnutrition, immunity, traditional, brutal

The reports on this topic are limited. Aboriginal people did not record the events of early colonisation in written form and the British recorded the events only from their point of view.

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The British believed themselves superior to the Aboriginal people and felt their ideas and beliefs were right and the ideas and beliefs of the Aboriginal people were wrong. The British began trying to convert the Aboriginal people to their way of living and thinking. The British forced covering on the Aboriginal people, providing clothes and blankets. The Aboriginal people used these in an unhygienic way because they were not familiar with their use. This led to disease, illness and eventually death for some.

Even though both sides made some attempt to learn the other’s language, communication between the two groups was the major problem.

The British tolerated the Aboriginal people living on ‘their’ property because they were a cheap source of labour for them.

on the land and more on an improper diet given to them by the new settlers. Many Aboriginal people died of malnutrition because they were unable to hunt and gather foodstuffs as their land had been cleared for farming. Because of the fighting between the two groups, some squatters would give poisoned flour and food to the Aboriginal people to kill them. The squatters did this to get the Aboriginal people off the land they had cleared for farmland. The introduction of alcohol also led to major problems among the Aboriginal people. Their bodies were not tolerant of this new substance and caused many health and social problems.

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British colonisation of Australia had many negative effects on the Aboriginal people. They had lived in harmony with the land for more than 40 000 years; it was a source of spiritual strength and it provided them with their food. Their culture and beliefs had also developed uniquely over this time and many stories were passed down from generation to generation. The Aboriginal groups would work together in times of need to support each other.

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C.Publ i cat i ons The British introduced such animals as cattle, •f orr evi ew pu r posesonl y• sheep, rabbits, camels, horses, donkeys and

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Once the Aboriginal people realised the newcomers were there to stay, they struggled to keep their land. The fighting was unfair; spears were no match for the muskets of the British forces. Newcomers built townships and took over the surrounding countryside, forced the Aboriginal groups from their traditional waters and prevented them from being able to spend time at sacred sites. Those Aboriginal groups who lived near the British were forced to rely less R.I.C. Publications

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water buffaloes. These introduced animals destroyed the environment and polluted the water.

They also brought with them new diseases to which Australian native animals had no immunity.

This drastically reduced the amount of food available to the Aboriginal people.

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Because Aboriginal people had no previous contact with Europeans, they had no immunity to the diseases brought to Australia by the British.

Smallpox, influenza, measles and whooping cough killed more Aboriginal people than any conflicts ever did.

There was a very sharp decline in the Aboriginal population and the extinction of many language groups. Traditional Aboriginal societies collapsed, while others who lived in the desert were left untouched until the 1960s.

British Arrival in Australia

Some British settlers were friendly, kind and helpful to the Aboriginal people. Some Aboriginal people would visit the European women with their new babies. The European women would give them food and this in turn meant healthier babies for the Aboriginal women. Some British settlers were brutal. They looked down on the Aboriginal people and didn’t want them on ‘their’ land. Many mass killings occurred at different stages in Australian history because of a lack of cultural understanding.

Myall Creek and the Battle of Pinjarra are just two of the incidents where there was unnecessary bloodshed.

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Use the information provided to answer the following questions.

1. Answer yes or no.

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The effects of British colonisation on the Aboriginal people have been long term. Emotional, cultural, social, spiritual, physical and geographical suffering is still a major problem for the Aboriginal people.

(a) The Aboriginal people had immunity to the diseases brought to Australia by the British.

Yes

No

(b) Rabbits are native to Australia.

Yes

No

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C.Publ i cat i ons (d) All British settlers were cruel toi the Aboriginal people.

•f or r e v e wp ur posesonl y•Yes (c) The Aboriginal people have many written records of British colonisation.

(e) The Aboriginal people were inferior to the British colonists.

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Cause

No

No

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Yes

No

Effect

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Squatters gave the Aboriginal people poisoned flour and food.

The European women gave the Aboriginal women food.

The water and the environment became polluted.

The British provided clothes and blankets for the Aboriginal people.

Land was cleared.

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3.

Brainstorm words and phrases to describe the effects of illness on the Aboriginal people.

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Illness

4. How do you think the events of the past affect the Aboriginal people of today?

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Topics for Discussion/Debate 1. Discuss reconciliation. Is this enough to make amends? What do you think should be done?

2. Each of us lives on Aboriginal land.

Should we give all land back to the Aboriginal people? What effects would this have on today’s society?

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o c . che e r o t r s super Additional Activities

Search Engine Keywords

1. Research to find information about initial contact between colonists and Aboriginal people in your local area.

You will need to include the name of the language group, the year contact happened, the events that occurred and the response to the colonisation.

Aborigines + conflict + British; Myall Creek massacre; Battle of Pinjarra; Australia + introduced animals; Australia + reconciliation

2. Research to find information about smallpox, influenza, measles and whooping cough. What are the symptoms and cures for these diseases?

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Early Pioneers Lesson Focus: Keywords:

You will learn about some of the major contributors to Australian life in the early days of colonisation. pioneer, governor, merchants, appointed, encouraged, reform, admired

LACHLAN MACQUARIE

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LACHLAN was born in 1762 on the island of Ulva off the coast of Scotland. He was a Scottish military officer. He was appointed as the governor of the Sydney colony to replace Governor Bligh. Lachlan and Elizabeth Macquarie arrived in Sydney in 1810.

During his time as governor, he extended the area of settlement, increased cultivation, and sheep and cattle. He encouraged explorers such as Blaxland, Lawson, Wentworth, Oxley, Meehan, Throsby and Hume to explore new areas and discover new routes. By 1822, there had been more than 260 buildings, bridges and roads built as public works projects under the Macquarie leadership.

Lachlan was born to poor parents in Scotland. This meant he had an inbuilt understanding of and sympathy for other poor people. He promised convicts a proper place in society once they had served their sentence. The common people in the settlement admired and trusted Macquarie because of his genuine caring nature towards them.

Lachlan Macquarie also worked very hard to develop positive relationships with the Aboriginal people. He built a school for Aboriginal children, developed a village for the Sydney groups, a farm to teach them agriculture and the opportunity of a yearly gathering of groups in the Parramatta area where they were given useful items.

Macquarie resigned in 1822 and returned to England. He was very ill and died in July 1824. He was buried on the island of Mull and the inscription on his tomb reads ‘The Father of Australia’.

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CAROLINE CHISHOLM

CAROLINE was born in Wootton, in England in 1808. Her maiden name was Caroline Jones.

She married Archibald Chisholm when she was 22. They moved to Australia and settled in Sydney in 1838.

Caroline was concerned about the hardships that faced immigrants coming to Australia. Immigrants were promised employment and found jobs difficult to find in the settled areas. Caroline encouraged people to settle in the country areas where more jobs were available.

In 1841, she opened a Female Immigrants Home in Sydney. This was developed to provide women immigrants with shelter and help to settle in Australia. She helped immigrants find jobs, she arranged wages, rations and conditions of employment and sent them on their way.

She often made long trips to the country with these immigrants to help them settle in to their new job and environment. By 1846, she had helped more than 11 000 immigrants.

She continued to work tirelessly to help and support immigrants coming to Australia. Caroline Chisholm was considered to be the greatest woman pioneer. She died in London in 1866.

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ARTHUR was born in London in 1738. In 1751 he began studying at the school for the sons of seamen. He completed his apprenticeship as a merchant seaman on board the Fortune.

In 1786, Captain Arthur Phillip was appointed as the first governor of New South Wales. It was his responsibility to bring the First Fleet to Australia and set up a colony. His major task was to make sure the colony could survive without any help from Britain. He organised for buildings to be built and crops to be planted, and was responsible for discipline among the colonists.

Captain Arthur Phillip also ordered expeditions to find land that could grow crops. He led the 1788 expedition that found suitable farming land and named the area Parramatta.

Captain Phillip encouraged the convicts to reform. Good behaviour was rewarded by lighter duties and less supervision as well as a free grant of land when the convict had completed his or her sentence.

Captain Arthur Phillip died in 1814 in England. He reached the rank of Admiral before he died.

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ARTHUR PHILLIP

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Mary was born in England in 1777. Her maiden name was Mary Haydock. She was transported to Australia for seven years when she was 13 for horse stealing. She arrived in Sydney in October 1792 and married Thomas Reibey in 1794.

She was a very clever businesswoman who had interests in land, shipping and retail in Sydney. She was also actively involved in community activities.

Her husband, Thomas, was one of the first free and independent merchants in the colony. He became the premier of Tasmania and then moved on to enter parliament.

Mary died in 1855.

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MARY REIBEY

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Use the information on these pages to answer the following questions.

1. Who was … (a)

Mary Reibey’s husband?

(b)

considered the greatest woman pioneer?

(c)

the first governor of New South Wales?

(d)

the Premier of Tasmania?

(e)

Governor Bligh’s replacement?

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2. How old was …

Lachlan Macquarie when he arrived in Sydney?

(b)

Arthur Phillip when he began studying at the school for the sons of seamen?

(c)

Mary Reibey when she married?

(d)

Caroline Chisholm when she settled in Sydney?

(e)

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Governor Macquarie when he resigned?

3. Complete the table below using the details provided on the previous page.

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(a)

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Mary Reibey

Caroline Chisholm

Lachlan Macquarie

Arthur Phillip

Place of Birth Birth Name

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Place of Death Age at Death

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Lachlan Macquarie worked very hard to develop positive relationships with the Aboriginal people. Do you think he helped them or did his actions cause more damage? Discuss your ideas in small groups.

1. Research the lives and exploration routes of one of the following explorers: Blaxland, Lawson, Wentworth, Oxley, Meehan, Throsby or Hume.

Macquarie, Chisholm, Phillip and Reiby (by full name)

2. Of the four people on the previous page, which person do you think had the most impact on the history of Australia?

Make sure you can back up your choice with facts.

British Arrival in Australia

2. Research and complete biographies of other well-known Australian figures from the days of early colonisation.

Present your biography to the class and make the class collection into a book which can be kept in the school library as reference material.

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Significant Australian Aboriginals Lesson Focus:

You will learn about some of the major contributors to Australian life in the early days of colonisation. prisoner, hostage, ambassador, interpreter, beheaded, traditional

Keywords:

Arabanoo

Pemulwuy

On 31 December 1788, Captain Arthur Phillip sent two officers to kidnap two Koori men. One of the Koori men escaped, but the other, Arabanoo, was captured and taken to Sydney Cove. He was handcuffed and kept as a prisoner for five months.

No one knows when Pemulwuy was born. He was a warrior of the Bidjigal people. He was a very clever man who led a 12-year military guerrilla fight against the British from 1790 to 1802.

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Pemulwuy, the 'Rainbow Warrior', was an Australian hero who fought for the freedom of his country against the invaders from Europe.

He was shot seriously twice and survived both wounds. His people thought he could not be killed by bullets.

Captain Arthur Phillip captured Arabanoo to learn the language of the Koori people and to use him as an interpreter. He was also hopeful that the Aboriginal people would stop attacking the colonists if he had one of their people as a hostage. This seemed to work, as there were fewer attacks over the summer—although no-one is sure if it was because Arabanoo was a hostage or because there was more food available for the Aboriginal people.

He was the leader of many successful invasions of British colonies, including Parramatta and Toongabbie.

He was beheaded in 1802 and his head was pickled in a jar and sent to England.

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In May 1789, two native adults and two native children were brought into the Sydney colony with smallpox. The two adults died but the two children survived. Arabanoo nursed the children back to health. Unfortunately, he caught smallpox and died on the 18 May 1789.

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On 25 November 1789, under orders from Captain Phillip, Lt Bradley kidnapped two Aboriginal men at Manly. One of them was Bennelong of the Camaraigal people. The other was Colbee of the Cadigal people—who later escaped.

Bennelong was shackled by the legs and kept under strict guard. Over several months, Captain Phillip built up a rapport with Bennelong.

Bennelong began to join the Captain on trips about the harbour. He settled into the European way and enjoyed the luxuries that came with it.

Captain Arthur Phillip hoped to use Bennelong as an ambassador of the European way of life and to use him to teach the rest of his group the European ways.

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Bennelong escaped from Captain Phillip in May 1790 to return to his group. He stayed friendly with the colonists, who later built him a small house on what is now known as Bennelong Point, in Sydney Harbour.

Bennelong organised a series of meetings with Captain Arthur Phillip to negotiate for gifts like knives, food, hatchets and the return of several stolen items.

Bennelong died from tribal fight wounds in Sydney in 1813.

British Arrival in Australia

Yagan Yagan was a Nyungah man who lived in the south-west of Western Australia. Yagan was a well-respected man among his people and tried to uphold his country's laws. Some Aboriginal people feared the coming of the British, but Yagan quickly became friendly with some of the settlers of the new colony.

Yagan revenged the deaths of some of his people and was carefully watched by most of the settlers so he could be captured. In October of 1832, Yagan and two friends were seen on the banks of the river by some settlers. They ambushed the men and took them to Perth to face trial and collect their reward. Yagan was sent to Carnac Island for six weeks of isolation.

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During the early part of 1833, rations were introduced for the local tribes. These rations were issued because of an agreement between Yagan and the Governor. The two men had agreed that rations would be issued as payment for lost hunting and foraging grounds. The rations were given to Yagan to distribute among his people.

On 11 July 1833 Yagan was shot dead. Before the Nyungah people had the chance to perform a traditional burial, his head was cut off, smoked and sent to England to be put on display.

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Use the information provided to answer the following questions.

1. Write the correct date for these events.

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It was later buried, but after high-level government talks, it was exhumed and returned.

It is to be buried when Yagan’s grave site is located.

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(a)

Bennelong died from tribal fight wounds.

(b)

Rations were introduced to local groups in Western Australia.

(c)

Arabanoo was captured.

(d)

Bennelong escaped from Captain Phillip.

(f)

Yagan was captured and sent to Carnac Island.

(h)

Yagan was shot dead.

(e)

Pemulwuy was beheaded.

(g)

Arabanoo died from a smallpox infection.

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2. Complete these sentences. was a warrior.

(a) (c)

nursed the children suffering from smallpox back to health.

(b)

was a wellrespected man among his people.

(d)

escaped from Captain Arthur Phillip to return to his group.

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3. Captain Arthur Phillip captured some Aboriginal men in the hope of learning their language and use them as ambassadors for the European way of life. Do you think he was fair to do this? Explain.

4. As part of the Nyungah culture, Yagan revenged the death of his people by killing settlers. Do you think he was correct in doing this? Explain.

Brainstorm words to describe these Aboriginal men.

Arabanoo

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Pemulwuy

Yagan

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. The heads of Pemulwuy and Yagan have recently been returned to Australia.

Discuss how their people must have felt about the taking of their heads. How do you feel about it?

1. Research and write a profile on another high profile Aboriginal from the time of early colonisation in Australia. Compile these profiles and display in the library.

Arabanoo, Bennelong, Pemulwuy and Yagan (by name)

2. Discuss in small groups why Pemulwuy was an Australian hero. Talk about what ‘hero’ means to you. Can we compare people like sportsmen to heroes like Pemulwuy? Why/Why not?

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2. Create a time line of the events outlined on the previous pages.

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British Arrival in Australia

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Food Sources for Traditional Aboriginal Australians Lesson Focus Keywords:

Collect information on animal and plant life that provided food for the Aboriginal people and look at changes that have taken place. natural, fauna, flora, traditions, bush tucker, cycads, nectar, hunting, gathering

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Survival depended on a good knowledge of the land and its flora and fauna. It was not only important to know where to find the food and water but also to understand the patterns of nature—when birds were nesting, when animals were hibernating, when plants were ready to eat and would be available and when animals were breeding. They also needed to know which plants were edible.

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The Aboriginal people ate a wide variety of plant and animal foods before the European colonisation of Australia. What they ate depended mostly on the season and their locality. Plants and animals not only vary in type but also in quantity depending on the location. The Aboriginal population was probably a lot denser in coastal regions than desert regions and the people in the desert regions probably moved over far greater distances for food and water throughout the year.

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All animals—mammals, birds, insects and sea creatures—were potential food sources and almost all of the animal apart from the bone was eaten. As well as animals, a wide range of plants, nuts, gums and nectars was eaten.

Vegetables, insects, small mammals, small sea creatures and reptiles were usually collected by the women. The men mainly hunted the large mammals, birds and reptiles, which were not as regularly available as the foods provided by the women. Finding the food was hard work as it could involve walking long distances, digging and chopping. The preparation of the food was also hard work as some seeds had to be ground and leached, firewood collected and pits dug for cooking large animals.

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Ovens were often used to cook large animals.

These varied in design but usually a hole was dug and a fire was lit in it. Stones were placed in the fire. When there was enough ash in the fire the animal carcass was placed on the stones and then covered with more ashes, bark, branches or hot sand.

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Cycads are a type of palm found in many parts of Australia where there is plenty of water.

Cycads produce large cones of seeds which are full of carbohydrates but are also poisonous.

Aboriginal people developed methods to remove the poison so the seeds could be eaten.

When Joseph Banks saw the Aboriginal people eating the seeds he fed some to the crew of the Endeavour, causing them to get sick. Some of the animals on board were also fed the seeds and died.

Local History

1. List three important things Aboriginal people needed to know for survival.

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2. What were three advantages to the oven used by the Aboriginal people?

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4. Make a list of native animals found in your area that may have been used for food prior to European occupation.

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3. Make a list of natural fauna in your area that may have been used for food prior to European occupation.

NATURAL FAUNA FOUND IN MY AREA

NATIVE ANIMALS FOUND IN MY AREA

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5. What changes made after European occupation would have affected the food traditions of the Aboriginal people?

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7. Make a list of plants in your area that are in flower, fruit or seed at these times of the year.

Summer

Autumn

Winter

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6. What specific changes in your area would have affected the food traditions of the Aboriginal people?

Spring

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Write a diary entry from Joseph Banks describing what happened with the cycads. Draw a cycad.

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Date:

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

What would life have been like before electricity?

Research bush tucker that still exists in your community.

Joseph Banks; Australia flora; Australia fauna; Australian Aborigine traditional food; cycads

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Local History

Aboriginal Trade Routes Lesson Focus: Keywords:

You will learn about the existence of trade routes in Australia prior to 1788. hunter, gatherer, ceremonial, technologies, mainland, complex

Goods were traded at large ceremonial gatherings, at group borders and during long journeys. Foods and raw materials that were abundant in one area were traded with goods from another area.

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Pearl shell probably travelled further than any other item. Many of these shells were made into pendants and Aboriginal people near the Great Australian Bight were seen wearing them around their neck. This meant the shells had travelled nearly 2 000 km from their home in the ocean north of Australia. Many hands must have touched the shells on the course of their journey and some of the people who came across the shells probably did not know what an ocean was. Axes made from stone were also found hundreds of kilometres from where they were quarried.

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Aboriginal groups in Australia were linked by trade routes. Along these trade routes not only goods were traded but songs, stories and dances were passed along as well. Trade routes crisscrossed the country. Short routes which followed water resources joined together to create trade routes that went for extremely long distances and some trade items travelled from one side of the country to the other.

The trade routes meant that different art styles, ceremonies and new technologies to help with hunting, fishing or gathering were passed on.

Tasmania was separated from mainland Australia by rising sea levels about 12 000 years ago. There was no trade between these two areas and that is probably why the technology in Tasmania was less complex.

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1. What is a trade route?

These trade routes used by the Aboriginal people were one of the most extensive hunter and gatherer networks in the world.

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2. What was traded on the trade routes?

3. How do we know that some trade routes covered thousands of kilometres?

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4. Write a fact about each of the following aspects of trade routes.

Items traded:

Location:

Art styles:

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World scale:

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Tasmania:

5. Imagine the trade routes crisscrossing the entire country. As years have gone by, what sorts of things might have interfered with the trade routes?

6. How do you think Aboriginal people knew where to follow the trade routes?

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7. How do you know where to go or how to get from one place to another?

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8. Explain possible reasons why the technology in Tasmania was not as complex as the technology on the mainland.

9. Describe three different examples of trade you have taken part in.

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Product

Where from

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10. Look at different products around you. List where they come from and the alternatives you could use if the product was not available.

Alternative

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Topics for Discussion/Debate:

Additional Activities:

Search Engine Keywords:

Find information about trade routes in your area.

What effect did European settlement have on trade routes?

Australia + Aborigine trade routes

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Heritage Places Lesson Focus: Keywords:

You will understand what a community heritage site is and how it is identified. cultural heritage, natural heritage, community, grinding-groove, significance

Community Heritage Uluru, Kakadu, Sydney’s Harbour Bridge and Opera House and the Great Barrier Reef are all highlights of Australia's remarkable natural and cultural heritage. But our heritage is far more than this.

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C.P ubl i ca t i ons places can be: • i remaining areas ofp vegetation contain a variety •f orr ev e wp ur osewhich so nl y • of landscape types

Some examples of heritage sites in Australia are:

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Manly Beach in Sydney – It is believed that the pine trees lining the beach are the first coastal pine plantings in Sydney. The planting represents the importance of the promenade in the nineteenth century.

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sites which are home to rare or threatened plant or animal species

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undisturbed environments such as wetlands, wilderness areas, dune systems etc.

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places containing fossils or rare soil types

•

archaeological sites

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Rottnest Island

Manly Beach

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As well as sites which may be internationally important, there are many thousands of places in our communities that, together, make this country unique. Places like town halls, Aboriginal hunting grounds, bushland remnants, rivers, war memorials, mining sites, churches, wetlands, Aboriginal grindinggrooves, old cinemas and cafes—all help to tell the story of who we are and of Australia’s identity.

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places which show evidence of use by indigenous people

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places where an historic event took place

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places of special significance to indigenous people

Adelaide Parkland – Adelaide is the only city in Australia which is surrounded by a continuous belt of parkland.

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places of importance to European or ethnic groups: for example, houses, factories, churches, cemeteries

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places demonstrating older ways of life, customs or land use

Rottnest Island – This was used as a penal colony for Aboriginal people.

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places of social value to the community: for example, parks, schools, churches

1.

Name four of Australia’s most famous heritage sites.

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Local History

2. Give reasons why the following might be considered as a heritage place. a town hall

(b)

Aboriginal grinding-grooves

(c)

an old cafe

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3. Name a heritage site in or near your community.

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(a)

4. Write the following places in your community that are important to you. Some answers might be the same.

A POSSIBLE HERITAGE SITE

A place you would take visitors to:

Draw one of the places.

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A place you would visit regularly for holidays:

Your favourite feature or landmark:

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A place you would want to be able to show your greatgrandchildren:

A place which shows or will show the history of your community:

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5. Choose one of the places you have mentioned that is important to the community and complete the following:

Description of the place:

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How to get there:

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

Why do we need to preserve our historical sites?

Take photos of heritage buildings in your area. Find out the history of the buildings and compile a report.

Australia community heritage; sites by name (e.g. Manly Beach)

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Local History

Cemeteries Lesson Focus: Keywords:

You will discover how a cemetery can provide a wealth of information on the history of a community and be a significant site. operations, headstone, memorial, bends, tombstone, prosperous Why?

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Take a look at these photos of a cemetery. Where do you think the cemetery might be?

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C.Publ i cat i ons •notf o rguessed r evi ethe w pur p os es onl y• You may or may have that rate from month to month.

These deaths were

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At the turn of the century ships from all over the world called into Broome to collect pearl shell.

Broome was the home to a thriving pearling industry and as well known to the outside world as any other Australian city. Many Asian and Europeans came to make their fortune in the pearling industry but, as a group, the Japanese stood out from the rest. The Japanese worked together and although at that time it was illegal for Asians to own a pearling operation, they became a powerful force in the industry.

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caused by the bends, a painful disease which was not fully understood in those days. We now know it can be contracted by divers who surface too quickly. The Japanese divers continued to dive even though their colleagues were dying and they knew they could be next. Money and pride are probably the reasons they continued.

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photographs were taken in a place in Western Australia. The Japanese writing on the tombstones may have been deceiving but perhaps you recognised some of the trees or the landscape.

Most of the tombstones have bottles embedded in the foundations and on 15 August the Japanese pay their respects to the dead by offering gifts to the spirits and cleaning the grave sites. Flowers, food and Japanese wine are placed on the tombstones. In the evening the gifts are placed on delicate boats made of bamboo and rice paper. A candle is placed in each boat and they are A walk through the Japanese cemetery at Broome launched. In Broome, the Japanese used to launch their boats into Roebuck Bay on an provides an interesting lesson in history. The headstones are written in Japanese but contain the outgoing tide. following information: the name of the person, his This festival is no longer a big event; the Japanese or her place of birth, his or her age and date of community has dwindled and tourism has taken death and the names of those who put up the over the pearl industry. Nowadays in Broome, marker. there is less and less evidence of the Japanese who were once a large and powerful part of the Some of the gravestones and memorials refer to community. The cemetery serves as the most disasters where boats sank or cyclones hit.

However, the dates on most of the tombstones are prominent reminder of Broome’s colourful, often found in sequences showing a steady death prosperous and dangerous past.

Local History

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Use the information provided to answer these questions.

1. Use your atlas to locate Broome on this map.

2. Locate Japan on the map and rule a line from Japan to Broome.

3. True or False?

Pearling is still Broome’s major industry.

True

False

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The Japanese owned many pearling operations.

False

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True

True

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Many pearl divers died from a disease called the bends.

False

The Japanese cemetery still exists today.

True

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Describe two dangers the pearl divers faced.

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False

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5. Give two possible reasons why the pearl divers continued to dive, even though it was dangerous.

6. What evidence do you think you might see in Broome today of the Japanese pearl divers?

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Local History

7. Write two newspaper headlines you might have read during the time of Broome’s thriving pearl industry.

8. A visit to the cemetery can provide you with a lot of clues to the history of your community.

Make a list of the types of information you can find there.

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9. Visit a cemetery or use photographs of tombstones to record the following.

Name of cemetery:

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The age of the community

Copy the inscription of the tombstone exactly as you see it.

Location of cemetery:

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Birth date: Age of death:

Husband or wife of:

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Son or daughter of:

Mother or father of:

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Other facts:

A sketch of the tombstone.

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

If a rich source of mineral was discovered under a graveyard, should be grave site be moved elsewhere?

Collect pictures of historical cemeteries from around the world.

Broome pearling history; Broome Japanese divers; decompression sickness

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Comparing Histories You will compare the history of a community in Australia with a community overseas. inhabitants, permanent settlers, industries, penal colony, epidemic

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Lesson Focus: Keywords:

Rottnest Island, Western Australia

In July 1849 the Rottnest penal establishment was closed and some prisoners were moved to Perth.

Eight prisoners remained on the island, working for James Dempster, to whom the island was leased. Many of the buildings were plastered for protection during this time.

Name derived from: Rat’s Nest

ROTTNEST ISLAND is one of the most important heritage landscapes in Australia. It has held significance for Aboriginal communities for over 30 000 years and has played a major role in European exploration and colonisation.

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Although the last prisoner did not leave the Island until 1931, the prison, reformatory and saltworks were officially closed in 1903, and the Pilot Station was transferred to Fremantle. The closure of the prison quickly led to the use of the island for recreational purposes. More accommodation was built and it was in this period the island was made a reserve.

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In 1696 a Dutch fleet captained by Willem de Vlamingh landed at Rottnest Island. He named it Rottnest or ‘Rat’s Nest’ after the large numbers of quokkas on the island, which he thought were rats.

In 1819, an Englishman, Phillip Parker King, and his crew sighted the island but did not land until their second voyage in 1822. Seven years later when Captain James Stirling stood on the mainland to officially proclaim the Colony of Western Australia, Rottnest could be seen on the horizon.

James Stirling suggested using Rottnest as a jail for Aboriginal prisoners. In August 1838 six Aboriginal prisoners were taken to Rottnest. They were to build suitable housing, fish and collect salt (salt gathering was one of Western Australia’s earliest industries).

Buildings such as the salt store, Vincent’s first cottage and the hay store were constructed at this time. By 1844 there were approximately twenty prisoners on Rottnest.

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Aboriginal communities have an ancient and powerful connection to Rottnest Island. Remains of tools have been found at a number of sites on the Island, some from as far back as 30 000 years ago when Rottnest Island was joined to the mainland.

Approximately 6 500 years ago, Rottnest was separated from the mainland by rising sea levels.

Aboriginal communities were not present on the Island (known as Wadjemup); however, Rottnest was believed to be a home of spirits among the local Nyungah communities.

In 1855 Rottnest was made a penal establishment once more. From 1855–1903 a chapel was built, the boat shed and holding cell constructed, Government House was constructed as a summer residence for the Governor and the Quod (slang for prison) was constructed. In 1880–81 a Boys Reformatory was built. By 1883 the prison population was in the order of one hundred and seventy people, and sixty Aboriginal men died during an influenza epidemic. The majority of Aboriginal deaths, mainly from disease, occurred during this period.

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With the growing threat of war, guns and military installations were built along with army barracks. By 1942 two thousand five hundred military personnel were housed in the barracks.

In the years immediately following World War II, recreation was once again the main focus on Rottnest.

Today the island serves as a popular tourist destination and is now a symbol of Western Australian culture.

Local History

Kennebunk, Maine

industry grew and flourished until about 1860.

Shipbuilding did not end in Kennebunk until 1918.

Success was found with cotton factories after 1832 and was followed by other factories producing door sashes and blinds; shoelaces; shoes and shoe counters; felt boots; lunch boxes; matting and fibre board.

Name of Town: Kennebunk Possible meaning: long cut bank—probably refers to Great Hill at the mouth of the Mousam River.

There is evidence that more than 11 000 years ago Native American Indian hunters travelled regularly to Kennebunk Plains to hunt bison and caribou.

The French and English explored the area in the early 1600s and the first permanent settlement occurred in the 1620s. By the 1640s farm grants were given to settlers in Kennebunk.

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By 1690 American Indian uprisings and robberies had forced most of the settlers out of Kennebunk. The struggle between the American Indians and the European settlers continued until 1760. During that time the development of Kennebunk was slow. Sawmills were built along the river. These early mills were destroyed during the Indian wars or washed away in river floods. They were rebuilt and more mills were constructed as timber was an important industry during the early years of settlement.

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During the 1860s and 70s, tourists discovered Kennebunk and the tourism industry grew. People came to enjoy the rivers, beaches and smalltown life. Tourism is a major industry in Kennebunk and has caused the increasing development of commercial and residential building in the area. An historic district has been designated to preserve the architecture and the history of Kennebunk.

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The large amounts of local timber led to the development of a shipbuilding industry. This

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1. What is the meaning of the name:

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(a) Kennebunk? (b) Rottnest?

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2. Who were the first inhabitants? (a) Kennebunk? (b) Rottnest?

3. Who were the first Europeans? (a) Kennebunk? (b) Rottnest?

4. What was the reason for the first settlement?

Kennebunk?

Rottnest?

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5. What industries were developed?

Rottnest

Kennebunk

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Rottnest

Kennebunk

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6. What industries exist now?

7. Predict what each place will be like in ten years’ time.

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Rottnest

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8. List three similarities between the two places.

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9. Is it important to preserve historical sites? Why/Why not?

10. Design a poster encouraging tourists to discover the history of one of these places. Plan your poster in the space below.

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Thumbnail of poster

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Why:

Poster size: Colour:

Slogan:

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Text:

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Textures:

Artwork to be included: Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

A knowledge of your local history is important.

Find similarities between the history of your community and the history of Rottnest Island or Kennebunk.

Rottnest Island; Wadjemup; Willem de Vlamingh; quokka; Kennebunk

Local History

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Sacred Site – Uluru Lesson Focus: Keywords:

You will gain knowledge of the significance of Uluru and other sacred sites and what it means to preserve our culture.

Uluru, Yulara, Kata Tjuta, monolith, ancestors, ancestoral beings, preserve people is all around them in the land and its features.

r o e t s Bo r e p ok u S

To the Aboriginal people all the land is sacred and different places or features have different significance or meaning. The same laws do not apply to all sites as their meanings are wide and varied and some sites have severe restrictions while others do not. Some areas have been designated official Sacred Sites. One of these places is ULURU NATIONAL PARK.

Visitors to Uluru can stay at Yulara, which is situated just north of the park border. Roads and tracks provide access to the rock formations and other sites within the park. Some of the sites are regarded by the Aboriginal people as secret and access is restricted. Visitors enjoy walking, climbing, scenic flights, sunset and sunrise viewing, picnicking and photography. A cultural centre in the park provides programs which include official guided tours. The centre’s major message is that the Aboriginal people don’t climb Uluru. With this message they hope to discourage visitors from climbing Uluru.

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A management plan produced by the Australian National Parks and Wildlife Service and a specially formed management board aims to protect the sacred sites and preserve the heritage of the park.

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Uluru National Park is situated in the centre of Australia, south-west of Alice Springs. Cave paintings on the site, some of which are considered ancient, indicate the length of time Aboriginal people have been present in the area.

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Uluru is considered a symbol of identity to all Australians.

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The park has two main geological features; a large dome-shaped monolith called Uluru and a grouping of smaller rock domes called Kata Tjuta.

Uluru is considered the largest monolith in the world. Uluru is particularly spectacular at sunset when its colour appears to change from red to purple. Both sites are included in Aboriginal legend.

1. Colour Uluru to show what happens to the appearance of the rock at sunset.

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In 1958 the area was established as Ayers Rock and Mount Olga National Park. The Pitjantjatjara and Yankuntjatjara people claimed Uluru and the land surrounding it in the 1970s, but it wasn’t until 1985 that their claim was successful and the land was officially returned to its traditional owners.

According to Aboriginal belief all sites were created in the Dreaming by ancestral beings. The Yankuntjatjara people identify with particular ancestral beings and after a person dies and is buried in their country, they become their dreaming. It is important for the Aboriginal people to look after these sites which have been created by their ancestors. The law of the Yankuntjatjara R.I.C. Publications

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Who are the traditional owners of Uluru?

3.

What is the significance of Uluru to the Aboriginal people?

4.

Why does the cultural centre put out the message that Aboriginal people don’t climb Uluru?

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5.

Why do you think the Aboriginal people don’t climb Uluru?

6.

Make a list of guidelines tourists should follow when visiting a sacred site.

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2.

7. Name three other well-known sacred sites in © R. I .

C.Publ i c a t i ons Australia.

•f orr evi ew pur posesonl y•

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Guidelines for Tourists when Visiting a Sacred Site

8. List any sacred sites you know of in your area.

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

Should people climb Uluru?

Write an information report on an Aboriginal site in your area.

Uluru; Yulara; Kata Tjuta; Alice Springs

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Advertisements Lesson Focus: Keywords:

You will learn how samples of old advertising provide us with information on changes that have taken place in our lives and the lives of others. communication, product, development, technology, appeal

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Study the 1930s advertisement about the radio and the time line showing the invention of modes of communication. Answer the questions on the following pages.

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Look at the ad from the 1930s.

1. (a)

What techniques has the advertiser used?

(c) Who is the target audience? (Whose attention are they wanting to attract and what are they wanting them to do?)

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2. What forms of communication did people in Australia have in the 1930s?

© R. I .

C.Publ i cat i ons What do you think are the main differences between the use of radio now and the use of radio in the 1930s?

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3.

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(b) What is the purpose of the ad? (What are they trying to achieve?)

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4. Draw and label the differences between a radio from the 1930s (as shown in the advertisement) and one from a catalogue nowadays.

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5. Recreate the adverstisement by replacing only the picture and the product name with a modern product. Use the box below to make a thumbnail sketch.

What is good about this advertisement?

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What ideas do you have to improve the advertisement?

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What is wrong with this advertisement?

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6. Using the ideas from your answers, create a new and more effective advertisement for the same modern product.

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

Television is bad for you.

Choose a household utensil and collect advertisements from the past and present to compare the development of the product.

history of advertising; communication time line

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Pictures and Photographs Lesson Focus: Keywords:

You will learn how pictures and photographs old and new provide us with information on changes that have taken place. environment, structured, development, British colonisation

Compare two pictures, one of Sydney now and one in its early days of European settlement.

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Picture 2

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Picture 1

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1. Look at picture 1. (a)

2. Look at picture 2.

3.

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What types of boating can you see in the picture?

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(b)

Who do you think are sailing boats on the harbour?

What sites can you identify in the picture?

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(a)

(b)

Who are the people in the foreground?

© R. I .

C.Publ i cat i ons Look at the two pictures of Sydney Cove. Complete the following charts with short descriptions.

•f orr evi ew pur posesonl y•

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Buildings

. te Transport

Picture 2

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Picture 1

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Roads

Harbour

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Local History

4. Name three types of work that you can see evidence of.

Picture 1:

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5. Put the following words under the picture you think they best describe:

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Picture 2:

busy, peaceful, natural, bustling, structured, quiet, exciting, systematic. (Add some more of your own.)

Picture 1

Picture 2

Neither

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6. Make a list of the positives and negatives of the changes that have taken place in this area of Sydney since the 1880s.

Positives

Local History

Negatives

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7. Write a short diary entry from someone living in each of the times represented by the pictures.

Picture 2

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Picture 1

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Photograph 1:

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8. Make a list of the information you would hope to collect from the comparison of two photos of your community.

o c . che e r o t r s super Photograph 2:

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

How did British colonisation affect the environment?

Compare old and recent photographs of your community.

search by location name

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Local History

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This is Australia or e st

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Australia: What’s in it?

Lesson Focus: Keywords:

You will investigate some of Australia’s built and natural heritage features. heritage, culture, settlement, natural, built

Read the following passages taken from tourist brochures about parts of Australia.

THE ROCKS 1

ULURU

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467 km south-west of Alice Springs are many Aboriginal sacred sites and famous rock formations such as Uluru, the world's biggest and most impressive monolith.

The area holds great cultural and religious significance for the traditional owners, whose ancestors probably lived there for more than 10 000 years. around the base of the Rock and learn walk guided a Take about the history and way of life of the local Aboriginal people.

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Situated on the harbour next to Circular Quay, The Rocks is the site of Australia's first European settlement. Now it offers exciting, colourful shopping, museums and many restaurants and cafes.

Circular Quay is where all the ferries, trains and buses meet, taking workers to and from the city.

3

Try the weekend markets, open every Saturday and Sunday from 9 a.m. to 4.30 p.m. Choose from a dazzling range of artworks, antiques, pottery, glassware, souvenirs you name it.

BROOME BROOME Bat RioOnO © R. I .

C.Publ i c sME

Or climb the famous arched bridge for a spectacular view over the harbour.

The Opera House at Bennelong Point, with its famous white ’sails’, is home to Australia’s opera, ballet and theatre companies.

•f orr evi ew pur posesonl y•

AUSTRALIA

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Broome ha s many natu ral and buil attractions, t including th footprints, e dinosaur the Broom e Bird Obse rugged red rvatory, Gantheaum famous Ca e Point — a ble Beach, nd with 22 kil white sand ometres of and blue-g reen tropic al water.

Visit Willie Creek Pearl Farm or wa through Ch nder inatown wit h its alfresc o cafes and pearl sh ops.

It’s an exci ting, vibran t ble European cu nd of Asian and ltures.

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TE N CAPITAL

Sydney and ay between in About halfw of land that ea ar l a smal pital Melbourne is e site for Australia's ca e th m ea ar ca e be th , 01 19 farm om a former sland. city. Taken fr lls and gras hi ng lli ro ly nt ge es ur at fe ican by the Amer as designed well a is It . in ff Canberra w Burley Gri r te s and al ay W , w ct ad archite oad, clean ro s. br ith w , ty laid-out ci waterway gardens and many parks, the h to see, with , there is muc alia’s national rs to si vi r Fo tr many of Aus e city housing including th , gs in ild bu d an es ri lle ga iament.

Federal parl

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RRITORY

A R R E B N A C

o c . che e r o t r s 4 2s uper This city is the capital of which State?

1. Answer the following questions about the numbered passages.

What happens at Circular Quay?

Passage 1: What city is this?

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Passage 2:

Passage 3:

What is the name of this ‘small area of land’?

What State or Territory is this?

What is meant by ‘traditional owners’?

Why do you think the capital was built ‘halfway between Sydney and Melbourne’?

Which State is Broome in?

What is the name given to the area of the State where Broome is located?

Choose from the following:

The South-West

The Kimberley

2. Adjectives are often used to make ‘word pictures’ more alive.

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Passage 4:

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The Goldfields

© R. I .

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For example: It was a winter’s day. It was a grey, dreary winter’s day.

Find one example from each passage where adjectives are used to make a better word picture. (a)

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(d)

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3. Congratulations! You have won first prize in a magazine competition. You can choose a free trip for two people to any one of the places mentioned in the four paragraphs.

Which will you choose?

Why?

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4. Make a list of the major attractions in your community that you would include in a tourist brochure.

With a partner, combine your word lists and write three paragraphs for the brochure. (Use a separate sheet of paper.)

Use photos or drawings to illustrate your brochure. Present your ideas to the class. Ask your teacher to help you combine them into a class poster/chart advertising your community.

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Use this space to make a thumbnail sketch of your brochure.

5. Complete this table. You may need to research to find the answers.

Ord River Dam

The Olgas Cradle Mountain

NATURAL OR BUILT?

LOCATED/ FEATURES

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FEATURE

© R. I .

C.PuPinnacles bl i cat i ons Desert •f orr evi ew pur posesonl y•

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Fort Denison Bunurong Marine Park

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Fremantle Gaol

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. ‘Holidays should be taken in your own country first.’

Travel agents will often let you have old brochures or books. Use them to plan a ‘dream holiday’. Where will you go? What will you see? How much will it cost you?

Try a categorised directory, such as Looksmart Australia: http:// www.looksmart.com.au; or Yahoo Australia: http://www.yahoo.com.au

2. Tourism is said to cause damage to the local environment. Should it be encouraged so much?

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Alternatively, use a multi-level search engine such as Dogpile (http:// www.dogpile.com) and searchwords like ‘Australia’, ‘Australian tourism’, ‘Australia features’, or ‘Australia geography’.

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Australia: What’s in it? — Part 2 Lesson Focus: Keywords:

You will use maps to locate places and gather information. map, features, locate

Here are three different maps of Australia.

Nhulunbuy Darwin 0 0

Wyndham

250 miles

Derby

250 km

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Halls Creek

Port Hedland

Weipa

Katherine Normanton

Newman

ricorn

of Cap

Carnarvon

Alice Springs

WESTERN AUSTRALIA

Kalgoorlie

Perth

Rockingham Bunbury

Roma Toowoomba

Wagga Wagga

Adelaide

Esperance

In your own words, what are the differences among the three maps?

Darwin

130¡E

Canberra

VICTORIA

Melbourne

TASMANIA

120¡E

Newcastle

Sydney Wollongong

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Geelong

110¡E

Brisbane Gold Coast Lismore

NEW SOUTH WALES

Broken Hill Port Augusta

Albany

100¡E

Rockhampton Bundaberg

QUEENSLAND

SOUTH AUSTRALIA

Geraldton

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Cloncurry Mackay Longreach

Uluru

Indian Ocean

1.

Townsville

Mount Isa

Dampier

Tropic

Cairns

NORTHERN TERRITORY

140¡E

Hobart

150¡E

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160¡E

Brisbane

Perth Sydney

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Canberra

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Adelaide

Hobart

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2. Use the maps to answer the following questions. (a)

Uluru is in which State?

(b)

Rockhampton is south of the Tropic of Capricorn.

True

(c)

(d)

The largest State is …

(e)

Western Australia has a greater length of national highways than Tasmania.

False

True

Which city is further north—Perth or Canberra?

(f)

False

If you travel north from Halls Creek, which town will you end up in?

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3. Here is a map of part of an Australian town.

9

8

7

6

Sultan Park

Fairground

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Racetrack

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Whitfords National Park

War Memorial

Northern University

State Library City Rail Station

Brickworks

Claremont

Byford

Craft Centre

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Byford Gardens

Queen’s Gardens

5

Fitzgibbon

Fitzgibbon Gardens

City Centre

4 Water Supply

Smith Park Commonwealth Gardens

1

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Power House A

B

C

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People’s Park

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Redcliffe

Seagull Reserve

Royal Zoo

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G

H

I

J

K

L

M

N

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Q

When you read map coordinates, remember that you read the horizontal coordinate first, and then the vertical coordinate. For example, City Rail Station in the map above is at coordinates (G, 7). (a) If you travelled from the City Centre to Fitzgibbon Gardens, what direction are you heading in? (b) Start at coordinate (0, 2). Where are you?

Now travel 4 ‘squares’ north and then 3 ‘squares’ west. Now where are you? (c) What are the coordinates of the following?

Water Supply Topics for Discussion/Debate ‘Australia may be different; it is certainly not “beautiful”.’

R.I.C. Publications

People’s Park

Brickworks

Additional Activities Make a map of your school area.

Include any geographical or built features of interest.

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Search Engine Keywords maps+Australia; Australian road maps; Australia+tourism This is Australia

Australia: Looking at Sites Lesson Focus: Keywords:

You will recognise that sites can be famous or significant for different reasons. site, significant, historical, natural, built, cultural, religious, environmental

Australia is a land of many famous places and sites. They are famous for many reasons: they may be beautiful or unique; they may hold special religious or cultural significance, especially to Aboriginal Australians; they may simply be tourist attractions.

1. Here are some of Australia’s well-known sites and places. Fill in the missing names on the sites.

You may need to work in small groups to research some of the answers.

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A. I am the largest single rock in the world. I am in the Northern Territory.

I am:

D. My roofs represent ‘sails’ on a ship. I am located on Sydney Harbour.

B. I am located on the Tasman Peninsula. From the 1830s I was a prison settlement for male convicts. I was called ‘hell on earth’.

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I am:

E. I am one of Australia’s most famous landmarks.

I am:

I am:

F. I am in the ACT. Australia is governed from here.

C. I am a place of unique beauty and deep significance to the Aboriginal people. I am called the Bungle-Bungles.

I am found in the State of:

My name is:

© R. I .

C.Pub c t i ons G.l Ii am aa tourist attraction on the east coast of Australia.

I am called ‘The Big Pineapple’. My home State is: •f orr evi ew pur posesonl y•

E

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A

G

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2. All of the previous sites have some special significance to certain groups of people. Pick any three of the sites and say who might find them significant and why.

Significant to?

Significant because?

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Name of Site

3. Sydney Harbour Bridge has become so famous worldwide it is now sometimes used as a symbol to represent Australia. Even just the curve of the arch may be enough to symbolise the entire bridge. Look at the examples. They are different, but they can both be recognised immediately.

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(a)

Work with a partner to design a ‘symbol’ that will represent Uluru to Australia and the world. Your artwork should: • •

(b)

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include the ‘shape’ of the rock, and the earth, sun and sky; and use only ‘earth’ colours (oranges, browns, yellows), black and blue.

o c . che e r o t r s su er ‘Symbols ofp Australia’

In small groups, choose one of the following sites or places and create a piece of artwork similar to the way you did in (a) above. Put all the pieces together to create a collage called:

Choose from: Kakadu; Cradle Mountain; Great Barrier Reef; Sydney Opera House;Monkey Mia; KalgoorlieBoulder; Broome; Barossa Valley; Ballarat; Surfer’s Paradise; Alice Springs; Thredbo.

In each case, you will need to:

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•

research to find out what the site or place is famous for;

•

decide on something that represents the site or place; and

•

create a piece of artwork to symbolise the site or place.

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This is Australia

4. Label the famous landmarks with their city.

LONDON

NEW YORK

PARIS

AGRA (INDIA)

A.

ROME

VENICE

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D.

C.

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B.

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

‘The most important sites and places in Australia are those created by nature, not by people.’

1. Research to find 10 more cities with a famous landmark. Combine the results to form a class quiz.

Government tourist authorities in each State and Territory are a rich source of information.

2. What were the ‘Seven Wonders of the World’?

Looksmart (http://www.looksmart.com.au) is also a good starting point for further research.

For overseas research, students can try ‘Ask Jeeves for Kids’, a safety-rated search site which accepts questions as well as keywords. http://www.ajkids.com

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Australia: A Matter of Heritage Lesson Focus: Keywords:

You will understand that different groups may view the same site in different ways. heritage, culture, historical, ancestors, pioneers

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Read the following news items and answer the questions.

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© R. I .

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Which group wants to see the farm returned to a bushland condition?

Why?

(b)

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How do the Galway Greens expect to pay for their proposal?

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(c)

Why does Ms Brittanie Lee say ‘The Council has a fight on its hands’?

(d)

Why does Mr Ed Penny believe the farmhouse is an ‘insult’?

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(a)

hotly debated

(b)

vandalism

(c)

donated

(d)

one-off levy

(e) (f)

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2. Use your own words to say what the following words and phrases from the text mean.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• demolition taxpayer

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3. Summarise what each of the groups wants to happen to the farm in the table below.

What it wants

Reasons for what it wants

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4. You are the Shire President of East Galway.

The Council can not make a decision on what to do with the Grant Farmhouse. You must make the final decision, taking into account what the different groups want.

What will your decision be?

Can you think of a solution that might make all the groups at least partly happy?

Write your decision and your reasons here.

Galway Shire Council East Galway

DECISION REQUIRED — GRANT FARMHOUSE

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MEETING HELD: (DATE)

COMMITTEE

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PRESENT: PRESIDENT

Points raised from groups involved:

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DECISION:

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Signed: ………………………………………………… Shire President Date: …………………………………

Topics for Discussion/Debate

‘Australia belongs to everyone; no-one can “own” the land.’

Additional Activities

Search Engine Keywords

Research your own community or State or Territory to find a site or place that is being argued about in the same way as Grant Farmhouse. Present your findings to the class as an oral report. Be sure to:

The Australian Heritage Commission maintains an excellent website:

(a)

http://www.environment.gov.au/heritage

Name the location.

(b) Give an historical background. (c)

Present all sides of the argument.

(d) Summarise your findings with your own opinion of what you think should happen.

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Australia: A Matter of Heritage 2 Lesson Focus: Keywords:

You will learn of one way in which our heritage can be preserved. heritage, culture, historical, ancestors, pioneers

Here are some statistics for the tourist destination of Grismond.

Grismond:

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Statistics

Population (1999): Shire Area:

44 000 1 267 sq km

Average Rainfall:

1 350 mm

Mean Summer Temp:

26°C Max.

Information courtesy of Grismond Shire Council

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‘where the mountains meet the sea’

Grismond Tourist Information

She organised rallies and Eliza Moore National Park © R. I .

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P u b l i c a t i o ns meetings, wrote thousands of In 1885, there were 600 letters, and received support square kilometres of mountain •f orr evi e w p u r p o s e s on l ythe• from around world. Local ash growing around 16°C Min.

22°C Max.

5.5°C Min.

Location

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On the Howard Highway, 780 km north of Sydney. Grismond is 6 km from the coast, and enjoys the cooling influence of altitude to keep summer temperatures down.

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General

In that same year, a tourist named Eliza Moore came to stay at Grismond for just a few days. She was so angry at the destruction of the trees that she immediately sold her home in Sydney and bought a house in Grismond. She had just one aim in mind—to halt logging in the region and preserve the trees that were left.

Aboriginal people assisted her by publicly declaring the remaining forest to be a sacred place.

Eliza’s tireless fight won out in the end, when in 1981 the State government declared the remaining forest a world heritage, and created a new national park. It was called Eliza Moore National Park in honour of the woman who had fought so hard and for so long.

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Historically, Grismond was an important timber-cutting area. The steep slopes of the Rocky Ranges were densely covered with mountain ash, the timber from which was greatly in demand for fine furniture and building in Sydney. The timber was carried by barge down the Grismond River to Coastport, and then by sea to Sydney.

This is Australia

Grismond. By 1956, there was less than half that amount; and by 1976, it was thought that only 100 square kilometres of natural forest remained.

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For five years she fought against logging companies, the State government and even local government officials and businesspeople, who were convinced closing down logging would mean the end of Grismond.

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Despite earlier fears, tourism now brings more money into Grismond than timber logging ever did, and the town is thriving, with more than 250 000 visitors annually, spending $6.5 million. Now run by the National Parks Board, the forest is expected to double in size every 20 years and remain a major tourist attraction.

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Use the information provided from Grismond Shire Council to answer the following questions.

1. (a)

Before timber cutting started, about how much of Grismond Shire was covered by trees?

(e)

Which industry kept the town alive after logging was stopped in 1981?

(b)

What is mountain ash used for?

(f)

When Eliza Moore began her campaign to save the forest, what do you think the townspeople of Grismond might have thought of her? Why?

(c)

Cut timber from Grismond travelled by road to Sydney. True

Which State of Australia is Grismond in?

2. Use your own words to say what the following words from the text mean. (a) preserve:

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(d)

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C.Publ i cat i ons •f orr evi ew pur posesonl y• (d) densely: (b) logging:

(c) thriving:

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3. Use the information in the brochure to complete the following table.

Name of town

Name of Shire

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(e) sacred:

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Distance to nearest capital city Distance to nearest ocean/sea Nearest port Major river(s) in the area Major industries Weather:

Summer (Short description) Winter (Short description)

Major tourist attraction(s) R.I.C. Publications

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This is Australia

4. Using the format shown on the previous page, identify a site or place in your local community and create a chart, using the following headings where appropriate.

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Name of site/place Location (State/Territory) Significance of the site/place Nearest city/town Nearest river Nearest mountain (range) Attraction to visitors Number of visitors Ownership of site/place Distance and direction from nearest capital city

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C.Publ i cat i ons •f rshowing r evthei e wp usite r p se sonfeatures l y• You should include ao map, location of the ando other geographical from the table.

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5. Design an A4 poster to entice tourists to visit your local site/place. Use text and pictures to make tourists feel they must visit your site.

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

‘The environment is there to be used.’

What changes have been made to your local landscape by humans?

conservation; tourism; national parks; also, search by location or site/place name, e.g.

Kakadu, Rottnest Island

Do a ‘then and now’ presentation of your findings.

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R.I.C. Publications

It Depends on How You Look at it Lesson Focus: Keywords:

You will understand how different sites have different meanings for different people. developer, protest, sacred site, union, heritage, cultural

Different groups of people will look at different sites in different ways. Look at the following example.

BACKGROUND THE GOVERNMENT

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The government says the buildings are historically important and must be retained. It claims the developer has a legal right to go ahead with the building.

It says that too much work has been done to tear it down. It uses the police force to prevent protesters from stopping the workers on the site.

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The Kangaroo Brewery is built on the river foreshore in the 1890s. Eventually, it is shut and stays closed for many years. In the 1980s, the site is sold to a developer to rebuild the brewery as a tavern and restaurant complex. Aboriginal groups challenge the deal, saying the site is sacred and the buildings should be torn down.

THE OLD KANGAROO BREWERY SITE

ABORIGINAL GROUPS

The site of the brewery holds a deep religious significance. It is a sacred site, the Dreaming home of the Rainbow Serpent, the Wagyl. They claim that to redevelop the site will deny them their heritage and cultural rights. They say the brewery should never have been built there in the first place. They want the buildings torn down and the area turned into public parkland. They take the developers and government to court over the issue.

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THE UNIONS

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Although their workers would gain money by working on the building, the unions agree work should stop and the site be returned to parkland.

THE DEVELOPERS

The company is given a 40-year lease on the site. They are prepared to spend millions of dollars to create high-quality restaurants, taverns, a museum and art gallery and a movie theatre, along with parking for 300 cars. They will receive a large profit from sales and rents. They claim that because the government has given permission, no-one else should be allowed to stop the project. They get legal support to make the unions go back to work on the site.

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1.

True or false?

THE PUBLIC

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Opinion polls show most of the public don’t really want the new building to go ahead. Many protesters form a picket line outside the building to stop workers, but the courts order the police to keep them back.

(a)

The developers will create parking for 1 000 cars.

True

False

(b)

The site is the spiritual home of the Dreaming Emu.

True

False

(c)

The government supports the developer.

True

False

(d)

The public is generally in favour of the new building.

True

False

(e)

The old brewery is right on the banks of the river.

True

False

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This is Australia

2. Summarise what each of the groups thinks about the development on the following chart.

For/Against

Name

What do they want to happen?

Government Developers Aboriginal Groups General Public Unions

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3. You have to decide what will happen to the site. What will you choose to do? Explain why.

4. Are there any Aboriginal sacred sites or places near you? Research to find out why they are sacred.

5.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Non-Aboriginal Australians have sites and places they believe to be ‘sacred’ too. How many can you place on the list below? One has been given as an example.

REASON

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Honours the memory of those who died.

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Topic for discussion/debate ‘Everyone has the right to protest against unfair laws.’

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Additional Activities

Search Engine Keywords

Research to find out more about the Aboriginal Dreaming and the sacred animals involved.

heritage; Wagyl; Rainbow Serpent; the Dreaming

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Our Heritage Lesson Focus: Keywords:

You will explore the different types of ‘heritage’. heritage, natural, cultural, indigenous

WHAT IS A ‘HERITAGE’?

What do you think about when you think of the phrase ‘Australia’s heritage’? You may know the term means those parts of Australia that are preserved for future generations. But what places would you include as part of our heritage?

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There are many famous places that spring to mind: Kakadu National Park, the Sydney Opera House, the Great Barrier Reef, Uluru. And yes, these are definitely part of Australia’s heritage. But there is far more to heritage than those few well-known places. There are numerous other sites and places, perhaps not as famous, that join together to make Australia the unique country it is. It may be a pioneer farmhouse, your local church, a ghost town, Aboriginal rock carvings, a war memorial … anything at all that helps to tell the story of who we are.

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OUR INDIGENOUS HERITAGE

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‘Indigenous’ in this case means sites and places relating to Aboriginal Australians, both before and after the arrival of Europeans in Australia. It is a special heritage because it tells the story of our land’s first inhabitants, dating back some 45 000 years or more. The sites may tell how the people hunted or lived; they may tell of their religious beliefs and Creation stories; they may be a natural art gallery.

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OUR CULTURAL HERITAGE

‘Cultural heritage’ usually refers to places and sites that have become important since the first arrival of the British in Australia. (Sometimes the term ‘historic heritage’ is used.) These are built, not natural, features. If you asked people to name the two most famous structures in Australia, many would immediately say, ‘Sydney Harbour Bridge’ and ‘Sydney Opera House’. But to be part of our cultural heritage, the structure doesn’t need to be even well known. It may be, for example, a small country town hotel, or a monastery; an old bakery or a prison; a well or a colonial garden. Each of these places is important because it tells us more about our past and how it shaped our present and our future.

Because many of the sites are sacred to Aboriginal Australians, it is essential that they be treated with respect by all Australians and visitors. This is one reason why, for example, visitors are politely asked to reconsider climbing Uluru. Some people regard climbing on the sacred rock the same as climbing on the roof of a church or synagogue or temple—very insulting behaviour.

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This is Australia

OUR NATURAL HERITAGE

The other importance of natural heritage places is that many of them—Kakadu and Ningaloo Reef for example—are also home to some of our unique plants and animals. As the number of people in Australia continues to grow, and people continue to push outwards into untouched areas, pressure on the plants and animals will increase.

It is only by protecting them that we will be able to enjoy them in the future.

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Use the information provided to answer the following questions.

1. In your own words, tell what a natural, cultural and indigenous heritage is.

Natural Heritage

Cultural Heritage

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There is no place in the world like Australia. And no other country has a natural heritage like ours.

The natural heritage is those features we wish to safeguard and preserve for future generations.

Once again, many of these are known worldwide: Ningaloo Reef, the Daintree rainforest, the Tasmanian wilderness, the Bungle Bungles. But it may also include places such as a small, untouched wetlands in the heart of a city, or a river mudflat, or even limestone outcrops poking up through the ground. The importance of all of these places is that, without them, Australia wouldn’t be the country it is.

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Indigenous Heritage

2. On the blank map of Australia, locate and mark in the following heritage sites and places:

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Kakadu National Park

•

Fraser Island

•

Shark Bay

•

The Great Barrier Reef

•

Uluru

•

Sydney Harbour Bridge

•

Barossa Dam

•

Port Arthur

•

National Library of Australia

•

Eureka Rebellion Historic Precinct

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3. Choose three other heritage sites or places of your own in Australia. Complete the table below for each of your sites.

Location

Why is it a heritage site?

How to care for it?

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Site Name

4. Within your own local community, choose one place or site you feel should be listed as a heritage site.

Working individually or in pairs, research, prepare and present an oral report on your site to the class.

Include with your presentation a videotape, audiotape or photographs with a written explanation.

Areas to report on:

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• Name and location

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• Why you think it is important

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• Condition of site at present

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• Work that needs to be done (if any)

• Future maintenance of the site

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. ‘We should be more concerned about the future than the past.’

Conduct a survey at school and home, asking people to name Australia’s bestknown heritage site. Graph and analyse the results. Why do you think this site was chosen?

Australian heritage; National estate; conservation; use the name of the locality in question, e.g. type in Lake Eyre, Wilson’s Promontory.

2. ‘Those who forget the past are doomed to relive it.’

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This is Australia

Aboriginal Heritage Sites Lesson Focus: Keywords:

You will investigate different Aboriginal heritage sites. heritage, Aboriginal, indigenous, occupation, middens, sacred, legislation

For many years …

Aboriginal Australians have lived on this continent for at least 45 000 years, possibly much longer.

Although they looked after the land—and didn’t destroy as much as Europeans—there are still many sites and places which are evidence of their occupation. There are numerous Aboriginal sites across Australia; for example, just in New South Wales there are over 18 000 known sites.

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Aboriginal sites can be found anywhere in the country, from the middle of our largest cities, to the most remote sections of the country. Already, development and an increasing population have destroyed many sites. If more are not to follow, they must be protected by legislation.

Some examples:

A midden is sort of a rubbish dump; a mound of shells from where people ate shellfish. It is usually found in coastal areas or along the edges of rivers and lakes. It is important because it tells us what sort of shellfish used to be in the area; what the local people ate; whether they were cooked or eaten raw; and in some cases even what type of tools were used to harvest them.

These are easily destroyed by clearing, roadbuilding and even by four-wheel drives on beaches.

CAVES/ROCK SHELTERS

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SHELL MIDDENS

Like campsites, these can be extremely valuable scientifically, and very important to Aboriginal people. Because they are more sheltered from the weather, they may contain better-preserved evidence of occupation.

NATURAL SACRED SITES

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PAINTINGS/ENGRAVINGS

CEREMONIAL GROUNDS

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to the same campsites as their ancestors. Over time, these sites came to be an important historical record of Aboriginal life. Today, many may appear to be nothing more than a scattering of stones, but they have deep cultural and scientific importance if left undisturbed.

There are many natural sacred sites across Australia, such as rocks, mountains, rivers etc.

Generally, these are of religious importance and refer to Dreamtime ancestors or the creation of Australia. Sometimes, only Aboriginal people are able to identify these sites. It is important to show proper respect for these sacred sites.

These are special areas where ceremonies of religious, spiritual and social importance were— or still are—held. They are extremely significant to the Aboriginal people and should be respected by all people and not interfered with.

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Aboriginal rock paintings and engravings have a deep spiritual significance. As well as that, they are one of the few forms of ‘written’ history of Aboriginal people. It is absolutely vital that they be protected from vandals and those who are not ‘allowed’ to see them by Aboriginal law.

Use the information on Aboriginal heritage sites to answer the following questions.

1. True or false?

(c) Some sacred sites are known only to Aboriginal people.

(a) Aboriginal Australians have lived here for the past 25 000 years.

True

True

(d) You should never disturb an Aboriginal site.

False

True

(b) A ‘midden’ is a mound made up of old lobster shells.

True This is Australia

False

False

(e) Rock paintings can be seen as a sort of ‘written’ history.

True

False 81

False

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2.

An ‘archaeologist’ is a scientist who studies past cultures, usually by digging at a site. Research to find out what these ‘–ologists’ study. (a)

biologist:

(b)

geologist:

(c)

palaeontologist:

(d)

zoologist:

(e)

toxicologist:

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Many Australian tourist destinations also are significant sites to Aboriginal Australians.

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3. On the map of Australia, locate and label the following sites.

• Uluru (Ayers Rock)

• Kata Juta (The Olgas)

• Lake Narran

• K’gari (Fraser Island)

• Bungle Bungle Range

• Flinders Island

• Witjira National Park

• The Twelve Apostles

• N’Dhala Gorge Nature Park

• Wadjemup (Rottnest Island)

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4. Working with a partner, select any two from the list above and prepare an oral or written report for the class, using the following headings as a guide.

Name; Location; Tourist Attractions; Flora and Fauna; Heritage Significance; Rules for Use This is Australia

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5. Take any one of the above sites and compare it with a heritage site in another country. Choose your overseas site from the following list. (You will need to research.)

• Yellowstone National Park (USA) • Whanganui National Park (NZ) • Kruger National Park (South Africa) • Dartmoor National Park (England)

Australia

Overseas

Name:

Name:

Location:

Location:

Teac he r

Who looks after it?

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Main Features/Attractions:

Any special rules:

Any special rules:

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C.Publ i cat i ons Archaeologists today are able to discover much about our past by examining artefacts they find. But will f o rr v e r posesonl y• archaeologists• in the future bee able toi tell w about p us?u 5 June 3001 DAILY BLURB Archaeologists are excited by their latest discovery on an ancient site believed to be a primitive form of housing about 1 000 years old.

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More discoveries are expected as the dig continues.

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A number of interesting artefacts have been uncovered from the earth, some in almost perfect condition. Although scientists are not positive what they were used for, they believe they will be able to work out their purpose.

Dr Zungo Mungo explained three of the most exciting finds.

‘The first is a small rectangular box, about the size of a human hand. It has a number of buttons on top, with a strange code written on them. The code uses words and symbols, such as <<, >>, play, ch.up and ch.down. We believe it was a mood-changing machine, where people could make themselves in the mood to “play”, R.I.C. Publications

“cheer up” or “cheer down”. ‘The second is more difficult to understand, but we are starting to get some ideas.

It is a small grey device, which fits in the palm of a hand. It has a long cord, like a tail. On top is a button which can be clicked, and on the bottom is the remains of a round rubber ball. My colleague, Dr Ergo Zergo, believes it was a primitive exercise machine, designed to relieve aches and pains in the hand.

placed on a desk so you could see the photograph at night.’

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ANCIENT SITE UNCOVERED

‘Our final find is the most impressive.

As you can see, it is a “box” with a grey glass screen at the front. At one time, it appears there were some electrical parts inside, but these have long gone.

Another colleague, Dr Unix Munix, believes it was a display box for oldfashioned photographs.

The photograph sat on the screen and was lit from behind. The box could then be 83

Dr Zungo Mungo with one of the primitive artefacts This is Australia

3.

(a) What do you think the ‘ancient devices’ are? (ii)

(i) (b)

(iii)

You are Dr Zungo Mungo. You have just uncovered a digital watch, which doesn’t work. What might you think it is?

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What reasons can you think of as to why the scientists don’t know what these devices really are?

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(c)

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Choose an ordinary, everyday household object. Write a description of it without saying what it actually is or what it does. Read your description to the class and see if they can work out what you have written about.

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Topics for Discussion/Debate ‘The past is important only to scientists.’

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Additional Activities Research to find any Aboriginal heritage sites in your area. You may be able to invite an Aboriginal spokesperson to speak to the class.

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Search Engine Keywords archaeology; middens; a specific location, such as ‘Uluru’; Aboriginal heritage

This is Australia

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Needs and Wants — 1 Lesson Focus:

You will identify many of the things you did in one day and classify them in a variety of ways. You will understand the difference between needs and wants. items, need, want, survive, essential

Keywords:

Answer the following.

1. List all the food items you consumed yesterday.

Breakfast

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Lunch

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Dinner

Snacks

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2. List all the items of clothing you wore yesterday.

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Before School

At School

After School

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3. List all the transport methods you used yesterday.

Method

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Travelled to

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4.

Write a description of where you found shelter yesterday.

A WANT r o e t s Bo r e p ok u S

A NEED

A want is something a human would like to have but which is not essential for survival.

We have wants in all areas of our lives.

For example: A want for clothing may be to own the latest model running shoe, even though you already have a pair of shoes. If you don’t have it, you will still survive.

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5. From your answers to question 1–4 and the information below, write items that you think are NEEDS or WANTS in the table.

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A need is something that a human must have in order to survive.

Needs are often in the areas of food, clothing and shelter.

For example: A need for clothing is based on avoiding excessive cold and the other elements of weather. If you don’t have adequate clothing, you may not survive.

NEEDS

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. How are our needs and wants different from children in …………(country)?

1. Identify if/how people’s needs or wants change at different stages of their lives.

human needs and wants

2. Is friendship a need or a want?

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Needs and Wants — 2 Lesson Focus: Keywords:

You will identify sources for satisfying needs and wants. source, satisfy, community, satisfied, material

From the previous lesson, list 10 important needs and 10 important wants that you and your family have. In the space provided write where you would need to go (the source) to satisfy these needs and wants.

Needs

Source

1.

5.

6.

7.

8.

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10.

1.

2.

3.

4.

5.

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Wants

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2.

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6.

7.

8.

9.

10.

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In our society, shops are the main source for satisfying material needs and wants. There are other needs and wants that are satisfied in other ways. The need for exercise, for love, for comfort etc. are satisfied by ourselves, by family, by friends and so on. However, many items on your list are undoubtedly ‘material needs’, and to satisfy these we mainly require shops.

r o e t s Bo r e pIN MY LOCAL COMMUNITY ok SHOPS u S

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List below all the shops that you can identify in your local community.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Classify these shops into three broad categories of your choosing.

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category 3

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category 1

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. When do people shop? What patterns are there?

On your list of shops, indicate how often your family would visit each one in a onemonth period.

shopping, shopping centres by name

2. What shops are most frequented? Why?

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Shopping Now and Then Lesson Focus: Keywords:

You will identify the difference between shopping now and 50 years ago. appearance, purchase, survey You will need to find a family member or friend who can help you complete this survey. The person needs to be able to remember back 40–50 years.You fill in the information in the ‘Today’ column. Your survey partner fills in the information in the ‘40–50 years ago’ column. You can use words, drawings or pictures to help you.

Item

Appearance/Packaging

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BREAD

40–50 years ago

Appearance/Packaging

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MILK

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Where can it be purchased?

Where could it be purchased?

How much does it cost?

How much did it cost?

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C.Publ i cat i ons Appearance/Packaging Appearance/Packaging •f orr evi ew pur posesonl y• Where could it be purchased?

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SHOES

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Where can it be purchased?

How much does it cost?

How much did it cost?

Appearance/Packaging

Appearance/Packaging

Where can they be purchased?

Where could they be purchased?

How much do they cost?

How much did they cost?

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Item

Today

PETROL

40–50 years ago

Appearance/Packaging

Appearance/Packaging

Where can it be purchased?

Where could it be purchased?

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Teac he r

How much does it cost?

Appearance/Packaging

Appearance/Packaging

Where can it be purchased?

Where could it be purchased?

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HOUSE

How much did it cost?

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C.Publ i cat i ons •f orr evi ew pur posesonl y• How much did it cost?

Appearance/Packaging

Appearance/Packaging

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CLOTHES

How much does it cost?

Where can they be purchased?

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MEAT

Where could they be purchased?

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How much do they cost?

How much did they cost?

Appearance/Packaging

Appearance/Packaging

Where can it be purchased?

Where could it be purchased?

How much does it cost?

How much did it cost?

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Complete this retrieval chart on shopping ‘Now and Then’.

Where do people go shopping?

Now: Then:

Who does the shopping?

Now: Then:

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How do people cart the shopping?

Now:

How do you get to the shops?

Now:

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Then:

Then:

How do you pay for the shopping?

Now: Then:

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C.Publ i cat i ons •40–50 f oyears rr evi e ur posesonl y• Are there ways now—or ago—when ...w p Explain your answers to the following questions.

needs can be met without shopping?

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(ii)

Yes

No

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people without money can have their needs met?

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

1. Debate the topic ‘I would rather live today than 50 years ago’.

Use your survey to write a report titled ‘Shopping–Now and Then’.

Try the phrase ‘shopping then and now’

2. Why are there more shops today than 50 years ago?

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Shop Profile Lesson Focus: Keywords:

You will investigate and produce a profile on a shop in your community. profile, interview, observation, stock, disability, location

Investigate, using interviews and observations, a shop in your local community.

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School Survey

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BLOCK LETTERS ONLY

Address:

Suburb:

Size of Business:

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Shop Name:

Postcode: Small

Medium

Large

Description of Goods Sold:

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Shop Floor Plan:

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Where does the stock come from and how does it get to the shop?

How is stock controlled?

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Number of staff and description of roles.

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How are the goods delivered to the customer?

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Payment methods

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Use of technology

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Disability access

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How is the shop promoted/advertised?

Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

What shops are ‘missing’ from your local community? How would the community benefit from these shops if they were available? Why are they missing?

Compare the results of surveys within the class. What are the similarities/differences to all shops?

Community profile

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Where Does It Come From?

Lesson Focus:

You will learn how products that we consume often are manufactured in a way that involves many stages and processes. process, food supplements, pasteurisation, package

Keywords:

When you sit down to eat your next meal take some time to think about where the food you are eating comes from and how it gets to you. Some foods come very directly to a shop and then to your table. Others go through many processes before you get to eat them.

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Dairy products are a good example of a food going through a variety of processes. Dairy products all begin with the work of a dairy farmer and a herd of dairy cows. There are different breeds of dairy cow and all need good pasture to feed on and a variety of food supplements to help them produce the maximum amount of milk. A good dairy cow can produce over 6 000 litres of milk per year. Dairy cows are milked twice a day using mechanical milking machines. The milk is collected from the farm by large milk tankers and delivered to the factory for processing.

There are many different types of dairy products, including milk, cheese, yoghurt, cream, butter and chocolate. In the case of milk, the product from the dairy farm must go through several processes to ensure that it is of a high grade and meets health regulations. Pasteurisation, which removes harmful bacteria from the milk, is one of these processes. This involves heating milk to near boiling point and then rapidly cooling it. When the milk has passed through processing, it is ready for packaging. Milk used to be bottled but is now largely packaged in cartons and plastic containers of different sizes.

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When the milk is packaged it is ready for delivery to the shops where you will make your purchase (or in some cases to your home). Because milk is a product that must be fresh, this entire process happens every day. With other packaged products it may not be necessary to deliver to shops every day.

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1. Why do some foods need more processing than others?

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Answer these questions.

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2. How much milk can a good dairy cow provide in one year?

3. List four different dairy products.

4. (a) What is the meaning of the word ‘pasteurisation’?

(b) Why do you think it is necessary for milk to be pasteurised?

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5. Give reasons why you think milk is no longer packaged in bottles.

Do you think this is good or bad?

6. List four food products that require very little or no processing before they get to your table. Give a reason why.

Product

Reason

Product

Reason

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Reason

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7. List three people involved in bringing milk to your table. Describe what each person does.

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(ii)

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8. Draw a flow diagram to show how milk gets from the cow to your cereal bowl.

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

Debate the topic: ‘The only good food is natural, unprocessed food’.

1. Research to show how the following foods get from their source to your table: vegetables; fish; fruit; bread.

dairy industry; pasteurisation; food processing

2. Research the process of homogenisation.

3. Research to find out how a cow produces milk.

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Who Is Responsible?

Lesson Focus: Keywords:

You will identify the need for all people to be aware of their responsibilities in caring for the environment. environment, responsibility, consumer, potential

In the previous lesson you learnt how milk gets from the cow to the consumer. In this process many different people and steps are involved. Each has the potential to damage the environment.

In this table, identify what environmental damage could be possible in each location and make suggestions on how it could be prevented.

Prevention r o e t s B r e oo p u k S Possible Environmental Damage

Location

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THE FARM

DELIVERY TO FACTORY

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CONSUMER

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

Debate the topic: ‘If it damages the environment it should be stopped’.

Select another food production process and identify environmental issues.

Try the phrase ‘food production and the environment’

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Working Skills Lesson Focus: Keywords:

You will identify the work undertaken and skills needed in the different jobs in the dairy product manufacturing process. task, skills, metropolitan, shortage

Below is a list of people and the jobs they perform as part of the dairy product manufacturing process. Next to each job list what skills you think each person needs to perform his or her job well.

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Description of job

TRANSPORTER

This job requires a truck driver to visit a large number of dairy farms twice per day to collect milk and deliver to the factory.

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Manage a dairy farm where a herd of cows is cared for and milked twice per day, every day of the year.

FACTORY WORKER

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In this process there are a number of tasks from receiving the milk, cooling, pasteurising, packaging and distribution.

Many tasks involve working with machines and technology.

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Once shops receive the milk it must be kept refrigerated, displayed and sold.

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Answer the following questions.

1. Is one person more important than any other in the process?

2. What happens in the following situations? (i) The farmer does not milk the cows.

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(iii) There is a power failure and the factory machines can not work.

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(ii) The transporter has an accident and cannot deliver milk to the factory.

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3. Choose which job would you like. Explain your choice.

Job:

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(iv) There is a fuel shortage and milk cannot be delivered to the stores.

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Topics for Discussion/Debate

Additional Activities

Search Engine Keywords

Debate the topic: ‘One process in this cycle is more important than the others’.

1. Visit a dairy farm.

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2. Visit a milk processing factory.

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