Australian Curriculum History - Year 4

RIC-6444 5.4/1357

Australian Curriculum History: First contacts (Year 4) Published by R.I.C. Publications® Copyright© R.I.C. Publications® 2013

A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

ISBN 978-1-922116-41-3 RIC–6444 Titles available in this series: Australian Curriculum History: Personal and family histories (Foundation) Australian Curriculum History: Present and past family life (Year 1) Australian Curriculum History: The past in the present (Year 2) Australian Curriculum History: Community and remembrance (Year 3) Australian Curriculum History: First contacts (Year 4) Australian Curriculum History: The Australian colonies (Year 5) Australian Curriculum History: Australia as a nation (Year 6)

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

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This information is provided to clarify the limits of this licence and its interaction with the Copyright Act.

All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2013.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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Copyright Notice

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Cover illustration from: ‘Australia: the first hundred years’ by Andrew Garran, 1886 and now public domain.

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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Australian Curriculum History – Foundation to Year 6 is a series of seven books to support the national history curriculum. Each topic is introduced by a text to support the ‘Historical Knowledge and Understanding’ strand, and followed by activities that provide opportunities to answer the key inquiry questions and practise the historical skills expected of the year group.

Historical skills are used to answer the key inquiry questions about the content descriptions given in the ‘Historical Knowledge and Understanding’ strand, providing the framework for investigating Australia’s history.

Contents or e t

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How to use this book ............................... iv – v

‘New’ and ‘old’ world exchange................ 34–37

Historical skills overview .................................vi

The first circumnavigation of the globe .... 38–41

Historical skills class record ..............................vii

Australia on the map 1606–1696............... 42–45

Overview of historical skills, key inquiry questions, general capabilities and crosscurriculum priorities.......................................... viii

The First Fleet

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Impacts on the ‘New World’....................... 30–33

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Teachers notes ........................................... iv – vi

Useful Australian history resources .................. ix

Captain James Cook and settlement of Australia ............................... 46–49

Research sheet – Questions ............................ x

The First Fleet journey ................................. 50–53

Research sheet – People ..................................xi

Who were the convicts of the First Fleet? ............................................ 54–57

Reconstruct the journey – navigation map ... xii

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Past and present views on colonisation ... 58–60

PowerPoint™ presentation slide chart .......... xiii

First Fleet journal ............................................... 61

What do we know about Australia’s first people? .................................................. 2–5

Contact before 1788 .................................. 62–65

How did Australia’s first people live? ............ 6–9

Impacts of settlement on the Indigenous population .............................. 66–69

Aboriginal people and Torres Strait Islander people ........................................ 10–13

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Bennelong and Governor Arthur Phillip .... 70–73 Pemulwuy and Windradyne ...................... 74–77

Creation stories and beliefs ..................... 18–20

Tasmanian Aboriginal people ................... 78–81

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Australian Aboriginal language groups ... 14–17

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Then and now ................................................ 21

Quiz questions ........................... 82–91

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Early world exploration

Quiz answers ...................................92

Why did the great journeys of exploration occur? ..................................... 22–25

Answers ................................... 93–95

Famous explorers of the late 1400s ........... 26–29

Warning: This series may contain the names and images of Aboriginal and Torres Strait Islander people now deceased.

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Australian Curriculum History: First contacts

Teachers notes How to use this book Each book is divided into sections based on the number of Historical Knowledge and Understanding content descriptions for the year group. Each content description has been given a general title which is used on the contents page and also in the shaded tabs on the outside edge of each page throughout the book. The tabs provide easy access to pages within each content description.

Topics within each section follow a similar four-page format comprising a teachers page followed by three student pages. The student pages may all be related to one aspect of an historical event or connected activities associated with one historical event.

Features

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• An historical skills overview with a brief explanation of their meaning. (page vi) • An historical skills class record. (page vii)

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• An overview of historical skills, key inquiry questions, general capabilities and cross-curriculum priorities, is provided on page viii.

It shows at a glance how the topics in each book, including the ‘Additional activities’ provided on the teachers pages, cover the requirements of the national curriculum for the Year group.

• A list of useful R.I.C. Publications® resources for teacher support for each section of the book is provided on page ix.

• A selection of generic resource sheets which may be useful during research and presentation preparation have been provided on pages x–xiii.

• A set of four or five multiple choice quiz questions plus answers for each topic is provided on pages 82–91.

• Answers or possible answers have been given for the student pages of each section. As certain activities require research, discussion and opinions, some answers are open-ended and are marked as ‘Teacher check’. Answers are located at the back of the book on pages 93–95.

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Four-page format Teachers page

The title of the unit

An elaboration describing the focus of the unit in relation to the content description

A shaded tab giving the general title of the Historical Knowledge and Understanding content description

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A time line places important people and events in context Suggested resources

Additional activities offer suggestions of how the topic may be extended to develop the historical knowledge and understanding of the unit

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The content description with its code

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The first page in each four-page unit is a teachers page which provides the following information:

The key inquiry questions which will be answered in part or whole by the activities within the unit

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The historical skills that can be practised while completing the unit The historical concepts that can be highlighted while completing the unit Background information provides teachers with relevant facts that put the text and activities in context with what was occurring in Australia and the rest of the world at the same time Teaching notes highlight specific details of the activities that need to be prepared, revised or understood before beginning the unit

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Teachers notes How to use this book Student page 1 This page introduces the topic with an historical literacy text. It features: The title of the unit

A shaded tab giving the general title of the Historical Knowledge and Understanding content description

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Relevant artwork is used to enhance the text and to aid understanding of the subject

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The historical literacy text, which can take the form of different genres

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The content description with its code

Student page 2

This page requires students to work together to discuss questions and activities before recording their own answers. It features:

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The title of the unit

The content description with its code

A shaded tab giving the general title of the Historical Knowledge and Understanding content description

A fact file with an unusual, interesting or relevant fact that may help students better understand or appreciate the topic

Student page 3

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This page usually requires students to work together, developing their historical skills, to complete the activity and present their work to an audience. It features:

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A number of questions or activities that students can complete after discussion

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The title of the page, which may be different from but still related to the unit A shaded tab giving the general title of the Historical Knowledge and Understanding content description

An introductory sentence, paragraph or instruction followed by an activity that requires the application of a number of historical skills The content description with its code

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Australian Curriculum History: First contacts

Teachers notes Historical skills overview

Chronology, terms and concepts

The development of historical skills is essential if students are to become proficient in leading their own historical inquiries and forming a balanced opinion of past events.

Place events and people in context and show how things change over time.

• Use historical terms (ACHHSO82)

Show an understanding of their meaning.

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It is important that history is seen as an investigative subject with students encouraged to not just accept what they are told but to constantly question and investigate people and events from different perspectives using a range of sources. They will then develop a balanced view as they mature and be able to form their own educated opinions.

Historical questions and research

• Pose a range of questions about the past (ACHHS083)

Develop who, what, where , when, why and how questions about historical figures and events.

• Identify sources (ACHHS216)

Use people, artefacts, books, magazines and websites in libraries, museums and the local community.

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It is not possible for us to know exactly what life was like in a time or place of which we have no direct experience.

But we can study evidence of past events and eras to reach some understanding of our history and how we have arrived at the present.

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• Sequence historical people and events (ACHHSO81)

Analysis and use of sources • Locate relevant information from sources provided (ACHHS084)

Study graphs, table, paintings, maps, diagrams, texts: news articles, letters, diaries reports.

Perspectives and interpretations • Identify different points of view (ACHHS085)

Who was involved, what was their position and how did this affect their point of view then, and yours, now?

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• Develops texts, particularly narratives Go back in time and feel what an event (ACHHS086) was like from different perspectives.

Record your experiences to brin the event alive for your audience.

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This quote from American writer, Mark Twain, describes quite clearly that history is generally written from one aspect. While certain data may be absolute fact, the greater part of the text will be based on opinion.

It is possible to bring the study of people and events of the past alive, kindling a genuine interest in history. This can be achieved by incorporating many learning areas into the investigation of an historical event as students practise different historical skills.

• Use a range of communication forms Choose different ways, across many (oral, graphic, written, role play) and learning areas, to present your digital technologies (ACHHS087) discoveries.

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‘The very ink with which history is written is merely fluid prejudice.’

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Explanation and communication

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Touching on all content descriptions, historical skills and inquiry questions of the national curriculum, Australian Curriculum History – Foundation to Year 6 provides a comprehensive starting place for an in-depth study of Australian history.

For the most effective outcome, students need to be given the opportunity to undertake guided research on topics and discuss the activities before recording their own responses.

The internet has many reliable sites with a range of images of primary sources such as old documents, equipment, letters, photographs and general ephemera that give an insight into life in the past. Information is presented in many forms such as graphs and tables of statistics, reports, diaries and letters.

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Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087)

(ACHHS086)

Develops texts, particularly narratives

Identify different points of view (ACHHS085)

Locate relevant information from sources provided (ACHHS084)

Identify sources (ACHHS216)

Pose a range of questions about the past (ACHHS083)

Use historical terms (ACHHSO82)

(ACHHSO81)

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Sequence historical people and events

Name

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Historical skills class record

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pp 78–81

pp 74–77

pp 70–73

pp 66–69

pp 62–65

pp 58–61

pp 54–57

pp 50–53

pp 46–49

pp 42–45

pp 38–41

pp 34–37

pp 30–33

pp 26–29

pp 22–25

pp 18–21

pp 14–17

pp 10–13

pp 6–9

pp 2–5

Historical knowledge and understanding Chronology, terms and concepts

Sequence historical people and events Use historical terms and concepts

Historical questions and research

Pose a range of questions about the past Identify sources

Identify different points of view

Develop texts particularly narratives

Early contacts in Australia

Early world exploration

The First Fleet

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What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans?

Why did the great journeys of exploration occur?

Why did Europeans settle in Australia?

What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?

Key inquiry questions

Australia’s first people

Use a range of communication form (oral, graphic, written, role play) and digital technologies

Explanation and communication

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Analysis Perspectives and use of and sources interpretations

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Historical skills

Locate relevant information from sources provided

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Literacy

General capabilities

Numeracy Information and communication technology (ICT) capability Critical and creative reasoning Personal and social capability Ethical understanding Intercultural understanding

Cross-curriculum priorities

ATSI histories and cultures Asia and Australia’s engagement with Asia Sustainability

Useful Australian history resources

There are a number of R.I.C. Publications’ titles which may be used to extend knowledge and develop a deeper understanding of the history of Australia.

• Primary Society and Environment — a seven-book series which includes a number of relevant Primary Australian history topics

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• Aboriginal studies — a three-book series

• Australian Aboriginal culture — a four-book series • Australian studies — a three-book series

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• Australian explorers — a single book for upper primary

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• Primary Australian history: Understanding our shared past — a seven-book series

State government websites are a valuable source for information about individual states.

• http://www.nsw.gov.au/

• http://www.qld.gov.au/

• http://www.act.gov.au/

• http://www.vic.gov.au/

• http://www.wa.gov.au/

• http://www.sa.gov.au/

• http://www.tas.gov.au/

• http://www.nt.gov.au/

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Animal dreaming: An Aboriginal Dreamtime story Paul Morin

Little wooden horse Mark Wilson

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First Fleet John Nicholson (Author and illustrator)

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Going bush Nadia Wheatly; Ken Searle (Illustrator)

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Early world exploration

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Aboriginal Australia John Barwick and Jennifer Barwick

10 explorers who changed the world Paul Morin Page 34

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The castles of Tuhbowgule: the story of Pemulwuy retold for children by Heidi Wilmot

Animals Christopher Columbus saw: an adventure in the New World Chronicle Books Staff; Sandra Markle; Jamel Akib (Illustrator)

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Research sheet – Questions

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Question

Question

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Question

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Question

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Research sheet – People Name Date and place of birth Date and place of death

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Occupation

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Major professional or social events

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Way in which commemorated www.ricpublications.com.au

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Reconstruct the journey – navigation map

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Slide 1

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Slide 3

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PowerPoint™ presentation slide chart

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Australian Curriculum History: First contacts

The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Teacher information

Time line Elaboration

50 000 years ago (approx.)

Examining early archaeological sites that show the longevity of the Aboriginal people.

the first people migrate from Asia to Australia 40 000 years ago (approx.)

8000 years ago (approx.)

Key inquiry questions What was life like for Aboriginal and/or Torres Strait Islander people before the arrival of the Europeans?

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

land bridge to Tasmania disappears as a result of rising sea levels

Sequence historical people and events (ACHHS081)

Use historical terms (ACHHS082)

Pose a range of questions about the past (ACHHS083)

Locate relevant information from sources provided (ACHHS084)

Identify different points of view (ACHHS085)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Historical concepts • Continuity and change

• Perspectives

Resources

• Going bush by Nadia Wheatly

Background information

• <http://www.aboriginalartonline.com/ culture/symbols.php>

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land bridge to New Guinea disappears and Torres Strait Islands are formed, also as a result of rising sea levels

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• Significance

• Sources

• Aboriginal Australians are thought to have migrated on foot from New Guinea before the land bridge joining the two land masses disappeared.

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• <http://www.environment.gov.au/ parks/uluru/>

• Archaeology is the study of human activity in the past through recovery and study of materials and artefacts.

• <http://www.kimberleycoastalcamp. com.au/> Click on ‘rock art’ to see a gallery of pictures

• Remains found at the archaeological site of Lake Mungo in NSW are thought to be around 40 000 years old and artefacts discovered at the Devil’s Lair site are estimated to be around 48 000 years old.

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• Some of Australia’s oldest sites tell us about the behaviour and beliefs of the Aboriginal people who lived here many thousands of years ago. Investigating these sites demonstrates the diversity and longevity of Australia’s first people through comparing the different beliefs and practices and through discovering that some of the ancient sites are still culturally relevant and significant today.

Teaching notes

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AUSTRALIA’S FIRST PEOPLE

What do we know about Australia’s first people?

• Review the text for new vocabulary—for example, ‘initiation’ and ‘petroglyph’—and discuss the meanings.

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• Create a word wall for new vocabulary and significant historical terms that arise throughout the units of work.

• When using page 4, the students might place the Baiame Cave site first in the sequence as it tells of a Creation story.

• The activity on page 5 should give students some insight into perspectives and interpretations when they discuss their art with others. Brainstorm ideas for the rock art and try to focus on people and activities rather than possessions.

Additional activities • Use a map to show where the archaeological sites are located. Discuss the preservation of the sites and environmental and other threats to their survival. Talk about the importance of preservation for future generations • Use the internet to research a site independently or in groups; for example: Malakunanja (NT), Devil’s Lair (WA), Lake Mungo (NSW), or a site nearer to you.

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Read about some of the oldest archaeological sites in Australia. Find out about the people who created them.

Site: Uluru Rock Art Estimated age: Over 10 000 years old Present day location: NT Local Aboriginal group: Anangu

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Description: Uluru is a very large Description: This cave near Singleton sandstone rock which is a sacred site for has a large painting of Baiame. A the Anangu people. It’s around 330 km Dreaming story tells how Baiame came to the south-west of Alice Springs. There down from the sky to the land, and are many ancient cave paintings created rivers, mountains, and forests. in the area and countless carvings He then gave the people their laws of (called petroglyphs) in the rock and life, traditions, songs and culture. When surrounding caves. Symbols are used he had finished, he returned to the sky, to represent different things, depending and people called him the Sky Hero on the Dreaming story. For example, or Sky Father. The site is believed to be circles could represent a waterhole, or a place where special ceremonies a camping such as initiations for young men were place. carried out. Women were forbidden from going near these sites.

Site: Quinkan Country Rock Art

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C.Publ i cat i ons Estimated age: 37 000 years old Site: Murujuga Rock Art •f or r e vi ew pur p osesonl y• Present day location: QLD Description: Located near Dampier in the north, this area contains one of the world’s oldest and largest concentrations of rock carvings. The people of the area believe that the engravings were made by the Creation spirit beings known as Marrga.The belief is the engravings were made and left to show the people how the Aboriginal law should be followed. There are also standing stones in this area. Standing stones can be found throughout the world. Little is known about why people put them up but they are believed to have religious or spiritual significance.

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Local Aboriginal group: Ang-Gnarra Description: Quinkan country describes an area in Far North Queensland containing a large amount of Aboriginal rock art. It is located around 140 km inland from Cooktown. The word Quinkan refers to a cultural spirit being which can be good or bad (a helpful protector or a mischief maker). The people believed the Quinkans would lurk in caves and other dark places and come out at night.They were thought to watch over the tribes. The paintings were created mainly using red ochre but white, yellow, black and a rare blue colour were also used.

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Estimated age: 30 000 years old Present day location: WA Local Aboriginal group: Ngarda-ngarli

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The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Site: Baiame Cave Painting Estimated age: Unknown Present day location: NSW Local Aboriginal group: Wonnarua

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Charcoal was used to make black paint.

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AUSTRALIA’S FIRST PEOPLE

What do we know about Australia’s first people? – 1

Use the information on page 3 to sequence the archaeological sites from oldest to newest. For the Baiame Cave site, whose date is unknown, decide where you think it should go.

Write two short facts about each site in the information column.

Age

Information

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Explain where you put the Baiame Cave site and why.

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Archaeologists explore ancient sites and artefacts to find out about how people lived many years ago.

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Th di The diversity it and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Site

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What do we know about Australia’s first people? – 2

For the ancient people these things were important: ancestors and spirit beings, animals for food, weapons for hunting, and passing on stories and lessons.

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Show your rock art to others in your group.

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The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Think about leaving something behind for people in the future to find out about you. Draw some ‘rock art’ using pictures and symbols to show what’s important to you.

Ask them what they think it means and write the response.

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Yes No e her r o t s r up Write a brief explanation ofs your rock art. e

Ancient rock art is found throughout the world and is thought to have been used for teaching and storytelling and in spiritual rituals and ceremonies.

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AUSTRALIA’S FIRST PEOPLE

What do we know about Australia’s first people? – 3

The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Teacher information

Time line Elaboration

50 000 years ago (approx.) the first people migrate from Asia to Australia

Key inquiry questions

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land bridge to Tasmania disappears as a result of rising sea levels 8000 years ago (approx.)

Investigating ways of life of the Aboriginal people and their knowledge of their environment including land management practices.

What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans?

40 000 years ago (approx.)

Historical skills

Use historical terms (ACHHS082)

Locate relevant information from sources provided (ACHHS084) Identify different points of view (ACHHS085)

Develop texts, particularly narratives (ACHHS086)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Historical concepts • Continuity and change

Resources

• Cause and effect

Background information

• <http://australia.gov.au/aboutaustralia/australian-story/austnindigenous-tools-and-technology>

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land bridge to New Guinea disappears and Torres Strait Islands are formed, also as a result of rising sea levels

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• Perspectives

• Empathy

• Aboriginal people adapted to their environments over many thousands of years.

• Land was respected and cared for and geographical sites such as rivers, rocks and waterholes had spiritual significance, featuring in Creation or Dreaming stories.

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• <http://www.aboriginalculture.com. au/housing.shtml>

• The semi-nomadic way of life meant land, food and water supplies were able to regenerate and were never overused.

• <http://australia.gov.au/aboutaustralia/australian-story/austnindigenous-cultural-heritage>

Teaching notes

• Review the text for new vocabulary—for example, ‘regenerate’ and ‘artefacts’—and discuss the meanings.

• On page 9, use the Venn diagram to show differences and similarities between traditional and modern housing. See answers page for what to look for.

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Additional activities

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How did Australia’s first people live?

• Conduct some research using the internet, books and the knowledge of community members (where available) to find out how the Aboriginal people lived in your area. Find out about traditional shelters, foods, weapons and medicines.

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Australian Curriculum History: First contacts (Year 4)

• As a class, brainstorm interview questions you could ask the local people, if you were able to go back to their time, about how they lived. Ask students to pose questions they have arising from this topic and gather sources to find the answers.

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The local environment and daily life Groups of Aboriginal people lived in different parts of the country and spoke different languages. They had different beliefs and customs and used different tools, weapons and utensils. The people adapted and had a huge knowledge of and respect for the land. They knew a great deal about the local plants and animals and the climate and seasons and how to live in harmony with their environment. Native flora and fauna were very significant to the groups.

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

Land management practices Almost all Aboriginal people were semi-nomadic, meaning they would move from place to place.

People would settle in a certain area and construct or find some temporary shelter. They would hunt for food and find other necessities like medicines and water. After a period of time, the group would move to another place where there would be plenty of resources.

This way of life meant that the land was never overused and plant and animal stocks were able to regenerate regularly. Another way land was managed was through the use of fire. Burning off was carried out in particular places and at certain times in the year to clear land, reduce the risk of bushfires and to hunt for food.

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Teac he r

It is believed Aboriginal people have lived in Australia for around 50 000 years or more. Artefacts and human remains which date back to this time have been found in various sites around the country. Until around 8000 years ago, Australia was connected to New Guinea in the north by a land bridge. People travelled south to Australia in groups and soon spread throughout the entire country.

•

People living near the coast caught fish and other sea creatures for food using nets and spears.

•

People who lived inland hunted for land animals like kangaroos, emus, lizards and snakes, and gathered plants, nuts and seeds for food and medicines.

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C.Publ i cat i ons •f orr evi ew pu r posesonl y• • People who lived in the desert areas

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moved around more often in search of fresh food and water supplies.

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The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

The first arrivals

Weapons and shelters were made with different materials. Paperbark, stringybark, spinifex, palm trees, sticks and branches were used to make shelters. Bones, stone, wood and other plant materials were used to make tools, weapons and implements.

Coastal groups used fish bone to tip their weapons, while desert groups used stone.

The main mode of travel was by foot.

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How did Australia’s first people live? – 1

Use the information on page 7 to answer the questions.

How do you think using fire helped Aboriginal people hunt for food?

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

If Aboriginal people had decided to build houses and stay in one place, what are two ways the environment would’ve been harmed or damaged?

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One thing decided the kinds of foods, shelters and weapons the Aboriginal people had. Explain what it is and how it did this.

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C.Publ i cat i ons Describe one way Aboriginal people managed the land well.

•f orr evi ew pur posesonl y•

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Choose an environment—a beach, creek, river, a park or the bush—in which to build a shelter. Draw and label your shelter, naming the natural materials you used to create it.

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Aboriginal people in the desert areas of Australia survived because they knew where to find water. Tree hollows and rock holes stored water when it rained and dry creek beds were dug up to find water underground.

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Th di The diversity it and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Why did the Aboriginal people live a semi-nomadic life (where they moved around regularly)?

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How did Australia’s first people live? – 2

Teac he r

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

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C.Publ i cat i ons Compare traditional Aboriginal housing to the house you live in.

Use the Venn • f o r r e v i e w p u r p o s e s o n l y • Diagram to show the similarities and differences.

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My house

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Traditional Aboriginal housing

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Imagine you lived many years ago. You have to find a good place and the materials to build a shelter for you and your family. Write a recount about building the shelter and how you felt. Describe any difficulties you faced.

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Aboriginal people in the tropical northern areas of Australia constructed more elaborate shelters and spent longer in each place as there was a better supply of food and water. www.ricpublications.com.au

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AUSTRALIA’S FIRST PEOPLE

How did Australia’s first people live? – 3

The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Teacher information

Time line Elaboration

50 000 years ago (approx.)

Mapping the diversity of Aboriginal and Torres Strait Islander peoples, studying totems.

the first people migrate from Asia to Australia 40 000 years ago (approx.)

8000 years ago (approx.)

r o e t s Bo r e p ok u S Identify different points of view (ACHHS085)

Aboriginal Australians trade with Macassans from southwest Sulawesi

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087) Identify sources (ACHHS216)

Pose a range of questions about the past (ACHHS083)

Historical concepts • Continuity and change

• Perspectives

• Empathy

• Source

Background information

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Torres Strait between New Guinea and Australia is sailed through by Spanish explorer, Luis Vaez de Torres

1700s

What was life like for Aboriginal and/or Torres Strait Islander people before the arrival of the Europeans?

Locate relevant information from sources provided (ACHHS084)

land bridge to New Guinea disappears and Torres Strait Islands are formed, also as a result of rising sea levels

1606

Key inquiry questions

Historical skills

land bridge to Tasmania disappears as a result of rising sea levels

Teac he r

• Significance

• There are differences and similarities between and among Aboriginal Australians and Torres Strait Islanders. The two groups are recognised and identified as separate Indigenous people of Australia.

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• Totemic representation is found throughout Aboriginal and Torres Strait Islander culture.

• Totems have a special significance to groups and/or individuals and are represented and emulated in art, carvings, dance and ceremonies.

Resources

• <http://www.nma.gov.au/interactives/ tlf/tsi/> Highly recommended • <http://www.nma.gov.au/interactives/ tlf/sabai_island/index.html>

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• <http://www.reefed.edu.au/home/ explorer/hot_topics/gbr_traditional_ owners/language,_totems_and_ stories>

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• <http://www.aboriginalartprints.com. au/>

• Totems are rarely hunted and eaten by the group, perhaps only during special ceremonies.

Totems are sacred as they are thought to carry or represent the spirits of ancestors and to protect the people.

Teaching notes

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Aboriginal people and Torres Strait Islander people

• In the text the terms Dreaming and Zogo Time are used to refer to Aboriginal Australians’ and eastern Torres Strait Islanders’ cultural and spiritual belief systems respectively.

• It is advisable to consult local Indigenous people when discussing these concepts further.

o c . che e r o t r s super

• For some people these beliefs are still held to this day, so referring to them as myths and legends will be offensive.

• Explore the totems of your local Indigenous community using page 12.

Additional activities

• Use the information gathered on page 12 to create a PowerPoint™ or oral presentation.

• View a variety of art showing the totems of different groups and discuss the differences. See the websites to the left for examples of prints. Generate questions for the artists.

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Australia has two Indigenous people, Aboriginal Australians and Torres Strait Islanders. There are many distinct differences between and within the two groups.

Aboriginal Australians

Teac he r

The Torres Strait is the body of water that separates New Guinea and northern Australia. There are over 100 islands in the Torres Straight and 17 are inhabited.

PAPUA NEW GUINEA Boigu (Talbot) Island Dauan (Mt Cornwallis) Island

Saibai Island Ugar (Stephen) Island Tudu Island

For at least 50 000 years Aboriginal people have lived all over Australia. The people lived a huntergatherer lifestyle. They made temporary shelters and took care not to overuse food and water supplies.

r o e t s Bo r e p ok u S Gebar (Two Brothers) Island

Mabuiag (Jervis) Island

Badu (Mulgrave) Island

Erub (Darnley) Island

Lama (Yam) Island

Masig (Yorke) Island Aurid (Aureed) Island

Mer (Murray) Island

Mua (Banks) Island

Poruma (Coconut) Island

Warraber (Sue) Island

Nagir (Mt Earnest) Island

Kiriri (Hammond) Island

Waiben (Thursday) Island Ngurupai (Horn) Island

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Torres Strait Islanders Murulag (Prince of Wales) Island have lived on the Tuined (Possession) Island islands for many AUSTRALIA thousands of years and originally came from New Guinea in the north. The people of the larger western and central islands relied on the land and lived a hunter-gatherer life in temporary shelters.

There were once hundreds of language groups. Within these groups, people lived in smaller family groups of around 10–20. Family groups came together for ceremonies and special occasions.

Language and family groups knew © R. I .

C.Pub l i cat i o ns On the smaller eastern islands, the which lands they could live (camp) on.

Rivers, mountains and other people would use boats to w huntp for •f o rr evi e ur pos eson l y •landmarks showed them the boundaries. This knowledge was passed down to the younger people from the elders.

Torres Strait Islanders are very connected to land and sea. Zogo Time refers to the Creation time in the eastern Torres Strait Islander culture.

and animals came to be. There was no written language so stories and traditions were passed on through art, dance and storytelling.

Groups of Torres Strait Islanders use totems to represent their unique clan identities. Totems are usually animals or fish and are used in the art and ceremonies of the clan.

Totems are used in Aboriginal culture and can represent individual people or groups. Totems can be animals, plants, places or other objects. They have a great cultural and spiritual significance.

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dugongs and sea turtles and to catch fish. They travelled between the islands and to New Guinea to trade goods.

The housing on the eastern islands was more permanent. Houses had bamboo frames, and palm leaves and grasses were used to make the walls and roof.

Knowledge about roles and responsibilities in the group was also passed on. Men would hunt and women would gather and care for children.

There are two traditional languages The family group was very close and spoken by Torres Strait Islanders. Meriam everything was shared.

Mir is spoken in the eastern islands while Aboriginal people have a deep Kala Lagaw Ya is spoken in the central connection to their land. Dreaming and western islands. stories tell about how the land, people

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Torres Strait Islander people

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Aboriginal people and Torres Strait Islander people – 1

Fill in the table with information from the text.

Aboriginal people

Torres Strait Islanders

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

Main mode of travel

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Typical housing

Terms describing Creation time

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

Find out information about a totem used by the people from your local area.

If this isn’t possible, research a totem on the internet.

Draw the totem

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Which area is the totem from?

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Who does this totem represent? (individual or group)

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Describe the totem.

Interesting facts che e r o r st super

A totem is something from nature that is adopted as a family or clan emblem or symbol. In some cultures, totems are also given to children at birth.

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The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Languages spoken

Teac he r

AUSTRALIA’S FIRST PEOPLE

Aboriginal people and Torres Strait Islander people – 2

AUSTRALIA’S FIRST PEOPLE

Aboriginal people and Torres Strait Islander people – 3 Exploring totems

Study the fictional island map below. ef

e rtl

Re

Tu

Crocodile Coast

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Shark Bay

Roc

ky

o G oanna F

Sho

t

re

Honey Ant Hills

r re s

Teac he r

Cry

stal

Cre ek

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

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Imagine there are different family groups living on the island. Design and draw a totem for any two family groups. Explain how each totem is used and why it is important to the group. (b)

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(a)

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Kangaroo Point

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Mark the boundary for the groups you chose on your map. Draw their totem within their boundary.

Totems are a part of many cultures and were used widely by the Indigenous people of the Americas.

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Australian Curriculum History: First contacts

The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Teacher information

Time line Elaboration

50 000 years ago (approx.)

Mapping the diversity of Aboriginal language groups in Australia.

the first people migrate from Asia to Australia 40 000 years ago (approx.)

8000 years ago (approx.)

r o e t s Bo r e p ok u S Locate relevant information from sources provided (ACHHS084) Identify different points of view (ACHHS085)

Aboriginal Australians trade with Macassans from southwest Sulawesi

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Identify sources (ACHHS216)

Use historical terms (ACHHS082)

Historical concepts • Continuity and change

• Cause and effect

• Source

• Perspectives

Background information

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Torres Strait between New Guinea and Australia is sailed through by Spanish explorer, Luis Vaez de Torres

1700s

What was life like for Aboriginal and/or Torres Strait Islander people before the arrival of the Europeans?

Historical skills

land bridge to New Guinea disappears and Torres Strait Islands are formed, also as a result of rising sea levels

1606

Key inquiry questions

What was the nature and consequence of early contact?

land bridge to Tasmania disappears as a result of rising sea levels

Teac he r

• Significance

• There were up to 250 distinct language groups among Australia’s first people and an estimated 700 dialects within these 250 groups.

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• People spoke several languages or dialects in order to communicate with neighbouring clans.

Resources

• <http://austlang.aiatsis.gov.au/main. php> (Requires consent to enter.)

• <http://www.alicespringsdesertpark. com.au/kids/culture/groups.shtml>

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• Australia’s Indigenous peoples series

by Marji Hill

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• Language groups didn’t just differ in terms of the language spoken. The cultural practices, beliefs and stories and tools and implements used were also different.

• The dialects of the Western Desert, Yolngu Matha and Arrernte peoples are mutually intelligible, meaning they can communicate with people who speak other dialects from the same language family.

Teaching notes

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Australian Aboriginal language groups

• Review the text for new vocabulary; for example, ‘colonisation’ and ‘sinew’.

• You may like to show the students a population density map of Australia before answering the questions on page 16. A class discussion is recommended.

o c . che e r o t r s super

• Colonisation affected the language groups to varying degrees. Those people who lived in the areas that are established cities and centres today were forced to speak English and many became disconnected from their culture, language and heritage. Practices of the past such as forcible removal of children and forced movements into missions or reserves also contributed to a disconnection from language, country and culture. The languages and cultural practices of the people living in more isolated areas of the country have been able to continue with less impact; however, colonisation brought many drastic changes to the lives of Aboriginal people all throughout the country.

Additional activities • Find out words from the local language of your area and create cards to play a memory matching game.

• Investigate the main causes of language decline and discuss the effects—explore different points of view of the different stakeholders.

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Language: Gumbaynggirr

Language: Western Desert Languages

Region: North Coast, NSW

People: Anangu

People: Gumbaynggirr

Region: Central Australia, WA, SA, NT

Number of speakers approx: 30

Number of speakers approx: 4000

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

Teac he r

Pitjantjatjara words: Tjitji (chee-chee) – child Malu (marloo) – kangaroo Palya – hello/good Wiya – no

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How they lived: This region had plenty of food and fresh water supplies as well as resources for tools and shelter. The Gumbaynggirr people were well known for their sharing with other groups. Women would gather to tell stories and make nets for fishing and baskets to carry food and other items. Shell heaps (or middens) dating back at least 1000 years exist in the region and show locations of past meeting places.

How they lived: Uluru is a sacred site for the Anangu people and has been for many thousands of years. The people here hunted kangaroos for food and used the sinew (ligaments) from their back legs to tie tips to their spears. Pitjantjatjara (pronounced pit-jan-jah-jarra) is one of the Western Desert Languages.

Yolngu

© R. I .

C.Publ i cat i ons Gumbaynggirr words: •f orr evi ew pur posesonl y• Marlamgarl – dingo Wurrjay – prawn Warlpiri

Luritja

Pitjantjatjara

Noongar

Nunguu – kangaroo Buurrga – eel

Wiradjuri

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Language: Yolngu Matha Language: Arrernte

People: Yolngu

Region: Alice Springs region, NT

Region: Arnhem Land, NT

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Read about some language groups from around the country and how they lived.

Before colonisation there were an estimated 250 Aboriginal languages spoken.

Today around 50 are still spoken widely. Unfortunately, many are extinct.

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How they lived: Yolngu people t eIn the past, the people would travel south How they lived: to trade goods o c . used smoke from fire to communicate. with other groups and also traded c e he r When supplies of water around the with Macassan fishermen who o t r s camp were becoming low one of the came from Indonesia in the north. s r u e p men would go to find a new water It is known that their boomerangs People: Aranda

Number of speakers approx: 3800

Number of speakers approx: 3000

source. When he found somewhere suitable he would light a big fire so the smoke was seen by the people from a distance. This was their signal to pack up and move to the new location.

came from Central Australia. The digeridoo (called a Yidaki in Yolngu Matha) is from this region and is made from a tree trunk hollowed by termites.

Arrernte words:

Yonlgu Matha words:

Arethape – baby Aherre – kangaroo www.ricpublications.com.au

Artnwere – dingo Arleye – emu

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Yothu – child Manymak – good 15

Baru – crocodile Yaka – no

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AUSTRALIA’S FIRST PEOPLE

Australian Aboriginal language groups – 1

Use an atlas to help you mark the areas of the four language groups on the map. Use a different colour for each group and complete the key.

Find out the name of a language group in your area and add it to the map.

Key:

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

Western Desert Languages Arrernte

Gumbaynggirr

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Discuss the map as a class before answering these questions.

Why do you think the Gumbaynggirr language is spoken by about 30 people today?

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Why do you think Yolngu Matha, Arrernte and the Western Desert Languages have thousands of speakers today?

Yes . t e o Explain your answer. c . che e r o t r s super Do you think the Arrernte people had a word for crocodile?

No

Highlight these words in the text then write a definition for them. (a) midden (b) trade

Some of the Aboriginal languages with fewer speakers today are being recorded and taught to make sure they don’t disappear.

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Th di The diversity it and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Yolngu Matha

Teac he r

AUSTRALIA’S FIRST PEOPLE

Australian Aboriginal language groups – 2

Complete the table with information from the text. Use the words provided to help you.

Picture clue

What is it?

People

(c)

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

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Teac he r

(b)

(d)

© spear R. I .

C.Publ i cat i ons Anangu joining smoke signal •f orr e vi ew pur p osesonl y • Aranda midden Yolngu Gumbaynggirr yidaki

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Imagine there was a meeting with one person from each language group.

Write one thing they could tell the others about themselves.

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(a)

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o c . che e r Anangu person o t r s super Yolngu person

Gumbaynggirr person

Aranda person

Aboriginal people spoke several languages so they could communicate with neighbouring groups for trade and other matters.

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AUSTRALIA’S FIRST PEOPLE

Australian Aboriginal language groups – 3

The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Teacher information

Time line Elaboration

50 000 years ago (approx.)

Mapping the diversity of Aboriginal language groups in Australia with a focus on beliefs.

the first people migrate from Asia to Australia 40 000 years ago (approx.)

8000 years ago (approx.)

r o e t s Bo r e p ok u S Identify different points of view (ACHHS085)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Aboriginal Australians trade with Macassans from southwest Sulawesi

Develop texts, particularly narratives (ACHHS086)

Pose a range of questions about the past (ACHHS083)

Historical concepts

• Continuity and change

• Perspectives

Background information

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Torres Strait between New Guinea and Australia is sailed through by Spanish explorer, Luis Vaez de Torres

1700s

Investigating pre-contact ways of life of the Aboriginal people.

Locate relevant information from sources provided (ACHHS084)

land bridge to New Guinea disappears and Torres Strait Islands are formed, also as a result of rising sea levels

1606

Key inquiry questions Historical skills

land bridge to Tasmania disappears as a result of rising sea levels

Teac he r

• Significance

• The term ‘Dreaming’ is used to describe Creation time in Aboriginal culture, along with their spiritual beliefs system and worldviews. There are specific terms used in different language groups and in Torres Strait Islander culture ‘Dreaming’ is not used.

• There are two types of stories with different messages. Dreaming stories or spiritual narratives inform about lore, relationships in families, relationships to land and sea and activities like hunting and gathering. Creation stories inform about the creation of the earth and people.

© R. I .

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

Resources

Teaching notes

• Brainstorm natural features in your local area or famous landmarks for students to write a Creation story narrative about on Page 20.

• <http://www.abc.net.au/dustechoes/ dustEchoesFlash.htm>

• Referring to the stories as myths or legends is offensive, as these beliefs are still held by some people.

• <http://www.abc.net.au/rn/legacy/ features/sharingourstories/>

• Before students work on page 21, have a class discussion about life then and now. Contact was limited to people in the local area and everything came from the natural environment.Talk about the differences as a class. View old photographs to aid discussion here <http://www.nma. gov.au/collections-search/results?p=results&QueryTerms=Basedow_TLF&app=tlf#11967>

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• <http://www.questacon.edu.au/ starlab/the_sun.html>

• Animal Dreaming: an Aboriginal Dreamtime story by Paul Morin

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AUSTRALIA’S FIRST PEOPLE

Creation stories and beliefs

Caution: Teacher discrection will be required for some of the images.

o c . che e r o t r s super

• The constellations Pleiades and Orion are the two groups of Tagai’s crew. Tagai’s left hand is the Southern Cross. When his hand dropped towards the sea, it signalled planting time for the people of the islands as they knew rains were coming.

Additional activities

• Choose a Creation or Dreaming story and create a digital story map to retell it. The story can be told through photographs or using video.

• Compare the story How the moon got into the sky from Cape York with Moon Man (on the Dust Echoes website) from Arnhem Land. Explore the similarities and differences and the intended messages of the stories.

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Aboriginal and Torres Strait Islander peoples have different beliefs and stories which come from their ancestors. These stories tell about the creation of the country, people, plants, animals and even the sun, moon and stars. The English word ‘Dreaming’ is used to describe this time in Aboriginal culture. Torres Strait Islanders don’t use the term ‘Dreaming’ and each language group has its own special name for this time of creation.

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

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Teac he r

Tagai, a great warrior, left his crew of 12 Zugubals in the boat while he went to search for fish on the reef. Zugubals were beings who would take human form when visiting earth. While waiting for Tagai to return, the crew got very hot and couldn’t cool down. When the heat became unbearable they decided to drink the water which was stored in coconuts over the side of the boat. When Tagai returned and found all the water was gone, he was furious. In a great rage he killed all 12! Because they were Zugubals he returned them to the sky in two groups. They were told to stay in the northern sky and to keep away from him. From then on, whenever they wished to appear in the eastern skies they signalled with lightning and thunder. Tagai would hear this and move below the western horizon.

Wuriunpranilli the Sun Woman from Northern Australia

How the moon got into the sky from Cape York

Once there was only © R .

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P u b l i c a t i o n s Every morning, dark during the night.

Wuriunpranilli the Sun The people thought • f o r r e v i e w p u r p o s e s o n l y • Woman wakes up while maybe they could build

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a giant fire to light up the night so they could hunt and dance. One member of the tribe came up with an idea—they could make a special giant boomerang that shines and throw it into the sky, then there would be light through the night!

Once they had made the boomerang many people tried to throw it up high, but it wouldn’t go high enough. Finally, a frail old man came and asked if he could have a go. The people scoffed and laughed but one kind elder let him try. The man threw the boomerang with great force and it went up and up, high into the sky. It stayed there and gave light to the people below. The people could see and they were happy. From time to time they saw the moon in the shape of a boomerang in the night sky.

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it is still dark and lights a small fire to make the dawn. The birds see this fire and start to sing to rouse the people from their sleep. She decorates her body with red ochre which flies up into the sky and makes the colourful sunrise. Next, she lights a torch made of stringybark and holds it up high for her journey across the sky from east to west. Her torch is so bright it lights and warms the whole world. When she reaches the western horizon she smothers her torch and redecorates her body with the ochre, creating the sunset. Each night she makes the long journey back to the east through an underground tunnel in time for the next morning’s sunrise.

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The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Tagai from Torres Strait Islands

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Australian Curriculum History: First contacts

AUSTRALIA’S FIRST PEOPLE

Creation stories and beliefs – 1

Plan a story using the ones you have read as a model. Put your ideas into dot points.

My story will explain the creation of Title

•

Orientation

Characters

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• •

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Complication and events

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

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Draft your story on a separate sheet of paper and publish it using, for example, PowerPoint™ or Word™. Include pictures and artwork. Share your finished story with your class.

The sun, moon and stars were used by ancient people all over the world to help with planting and harvesting crops.

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Th di The diversity it and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives (ACHHK077)

Setting

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AUSTRALIA’S FIRST PEOPLE

Creation stories and beliefs – 2

Imagine how Australia was many years ago and think about what life was like for the Aboriginal people. Everything came from their natural environment.

Compare this way of life to your life today.

Then

Now

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Food

Entertainment

Daily life

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Possessions

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Housing

Explain why you think the sun, moon and stars were so important to ancient people.

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Write one question you would ask the people about how they lived in the past.

Believed to be the last Aboriginal people living traditionally, a group of Pintupi people, who were living in the Gibson Desert, made contact with relatives in 1984.

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Australian Curriculum History: First contacts

AUSTRALIA’S FIRST PEOPLE

Then and now

Why did the great journeys of exploration occur?

The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Teacher information

Time line Elaboration

700–900 AD

Investigating networks of exchange between different groups of people.

1419–1460 AD

Key inquiry questions Why did the great journeys of exploration occur?

Historical skills

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1265 AD Marco Polo explores into China overland

1453 AD Rise of Ottoman Empire blocks Spice Routes to Asia (land and sea) and heavy taxes are imposed 1488 AD Bartholomeu Dias captains the first European ship to round Africa’s Cape of Good Hope

Sequence historical people and events (ACHHS081) Use historical terms (ACHHS082)

Pose a range of questions about the past (ACHHS083)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087) Locate relevant information from sources provided (ACHHS084)

Identify sources (ACHHS216)

Historical concepts • Continuity and change

• Cause and effect

Background information

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Henry the Navigator sends explorers down Africa’s west coast

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• Significance

• Sources

• Worldwide trading has taken place since ancient times, with the ancient Phoenicians known for their trade routes between Asia, Africa and Europe across the Mediterranean Sea. • From 330AD – 1453 Constantinople (present day Istanbul) was the capital of the Roman Byzantine Empire and trade relations were good for the Europeans during the era of Mongol rule in Asia. When Constantinople was conquered by the Turkish Ottomans in 1453, the trade routes were blocked as the Islamic Ottomans were anti-Western. When trade did start up again, items were highly taxed and by this time Europeans were attempting to find other routes to Asia.

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1492 AD Christopher Columbus reaches the Bahamas and ‘discovers’ the Americas—previously unknown to the Europeans

1497 AD John Cabot reaches Canada and claims it for England

Teaching notes • Review the text for new vocabulary and discuss; for example, ‘merchant’ and ‘empire’.

• On page 24, ask students to recreate the time line by reading the text and cutting and pasting the Date: Cause: Effect in a row. They will need to match the three pieces together.

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1497–1498 AD

Vasco da Gama rounds the Cape of Good Hope and reaches India

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1498 AD Columbus sails to mainland South America 1500 AD Pedro Alvares Carbral is blown off course into Brazil and claims it for Portugal

Additional activities

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Viking expeditions begin and in 1000 AD they establish a short-lived settlement in North America

• Collate the information collected by students on page 25 into booklets titled, ‘Resources from Asia’, ‘Resources from Africa’ and ‘Resources from Europe’ and share the information around the class.

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• View images of ships used in the voyages of exploration and identify the changes and developments that were made to the designs over time.

1519 AD Ferdinand Magellan captains first recorded circumnavigation of the world

Resources • <http://www.ancientcivilizations.co.uk/home_set.html> The Silk Road (Choose ‘Trade’, then ‘Imperial China’) • <http://www.imf.org/external/np/exr/center/students/trade/> Trading around the world game for students (present day) • < http://www.abc.net.au/navigators/ships/historyeuro.htm> History of sailing ships Australian Curriculum History: First contacts

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Why did the great journeys of exploration occur? – 1 He also helped to design a smaller and lighter ship called a caravel, which made sea journeys quicker and easier. Henry wanted explorers to travel down the west coast of Africa so the Portuguese merchants didn’t have to travel through the Sahara Desert to trade with southern Africa.

They travelled further and further south between the 1420s and 1460.

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

Significant achievements

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Teac he r

In the past, Europe, Asia and Africa (which are linked by land) would make use of each other’s resources and trade many items. Textiles, ivory and gold came from Africa; iron, copper and alcohol came from Europe; and spices, silk and tea came from Asia.

Arabian traders would travel to Asia via land or sea and sell goods to Italian merchants. These goods then spread throughout Europe. Spices from Asia were very important to people in Europe as there was no refrigeration and the spices helped to flavour and preserve meat. This trade route was called the Silk Road—even though there were land and sea routes.

Inspired by the successes of Henry’s ships, the exploration continued.

Spain, England, France and the Netherlands all sent ships in search of riches, spices and new territories. In 1488, Portuguese man Bartholomeu Dias captained the first European ship to make it around the Cape of Good Hope in the south of Africa, proving that the Atlantic and Indian oceans were linked. Ten years later in 1498 another Portuguese sailor, Vasco da Gama, reached India after sailing around the cape—a new trade route was established!

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C.Publ i cat i ons In 1453, something happened that • f o r r e v i e w p ur posesonl y• would impact on this trade network.

The Ottoman Empire

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Roman-ruled Turkey was conquered by the Ottomans, who soon expanded their territory to include eastern Europe as well as parts of northern Africa and the Middle East. The Ottomans didn’t allow traders to pass through their territories and they charged high taxes on the goods they sold. The sea and land routes to Asia were blocked to the Europeans and they missed the precious spices from Asia.

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The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Trade networks

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Accidental discovery

o c . che e r o t r s s r u e p Henry the Navigator Meanwhile, from around 1419, Henry the PE Navigator—a Portuguese prince— had set up schools for sailors where they learnt about navigation and mapping. www.ricpublications.com.au

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Christopher Columbus wanted to try to reach Asia by crossing the Atlantic Ocean—no-one in Europe knew about the Americas. He landed in the Caribbean Islands in 1492 which prompted mass exploration and colonisation of North and South America, then called the ‘New World’.

EUROPE

Mediterranian Sea

EGYPT

EUROPE

PERSIA

CHINA

ASIA

ARABIA INDIA INDIA

SOMALIA

AFRICA Indian Ocean

JAVA

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Read the text about the time period called the ‘age of discovery’.

Why did the great journeys of exploration occur? – 2 Use the text to help you sequence significant events in the time line. Match the year, the event and the effects of that event.

1400

Effects

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

1450

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Year

1492 1419 1498

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1453

Effects

Significant event/cause

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1500

Sailors learn new skills and become better explorers

Henry the Navigator opens schools

Sea trade happens along the west African coast . te o Land and sea trade dominated

by Ottomans Dias sails around South Africa c . che e r o Columbus reaches the Americas A new spice route is proven r st super Trade among 3 continents

Portuguese sailors explore west Africa

Sailors know they can sail below Africa

1400+

Ottoman Empire conquers Turkey

Life is changed for the people of the Americas

1488

da Gama sails around Africa to India

People can access goods from other lands

1420+

The Caravel was a good option for short coastal journeys with many stops. It wasn’t suitable for long voyages because of its lack of storage space.

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Th jjourney(s) The ( of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Significant event/cause

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EARLY WORLD EXPLORATION

Year

Why did the great journeys of exploration occur? – 3 Choose a resource that was traded from the table below and use the internet to research it. Work with a partner.

(b) Which continent did it originally come from? (c) How was it used or why was it valuable?

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

(d) Is it still used today?

Yes

No

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(g) Draw a diagram of your resource and label it.

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(f) Is it a natural or man-made resource?

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C.Publ i cat i ons (h) Imagine you are a merchant selling your resource on another continent.

•f orr evi ew pur posesonl y• Write a short advertisement and make it sound appealing to buyers.

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(e) How or why?

(i)

. te I got my information from is o The source c . cheFrom Europe From Africar From Asia e o t r spices cloth carvings s s uper tea

copper

textiles

silk

iron

ivory

salt

jewellery

gold

rice

alcohol

sugar

The merchants and the city of Venice became extremely wealthy through trading goods. This was made possible because of the location of Venice—by the sea and between Turkey and the rest of Europe. www.ricpublications.com.au

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Australian Curriculum History: First contacts

EARLY WORLD EXPLORATION

(a) What is it?

Famous explorers of the late 1400s The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Teacher information

Time line Elaboration

1419–1460 AD

Key inquiry questions Why did the great journeys of exploration occur?

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

1453 AD Rise of Ottoman Empire blocks Spice Routes to Asia (land and sea) and heavy taxes are imposed

Historical skills

1488 AD Bartholomeu Dias captains the first European ship to round Africa’s Cape of Good Hope

Pose a range of questions about the past (ACHHS083)

Sequence historical people and events (ACHHS081) Use historical terms (ACHHS082)

Identify different points of view (ACHHS085)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

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Teac he r

1492 AD Christopher Columbus reaches the Bahamas and ‘discovers’ the Americas—previously unknown to the Europeans.

Identify sources (ACHHS216)

• Continuity and change

• Perspectives

• Significance

1497 AD John Cabot reaches Canada and claims it for England

• Sources

• Empathy

• Cause and effect

1497–1498 AD

Develop texts, particularly narratives (ACHHS086) Locate relevant information from sources provided (ACHHS084)

Historical concepts

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Vasco da Gama rounds the Cape of Good Hope and reaches India

1498 AD Columbus sails to mainland South America

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1500 AD Pedro Alvares Carbral is blown off course into Brazil and claims it for Portugal

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1519 AD Ferdinand Magellan captains first recorded circumnavigation of the world

Background information

• After Columbus reached the Americas in 1492 there was a lot of conflict and competition between the neighbouring countries of Spain and Portugal about gaining new territory. In 1494, both countries signed the Treaty of Tordesillas where an imaginary line was drawn from the north to the south pole. Under this treaty, Portugal could claim lands to the east of the line and Spain to the west. Brazil was the only South American country east of the line.

• Da Gama’s historic journey opened up the world to new possibilities of travel by sea.

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Henry the Navigator sends explorers down Africa’s west coast

Examine the journey of one or more explorers. Use navigation maps to reconstruct the journey of one or more explorers.

Teaching notes

• Review the text for new vocabulary and discuss; for example, ‘expedition’ and ‘navigator’.

• Students will need atlases to complete the activity on page 28.

• On page 29 the students will need to read each point carefully to decide on the order. This activity could be done in pairs.

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

• Research one of the journeys and extend the journal entries of the explorer.

• Recreate the journey of one or more explorer using this internet mapping tool <http://www.seaseek.com/tools/tools.php>

Resources • 10 explorers who changed the world by Clive Gifford • <http://www.bbc.co.uk/schools/primaryhistory/famouspeople/christopher_columbus/> Christopher Columbus • <http://www.enchantedlearning.com/explorers/page/d/dagama.shtml> Da Gama • <http://www.heritage.nf.ca/exploration/cabot.html> John Cabot Australian Curriculum History: First contacts

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Famous explorers of the late 1400s – 1 Read the journal entries of these three famous explorers.

I have approached the King and Queen of Spain with my idea of trying to reach Asia by heading west across the Atlantic Ocean. Fortunately they agree it is a great idea and will supply me with the ships and sailors. I have promised them riches and spices and new people to rule.

r o e t s B r e ooone 12 October 1492 After p many more days at sea than I was expecting, of the men has finallyu spotted land – we have reached the Indies! k S It is not too soon as food and water supplies are getting very

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low. We have met with the native people and will explore the surrounding islands to see what we can find to take back to Spain. I have named the largest island Juana (now Cuba).

John Cabot

Vasco da Gama

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I have been appointed commander of an expedition to find a sea route to the east—the people of Europe are tired of paying high taxes to the Arab traders for spices.

May 1498 Finally we’ve reached our destination! The journey was successful, though many lives were lost. The Muslim traders were not happy about our crossing because now Europe can trade with India and the rest of Asia without them.

claimed this land for the King of England.

He will be pleased with this new territory, I am sure.

July 1497 Departing from Portugal, we will follow the route of Dias around the Cape of Good Hope in the south of Africa—who knows what we will discover!

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January 1498 We have been travelling many months now and some of the crew are very sick—many have died. We must stop for a month for rest and repairs.

England. Would you believe the King of England agrees with my plan to sail through the North Atlantic to reach the Indies! I think it will be quicker than Columbus’s southern route. We depart from England tomorrow.

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The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

3 August 1492 Today we set sail from Spain and I anticipate we will reach land in a matter of days. Some of the men are afraid of sea monsters but I assure them there is no such thing.

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March 1498 The menc are well and the ship is repaired. e 14 June 1947 We have reached her r o We stopped in the Muslim port of s Mozambique ands t a land which I have called r u e p we now have an Arab navigator to help us reach India.

New-found-land and I have

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Australian Curriculum History: First contacts

EARLY WORLD EXPLORATION

Christopher Columbus

(d) Countries in Asia: India, China, Indonesia

(c) Countries in Europe: Spain, Portugal, England

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Australian Curriculum History: First contacts

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The ‘New World’ was thought to be the east coast of Asia by Columbus and many others from 1492–1501. It was named the Americas after Italian explorer Amerigo Vespucci. When he explored the land in 1499 he thought it was very different from Asia and realised it was a ‘new’ continent.

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Th jjourney(s) The ( ) off A AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

explorer. Choose a different colour for each explorer and record it on the key.

m . u Read the text on page 27 and use an atlas to help you mark the journey of each

Cabot

da Gama

Columbus

Key:

(b) Oceans: Atlantic, Indian

(a) Continents: Europe, Asia, Africa

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Use an atlas to help you mark some of the places the Europeans knew about in the 1400s.

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Famous explorers of the late 1400s – 2

EARLY WORLD EXPLORATION

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

Famous explorers of the late 1400s – 3 Read the events and number them from 1–6 in the order they happened.

• Christopher Columbus was an Italian explorer who wanted to find a new way to Asia by sailing west across the Atlantic Ocean.

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• In 1492 Columbus landed in the Caribbean Islands (as they are called today). He was convinced he’d found another way to Asia.

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• Columbus returned to Spain with some kidnapped Indigenous people and items from the ‘New World’.

• At last the King and Queen of Spain agreed to help him achieve his goal.

What do you think the people below would have been thinking and feeling about these events?

Christopher Columbus

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Isabella, Queen of Spain

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• Soon after this first voyage, exploration and colonisation of the Americas began.

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Queen Isabella was against making the Indigenous people of the Americas slaves— which was one of Columbus’s plans. She forbade it but unfortunately her ruling was largely ignored by Spanish settlers of the Americas. www.ricpublications.com.au

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• He asked the rulers of Portugal, Italy and England for help but they all said no as they didn’t think it could be done. At this time there were only maps showing Europe, Africa and Asia – the Europeans didn’t know there were four more continents.

Impacts on the ‘New World’ The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Teacher information

Time line Elaboration

1492 AD Christopher Columbus reaches The Bahamas

Examine the impact of Columbus’s journey on one society.

Why did the great journeys of exploration occur?

Historical skills

r o e t s Bo r e p ok u S Sequence historical people and events (ACHHS081)

1497 AD John Cabot reaches Canada and claims it for England

Use historical terms (ACHHS082)

Pose a range of questions about the past (ACHHS083)

1498 AD Coast of mainland South America (Venezuela) explored by Columbus

Identify different points of view (ACHHS085)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

1499 AD Amerigo Vespucci explores the east coast of South America

Identify sources (ACHHS216) Locate relevant information from sources provided (ACHHS084)

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1500 AD Pedro Alvares Carbral claims Brazil for Portugal

Historical concepts • Continuity and change

• Perspectives

• Significance

1501 AD African slaves are shipped to Hispaniola

• Sources

• Empathy

• Cause and effect

1502 AD Economienda System – Spanish people are put in charge of Indigenous people to teach them Spanish and Catholicism.

Many are used as slaves

Background information

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

• Mass exploration and settlement of South America began soon after Columbus’s arrival. See the time line to the left for some significant dates.

• The spread of disease throughout the continent reduced the Indigenous population dramatically and helped the Spanish conquer the Aztecs and the Incas.

• In 1502 the Economienda System was put into place whereby Spanish settlers were given responsibility for groups of Indigenous people and were meant to care for and protect them, as well as teach them Spanish and the Catholic religion. Unfortunately, many people were exploited as slaves and treated badly.

1513 AD Balboa and Pizarro cross the isthmus of Panama and are the first Europeans to see the Pacific Ocean

• There are some Indigenous peoples in the jungles of South America (called uncontacted peoples) who still live traditionally. They have had very limited or no contact with modern society.

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1510 AD Balboa colonises Panama; many Indigenous people are killed

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1516 AD Exploration of Mexico

1519 AD Aztec Emperor captured

by Hernan Cortez

Resources

Teaching notes

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Key inquiry questions

1496 AD First Spanish settlement in the Americas— Hispaniola

• Review the text for new vocabulary and discuss; for example, ‘colonisation’.

o c . che e r o t r s super

• <http://www.native-languages.org/ kids.htm> Native American tribes information (for page 33)

• As shown on page 33 the terminology to describe the Indigenous peoples is different in Canada, USA and South America.

Additional activities

• Google image search ‘European colonisation of the Americas’ to view artworks depicting interactions between the explorers and settlers and the indigenous people and discuss what you see. Ask students to try to imagine how the people are feeling and identify different points of view.

• Print or draw images to go with the activity on page 32. Students can research the specific clothing, weapons and ways of life of the group they identify on page 33.

• <http://www.everyculture.com/wc/ Norway-to-Russia/Quechua.html> Information about Quechua people (for page 33) • Ancient Americas: Explore the Aztec, Maya, Inca, North American Indian and Arctic world by Fiona MacDonald Australian Curriculum History: First contacts (Year 4)

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

Exploring the ‘New World’ Spanish and Portuguese explorers wanted to race to establish territories for their kingdoms in the Americas. They also went in search of gold, riches and any other ways to make money.

Another motivation was to convert the Indigenous people to their Catholic religion.

Guns and other weapons Guns and other weapons were also brought by the Europeans. Before this the people had only spears, blades and arrows. Guns were sometimes used in fights between tribes and many people were killed with these new weapons this way, or if they resisted the European settlement.

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Loss of language and traditions When the Europeans made permanent settlements in the Americas, many people were forced to adapt to the European way of life. This meant they were expected to speak the languages (Spanish, Portuguese, French, English or Dutch), wear the clothing and convert to the religion of the European country that set up colonies in their homeland. Before colonisation, traditional clothing was worn by the people with those in warmer areas near the equator wearing less clothing and people in the colder northern and southern regions wearing clothing made from animal furs and skins. The Inca people made clothing from colourful materials, weaving with dyed llama and alpaca wool.

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Often the settlers and explorers took their precious possessions and forced them to work as slaves panning for gold or on sugar plantations. www.ricpublications.com.au

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Health impacts Because the people of the Americas had lived for many thousands of years in isolation, there were some huge impacts on their health when Europeans arrived. Diseases from Europe devastated the Indigenous populations, who were unable to fight them because their bodies had no immunity. Smallpox is believed to have killed millions of Indigenous peoples and decreased their numbers so much that it made it easier for the Europeans to set up colonies.

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Before 1492 Before Columbus sailed into the Caribbean Islands in 1492 there were many societies and civilisations all across the North and South American continents. Some people lived nomadic hunter-gatherer lives where they would move around regularly.

Others lived in major cities with many large buildings. Crops were grown and animals were farmed to supply the people with food. The people had different languages, beliefs and ways of life. Soon after Columbus’s ‘discovery’, life changed dramatically for these Indigenous peoples.

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The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Impacts on the ‘New World’ – 1

Impacts on the ‘New World’ – 2 Fill in the table using information from the text and one other source.

Before 1492

After colonisation

EARLY WORLD EXPLORATION

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

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Teac he r

Weapons

Language

Religion/beliefs

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Farming Health

. t List your sourcee

o c . che colonisation of the Americas. e List three reasons for Europeans’ r o t r s super • • •

The Aztec people from what is now Mexico had one of the biggest and most populated cities in the world called Tenochtitlan (now Mexico City). The Spanish conquistador Hernan Cortes and his army defeated the Aztecs here in 1521 and created Spanish colonies soon after.

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Th jjourney(s) The ( ) off A AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Clothing

Impacts on the ‘New World’ – 3 Work with a partner or in a small group to find out more about some of the Indigenous people of the Americas. Write down two questions you have about how the people lived before colonisation.

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

By which European country:

Century colonisation started here:

1700s

My question 1:

My question 2:

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Teac he r

1600s

Answer: © R. I .

C.Publ i c at i ons •f orr evi ew pur posesonl y•

m . u

Answer:

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The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

1500s

.

American teAboriginal groups of Nativegroups Indigenous groups of o South America c .

(North America) cCanada e her r o st supe Inuit Mohawk Maya r Cree

Apache

Tupi

Blackfoot

Cherokee

Quechua

The first peoples of the Americas are very diverse. They span from the Arctic areas in the far north to the very tip of southern America. The variety of languages, traditions, clothing and culture and ways of life is immense. www.ricpublications.com.au

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Australian Curriculum History: First contacts

EARLY WORLD EXPLORATION

Area they come from:

Name of group:

‘New’ and ‘old’ world exchange The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Teacher information

Time line Elaboration

1496 AD First Spanish settlement in the Americas— Hispaniola

Investigating networks of exchange between different networks of people.

1498 AD Coast of mainland Venezuela explored by Columbus

Why did the great journeys of exploration occur?

1499 AD Amerigo Vespucci explores the east coast of South America

Pose a range of questions about the past (ACHHS083)

Identify different points of view (ACHHS085)

1500 AD Pedro Alvares Carbral claims Brazil for Portugal

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Teac he r

Locate relevant information from sources provided (ACHHS084)

Historical skills

r o e t s Bo r e p ok u S Use historical terms (ACHHS082)

Develop texts, particularly narratives (ACHHS086)

ew i ev Pr

1501 AD African slaves are shipped to Hispaniola

1502 AD Economienda System – Spanish people are put in charge of Indigenous people to teach them Spanish and Catholicism.

Many are used as slaves

Historical concepts

1510 AD Balboa colonises Panama; many Indigenous people are killed

• The Columbian exchange happened over many years; however, Columbus returned from his first voyage with hammocks, pineapples and turkeys which had never before been seen in Europe.

• Continuity and change

• Perspectives

• Significance

• Sources

• Empathy

• Cause and effect

Background information

© R. I .

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

• Horses which came from the old world became important to the Native American people in the north. They used them to hunt bison, to carry their belongings and in warfare.

• As mentioned in the text, the people of Europe soon came to rely on some of the items imported from the ‘New World’, perhaps most notably tobacco, potatoes and tomatoes.

1516 AD Exploration of Mexico

1519 AD Aztec Emperor captured

by Hernan Cortez

Teaching notes

1521 AD Sugar plantations in Brazil

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1532 AD Peru’s Incan emperor is defeated 1538 AD African slaves are shipped to Brazil to work on sugar plantations

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Resources

• Students might like to use dictionaries or another source to assist with the definitions on page 36.

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EARLY WORLD EXPLORATION

Key inquiry questions

• Conduct a class discussion to stimulate ideas before students complete page 37. Ask students to remember the first time they saw or experienced something new. Talk about how technology (photos, internet, TV, trains, planes) gives us immediate access to the rest of the world in modern times. Five hundred years ago there was only seeing it yourself, reading about it, word of mouth or drawings.

o c . che e r o t r s super

• <http://factsanddetails.com/world. php?itemid=1569#10> History of sugar

Additional activities

• Ask students to create a PowerPoint™ presentation or short film summarising the Columbian exchange and discussing some of the impacts of this grand exchange.

• Students can write a narrative outlining exchanges between an Indigenous group from the Americas and the European settlers. They can work in pairs and can role play an exchange before writing about it from one perspective each.

• <http://www.potatogoodness.com/ all-about-potatoes/potato-fun-factshistory/> • Animals Christopher Colombus saw: An adventure in the New World by Sandra Markle

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‘New’ and ‘old’ world exchange – 1

Ol d w o r l

ld

d

European settlers took advantage of Old world the weather and soil conditions around the equator and many coffee and sugar plantations were established in these areas.

Unfortunately, the European settlers often had workers who were Indigenous slaves or slaves kidnapped from Africa.

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

ew i ev Pr

Teac he r

Many plants and foods New world that came from the Americas became very popular in Europe over time. Before Columbus reached the Americas in 1492, nobody in Europe had ever seen corn, tomatoes or potatoes!

Italian people use tomatoes a lot in their cooking and to make sauces for pizza and pasta. Irish people grew to rely on potatoes so much as a food item that a potato disease in the 1800s caused a great famine and many people starved to death.

Some animals that came from Asia, Africa and Europe to the Americas included sheep, cattle, horses and pigs. Horses became very important to the Native Americans, who used them for hunting, as pack animals and in warfare. Grains such as wheat, rice, and oats, and fruits including grapes and bananas, were also imported.

© R. I .

C.Publ i cat i ons •f o rr evi ew pur posesonl y• Some other plant materials

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www.ricpublications.com.au

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that originally came from the Americas were pumpkin, sweet potato, peanuts, capsicum, tobacco, beans and pineapples.

Cocoa beans, which are used to make chocolate, and vanilla beans were taken from the Mexico region. Turkeys were not known in Europe before 1492 either. They became popular for Christmas dinners.

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The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Ne w w o r

One import the colonists accidentally brought with them was the rats which came from the old world on ships and spread through the colonies. They carried diseases which killed many colonists and Indigenous peoples.

o c . che e r o t r s super

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Australian Curriculum History: First contacts

EARLY WORLD EXPLORATION

Many things were exchanged across the continents between the old world— Europe, Africa and Asia and the new world—the Americas. Some things, like diseases, had very negative impacts. Read about some of the other exchanges.

This period in history is sometimes called ‘the Columbian exchange’ or ‘the grand exchange’.

‘New’ and ‘old’ world exchange – 2 Use the text to help you write definitions for these historical terms. (a) settlers

(d) new world

Teac he r

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

ew i ev Pr

What is meant in the text by: (a) famine?

(b) livestock?

© R. I .

C.Publ i cat i ons (c) plantation?

•f orr evi ew pur posesonl y• (d) introduced?

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m . u

EARLY WORLD EXPLORATION

(c) old world

Write the items from the text in the table below. Show where they originally came from.

.

Old teNew o c . che e r o t r s super

Columbus sent two men to explore the island of what is now Cuba. They were the first Europeans to see people smoking tobacco and they soon picked up the habit and took the idea and the tobacco back to Europe with them.

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Th jjourney(s) The ( ) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

(b) colonies

Teac he r

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

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The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Imagine you are a Spanish person who waited at the port for the return of Christopher Columbus in the year 1493. From the ship come the sailors with some Indigenous people they have kidnapped as slaves. The people look unhealthy and frightened and are wearing traditional clothing. As well as the people there are three things that have never been seen before by anyone in the old world —pineapples, turkeys and hammocks. You are the first person in Europe to taste a pineapple and lie in a hammock. Write a letter to tell about your experiences and offer an opinion about the treatment of the Indigenous people who were captured.

o c . che e r o t r s super

Hammocks became very popular, especially for sailors. They were much safer and more comfortable than bunks. Sailors were often thrown out of bed in rough seas and sometimes injured—hammocks would move with the waves. www.ricpublications.com.au

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Australian Curriculum History: First contacts

EARLY WORLD EXPLORATION

‘New’ and ‘old’ world exchange – 3

The first circumnavigation of the globe The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Teacher information

Time line Elaboration

700–900 AD

Examine the journey of one or more of these explorers for example Ferdinand Magellan.

1419–1460 AD

Key inquiry questions Why did the great journeys of exploration occur?

Historical skills

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

1265 AD Marco Polo explores into China overland

Sequence historical people and events (ACHHS081) Use historical terms (ACHHS082)

Pose a range of questions about the past (ACHHS083)

Identify different points of view (ACHHS085)

1453 AD Rise of Ottoman Empire blocks Spice Routes to Asia (land and sea) and heavy taxes are imposed 1488 AD Bartholomeu Dias captains the first European ship to round Africa’s Cape of Good Hope

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087) Locate relevant information from sources provided (ACHHS084) Develop texts, particularly narratives (ACHHS086) Identify sources (ACHHS216)

Historical concepts • Continuity and change

• Perspectives

• Sources

• Cause and effect

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Henry the Navigator sends explorers down Africa’s west coast

Teac he r

• Significance

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Background information

1492 AD Christopher Columbus reaches the Bahamas and ‘discovers’ the Americas—previously unknown to the Europeans.

• Although Magellan didn’t complete the voyage, this was an historic journey and one that would set the scene for world exploration. This journey made the sea route to Asia open to the Europeans and less than 100 years later around 100 years of mainly Dutch exploration and mapping of the Australian coast would begin.

1497 AD John Cabot reaches Canada and claims it for England

• Students can use the websites listed below to gather information about Magellan and the voyage for the activities on page 40.

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1497–1498 AD

Vasco da Gama rounds the Cape of Good Hope and reaches India

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1498 AD Columbus sails to mainland South America 1500 AD Pedro Alvares Carbral is blown off course into Brazil and claims it for Portugal 1519 AD Ferdinand Magellan captains first recorded circumnavigation of the world

Teaching notes

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EARLY WORLD EXPLORATION

Viking expeditions begin and in 1000 AD they establish a short-lived settlement in North America

• For the journal activity on page 41, students could conduct their research in pairs. Ask students to share their journals when completed. Ask them if the factual information (dates, places, numbers) matches what they found.

• Students may find conflicting information—especially relating to numbers of crew.This is a good opportunity to discuss why this happens and how sources can be checked against others and judgements can be made about their accuracy.

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

• Review the text for new vocabulary and discuss; for example, ‘deplorable’ and ‘convert’.

• Recreate the journey of Magellan using this internet mapping tool < http://www.sea-seek.com/ tools/tools.php> • Investigate the interesting things the sailors claimed to see on this voyage of discovery; for example, Patagonian giants on the southern tip of South America.

Resources • Magellan: A voyage around the world by Fiona MacDonald • <http://www.history.com/news/history-lists/10-surprising-facts-about-magellanscircumnavigation-of-the-globe> • <www.ducksters.com/biography/explorers/ferdinand_magellan.php> • <http://www.history-Time lines.org.uk/people-Time lines/13-ferdinand-magellan-Time line. htm> Australian Curriculum History: First contacts (Year 4)

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The first circumnavigation of the globe – 1

ew i ev Pr

Teac he r

r o e t s Bo r e p ok By order of the King u S

The conditions were deplorable, we had to eat whatever we could find, even rats! Many men perished. We will restock the ship and continue west soon.

Sept 20 1519 Today we depart Spain with five ships and 250 men. We will attempt to cross the ocean that lies to the west of the Americas. It is a frightening prospect but if we are successful we will be rewarded highly.

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C.Publ i cat i ons March 16e 1521(The Philippines) •f orr evi ew pur pos son l y•

We reached a new land and claimed it for Spain; the leader of the tribe has even converted to our religion. The leader has asked the tribes from other islands to join us and only one has refused. We will travel to this small island to try to persuade the leader to relent.

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Nov 1 1520 After two difficult months we have reached the south of the continent and will sail through the narrow strait—hopefully to the mysterious ocean on the other side. (Strait of Magellan)

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The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Señor Magellan, As you know, da Gama and your fellow Portuguese sailors have established a trade route to Asia by rounding the southern tip of Africa and sailing across the Indian Ocean.

I agree with your idea to reach Asia by crossing the ocean that lies to the west of the Americas. I am entrusting you with this mission and I will provide you with five fully stocked ships and 250 sailors. I expect you will return with plenty of spices and any other items of value you find on your travels. You have my and the Pope’s permission to claim and govern any lands you find for the Kingdom of Spain.

. te Nov 28 1520

o c . ch We have reached the open ocean at last and e r e o t Magellan has named it Pacifico forr its is u calm. s r e p March 1521 (Guam)

April 28 Terrible news! The meeting did not go well and our captain, Magellan, was killed in battle.

We are all very upset but we must continue home to Spain.

After four frightening, difficult months on the seas we have finally reached land again!

Journal of Antonio Pigafetta, one of only about 20 men from the original crew of around 250 to make it back to Spain alive. The journey took almost three years.

Magellan was only the captain for the first half of this historic journey but his name has gone down in history as this was the first ever voyage to circumnavigate (go around) the globe! www.ricpublications.com.au

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Australian Curriculum History: First contacts

EARLY WORLD EXPLORATION

Read the recreated historical documents about this significant trip.

The first circumnavigation of the globe – 2 Use the text and an atlas to mark the first half of the journey.

ew i ev Pr

Teac he r

EARLY WORLD EXPLORATION

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

What were two difficulties faced by Magellan and the sailors on the voyage from the Strait of Magellan to the Philippines? (a)

(b)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• the Philippines?

Use the internet to research the voyage and answer these questions.

Who was the leader of the return voyage after Magellan was killed in

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What happened to it?

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Find out the names of the five ships that left Spain together on 20 September 1519 and note down what happened to each one.

o c . che e r o t r s super

The Pacific Ocean was named by Magellan and the Strait of Magellan was named after him.

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Th jjourney(s) The ( of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Research the second half of the journey and mark it on the map using a different colour.

The first circumnavigation of the globe – 3

Teac he r

ew i ev Pr

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

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m . u

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The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

20 September 1519

o c . che e r o t r s super

Magellan was a Portuguese captain of a fleet sailing for Spain and this led to some conflicts. Some Spanish captains were jealous or did not trust Magellan and a mutiny was attempted. www.ricpublications.com.au

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Australian Curriculum History: First contacts

EARLY WORLD EXPLORATION

Use the text on page 39 and your research to create a journal from the point of view of Ferdinand Magellan. Include the significant incidents from Antonio Pigafetta’s journal and any others you find in your research. Remember, Magellan was the captain in charge of 250 men and five ships and he was leading them into an unknown and unmapped world.

Australia on the map 1606–1696 The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

Teacher information

Time line Elaboration

Identifying key individuals and groups who established contact with Asia and Oceania during the age of discovery.

Key inquiry questions Why did the great journeys of exploration occur?

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

1606 AD Willem Jansz charts part of the coast near the Cape York Peninsula 1616 AD Dirk Hartog Island is landed on by the Dutch captain

1623 AD The north eastern coast is mapped and the Gulf of Carpenteria is named by Jan Castensz 1627 AD Francois Thijssen maps the southern coast of Australia from Cape Leeuwin to Nuyts Archipelago 1629 AD The survivors of the famous wreck of Batavia are marooned on the Abroholos Islands west of Geraldton. Mutiny and mass murder follow.

Historical skills

Use historical terms (ACHHS082)

Pose a range of questions about the past (ACHHS083)

Identify different points of view (ACHHS085)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087) Locate relevant information from sources provided (ACHHS084)

ew i ev Pr

Teac he r

Develop texts, particularly narratives (ACHHS086)

Historical concepts • Continuity and change

• Perspectives

• Sources

• Cause and effect

• Significance

Background information

• After the formation of the Dutch East India Company (VOC) in 1602, many of their ships were blown into the west coast of Australia and wrecked. Officials of the company sent explorers such as Abel Tasman in search of trading opportunities and possibilities for settlement. They also wanted the coastline to be mapped to try to prevent future shipwrecks.

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1642 AD Tasman sails beneath Australia and maps the southern coast of Tasmania—he names it Van Diemen’s Land.

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1644 AD Abel Tasman maps the north coast of Australia and names the land New Holland

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1656 AD The Vergulde Draeck is wrecked off the coast of Perth. Some survivors sail to Batavia and others make it to the mainland.

Rescue ships are sent but no survivors are found 1697 AD De Vlamingh explores Rottnest Island, the mainland around Swan River and several points off the coast, stopping at Dirk Hartog Island before heading for Batavia

• The reports that came back to the Dutch officials were of a dry and barren land with little food or water sources and of people who were sometimes hostile and had no knowledge of metals or spices.

• Cook’s historic second journey where he mapped the east coast of Australia happened years later—from 1772–1775.

Teaching notes

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EARLY WORLD EXPLORATION

1606 AD Spanish explorer Luis Vaez de Torres sails through the Torres Strait (between Australia and New Guinea)

• Before completing page 44, discuss with the students the influence Britain had on Australia’s early development in terms of language and culture and the flag so they can think about how things might have been different.

o c . che e r o t r s super

• After completing page 45, you might like to ask students to investigate and identify the origin of placenames in their local area.

Additional activities

• Students can access the ‘Who was first?’ website below and complete a retrieval chart on the four explorers: Jansz, Dampier, Tasman and Hartog.

• View photographs of artefacts from the Western Australian Museum’s shipwreck gallery listed below and discuss what they were made from and how they were used.

Resources • <http://www.abc.net.au/navigators/history/earlyexplore.htm> • <museum.wa.gov.au/maritime-archaeology-db/artefacts/browse> • <http://rde.nsw.edu.au/rm/stage2_Modules/who_was_first/index.htm>

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In 1602, the Netherlands formed the Dutch East India Company (VOC). This company would become the largest and richest in the world by the middle of the 1700s. Many ships were sent out by the VOC to explore the far east. At the peak of its operations, the VOC controlled of much of Indonesia as well as Ceylon (now Sri Lanka), the Malay Peninsula and the Spice Islands (now the Maluku Islands). Many Dutch explorers encountered the Australian coastline during this time. They came in search of trading opportunities and to map the unknown coast to prevent shipwrecks.

Year

Duyfken

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

Willem Jansz

Region

Cape York Peninsula

1616

Eendracht

Dirk Hartog

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Teac he r

First Europeans on record to sight and chart part of the Australian coast. Jansz reports there don’t seem to be any trading opportunities and the land is not suitable for settlement.

Shark Bay and Dirk Hartog Island

First European to set foot on the west coast—leaves behind an inscribed pewter plate. Hartog reports that he is unimpressed with the land.

1623

Pera and Arnhem

Jan Carstensz and Willem van Colster

Cape York Peninsula and the Gulf of Carpentaria

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C.Publ i cat i ons Southern coastline Australia • f oZeepaert rr evi e wp ur pos eso nl yof• Gulden Francois Thijssen

Maps are made of the regions and the Cape and Gulf are named. Carstensz reports the land is dry and barren and that the people have no knowledge of metals or spices.

1627

including the Great Australian Bight

1642

Heemskerk

Abel Tasman

Tasmania

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Maps of Australia’s southern coast are created.

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The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

1606

Ship

Tasman maps the southern coast and names the land Van Diemen’s Land

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o c . ch Tasman maps the northern and north western coast and names r thee land New Holland er o st super Rottnest Island and the Swan River 1697 Geelvink Willem de Vlamingh 1644

Zeemeeuw

Northern coastline of Australia from Cape York to Point Cloates

Abel Tasman

(Perth region)

Sent to search for survivors from a wreck two years earlier, de Vlamingh doesn’t find any—though he maps parts of the western coast of Australia.

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Australian Curriculum History: First contacts

EARLY WORLD EXPLORATION

Australia on the map 1606–1696 – 1

Australia on the map 1606–1696 – 2 What were two reasons the Dutch ships came into contact with different parts of the Australian coast? (a) (b)

(b) (c)

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

ew i ev Pr

Dutch survivors from shipwrecks on the west coast of Australia in the 1600s like the Vergulde Draeck (1656) and the Batavia (1629) reached the shore of the mainland. Write what you think might have happened to these people.

Remember there were only Aboriginal people living there at the time.

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Which language would be spoken?

What might Australia still be called?

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Imagine the ways Australia might have been different if the Dutch had decided to settle here in the 1600s. Think about the influence England and Britain have had on Australia.

o c . che e r o t r s super

Design a flag with Dutch influence.

Red

White Blue

Flag of the Netherlands

Name of my flag

From 1756 to 1785, French explorers were sent in search of the ‘great southern land’.

Dirk Hartog Island and Tasmania were claimed for the French King. Cook’s exploration of the east coast happened in 1770 and settlers arrived 18 years later, establishing British colonies in the Sydney area and soon spreading across the country.

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Th jjourney(s) The ( ) off A AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

(a)

Teac he r

EARLY WORLD EXPLORATION

Write why you think the Dutch captains were not impressed with Australia.

Give three different reasons.

Australia on the map 1606–1696 – 3

3.

2.

1.

Nuyts Archipelago Cape Leeuwin

o c . che e r o t r s super

Gulf of Carpentaria

Tasman Sea Swan River

. te Dirk Hartog Island

Tasmania Cape Kerweer

Arnhem Land

New Holland

4.

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5.

6.

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9.

Teac he r

7.

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Most names of places in Australia come from European or Aboriginal origins. The name ‘Australia’ comes from the Latin word ‘australis’, meaning ‘southern’. This name started being used widely in the early 1800s. www.ricpublications.com.au

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Australian Curriculum History: First contacts

EARLY WORLD EXPLORATION

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

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The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHHK078)

8.

10.

Placenames in Australia: Use the text and an atlas to label 10 places in Australia that were named by or after Dutch explorers.

Captain James Cook and settlement of Australia Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Teacher information

Time line Elaboration

1606–1697 Mainly Dutch exploration of parts of the northern, western and southern coasts of Australia and of Tasmania

Discussing reasons for the First Fleet journey, and looking at the groups who were transported.

Key inquiry questions Why did Europeans settle in Australia?

Historical skills

r o e t s Bo r e p ok u S Sequence historical people and events (ACHHS081)

1768–1771

Cook’s first voyage to observe the transit of Venus from Tahiti 19 April 1770

Locate relevant information from sources provided (ACHHS084)

Teac he r

Cook makes contact with the Gweagal people in the Botany Bay region

22 Aug 1770

Cook names and claims ‘New South Wales’ for Britain

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Historical concepts • Source

• Cause and effect

• Perspectives

• Significance

Background information

ew i ev Pr

• Captain Cook was given an envelope with a secret mission. He was instructed to open it after observing the transit of Venus. Contained inside were the orders to find and claim the great southern land for Britain.

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Cook’s second voyage

• Banks was suggesting New South Wales as a colony but because of the large numbers of prisoners in Britain at the time the government decided to start a penal colony.

• The term ‘transportation’ was used to describe the sentence prisoners were given when they were sent to Australia for seven years or for life.

Cook’s third voyage

Teaching notes

14 Feb 1779 Cook is killed in a dispute in the Hawaiian Islands

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13 May 1787

The First Fleet departs from Portsmouth, England

3 June 1787

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Fleet reaches the Canary Islands, off Africa’s coast

6 Aug 1787

Fleet docks in Rio de Janeiro, Brazil until 3 September 14 Oct 1787

• Review the text for new vocabulary and discuss; for example, ‘botany’ and ‘marines’.

• Discuss the concept of ‘terra nullius’ with the students before they complete page 48.

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29 April 1770

1776–1779

Pose a range of questions about the past (ACHHS083)

Identify different points of view (ACHHS085)

Cook’s first sighting of Australia’s east coast – Point Hicks

1772–1775

Use historical terms (ACHHS082)

• On page 49, discuss the effects of the events with the students before asking them to write them down.

Additional activities

o c . che e r o t r s super

• Map the three journeys of Captain James Cook on a large class map. Use different colours for each voyage. Examine Cook’s death in Hawaii from both sides and discuss it as a class.

• Investigate the Australian plant and animal specimens and drawings that were taken back to England after Cook’s first voyage. Discuss how fascinated people were by the different flora and fauna and why.

Fleet anchors in Cape Town, South Africa for a month 18–20 Jan 1788 Fleet arrives in Botany Bay, New South Wales 26 Jan 1788 The Fleet moves to Port Jackson and sets up a colony there Australian Curriculum History: First contacts

Resources • Captain Cook and his exploration of the Pacific by Roger Morriss • <http://www.captcook-ne.co.uk/ccne/index.htm> • <http://www.abc.net.au/tv/captaincook/> • <http://www.bl.uk/learning/histcitizen/georgians/crime/crimeandpunishment.html>

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Australian Curriculum History: First contacts

THE FIRST FLEET

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

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Teac he r

New Holland, as it was then known, has A short time after Cook’s first voyage, appeared on maps since 1606. The the British Colonies in North America land was not seen as being valuable were becoming tired of the taxes they had to pay the British to the Europeans so it was government. On 4 July mostly left alone.

1776 America declared its The first voyage of Captain independence and was no James Cook from 1768– longer a British colony. This 1771, plus another factor, put a stop to transportation would change this. Cook of convicts from England to was sent to Tahiti to observe Captain Cook’s Voyage 1770 America. the transit of the planet Venus. It was thought that the distance Crime rates were high in England at from the Earth to the sun could be this time because many people were calculated if the transit was watched very poor and were forced to steal from different places around the world. to stay alive. Conditions were bad in the cities and many were desperate.

A second mission was to claim the The punishments were very harsh and great southern landmass for Britain. people could be sent to jail for stealing After leaving Tahiti, Cook mapped the a handkerchief or a loaf of bread or entire coast of New Zealand. Next he just for being homeless. headed west and charted the east coast of what he named New South After American independence, ships called prison hulks were used as Wales. floating jails,but the British Government Sir Joseph Banks, a scientist aboard needed another solution. In 1779, the ship, was impressed with all the Banks suggested New South Wales as plant species in a bay they explored. a place to set up a colony. The British Cook named it Botany Bay for this government decided they would reason. transport convicts there and set up a On 22 August 1770 Cook claimed penal colony.

New South Wales for Britain on what is Preparations were made for the First now called Possession Island, north of Fleet to set sail for Botany Bay. The 11 Cape York in Queensland. ships in the Fleet departed on 13 May Cook and his crew returned to 1787 with around 1500 passengers, England with maps, plant and animal including convicts, and marines and specimens and many drawings of their families. what they had seen on the threeThe fleet arrived at Botany Bay year voyage. Cook and Banks said between 18 and 20 January 1788, the land in ‘New South Wales’ looked but soon moved to Port Jackson (now good for farming. Because he saw no Sydney Harbour) on 26 January 1788. buildings, Cook described the land as Australia Day is celebrated on this ‘terra nullius’, Latin for ‘land belonging date each year. to no one’.

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Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Captain James Cook and settlement of Australia – 1

Captain James Cook and settlement of Australia – 2 Give three reasons why the British government decided to establish a penal colony in New South Wales.

• • •

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(a) (b)

Use the internet to research the voyage and answer these questions.

Explain what you think Australia could be like today if reports had gone back saying it was not suitable for British settlement.

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Why did Captain Cook say that New South Wales was ‘terra nullius’ (land belonging to no-one)?

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Teac he r

Which two people influenced the British government to set up a colony in New South Wales?

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Captain James Cook led three important expeditions. He didn’t return from the third, however—he was killed in Hawaii in 1719.

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Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Explain what a penal colony is:

Captain James Cook and settlement of Australia – 3 Read the text on page 47 and highlight or underline all the dates mentioned.

Sequence the significant events in the order they happened. Think about the impacts or effects of the event and list them.

The first one has been done for you.

Year

Significant event/cause

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+ 150 years

1750 1755 1760

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1780 1785

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1790

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1775

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1795 1800

The First Fleet moved from Botany Bay to Port Jackson (later Sydney Cove) as there was fresh water nearby and the harbour was better for the ships. www.ricpublications.com.au

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Australia’s coastline was mapped by European Parts of Australia’s coastline appeared on explorers. world maps. The Europeans knew there was a large landmass beneath Asia.

1600

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Effect/impact

The First Fleet journey Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Teacher information

Time line Elaboration

26 Jan 1788

Investigating the daily lives and social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards.

The Fleet moves to Port Jackson and sets up a colony there

Key inquiry questions Why did Europeans settle in Australia?

14 Feb 1788

Historical skills

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Supply leaves for Norfolk Island to establish another colony as a result of low food supplies

Use historical terms (ACHHS082) Identify sources (ACHHS216)

Locate relevant information from sources provided (ACHHS084)

July 1788

Identify different points of view (ACHHS085)

Develop texts, particularly narratives (ACHHS086)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

2 Oct 1788

Historical concepts

2 May 1789

• Source

• Cause and effect

• Empathy

• Significance

Background information

Syrius returns from Cape Town

• Perspectives

• During the voyage, 69 people were lost through death, discharge or desertion; only 23 convicts are reported to have died.

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Feb 1790

• For the convicts of the First Fleet, conditions were better than on subsequent fleets. Governor Phillip was fair to the convicts and allowed them to move about and access rations. In the colony, everyone was on rations, even Governor Phillip himself. Phillip believed the convicts could have a second chance in the colony.

Syrius departs for China to buy more provisions; the ship detours to Norfolk Island to drop off more convicts and is wrecked off the island

• Further fleets were privately transported. The convicts were kept chained in cramped and unhygienic conditions and food was also withheld. Many died on the voyage or soon after arriving in Sydney Cove.

17 April 1790

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The only remaining ship in the colony—Supply— departs for Batavia to buy more supplies

3 June 1790

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The convict ship Lady Juliana arrives at Sydney Cove with 222 female convicts on board

20 June 1790 The supply ship Justinian arrives with provisions for the colony

Teaching notes

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THE FIRST FLEET

Syrius is sent to Cape Town to buy provisions— rations in the colony are cut back

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Teac he r

All First Fleet vessels except Syrius and Supply return to England

• Review the text for new vocabulary and discuss; for example, ‘rations’ and ‘fertile’.

• <http://www.convicttrail.org/history.php?id=a3b3c1%f%4> Is a recommended source to assist with page 52, with detailed descriptions of convict life.

o c . che e r o t r s super • Students will need to use atlases to complete the activity on page 53.

Additional activities

• Examine common punishments in the colony – such as floggings with the cat-o’-nine-tails.

• Watch episodes of the ABC’s My place, Series 2 – Episode 24, Dan and Episode 22, Sam to gain insights into the lives of a child convict and a boy soldier.

26–28 June 1790 The remaining ships of the Second Fleet arrive By late 1791 There is a break in the drought and farming becomes more successful

Resources • First Fleet by John Nicholson • <http://www.myplace.edu.au/decades_timeline/1800/decade_landing_20.html?tab Rank=3&subTabRank=2> Information about convict children • <http://www.sl.nsw.gov.au/discover_collections/history_nation/terra_australis/tales.html> State library archives from the First Fleet; journals, drawings and letters

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The First Fleet journey – 1 Who arrived?

What did they bring?

When and where?

• 14 officials

• Clothing, bedding, beds and hammocks

13 May 1787 – Portsmouth

• 306 crew • 245 marines • 54 wives and children (of marines and officers)

• 22 children of convicts

1373 TOTAL

• Tools, nails, hammers, fish hooks, knives

The Fleet came because of overcrowding in British jails.

Reports from Captain Cook said the land would be good for farming and it ‘belonged to no-one’.

• Grains, including rice and wheat • 15 tonnes of water

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How did they get there?

Two naval escorts: Flagship HMS Sirius and HM Brig Supply; 6 convict ships: Alexander, Charlotte, Friendship, Lady Penrhyn, Prince of Wales and Scarborough; and 3 storeships: Borrowdale, Fishburn and Golden Grove.

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Read about different people of the First Fleet.

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The wives of officers and marines who came to Australia with the First Fleet mostly stayed home to care for their children and husbands.

Convicts as young as 13 arrived with the fleet. Children of convicts had to work like their parents. www.ricpublications.com.au

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Life was tough for the people of the First Fleet. At first they stayed in tents. Clearing land and constructing roads, homes and other buildings began soon after arrival. They found it hard to grow crops in the sandy soil and the unfamiliar hot, dry climate. For the first two years they relied on supplies brought into Sydney Cove by ships. These trips took months. Rations were in place for everyone in the colony. The threat of starvation was never far away. Farming wasn’t successful until more fertile land was found west of Sydney. Convicts were encouraged to grow their own food and had Saturday afternoons off to tend to their gardens and do other chores.

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Officers were in charge of the marines, convicts and the running of the colony.

They made all the important decisions.

Most male convicts became farm or construction labourers.

Those with trades worked in their area of expertise.

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Marines had the job of managing the convicts and maintaining order as well as helping to establish the colony.

Many female convicts were servants in the homes of officers or families. They would cook, clean and wash. Others worked on the roads.

Australian Curriculum History: First contacts

THE FIRST FLEET

• 189 female convicts

Teac he r

Why did they come?

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• 543 male convicts

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

• Livestock, including horses, cows, chickens, goats and pigs

26 January 1788 – Port Jackson

The First Fleet journey – 2

Name:

Name:

Age:

Age:

Crime: Sentence:

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Find out what life was like for convicts of the First Fleet in Port Jackson. Use the text and one other source to fill in the table below.

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Food/rations

Housing/lodgings

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Punishments

Work/jobs

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THE FIRST FLEET

Teac he r

Other information:

Crime: r o e t s Bo r Sentence: e p o u Other information: k S

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Free time

One convict punishment was lashes with a cat-o’-nine-tails. From 1804, secondary penal colonies were set up in Newcastle, on Norfolk Island and on Van Diemen’s Land for the more serious criminals. The treatment in these colonies was extremely harsh and unforgiving.

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Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Access the convicts of the First Fleet database at this address and fill out the profiles below with information about two of your choosing. <http://firstfleet.uow.edu.au/search.aspx> Note: Search by ship name only, to bring up a list of names.

The First Fleet journey – 3

3

ships leave Portsmouth, England © R. I .

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14 Oct 1787

The Fleet anchors in Cape Town, South Africa for a month

5

18–20 Jan 1788

ships arrive in Botany Bay, New South Wales

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Write a short description about the last leg of the voyage and arriving at the final destination from the perspective of a convict or soldier. Mention the conditions and how you feel.

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Twenty-two babies were born on the First Fleet journey to the other side of the world!

Surprisingly for the times, only 23 convicts died on the voyage. Hundreds of convicts on the second fleet ships died during the voyage or soon after arrival. www.ricpublications.com.au

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1

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Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Use an atlas and the text below to help you map the journey of the First Fleet.

Who were the convicts of the First Fleet?

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Teacher information

Time line Elaboration

13 March 1786 John Caesar, an ex-slave from the West Indies, is sentenced to 7 years’ transportation for theft and imprisoned in a hulk 6 Jan 1787

Discussing reasons for the First Fleet journey, and looking at the groups who were transported. Discussing treatment of the prisoners at that time.

Key inquiry questions Why did Europeans settle in Australia?

Historical skills

r o e t s Bo r e p ok u S Use historical terms (ACHHS082)

embarked on the Alexander, bound for Botany Bay

Pose a range of questions about the past (ACHHS083) Identify sources (ACHHS216)

19 Jan 1788

29 April 1789

Locate relevant information from sources provided (ACHHS084) Identify different points of view (ACHHS085)

Develop texts, particularly narratives (ACHHS086)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Historical concepts

13 May 1789

steals a gun and escapes into the bush

• Source

• Continuity and change

• Cause and effect

• Perspectives

• Empathy

• Significance

6 June 1789

caught and sent to Garden Island to work in chains

22 Dec 1789

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escapes in a stolen canoe, again with a gun 31 Jan 1790

Background information

returns to camp having been speared by Aboriginal people 4 March 1790

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sent to Norfolk Island aboard Supply; he married and had a daughter there

March 1793

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Caesar returns to Port Jackson alone

Late 1795

Caesar and a ‘gang’ escape and become Australia’s first bushrangers 29 Jan 1796 reward offered for ‘Black Caesar’s’ capture 15 February 1796 Caesar is shot and killed by John Wimbrow Australian Curriculum History: First contacts

• Unfortunately many were just subject to a harsh life of hard work and poor conditions.‘Black Caesar’ was another famous escapee convict of the First Fleet, known as Australia’s first bushranger. See the ‘Black Caesar’ time line to the left.

• Emancipated convicts were those who had served their sentence and gained freedom.

Tickets of leave could be issued as well as pardons and certificates of freedom.

Teaching notes

• Review the text for new vocabulary and discuss; for example, ‘working class’.

• If Oliver! is viewed before completing page 57, it can be used as an information source when students complete the activity.

o c . che e r o t r s super

Caesar and others are involved in an altercation with a group of Aboriginal people. He injures Pemulwuy Dec 1795

• Some convicts made the best of their situations, were lucky in their circumstances or had valuable skills and were able to do well in their new environment.

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tried for theft and sentenced to a life term in the colony

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Teac he r

arrived in Botany Bay and is known as a hard worker

Additional activities

• View the film Oliver! (G) (musical) or Oliver Twist (PG) (2005 version). Although set in the early 1800s it can give an idea of what life was like, as well as shedding light on crime and punishment. (In the novel, the character the Artful Dodger is sentenced to transportation).

• Examine the range of crimes punishable by transportation. Look into the changing of sentences (usually from death to transportation).

Resources • Little wooden horse by Mark Wilson • <http://www.youtube.com/watch?v=zZDo_9yd1l4> 5-minute documentary about some First Fleet convicts • <http://adb.anu.edu.au/biography/bryant-mary-1843> Biography of Mary Bryant.

• <http://www.bbc.co.uk/schools/primaryhistory/victorian_britain/> Although the Victorian era started in 1819, it’s a great overview of life for children in the past

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Who were the convicts of the First Fleet? – 1 From 1700–1800 the population of England doubled. Life was good for the middle and upper classes.People of the poor working class lived in overcrowded conditions without running water or proper sewerage systems. Disease was common and easily spread. Children from working class families would be sent to work in mills, mines and factories from about the age of 8. They would work up to 14 hours a day in dangerous conditions for minimal pay. Only families with money could educate their children.

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

Some convicts flourished in the new colony, at times becoming very successful after their time was served. They had opportunities in the new land that they never would have had in England. Others wanted only to escape the difficult place.

Read about one convict of the First Fleet who went to great lengths to escape.

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Mary Bryant was found guilty of highway robbery at age 21 and was sentenced to death.

Fortunately for her, this sentence was later changed to seven years’ transportation. (This was a common occurrence in these times.)

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n the voyage to Botany Bay aboard the Charlotte, Mary gave birth to a daughter, whom she named after the ship.

William Bryant was another convict on board and the two were married soon after arriving in the colony. They had a son, They told the Dutch authorities in Timor Emmanuel, together.

After a few months of hard life in the they were shipwreck survivors, but colony, most of the food the Fleet had taken unfortunately they were soon found out.

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o c . che e r o The escapees were imprisoned in Batavia t had run out or become rotten. r The people s s r u e p were almost starving and many died. Mary, and sadly William and Emmanuel became William and five other men made a plan to ill and died. Mary and Charlotte were sent back to England, but Charlotte didn’t escape.

On 28 March 1791, the group and survive the long voyage.

Back in England, Mary, eventually, was officially pardoned and discharged after her story became well known. She returned to live with her family in Cornwall.

William and Mary’s two children stole the Governor’s small boat. Incredibly, they made it all the way to Timor, over 5000 km away.

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THE FIRST FLEET

Teac he r

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People could be sentenced to transportation to the colonies for a range of crimes, most of which were not very serious by today’s standards. Some people were not guilty of the crimes they were accused of; sometimes they were sentenced to transportation unfairly. Neither were all the convicts poor and uneducated.

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Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

This difficulty, desperation and inequality led to high crime rates. Punishments were very harsh to try to deter people from committing crimes. Jails were overflowing and establishing a penal colony in New South Wales was decided on as a solution.

Who were the convicts of the First Fleet? – 2 Research a First Fleet convict who made the most of his or her transportation sentence and became successful in Australia. See the list below.

Who is the convict?

Why was he/she transported?

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Where did this happen?

When did this happen?

Your questions and answers and other supporting information:

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John

Margaret

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Nathaniel Robert

Last name

First name

Baughn

James

Dawson

Henry

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Last name

Bloodsworth

o c .

Lucas James Ruse c e her r o Squires st supJames Sidaway er Kable

Draft a newspaper article for the first newspaper of the colony, The Sydney Gazette, on a separate sheet of paper.

Type your article and give it a headline, then print out the finished copy.

The Sydney Gazette was the first newspaper to be printed in Australia. It was produced in the colony from 1803–1842. George Howe, the printer, was himself an ex-convict.

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Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Why did this happen?

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THE FIRST FLEET

Teac he r

What did he/she do to become successful?

Who were the convicts of the First Fleet? – 3 Use the text and another source to fill in the table below comparing life in England before transportation to life in the colony after transportation.

London

Sydney Cove

Water

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Daily life

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o c . che e r o t r s su pe Where would you rather have been, inr jail in England or transported to the

colony? Give reasons for your decision.

Some of the convicts of the First Fleet had been imprisoned in hulks for many months before they were transported. www.ricpublications.com.au

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THE FIRST FLEET

Food

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Teac he r

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Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Shelter

Past and present views on colonisation Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Teacher information

Time line Elaboration

From 1492

Discussing past and present views on the colonisation of Australia; investigating someone who travelled on the First Fleet, why and what their life was like before and after.

European colonisation of the Americas begins

Key inquiry questions Why did Europeans settle in Australia?

From 1500

Jan 1788

British colonisation of Australia begins

From 1800

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Indian independence from Britain

1962

Identify sources (ACHHS216)

Locate relevant information from sources provided (ACHHS084) Identify different points of view (ACHHS085)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Historical concepts • Source

• Continuity and change

• Cause and effect

• Perspectives

• Empathy

• Significance

Background information

• Colonialism was practised by Europeans throughout the world and refers to the establishment and maintenance of colonies in one territory by people from another territory. There is an unequal relationship between the colonists and the indigenous population and there is often exploitation of the people and the resources in the colony.

• Colonisation in the modern era happened in the Americas, Asia, Australia and Africa from the late 1400s up until the mid 1900s. See the time line left.

Inland Africa is colonised

by European countries.

Only Ethiopia and Liberia remain independent 1947

Pose a range of questions about the past (ACHHS083)

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Independence of Central and South American countries begins 1870-1914

Use historical terms (ACHHS082)

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Aboriginal Australians are given the right to vote in federal elections

Teaching notes • Review the text for new vocabulary and discuss; for example, ‘inferior’ and ‘treaties’.

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North American Declaration of Independence from Britain

Sequence historical people and events (ACHHS081)

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Teac he r

July 1776

Historical skills

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

Europeans set up colonial posts in coastal Asian and African locations for trade and shipping purposes, notably in India, Indonesia, Mozambique and South Africa

• Students can complete an end of unit project using page 60 to gather information for their extended text.

Additional activities

o c . che e r o t r s super

• Examine the use of treaties between British colonists and the Maori people of New Zealand, as well as various Native peoples of North America. Were the treaties fair? Find out why treaties weren’t offered to Australian Aboriginal people.

• Watch this short clip for a humorous but educational look at British colonisation in North America. http://www.youtube.com/watch?v=4p-bWA1FOqs. Ask students to storyboard and film a recreation the First Fleet landing in small groups.

Resources • <http://www.nzhistory.net.nz/ taxonomy/term/133> Information on the Treaty of Waitangi in New Zealand

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treaties were prepared where the indigenous people had some say in the colonisation of their lands.

When there were disagreements, the Europeans would defeat the people with soldiers and weapons.

In Australia, because the British didn’t see the Aboriginal people farm land or build houses like they did, the Aboriginal people were seen as ‘primitive’. The British authorities didn’t respect or value the Aboriginal people’s way of life or their immense knowledge about the environment. Intentions were to be friendly to the people and persuade them to eventually adopt the British way of life. They were expected to change their clothing, language, religion, values and behaviour.

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Settlement of Australia was inevitable. The English just got here first!

people or native Americans went to Europe to set up colonies … What would’ve happened?

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Read some different people’s opinions on the British colonisation of Australia.

Some people call o c .

Australia Day ‘Invasion che e r Day’. Why is that? o t r s super

The British could have tried harder to understand the Aboriginal people’s way of life. They could have worked together and learned from each other. www.ricpublications.com.au

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

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In the past, many of the wealthiest and most powerful countries in Europe set up colonies in (mostly) faraway lands. From the late 1400s to the mid-1900s the Spanish, Portuguese, English, French and Dutch looked for more territory and people to rule, precious resources to exploit and above all else, the opportunity to increase their wealth and power. The Europeans believed that because they were civilised Christians (meaning that they had towns, tools and technologies and believed in God and Jesus), they were superior to people who lived differently. They believed it was their duty to educate the people to live like them and share their religious beliefs and values. Sometimes,

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Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Past and present views on colonisation – 1

Past and present views on colonisation – 2 Interview two people at school or at home. Ask them the questions below and write a fifth question of your own to ask.

Person 1

Person 2 Were you born in Australia?

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If yes, do you have any convict ancestors in your family that you know of? If no, what is your country of heritage?

If yes, do you have any convict ancestors in your family that you know of? If no, what is your country of heritage?

What is your opinion of the British colonisation of Australia from 1788?

What is your opinion of the British colonisation of Australia from 1788?

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Were your parents born here?

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THE FIRST FLEET

Were your parents born here?

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Approximately 165 000 convicts were transported from England and Ireland to Australia from 1788–1868 on board 806 ships. Around 70% of convicts were English and Welsh, 24% Irish, 5% Scottish and the others came from other British colonies, such as New Zealand, Hong Kong, India and the Caribbean.

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Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

Were you born in Australia?

First Fleet journal Use what you have learnt from your reading, activities and research throughout this unit to write about someone from the First Fleet.

You will construct a personal journal written from the point of view of a convict, a marine, an officer or a family member of a marine or officer. Make notes to help you.

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What was the journey to Botany Bay like?

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What is life like for him/her in Port Jackson (Sydney Cove)?

On a separate sheet of paper, draft your journal, making sure you cover the four points above in detail. Include significant dates above your entries.

A number of people on the ships kept journals, including Phillip Gidley King, John White, Watkin Tench, David Collins and John Hunter. Governor Phillip did not keep a journal but did record the journey through official documents. www.ricpublications.com.au

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THE FIRST FLEET

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How did he/she come to be part of the First Fleet?

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Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHHK079)

What was life like before going to Sydney Cove?

Contact before 1788 The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Teacher information

Time line Elaboration

1500–1906

Investigating contact with Aboriginal people before 1788.

Macassan trepang fishermen visit the north coast of Australia 1606

Key inquiry questions What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander people and early traders, explorers and settlers?

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

Willem Janz arrives in the Cape York region of Qld. Conflict between Wik people and Dutch sailors breaks out

Identify sources (ACHHS216)

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1642

Abel Tasman sees fires on Tasmania. People are heard but no-one is seen

Identify different points of view (ACHHS085)

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Dutch Jan Carstenz’s sailors and Aboriginal people in northern Australia have armed encounters

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Historical concepts • Source

• Cause and effect

• Empathy

• Significance

Background information

• Perspectives

• There are documented and well-known contacts between the Aboriginal people of Australia and others. There are also rumoured or assumed contacts, such as between shipwreck survivors and Aboriginal people, particularly in the mid-west region of Western Australia.

Teaching notes

The First Fleet arrives to set up the first British colony in New South Wales

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Resources

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• On page 64, explore the attitudes and values with the students that led to either positive and peaceful contact or conflict. Discuss what attitudes and values the British had when they arrived with the First Fleet in 1788.

Additional activities

• <http://museumvictoria.com.au/ discoverycentre/discovery-centrenews/2011-archive/trepang/> Some information about the Macassans as well as an example of art and some pictures of trepang.

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• Review the text for unfamiliar vocabulary; for example, ‘Yolngu’ and ‘Macassan’ and discuss with the students.

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Captain Cook encounters Aboriginal people in the Sydney region

1788

Pose a range of questions about the past (ACHHS083)

Locate relevant information from sources provided (ACHHS084)

1623

1770

Use historical terms (ACHHS082)

• Examine artworks from the northern Australian Aboriginal people which show evidence of contact with the Macassans; for example, ships shown in rock art.

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• Ask students to write an extended narrative detailing what they think may have happened to certain Dutch survivors who reached the West Australian shore.

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Contact before 1788 – 1

The Macassans

Cape Kerweer

It is estimated that Macassan fishermen visited the north coast of Australia from at least the early 1600s.The fisherman from the island Sulawesi in Indonesia came to dive for trepang—sea cucumbers— which were valuable in Asia.

The first recorded contact between Europeans and Aboriginal people took place in the Cape York region at Cape Kerweer.

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The Australian government banned the Macassans from trepang fishing in Australian waters in 1906, but their influence on the Yolngu people is still seen in the art, language and stories of the region.

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The Yolngu people received cloth, tobacco, rice and knives from the visitors.

Some Yolngu even worked with the Macassans, collecting and processing the trepang.

After this, Jansz decided to turn back and return to Indonesia. He named the site Cape Kerweer, which means Cape Turnabout in the Dutch language.

o c . c e her r The west coast o t s s r u e p From the 1600s to the 1800s there were many European ships wrecked

along the coast of Western Australia. Although there is no certainty about what happened to all of the wrecks, there are several reports of survivors making it to shore alive. Just one example is the Vergulde Draeck which was wrecked near Ledge Point in 1656. Seven survivors returned to Batavia in a small boat. Search parties went back for the 68 other survivors, but no trace of them was found. Possibly the European people perished in the difficult environment they found themselves in, or perhaps they were taken in and looked after by local Aboriginal people. www.ricpublications.com.au

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EARLY CONTACTS

Teac he r

The Macassans would travel across the water in fleets with their boats called praus. They would set up camps on the coast and collect the trepang from the waters. After collection, the trepang were boiled, skinned and smoked to take back to sell and trade across Asia.

In 1606, Willem Jansz sent men ashore in search of trade opportunities with the people. In the oral histories of the Wik people from the region, it is reported that the Dutch sailors took some of the local women and a fight broke out. Nine of the sailors and some Wik people were killed, and the Wik people set fire to the Dutch boats.

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Aboriginal people and the Macassans had trade agreements and would exchange goods and work together.

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The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Before British settlement of Australia in 1788 there were numerous contacts between Australian Aboriginal people and people from Asia and Europe. Read about some of these early contacts.

Contact before 1788 – 2 Why do you think:

(b) relations were bad between the Dutch and the Aboriginal people at Cape Kerweer?

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Draw two pictures about the contact between the Wik people of Cape York and the Dutch sailors who landed there in 1606. Write a short description from the: (a) Wik people’s point of view.

(b) Dutch sailors’ point of view.

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Read the words below. Use green to circle the behaviours and values that promote good relations between people. Use red to circle those that lead to difficulties and problems. violence calm orders

o c . che respect yelling understanding aggression e r o cooperation r compromise st super disrespect demands stealing sharing

Trepang are still highly desirable in Asian cuisine. In addition to being eaten, they are used for medicinal purposes in traditional Chinese medicines.

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The nat nature re o of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

(a) relations were good between the Macassans and the Aboriginal people?

Contact before 1788 – 3 Choose one: contact with the Macassans; contact with the Dutch at Cape Kerweer; or the Vergulde Draeck shipwreck – highlight your choice.

Use the text on page 63 and one other source to answer the questions below.

(b) When did they come?

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(c) Why did they come?

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(d) Where did they land or visit?

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Write two of your own questions and find out the answers.

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Create a PowerPoint™ presentation to display your information.

Early settlers and explorers in WA reported seeing some fairer-skinned and lighterhaired Aboriginal people in the mid-west region of Western Australia. Explorer George Grey was one of these people. www.ricpublications.com.au

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EARLY CONTACTS

(e) What happened when they arrived? (What do you think happened in the case of shipwreck?)

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The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

(a) Who visited Australia and had contact with the local Aboriginal people?

Impacts of settlement on the Indigenous population The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Teacher information

Time line Elaboration

1788 British settlement begins in the Sydney region and quickly spreads to more fertile areas for farming around Parramatta 1789

Historical skills

Use historical terms (ACHHS082)

Pose a range of questions about the past (ACHHS083)

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1813

The Blue Mountains are finally crossed and settlers begin establishing farms on the land beyond the mountains

1824–25

Locate relevant information from sources provided (ACHHS084)

Identify different points of view (ACHHS085)

Develop texts, particularly narratives (ACHHS086)

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The British convict settlement of Van Diemen’s Land begins

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Historical concepts • Source • Perspectives

• Continuity and change • Empathy

Background information

• Cause and effect • Significance

• In many instances, relations between white settlers and the local Aboriginal populations were initially peaceful. Governor Phillip was instructed,‘You are to endeavour by every possible means to open an intercourse with the natives and to conciliate their affections, enjoining all our subjects to live in amity and kindness with them’.

• These intentions were pushed aside when the Aboriginal people began resisting British settlement.

A settlement is established on the south-west coast of Australia at present day Albany

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Swan River Colony (present-day Perth) is established

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Settlement of the present-day Melbourne area commences after a treaty is agreed upon between John Batman and Aboriginal leaders.

Its validity is later denied by the governor

1836 The Adelaide region is settled 1869

Teaching notes • Review the text for unfamiliar vocabulary—for example, ‘livelihood’ and ‘contaminated’—and discuss with the students.

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Convict settlements are established in the present-day Brisbane region

1835

What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander people and early traders, explorers and settlers?

Identify sources (ACHHS216)

1804

1829

Key inquiry questions

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A colony is set up on Norfolk Island

1826

Comparing concepts of land ownership and the impact that British colonisation had on the lives of Aboriginal people.

• Have a class discussion about the many issues and difficulties that were faced by the Aboriginal people who survived the devastating outbreaks of disease before the students complete page 69. View resource 2 below with students (Oscar) to aid them to write from a real young person’s perspective.

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

• Watch episode 23 of ABC’s My place – Series 2 (or clips are available online). The episode shows encounters between Warawi, an Aboriginal girl, and the settlers. The website has excellent supporting resources, notably a game about intercultural awareness, which the students can play to further their understanding <http://www.myplace.edu.au/teaching_activities/1878_-_before_ time/1788/episode_landing_23.html> • View paintings of the Australian landscape in the early days of settlement and compare them to pictures of those sites today. Discuss with the students the natural environments that were present before colonisation and examine effects on the plant, animal and human life and the waterways since British settlement.

Resources

Darwin is established

• <http://www.slideshare.net/rjwilliams65/effects-of-british-colonization> A summary of negative impacts on the Australian Aboriginal population because of colonisation (note the term Aborigine is used in the place of Aboriginal people).

Sheep and cattle stations are established across the country

• <http://www.nma.gov.au/interactives/oscar/oscar_online.html> Drawings of contact between Aboriginal people and white settlers, done by a small Aboriginal boy who lived on a FNQ cattle station from 1887. (Cairns was founded in 1876.)

1870s

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Impacts of settlement on the Indigenous population – 1 When British settlers set up a colony at Port Jackson in 1788, life changed forever for the first Australians. All of Australia’s first peoples experienced difficulties after the British arrived.

Land was damaged by livestock and water sources were drained and contaminated. In those areas with little water, Aboriginal people struggled to survive when cattle were introduced.

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The European and Aboriginal concepts of land ownership were very different. Aboriginal people had naturally defined boundaries to mark their language groups’ land.The British saw no farms, buildings or fences so they thought they could claim land as theirs and ‘give’ it to people to ‘own’.

Once this land was fenced, farmed and lived on by the British, they would become very upset when Aboriginal people ‘trespassed’ on ‘their property’.

The Aboriginal people had lived on and cared for these lands for many thousands of years and didn’t understand the European concept of land ownership.

In the early days of the settlement of Sydney, the Aboriginal people generally retreated and watched what was going on from a distance.

However, they soon became frustrated and upset about these people who had come and taken over their land, brought death to many of their people and taken away their way of life. Many conflicts broke out.

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Tasmanian •f orr evi ew pur o s e s o l y • Aboriginal people fought long and

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hard for their land and to try to push away the unwelcome settlers. Sadly, many thousands died from diseases or during the fighting.

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o c . chesources e Loss of food and medicine r o t r s super Because land was cleared, developed and fenced off, the Aboriginal people Port Arthur penitentiary and hospital

TASMANIA

lost access to their sources of food, water,plants and medicines.Aboriginal people had the choice to move to other lands or to fight to keep the white settlers away as best they could.

Sometimes they would kill livestock for food and would be punished harshly by the British if caught ‘stealing’. www.ricpublications.com.au

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It was very difficult for the Aboriginal people to defeat the British in conflicts.

There were large numbers of British people, they had more sophisticated weapons and the Aboriginal people’s populations were low due to new European diseases.

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EARLY CONTACTS

Loss of land

Conflicts

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Soon after British settlement in the Sydney area there was a devastating outbreak of smallpox among the Aboriginal people. The new arrivals had immunity to the disease because they had lived with it for many years.

The disease spread through the Aboriginal groups and killed many people.

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The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Health

Impacts of settlement on the Indigenous population – 2

Settler:

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Aboriginal person:

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Aboriginal person:

As well as being important for sustaining life, land, waterways and the environment have a great spiritual significance in Aboriginal people’s culture.

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The nat nature re o of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

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Carefully study the two scenes below. The top scene shows some British settlers fencing off land for farming, while some Aboriginal men look on. The bottom scene shows an Aboriginal spearing a sheep belonging to the settlers, while a settler looks on. Write what you think each person would have been thinking in each situation.

Impacts of settlement on the Indigenous population – 3

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Aboriginal people in Australia did not have the same rights as other Australians for many years. They have only been allowed to vote in elections since 1962. www.ricpublications.com.au

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EARLY CONTACTS

Teac he r

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The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Imagine you are a young Aboriginal person who has seen many of your people die from new and frightening diseases. You have also seen many of your people killed or treated badly for taking food or killing animals. Your people have been pushed off their land, home for as long as anyone can remember. Write a narrative about your experiences, feelings, what you have seen and what has happened to you and your people.

Bennelong and Governor Arthur Phillip The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Teacher information

Time line Elaboration

1788 British settlement begins in the Sydney region and spreads to more fertile areas for farming around Parramatta Nov 1789

Teac he r

What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?

Bennelong escapes Governor Phillip’s home and returns to his people

Sept 1790

Sequence historical people and events (ACHHS081) Use historical terms (ACHHS082)

Pose a range of questions about the past (ACHHS083) Identify sources (ACHHS216)

Locate relevant information from sources provided (ACHHS084)

Identify different points of view (ACHHS085)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Historical concepts • Source • Perspectives

• Continuity and change • Empathy

Background information

• Cause and effect • Significance

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Bennelong begins to visit the colony and Governor Phillip, he brings other people and his wife at times 1791

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Governor Phillip orders a hut be built for Bennelong on what is now called Bennelong Point

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Governor Phillip returns to England. He takes Bennelong and another Aboriginal man, Yemmerrawanie, with him

• Governor Phillip wanted to work with the Aboriginal people and believed that once they saw the British way of life they would want to live that way too.

• Phillip did try to understand the Aboriginal people’s ways to some extent. This was apparent when he was speared. He decided not to go after the person responsible to keep relations between the two groups civil.

Teaching notes • Review the text for unfamiliar vocabulary—for example, ‘natives’ and ‘capture’—and discuss with the students.

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Governor Phillip is speared during an encounter with the Aboriginal people.

Bennelong is present

Historical skills

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May 1790

1792

Key inquiry questions

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Governor Phillip orders the kidnap of Aboriginal men to act as interpreters between himself and their people

Late 1790

Exploring whether interactions between Europeans and Aboriginal peoples had positive or negative effects.

• The activity on page 72 ask students to give their opinions on the events from the text. Conduct a class discussion after reading the text and before completing the page to generate ideas.

• Students will require scissors, glue, a ruler and an additional sheet of paper to complete page 73.

Students can complete the illustrations, keeping their additions as historically accurate as possible (food, clothing, flags weapons).

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

• Create a class play, animation or video about the relationship between Governor Phillip and Bennelong. Include Bennelong’s visit to England and his meeting with King George III in the play.

• Discuss whether students think becoming friends with Governor Phillip, learning English and visiting England had positive or negative impacts on Bennelong as an individual and on his people as a group.

May 1793 Bennelong and Yemmerrawanie are received by King George III 1795 Bennelong returns alone to Sydney after 3 years. He finds his hut has been demolished and his wife has remarried Australian Curriculum History: First contacts

Resources • <http://www.youtube.com/watch?v=loUw1sj-Vjk> Video about a Bennelong exhibition in Sydney • <http://www.migrationheritage.nsw.gov.au/exhibition/objectsthroughtime/draught instructions/> Information on Governor Phillip’s instructions and other historical documents • <http://www.youtube.com/watch?v=4bD933tBZvQ> Ten-minute video describing the arrival of the First Fleet and early interactions between the British and Aboriginal people

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Bennelong and Governor Arthur Phillip – 1 Read the story of the relationship between Bennelong, a Wangal Aboriginal man from the Sydney area, and Governor Arthur Phillip, the man in charge of the colony of New South Wales. Bennelong called Phillip ‘beanga’ (father) and Phillip called Bennelong ‘doorow’ (son).

Governor Arthur Phillip November 1789

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Beanga told me I could talk to my people about how his people wanted to be friendly with them. After a time I missed my wives and my family so I decided to take off back to them. They were happy to see me back and I had so much to tell them about everything I’d seen!

January 1790

Bennelong is a charming and intelligent man. He is picking up the language quickly and is very taken with the food and items in the house.

May 1790

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C.Publ i cat i ons Unfortunately, Bennelong escaped.

It is a shame as I thought he was •f orr evi ew pur p osesonl y• enjoying being here.

There was an incident with some of the natives. I was speared quite suddenly and at close range. I could have easily been killed. Fortunately, I am now recovering well. The other good news is before being speared I saw Bennelong again. I assured him he was welcome in the colony anytime.

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A while later, beanga came to see us and he was speared. I’m glad he was all right. After that I went in to visit with him sometimes, and he even built me a house.

September 1790

. te o c When he left the colony to go back to . c e England he asked meh to go with him. r e o t r Me and Yemmerrawanie sailed all s s uthe per way to England. I had a great time there and even got to meet the King.

It was so different from home, I couldn’t believe all the things I was seeing at first. In the end I was ready to come home—I was away a long time. Poor Yemmerrawanie didn’t make it. www.ricpublications.com.au

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December 1792

I have had many visits with Bennelong and he has agreed to accompany me when I return to England. I am sure he will be amazed at what he sees. I hope he will return to his people and convince them to adopt our ways.

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They took us to the big house where the man in blue lived. He was friendly.

We got their funny clothes to wear and loads of good food to eat. I stayed a long time in the house and that’s how I know some English.

King George III has ordered that we establish contact with the natives.

It is proving difficult as they all keep their distance. I have requested the marines capture someone for us to communicate with.

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I was out hunting with my friend Colbee one day when those white men in uniforms, called marines, called us over.They offered us fish so we went to look. They ended up grabbing hold of us and we were pretty scared!

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The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Bennelong

Bennelong and Governor Arthur Phillip – 2 It is obvious that Bennelong and Governor Arthur Phillip developed a close relationship. Highlight the parts of the texts that give evidence of this close relationship.

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What do you think Bennelong would have said to his people about England on his return?

Do you think Governor Phillip did the right thing by having Bennelong kidnapped? Explain your answer.

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Do you think Governor Phillip did the right thing by taking Bennelong to England? Explain your answer.

Research on the internet to find out what happened to Bennelong after he returned to Sydney in 1795. Write down what you find.

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o c . che e r o t r s super On the back of this page, write what you think would have happened if Bennelong and his people had kidnapped Governor Phillip, taught him their Eora language and tried to convince him and his people to live like them.

The site of Bennelong’s hut (mentioned in the text) is the present-day site of the Sydney Opera House and is now known as Bennelong Point.

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The nat nature re o of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

How do you think Bennelong felt when he returned home to Sydney after three years away?

Bennelong and Governor Arthur Phillip – 3 Create a pictorial time line on another sheet of paper.

Colour the illustrations and add details to make them more informative.

Draw a time line on another sheet of paper (1788–1795).

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Bennelong returns to his homeland after three years away.

months. He learns English, wears British clothing and enjoys new foods.

Yemmerrawanie and sails for England.

Governor Phillip orders two marines to capture natives so he has an interpreter.

Bennelong and Colbee are lured into a boat with the promise of fish.

Governor Arthur Phillip was missing a front tooth, which was significant to the local Aboriginal people as the men sometimes had teeth removed as part of a traditional initiation ceremony. www.ricpublications.com.au

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The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Glue the pictures in sequential order with the text underneath. Determine the date of the event by finding the information in the text or another source.

Pemulwuy and Windradyne The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Teacher information

Time line Elaboration

1606 Dutch and Wik Aboriginal people fight at Cape Kerweer. The Dutch return to Indonesia

What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander people and early traders, explorers and settlers?

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

Soon after settlement, local Aboriginal groups begin to resist the British and in May two convicts are killed by them Pemulwuy spears and kills John McIntyre, Governor Phiilip’s gamekeeper

1797

Sequence historical people and events (ACHHS081) Use historical terms (ACHHS082)

Pose a range of questions about the past (ACHHS083) Identify sources (ACHHS216)

Locate relevant information from sources provided (ACHHS084)

Identify different points of view (ACHHS085) Develop texts, particularly narratives (ACHHS086)

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Teac he r

1790

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Pemulwuy is shot and captured but he escapes from his chains

Historical concepts

1799

• Source

• Cause and effect

• Empathy

• Significance

• Perspectives

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Mass killings of Aboriginal people begin in Tasmania 1813

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Settlers make it across the Blue Mountains after many attempts and soon begin to settle the lands beyond, which are valuable for farming

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Windradyne leads resistance in the Bathurst area 1830 The Black Wars in Tasmania begin 1834 Eighty Aboriginal people are attacked near Pinjarra in WA; around 30 people are killed Australian Curriculum History: First contacts

• There were other instances where Aboriginal people had positive relationships with people who respected them. Unfortunately, most of the British didn’t and expected the Aboriginal people to adapt to their ways or be removed so they were no longer in the way.

Teaching notes

• Review the text for unfamiliar vocabulary—for example, ‘martial law’ and ‘persuaded’—and discuss with the students.

o c . che e r o t r s super

Aboriginal people attack farms on the outskirts of Sydney. Those sent to arrest the offenders attack a camp at night and kill 14 Aboriginal people

1824

Background information

• Often, during the stages of first contact, the Aboriginal people would retreat and observe the settlers from a distance. Tensions ran high when Aboriginal people were treated badly by the settlers (there were countless incidences of mistreatment of Aboriginal women by the British) or when conflicts over resources broke out. The British were heavy-handed in their management of these situations and there are reports from all over the country of mass shootings and massacres.

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EARLY CONTACTS

The Hawkesbury and Napean Wars begin—firstly led by Pemulwuy. Six years of resistance and conflicts follows

1816

Key inquiry questions

Historical skills

1788

1804

Exploring early contact history with the British.

• Discuss the actions of Pemulwuy and Windradyne with the students before they complete page 72. Talk about their motivations and what the students think they wanted to achieve.

Additional activities

• <http://splash.abc.net.au/media/-/m/31383/point-of-view-%C2%A0newspaperreport?source=upper-primary> A model news report writing interactive that will support students to complete page 73.

• Investigate other Aboriginal people famous for their resistance, such as Yagan (Perth). Or discover the history of contact and/or resistance in your local area.

Resources • <http://www.myplace.edu.au/decades_timeline/1800/decade_landing_20. html?tabRank=2&subTabRank=2> Information about Pemulwuy • <http://www.youtube.com/watch?v=wm57Un8bsW0> Five-minute video about Windradyne’s story.

• <http://www.myplace.edu.au/decades_timeline/1820/decade_landing_18. html?tabRank=2&subTabRank=4> Information about the ‘Black Wars’

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Pemulwuy and Windradyne – 1 Pemulwuy and Windradyne are two Aboriginal men who attempted to resist or fight the occupation of their lands. Read their stories.

Pemulwuy (~1750–1802)

Governor Phillip became enraged when he found out McIntyre had been speared and sent a party in search of Pemulwuy to arrest him. Of course it was easy for Pemulwuy to escape into the bush as he knew it so well.

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

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C.Publ i cat i ons From the Bathurst region in NSW, Windradyne was a leader of the Wiradjuri or r ev i e w pu r p oBritish ses onl y •beginning, people.• Hef was known as ‘Saturday’ by the settlers.

In the Windradyne (~1800–1829)

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contacts between the Wiradjuri people and the white settlers were peaceful.

When settlers came into the area in increasing numbers, there were strains on resources. Conflicts broke out over land. In one reported incident a farmer gave some Aboriginal people potatoes. Not understanding the European concept of land ownership, the people returned to the farm and took more potatoes. The farmer became angry and went after the people, who were all shot. Windradyne and some other men began attacking farms, animals and people because of this and other incidents. Martial law was declared and soldiers came into the area to help the white settlers. Many Aboriginal people were killed during this time.

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o c . che e r o In 1824, Windradyne decided there was enough death among his people t r s s r u e p and he made the decision to walk about 200 km to Parramatta to meet the

governor. Windradyne arrived wearing a straw hat with the word ‘peace’ on it and an olive branch sitting on top. He asked for a pardon for his role in the conflict and for peace between the settlers and Wiradjuri people. He returned to live in the Bathurst region. Later, Windradyne was injured during a fight with another tribe and eventually died from this injury.

Windradyne’s body was buried on Brucedale Station, which is still run by the Suttor family. William Suttor spoke the Wiradjuri language and had a long friendship with Windradyne after settling on the land in the region. www.ricpublications.com.au

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Australian Curriculum History: First contacts

EARLY CONTACTS

Teac he r

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Pemulwuy persuaded members of neighbouring tribes to help him resist the British settlement of their lands. From 1792 he led raids on settlers around the Sydney area. In 1797 Pemulwuy led 100 of his men and confronted the British troops in Parramatta.

He was shot and was placed in chains while he recovered in hospital. By morning, he had escaped. He returned to his people and continued to resist the British. Pemulwuy was finally shot and killed in 1802 after a reward was offered for his capture.

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The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Pemulwuy was a leader of the Bidjigal people from the Botany Bay region in Sydney. In 1790 Pemulwuy speared and killed Governor Phillip’s gamekeeper, John McIntrye. McIntyre was accused of mistreating Aboriginal people.

Pemulwuy and Windradyne – 2 Read the text about Pemulwuy and highlight all the dates mentioned.

Complete the time line below and write the significant events.

1750

Pelulwuy is born around 1750.

+ 25 years

The First Fleet arrives in the Sydney area.

1790

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Teac he r

1788

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

1795

EARLY CONTACTS

1805

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1800

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Do you think you would have kept fighting until the end like Pemulwuy, or would you have asked for peace like Windradyne? Write the name of the warrior you most identify with:

. techose this person: o Explain why you c . che e r o t r s super

On the back of this sheet write two questions you have about the person.

Find the answers on the internet.

After Pemulwuy was killed, his head was removed, preserved in liquid and sent to England. The practice of sending Aboriginal bodies or skeletons back to Europe was common in the 1800s. They would be displayed in museums or used in scientific research.

Australian Curriculum History: First contacts

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The nat nature re of cont contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

1785

Pemulwuy and Windradyne – 3 Construct a newspaper article about the life of Windradyne. Include a quote from the governor. You may like to collect further information from other sources.

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Draw an illustration for your article and write a caption underneath.

The Sydney Gazette was the newspaper of the colony from 1803–1842. It was an official publication of the government of New South Wales and was censored by them until 1824. www.ricpublications.com.au

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Australian Curriculum History: First contacts

EARLY CONTACTS

Teac he r

ew i ev Pr

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

© R. I .

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

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The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

The Sydney Gazette

Tasmanian Aboriginal people The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Teacher information

Time line Elaboration

1642 Abel Tasman charts the southern coast of Tasmania and names it Van Diemen’s Land

Key inquiry questions What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?

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

1772

French explorers encounter the Aboriginals, misunderstandings arise and at least one Aboriginal person is killed

Sequence historical people and events (ACHHS081) Use historical terms (ACHHS082)

Pose a range of questions about the past (ACHHS083) Identify sources (ACHHS216)

Locate relevant information from sources provided (ACHHS084)

Convicts and soldiers from Sydney establish a colony in the Hobart area

1812

The first convict ship direct from England arrives in Tasmania

1828–1832

Develop texts, particularly narratives (ACHHS086)

Use a range of communication forms (oral, graphic, written, role play) and digital technologies (ACHHS087)

Historical concepts • Source • Perspectives

• Continuity and change • Empathy

• Cause and effect • Significance

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1829

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Bruny Island Mission is established by GA Robinson in an attempt to ‘care for and protect the natives’, but closes after 9 months as a result of high death rates from disease

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The ‘Black Line’ campaign is trialled and is proven ineffective. The British attempt to create a line of men across the island to push all the remaining Aboriginal people into a corner so they can be moved off their land

1833–1847

• Many Aboriginal women lived with sealers in the Bass Strait Islands. Some reports tell of kidnapping and mistreatment, though others indicate there were good family relationships. It is from these unions between sealers and Aboriginal women that many Tasmanian Aboriginals of today descend from.

Teaching notes • Review the text for unfamiliar vocabulary—for example, ‘proclamation’ and ‘sealers’—and discuss with the students.

• Direct students to the websites listed under Resources to help them complete the research component of page 76.

• Prepare a large printout or an interactive whiteboard display of the proclamation for students to view when completing page 77.

o c . che e r o t r s super

GA Robinson establishes a mission on Flinders Island with around 200 Aboriginal people. In 1847 the remaining 47 people move to Oyster Cove 1856 Van Diemen’s Land is formally renamed Tasmania

Australian Curriculum History: First contacts

Background information

• See the time line, at left, for significant dates in Tasmanian history.

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EARLY CONTACTS

Martial law is in effect in Tasmania due to continual conflicts between Aboriginal people and British settlers

Identify different points of view (ACHHS085)

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Teac he r

1803

1830

Exploring early contact history with the British; for example, The Black War.

Additional activities

• View paintings and photographs of Tasmanian Aboriginal people and discuss. Ask students to create their own interpretations of the portraits < http://acms.sl.nsw.gov.au/album/albumView. aspx?acmsID=442814&itemID=823241> • Examine the proclamation more closely and discuss the pictures with students. Discuss the beliefs at the time of racial superiority, ask for students’ opinions about the pictures and what they meant for the Aboriginal people of Tasmania <http://treasure-explorer.nla.gov.au/treasure/ governor-arthurs-proclamation#governor-arthurs-proclamation-aborigines-1st-nov-1828>

Resources • <http://www.utas.edu.au/telling-places-in-country/historical-context/historicalbiographies/mannalargenna> • <http://www.utas.edu.au/telling-places-in-country/historical-context/historicalbiographies/trugannini> • <http://www.utas.edu.au/library/companion_to_tasmanian_history/R/Robinson%20GA.htm>

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Tasmanian Aboriginal people – 1 The Aboriginal people of Tasmania were especially affected by British settlement.

Disease brought by the settlers plus years of conflict caused many thousands of Tasmanian Aboriginal people to die. It is estimated there were up to 6000 people before settlement. Read about what happened.

When the first settlers arrived in 1803, things were reasonably peaceful between them and the local Tasmanian Aboriginals. However, before long there would be serious conflicts.

Because the settlers and sealers were always hunting and fishing, available food resources were quickly reduced.

Fights between the groups often broke out over food and territory.

Revenge or payback killings were common and were carried out by both sides. Tasmanian Aboriginal people sometimes attacked settlers and burned crops to try to force people from their lands. From 1828–1832, martial law was declared. This meant Tasmanian Aboriginal people could be shot on sight by soldiers, or arrested without a warrant.

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C.Publ i cat i ons Eventually, the remaining Tasmanian •f orr evi ew pur p osespeople onl y •offered a Aboriginal were

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deal. They were told if they moved off their lands to Flinders Island they would be allowed to return home from time to time. Tired of all the death and conflict, about 200 people agreed and moved to the island in 1833. Unfortunately, with the By 1828, there were only about 1000 people living in close quarters and Aboriginal people left in Tasmania. Many being upset about moving from their thousands had died from diseases and homeland, many became sick and many were killed. died.

o c . che e r o t r s13 years on Flinders Island only supeAfter r Looking for a solution, LieutenantGovernor Arthur ordered a proclamation 47 people remained. They had not

(pictured) be nailed to trees in the been allowed to return home like they Tasmanian bush. were promised. The remaining 47 The Aboriginal people were expected to people finally returned to mainland live like the British and to adopt the British Tasmania in 1847.They lived in an old culture, language, clothing and way of convict settlement in Oyster Cove. life. Aboriginal people who did this were What happened to the Tasmanian still seen as beneath the settlers though, Aboriginal people is a sad, terrible because of the colour of their skin. chapter in Australian history. www.ricpublications.com.au

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Australian Curriculum History: First contacts

EARLY CONTACTS

Teac he r

As well as the convict settlement there were regular visits to the coast by sealers (seal hunters).

ew i ev Pr

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

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The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Tasmanian Aboriginals lived in isolation from the rest of the world for about 10 000 years.

Tasmanian Aboriginal people – 2 (a) Use the text to help you order the events as they happened. Write the numbers 1–4 on the left.

Tasmanian Aboriginals move to Flinders Island Martial Law is declared in Tasmania

Tasmanian Aboriginals return to Oyster Cove on the mainland

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

(b) Write the year of each event on the line to its right.

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Teac he r

Use the internet to research one of these people who played a significant role in shaping Tasmania’s history after British settlement. Fill out the information.

GA Robinson

An Englishman and ‘Chief protector of Aborigines’

Truganini

An Aboriginal woman

Mannalargenna

An Aboriginal tribe leader

Tasmanian Aboriginal people

Name

Draw or glue a portrait.

What years was he/she alive?

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EARLY CONTACTS

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C.Publ i cat i ons Where was he/she originally from?

•f orr evi ew pur posesonl y•

What was his/her role (Why is this person remembered in Tasmanian history)?

o c . che e r o t r s super

What is your opinion of this person? Why do you think this?

Not all relations between British settlers and Aboriginal people were negative. However, often even when the British were trying to help the people they generally expected the Aboriginals to change completely to fit into the British culture.

Australian Curriculum History: First contacts

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The nat nature re of c contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

The first British settlers and convicts arrive in Tasmania

Tasmanian Aboriginal people – 3 Imagine this situation: the British were living in isolation in Tasmania for many thousands of years and the Tasmanian Aboriginals arrived in boats. Imagine they ‘took over’ and ‘settled’ the British lands.

Recreate the first panel of the proclamation from the text page showing Aboriginal and British people in traditional Aboriginal clothing.

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

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Explain why you think this form of communication was used by the British.

o c . che e r o t r s super

Do you think one way of life is ‘better’ than the other? Explain your answer.

Although settlers are pictured being hanged in the original proclamation, not one was ever convicted of killing an Aboriginal person. Many Aboriginal people were killed for attacking settlers. www.ricpublications.com.au

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Australian Curriculum History: First contacts

EARLY CONTACTS

ew i ev Pr

Teac he r

Give your proclamation a title:

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The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)

Research pictures of Tasmanian Aboriginal people to find out about their traditional clothing, personal adornments and hair styles for your illustrations.

What do we know about Australia’s first people? pages 2–5

Choose the correct answers.

1.

Which state is Uluru located in? (a) WA

(b) SA

(c) NT

What is the estimated age of the Murujuga rock art in northern WA (a) 10 000

r o e t s Bo r e p ok u S (b) 20 000

(c) 30 000

What is Quinkan Country in far north Queensland named after? (b) a spirit being

(c) the rocks

Which name is the being Baiame also known as?

(a) Silver Surfer

(b) Sky Father

(c) Sky Mother

(b) very old wood

(c) a cave painting

What is a petroglyph?

(a) a rock carving

ew i ev Pr

Teac he r

(a) a town

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C.Publ i cat i ons How did first live?

•f orr evi e wp uAustralia’s r poses opeople nl y•

Choose the correct answers.

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1.

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pages 6–9

Where are the first Australians believed to have come from? (a) China

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(b) New Guinea

(c) Tasmania

o c . (a) semi-nomadic (b) permanent (c) residents che e r o Fire was sometimes used r to:s t s r u e p (a) destroy homes. (b) clear land. (c) fight enemies.

What is the term that explains people who move around to live in different places?

Which groups of people used fish bone in their weapon-making? (a) desert people

(b) bush people

(c) coastal people

(b) growing back

(c) going fast

What is regeneration? (a) using up

Australian Curriculum History: First contacts

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Aboriginal people and Torres Strait Islander people pages 10–13

Choose the correct answers.

1.

Which two things are very important in Aboriginal and Torres Strait Islander people’s cultures? (a) land and sea

(b) water and air

(c) sky and clouds

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

Aboriginal people lived in family groups of about (a) six

(b) 10–20

people.

(c) 50

Why did Torres Strait Islanders travel to other islands? (b) to find wives

(c) to trade goods

ew i ev Pr

Teac he r

(a) to hunt

There were once hundreds of Aboriginal language groups.

(a) True

(b) False

Torres Strait Islanders would hunt dugongs and:

(a) turtles.

(b) whale sharks.

(c) porpoises.

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C.Publ i cat i ons Australian Aboriginal language •f orr evi ew pur p oseso nl y•groups pages 14–17

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Choose the correct answers.

1.

The Aranda people would use distance.

to signal to their people from a

(b) hand signals (c) smoke . teis a: A midden o c . (a) shell heap. (c) waterhole. che(b) camping spot. r e o Which word means ‘hello’ and ‘good’s in t Pitjantjatjara? r s r u e p (a) baru (b) yaka (c) palya

(a) fireworks

What is the Yolngu name for a digeridoo? (a) malu

(b) yidaki

(c) wiya

Maccasan fishermen came from: (a) Indonesia.

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(b) China.

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(c) Japan.

Australian Curriculum History: First contacts

Creation stories and beliefs pages 18–21

Choose the correct answers.

1.

The story of Tagai comes from: (a) Tasmania.

(b) Torres Strait Islands. (c) northern Australia.

The story from Cape York says the moon was once a:

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

(a) boomerang.

(b) feather.

(c) star.

The Sun Woman lights the sky with a: (b) mirror.

Teac he r

(a) lamp.

(c) fire torch.

(a) sleeping.

(b) Dreaming.

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The word used to describe the special cultural stories of Aboriginal people is: (c) knowing.

Who threw the boomerang into the sky to give us the moon?

(a) a small boy

(b) a big man

(c) an old man

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C.Publ i cat i ons Why did journeys •f orr evi ew p ur p othe segreat son l y•of exploration occur? pages 22–25

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1.

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Choose the correct answers.

Which resource that was precious to Europeans was a reason for sea exploration around the world?

(b) wool (c) ivory . te were the Europeans trying to reach to getothis Which continent c resource? . c e he r (a) America (b) Africa (c) Asia o r st in the 1400s was sup r One person who helped improve seae exploration (a) spices

Henry the:

(a) Explorer.

The

(b) King.

(c) Navigator.

Empire blocked the trade route between Europe and Asia.

(a) Greek

(b) Roman

(c) Ottoman

Christopher Columbus accidentally ‘discovered’: (a) Australia.

Australian Curriculum History: First contacts

(b) America.

84

(c) Antarctica.

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Famous explorers of the late 1400s pages 26–29

Choose the correct answers.

1.

Christopher Columbus reached the Americas in which year? (a) 1592

(b) 1492

Vasco da Gama left from

(c) 1692 and reached

.

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

(a) Portugal, India

(b) Spain, America

(c) England, Canada

John Cabot claimed which land for England? (a) India

(b) Australia

(c) Canada

Teac he r

(a) Isabella.

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The Queen of Spain in 1492 was called: (b) Elizabeth.

(c) Mary.

Where did Columbus and many others think he had reached in 1492?

(a) America

(b) Asia

(c) Australia

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C.Publ i cat i ons the ‘New •f orr evi ew pur pImpacts oseson on l y •World’

Choose the correct answers.

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1.

The Inca people made clothing from what?

(a) alpaca wool

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(b) sheep’s wool

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pages 30–33

(c) animal skins

o c . (a) spears c (b) diseases (c) poison e her r o t All of the indigenous people of the Americas s were hunter-gatherers. super (a) True (b) False European people brought guns and indigenous people of the Americas.

which killed many

Which religion did the Portuguese and Spanish want the indigenous people to follow? (a) Catholic

(b) Jewish

(c) Buddhist

All of the people of the Americas spoke the same language. (a) True

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(b) False

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Australian Curriculum History: First contacts

‘New’ and ‘old’ world exchange pages 34–37

Choose the correct answers.

1.

Which animals from Europe became important to the native North American people for hunting? (a) dogs

(b) horses

(c) buffalo

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

This fruit from the Americas became very popular in Italian dishes. (a) tomato

(b) pineapple

(c) banana

(a) sheep

(b) mouse

(c) rat

ew i ev Pr

Teac he r

This animal from the ‘old world’ was responsible for spreading disease in the Americas.

Which animal from the Americas became popular for Christmas dinners?

(a) turkey

(b) sheep

(c) llama

Which two crops from the ‘old world’ flourished in South America?

(a) tea and rice

(b) coffee and sugar (c) vanilla and cocoa

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C.Publ i cat i ons firstp circumnavigation the •f orr evThe i ew ur posesoof nl yglobe •

pages 38–41

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1.

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Choose the correct answers.

Around how many of the original crew of 250 men survived the three-year journey around the globe?

(b) 2 (c) 20 . tesailing for the King of: Magellan was o c . (a) England (b) Spain (c) France che e r o The voyage captained byr Magellan was the fi rst to the globe. t s s r u e p (a) circumference (b) circulate (c) circumnavigate (a) 200

Ferdinand Magellan named which of these oceans? (a) Atlantic

(b) Pacific

(c) Indian

Magellan was killed in a conflict in: (a) the Philippines

Australian Curriculum History: First contacts

(b) Thailand

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(c) Hawaii

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Australia on the map 1606–1696 pages 42–45

Choose the correct answers.

1.

Which country created the Dutch East India Company (VOC)? (a) England

(b) Spain

(c) The Netherlands

Who is the first European person on record to see and map the Australian coast?

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

(a) James Cook

(b) Willem Jansz

(c) Abel Tasman

Arnhem Land in the Northern Territory was named after a: (b) queen.

(c) sailor.

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Teac he r

(a) ship.

What did Abel Tasman name the great landmass he mapped in 1644?

(a) Australia

(b) New Holland

(c) Van Diemen’s Land

The first known European to set foot on the west coast of Australia was:

(a) Dirk Hartog.

(b) James Cook.

(c) Willem de Vlamingh.

© R. I .

C.Publ i cat i ons Captain James •f orr evi ew pur po seso nl yCook • and settlement of Australia

Choose the correct answers.

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1.

When was Cook’s first voyage?

(a) 1668–1671

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(b) 1768–1771

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pages 46–49

(c) 1748–1751

o c . (a) James Botany Joseph Banks che(b) John Bloggs (c) e r o a new place to t After independence in 1776, Britain needed r s s r u e p send convicts.

Who was the scientist on board who recommended New South Wales as a good place for a colony?

(a) Canadian

(b) American

(c) Indian

How many ships made up the First Fleet? (a) 11

(b) 10

(c) 12

What was the name of the floating jails (prison ships)? (a) pontoons

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(b) hulks

87

(c) penal ships

Australian Curriculum History: First contacts

The First Fleet journey pages 50–53

Choose the correct answers.

1.

About how many people arrived on the 11 ships of the First Fleet? (a) 1800

(b) 1100

(c) 1400

Which of these animal species was introduced to the Australian continent by the First Fleet?

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

(a) kangaroos

(b) cattle

(c) squirrels

Of the 11 ships of the First Fleet, how many were carrying convicts? (b) 10

(c) 6

The youngest convicts of the First Fleet were about

(a) 13

(b) 10

(c) 7

The city of Sydney in Australia was established in:

(a) 1777.

(b) 1788.

(c) 1688.

ew i ev Pr

Teac he r

(a) 4

years old.

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C.Publ i cat i ons Who were convicts of o then First •f orr ev i ew pthe ur poses l yFleet?

•

Choose the correct answers.

w ww

1.

Most of the convicts of the First Fleet were poor and: (a) uneducated.

. te (a) True

(b) healthy.

m . u

pages 54–56

(c) adventurous.

o c . chtoeNew Zealand before being Mary Bryant escaped sent back to e r o England. t r s s r u e p (a) True (b) False Some convicts became successful in the colony. (b) False

The first newspaper of the colony was the Sydney: (a) Herald.

James colony.

(b) Gazette.

(c) Telegraph.

became a well known and successful farmer in the

(a) Bloodsworth

Australian Curriculum History: First contacts

(b) Squires

88

(c) Ruse

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Past and present views on colonisation pages 58–61

Choose the correct answers.

1.

Sydney Cove/Port Jackson was established as a (a) French

(b) Dutch

colony in 1788.

(c) British

The British thought Australia ‘belonged to no-one’ because there were no farms or:

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

(a) buildings.

(b) people.

Some people call Australia Day

Day.

(b) Invasion

(c) Colonisation

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Teac he r

(a) Settlement

(c) cars.

The British mostly valued the beliefs and ways of life of the Aboriginal people.

(a) True

(b) False

Colonies were set up by European countries to increase their wealth and:

(a) friends.

(b) animal life.

(c) territory.

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C.Publ i cat i ons before •f orr evi ew pur poseContact sonl y • 1788 pages 62–65

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m . u

Choose the correct answers.

1.

Which people visited the northern coastline of Australia for many years before 1788?

(b) Japanese (c) Chinese . tenamed Cape Kerweer in Queensland. It means The Dutch Cape: o c . (a) turn about. (c) friendship. che(b) welcome. e r o t One of the shipwrecksr off the Western Australian s coast was the: super (a) Macassan

(a) Endeavour.

(b) Bounty.

(c) Vergulde Draeck.

Fishermen who had contact with the Yolngu people were in Australia for: (a) turtles.

(b) trepang.

(c) eels.

In what year was the first recorded contact between Aboriginal and European people? (a) 1707 www.ricpublications.com.au

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(b) 1808

(c) 1606 89

Australian Curriculum History: First contacts

Impacts of settlement on the Indigenous population pages 66–69

Choose the correct answers.

1.

Many Aboriginal peoples were killed by by the settlers. (a) diseases

(b) animals

brought from Europe (c) bombs

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

Land and water sources were damaged by livestock brought by the settlers. (a) True

(b) False

Teac he r (a) True

(b) False

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Aboriginal people had difficulty ‘fighting’ the British because they didn’t have the same weapons.

Aboriginal people in Australia have been allowed to vote since:

(a) 1952.

(b) 1962.

(c) 1972.

A penal colony was established in Tasmania in:

(a) 1803.

(b) 1793.

(c) 1903.

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C.Publ i cat i ons and Governor Arthur •f orr evBennelong i ew pu r po seso nl yPhillip •

1.

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Choose the correct answers.

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pages 70–73

When was Bennelong first captured by Governor Phillip’s marines? (a) 1799

(b) 1789

(c) 1779

. tBridge (b) Opera House (c) Sydney Tower o (a) Harboure c . ch e Governor Phillip was speared by an Aboriginal man in: r e o t r (a) 1790. (b) 1792. s(c) 1794. super

Bennelong Point is the site of which famous Sydney landmark?

Governor Phillip was missing a Aboriginal people. (a) finger

, which was significant to the

(b) toe

(c) tooth

Bennelong returned to Sydney in: (a) 1785.

Australian Curriculum History: First contacts

(b) 1795.

90

(c) 1665.

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Pemulwuy and Windradyne pages 74–77

Choose the correct answers.

1.

Pemulwuy was a leader of the (a) Bidjigal

people from the Sydney region.

(b) Koori

Windradyne was a leader of the region.

(c) Palawah people from the Bathurst

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

(a) Koori

(b) Palawah

(c) Wiradjuri

(a) Sydney

(c) Newcastle

Teac he r

to meet with the

(b) Parramatta

Some Wiradjuri people were shot for stealing

(a) sheep

(b) potatoes

Pemulwuy was killed in:

(a) 1808.

(b) 1806.

ew i ev Pr

Windradyne walked around 200 kms to governor.

from a farm.

(c) cattle (c) 1802.

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C.Publ i cat i ons Tasmanian •f orr evi ew pur posesAboriginal onl y•people pages 78–81

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m . u

Choose the correct answers.

1.

Tasmanian Aboriginal people lived in isolation from the rest of the world for about years.

(b) 10 000 (c) 15 000 . te did the Tasmanian Aboriginal people move Which island to in 1833? o c . (a) King (c) Flinders che(b) Bruny e r o t Which of these people was a Tasmanian Aboriginal tribe leader? r s super

(a) 5000

(a) Mannalargenna

(b) Truganini

(c) GA Robinson

From 1828–1832

Law was in effect in Tasmania.

(a) Aboriginal

(b) British

(c) Martial

The 47 remaining Tasmanian Aboriginal people moved from Flinders Island to cove in 1847. (a) Seal

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(b) Oyster

91

(c) Whale

Australian Curriculum History: First contacts

Quiz answers Impacts on the ‘New World’ ............................ page 85 1. (a) alpaca wool 2. (b) diseases 3. (b) False 4. (a) Catholic 5. (b) False

Past and present views on colonisation ............... page 89 1. (c) British 2. (a) buildings 3. (b) Invasion 4. (b) False 5. (c) territory

How did Australia’s first people live? ............. page 82 1. (b) New Guinea 2. (a) semi-nomadic 3. (b) clear land 4. (c) coastal people 5. (b) growing back

‘New’ and ‘old’ world exchange ....................... page 86 1. (b) horses 2. (a) tomato 3. (c) rat 4. (a) turkey 5. (b) coffee and sugar

Contact before 1788 ....... page 89 1. (a) Macassan 2. (a) turn about 3. (c) Vergulde Draeck 4. (b) trepang 5. (c) 1606

Aboriginal people and Torres Strait Islander people ...... page 83 1. (a) land and sea 2. (b) 10–20 3. (c) to trade goods 4. (a) True 5. (a) turtles

The first circumnavigation of the globe .................... page 86 1. (c) 20 2. (b) Spain 3. (c) circumnavigate 4. (b) Pacific 5. (a) The Philippines

Australian Aboriginal language groups? ............ page 83 1. (c) smoke 2. (a) shell heap 3. (c) palya 4. (b) yidaki 5. (a) Indonesia

Australia on the map 1606–1696 ..................... page 87 1. (c) The Netherlands 2. (c) Abel Tasman 3. (a) ship 4. (b) New Holland 5. (a) Dirk Hartog

Creation stories and beliefs............................. page 84 1. (b) Torres Strait Islands 2. (a) boomerang 3. (c) fire torch 4. (b) Dreaming 5. (c) an old man

Captain James Cook and settlement of Australia .... page 87 1. (b) 1768–1771 2. (c) Joseph Banks 3. (b) American 4. (a) 11 5. (b) hulks

Why did the great journeys of exploration occur? ........... page 84 1. (a) spices 2. (c) Asia 3. (c) Navigator 4. (c) Ottoman 5. (b) America

The First Fleet journey ..... page 88 1. (c) 1400 2. (b) cattle 3. (c) 6 4. (a) 13 5. (b) 1788

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

Impacts of settlement on the Indigenous population .... page 90 1. (a) diseases 2. (a) True 3. (a) True 4. (b) 1962 5. (a) 1803

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Teac he r

What do we know about Australia’s first people? ... page 82 1. (c) NT 2. (c) 30 000 3. (b) a spirit being 4. (b) Sky Father 5. (a) a rock carving

Bennelong and Governor Arthur Phillip .................. page 90 1. (b) 1789 2. (b) Opera House 3. (a) 1790 4. (c) tooth 5. (b) 1795

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Tasmanian Aboriginal people ........................... page 91 1. (b) 10 000 2. (c) Flinders 3. (a) Mannalargenna 4. (c) Martial 5. (b) Oyster

o c . che e r o t r s super

Famous explorers of the late 1400s ...................... page 85 1. (b) 1492 2. (a) Portugal, India 3. (c) Canada 4. (a) Isabella 5. (b) Asia

Australian Curriculum History: First contacts

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. te

Pemulwuy and Windradyne .................... page 91 1. (a) Bidjigal 2. (c) Wiradjuri 3. (b) Parramatta 4. (b) potatoes 5. (c) 1802

Who were the convicts of the First Fleet? ................ page 88 1. (a) uneducated 2. (a) True 3. (b) False 4. (b) Gazette 5. (c) Ruse

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Answers

Australian Curriculum History: First contacts (Year 4) Page 12 1.

Page 5 Teacher check

Page 16 1.–2.

Languages spoken

Aboriginal People

Torres Strait Islanders

hundreds of languages

Meriam Mar and Kalaw Lagaw Ya

Main mode of travel

by foot

by boat

temporary shelter

bamboo framed house

Dreaming

Zogo Time

Page 21 1. Answers will vary, for example; Then

Now

Housing

temporary

more permanent

Food

hunted and gathered

bought from supermarkets

Entertainment

stories, dance, the stars

TV, computers, radio, games

Daily life

helping around the camp

school and work

Landmarks

rivers, lakes, mountains

bulidings, roads, bridges

Possessions

weapons, tools, clothing

toys, books, electronics

r o e t s Bo r e p ok u S Typical housing Terms describing Creation time

2. Teacher check

2. Answers will vary; for example: because they used them to help tell the seasons and planting times or they used them in their cultural storytelling 3. Teacher check

Page 13 Teacher check

ew i ev Pr

Teac he r

Page 4 1.–2. Answers will vary; for example: from the top: Quinkan Country Rock Art: 37 000 years old: located in far north Queensland, Quinkans are spirit beings; Baiame Cave Painting: unknown: located in NSW, Baiame was a creator in a Dreaming story; Murujuga Rock Art: 30 000 years old: located in northern WA, there are also standing stones at this site; Uluru Rock Art: 10 000 years old: located in NT, symbols represent different things.

3.–4. Teacher check

1

Page 24

Page 8 1. Answers will vary; for example: to make animals come out of the bushes 2. so they didn’t use all the resources up 3. Answers will vary; for example: land has to be cleared and water would get used up 4. The environment, because people had to eat and use what was available to them.

5. Answers will vary; for example: they never used too much of anything and moved around so the environment could regenerate 6. Teacher check

2

Year

3

4

Significant event/cause

1400+ Trade between 3 continents

Effect

People can access goods from other lands

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My house more permanent

temporary near water no taps or toilet

made with wood

made with bricks

keeps you dry

environment is cleared

made with found materials

has a roof

small

has to be built

1420+ Portuguese sailors explore west Africa

3.

4.

Yolngu Matha–1; Western Desert Languages–2; Arrernte –3; Gumbaynggirr–4 Answers will vary; for example: because there are a lot of English speaking non-Aboriginal people in this area because not many non-Aborignal people live in these areas and the people can speak their languages together Teacher check (a) a shell heap (b) swap things

Sailors learn new skills and become better explorers Sea trade happens along the west African coast

1453

Ottoman Empire conquers Turkey

Land and sea trade dominated by Ottomans

1488

Dias sails around South Africa

Sailors know they can sail below Africa

1492

Columbus reaches the Americas

Life is changed for the people of the Americas

1498

da Gama sails around Africa to India

A new spice route is proven

Page 25 Teacher check Page 28 Teacher check

o c . che e r o t r s super

Page 9 1. Teacher check 2. Answers will vary; for example: Traditional Aboriginal Housing

Henry the Navigator opens schools

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1419

has running water and electricity

5.

6.

Page 17 1. (a) spear joining, Anangu (b) midden, Gumbaynggirr (c) yidaki, Yolngu (d) smoke signal, Aranda 2. Teacher check Page 20 Teacher check

Page 29 1.

1

Christopher Columbus was an Italian explorer who wanted to find a new way to Asia by sailing west across the Atlantic Ocean.

2

He asked the rulers of Portugal, Italy and England for help but they all said no as they didn’t think it could be done.

At this time there were only maps showing Europe, Africa and Asia – the Europeans didn’t know there were four more continents.

3

At last the King and Queen of Spain agreed to help him achieve his goal.

4

In 1492 Columbus landed in the Caribbean Islands (as they are called today). He was convinced he’d found another way to Asia.

5

Columbus returned to Spain with some kidnapped Indigenous people and items from the ‘New World’.

6

Soon after this first voyage, exploration and colonisation of the Americas began

2. Teacher check www.ricpublications.com.au

Australian Curriculum History: First contacts

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Answers

Australian Curriculum History: First contacts (Year 4) Page 32 1. Teacher check the researched information. Information from text see table below.

Before 1492

After colonisation

Clothing

animal skins and furs, wool

European clothing

Weapons

spears, blades and arrows

guns

Language

many languages

Spanish, Portuguese, English, French, Dutch

Religion/beliefs

traditional beliefs

Catholic

crops and animals

2. Teacher check 3. Answers will vary; for example: to find gold, to convert the people to the Catholic religion, to gain new territories

wrecked in a storm

San Antonio

abandoned the voyage and went back to Spain

Concepcion

burned in the Philippines (not enough crew)

Trinidad

captured by Portuguese ships in the Indian Ocean

Page 41 Teacher check Page 44 1. (a) to make maps to prevent future shipwrecks (b) to look for spices and trade opportunities 2. Answers will vary; for example: no food supplies, no water, dry land, no spices, people there didn’t want to trade 3. Teacher check 4. Dutch 5. New Holland 6. Teacher check

Page 49

Significant event/ cause

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Page 36 1. Answers will vary; for example: (a) people who come to live in a new place or country (b) settlements ruled from faraway countries (c) Europe, Asia and Africa (d) the Americas 2. (a) a time when there is no food and many people go hungry and even starve (b) domestic animals which are farmed for food and other products or to do work for people (c) a large area of planted crops grown to sell (d) something that is new to a place (usually a plant or animal species in this context) 3.

New world Old world

. te

corn, tomatoes, potatoes, pumpkins, sweet potatoes, peanuts, capsicums, tobacco, beans, cocoa beans, vanilla beans, turkeys

made it back and completed the voyage

coffee, sugar, sheep, cattle, horses, pigs, wheat, rice, oats, grapes, bananas, rats

Date

1600

From 1606

Australia’s coastline was mapped by European explorers.

1750 1755 1760 1765 1768–71 1770 1775 1776

Captain Cook’s first voyage.

1780 1785 1787 1788 1790 1795

Details of Cook’s claim of New South Wales were taken back to Britain.

America declares independence.

British convicts can no longer be transported to America.

Banks suggests New South Wales as a good place for a colony.

The British Government decides to start a penal colony in NSW.

The First Fleet departs from England.

British soldiers and convicts will start a colony in NSW.

The Fleet arrives at Botany Bay on 18–20 January and moves to Port Jackson on 26 January.

Land is cleared and settlement begins, Aboriginal people move into the bush and away from the settlement.

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Cook went in search of land to claim for Britain.

Cook claimed New South Wales for Britain.

1779

1800

Australian Curriculum History: First contacts

Parts of Australia’s coastline appeared on world maps. The Europeans knew there was an inhabited landmass beneath Asia.

+ 150 years

o c . che e r o t r s super Page 45 1. Dirk Hartog Island 2. Swan River 3. Cape Leeuwin 4. Arnhem Land 5. New Holland 6. Nuyts Archipelago 7. Gulf of Carpenteria 8. Cape Kerweer 9. Tasmania 10. Tasman Sea

Effect/impact

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Page 33 Teacher check

Victoria

Santiago

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foreign diseases like smallpox

Health

Page 40 1.–2. Teacher check 3. Answers will vary; for example: (a) no fresh food (b) no fresh water 4. Juan Sebastian del Cano 5.

Page 48 1. Because they couldn’t send convicts to north America after 1776; because crime rates were high and jails were overflowing; because they wanted a better solution than keeping people imprisoned in hulks 2. A colony for prisoners.

3. (a) Captain James Cook (b) Joseph Banks 4. Teacher check 5. Because Cook didn’t see any farms or buildings on the land and he thought this meant that nobody owned it.

6. No; The Aboriginal people lived and managed the land differently from the European way. It was their home.

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

sugar plantations

Teac he r

Farming

Page 37 Teacher check

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Answers

Australian Curriculum History: First contacts (Year 4)

Page 65 Teacher check

Page 53 1.

Page 68 Teacher check

Crowded homes with no running water or toilets.

Minimal rations Unclean

Weather

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Long work days for minimal pay

2. Teacher check

. te

From

Years alive

GA Robinson

R.I.C. Publications®

Truganini

Mannalargenna

London

Bruny Island

North eastern Tasmania (Cape Portland now)

1788–1866

~1812–1876

~1775–1835

She helped GA Robinson in his mission to help the Aboriginal people. She is often reported to be ‘the last full-blood’ Tasmanian Aboriginal person

He was a tribal leader who travelled around Tasmania with Robinson. He was a warrior who wore dreadlocks in his hair and red ochre covering his hair and body

Role/why Was a remembered ‘protector of Aborigines’ and encouraged them to move to Flinders Island

o c . che e r o t r s super

Page 64 1. Answers will vary (a) because they worked together and made a deal where they both would benefit. (b) because the Dutch took the Wik women and didn’t behave respectfully to the Aboriginal people.

2. Teacher check

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2.

m . u

Sydney Cove

Food

Page 61 Teacher check

Page 73 1.–2. Teacher check 3. Governor Phillip orders two marines to capture natives so he has an interpreter – 1789.

Bennelong and Colbee are lured into a boat with the promise of fish.

Bennelong lives with Governor Phillip for months. He learns English, wears British clothing and enjoys new foods.

Bennelong escapes back to his people and Governor Phillip is worried and disappointed – May 1790.

Governor Phillip is speared in an encounter with the Aboriginal people; Bennelong is upset – September 1790.

Bennelong boards a ship with his friend Yemmerrawanie and sails for England – 1792 .

Bennelong visits King George III in London.

Bennelong returns to his homeland after three long years away -–1795.

Page 80 1. (a–b) The first British settlers and convicts arrive in Tasmania 1803 Martial law is declared in Tasmania 1828–1832 Tasmanian Aboriginals move to Flinders Island 1833 Tasmanian Aboriginals return to Oyster Cove on the mainland 1847

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Page 60 Teacher check

Page 77 Teacher check

Page 72 Teacher check

Page 57 1. Partial answer (from text)

Daily life

3.–5. Teacher check

Page 69 Teacher check

Page 56 Teacher check

Water

1792 – Pemulwuy leads raids on settlers in the Sydney area 1797 – Pemulwuy leads 100 men in a confrontation with British troops 1802 – Pemulwuy is killed for a reward

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

2. Teacher check

Shelter

3. Red: violence, orders, disrespect, demands, stealing, yelling and aggression.

Green: calm, understanding, respect, compromise, cooperation and sharing.

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Teac he r

Page 52 1. Teacher check 2. Partial answer (from text): Food/ rations: rice, wheat, livestock, water; Housing/lodgings: tents; work/jobs: farm labour, construction, servant, road work, caring for children; free time: gardening and other chores.

Page 81 1.–2. Teacher check 3. Answers will vary: Because the people didn’t share the same language and the British wanted to get a message across to the Aboriginal people. They used pictures to make the message.

They also wanted to show the Aboriginal people that they could ‘live like the British’.

3. Teacher check

Page 76 1. Teacher check 2. 1790 – Pemulwuy spears John McIntyre 95

Australian Curriculum History: First contacts