Australian Curriculum History - Year 5 by Teacher Superstore

RIC-6445 5.4/1358

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 978-1-922116-42-0 RIC–6445 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)

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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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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.

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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.

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Asian workers in Australia........................... 50–53

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

European workers in Australia ................... 54–56

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

An 1800s work report........................................ 57

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

Pacific Islander workers in Australia........... 58–60

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

Shaping the colony ................... 62–81

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Workers from overseas .............. 50–61

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

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

It’s a child’s life! (Or is it?) ................................. 61

Exploring the interior .................................. 62–64

Why colonies were established .................................. 2–13

Westwards to the inland sea! .......................... 65 History through the arts .............................. 66–69

Why Van Diemen’s Land? .............................. 2–5 Why Western Australia? .................................. 6–9

Caroline Chisholm: a woman who cared ................................. 70–72

Why Norfolk Island? .................................... 10–13

A permanent reminder .................................... 73 Taking the long paddock .......................... 74–76

Convict and colonial life .......... 14–33

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A drover’s life ..................................................... 77

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Developing the colonies ............................ 14–17

The peacemaker and the warrior ............. 78–80

Convict story ............................................... 18–21

Truganini inquiry ............................................... 81

A settler’s life ............................................... 22–25

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Aboriginal life.............................................. 26–29

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

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Changing the environment ....................... 30–33

Quiz answers ............................. 92–93

The impact of major events ...... 34–49

Answers ..................................... 94–99

The gold rushes .......................................... 34–37 Colonial conflicts........................................ 38–41

Transport in the 1800s ................................ 42–45

Connected to the world ............................ 46–49

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: The Australian colonies

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 set of seven multiple choice quiz questions plus answers for each topic is provided on pages 82–93.

• 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 94–99.

Four-page format Teachers page

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

The content description with its code An elaboration describing the focus of the unit in relation to the 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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A shaded tab giving the general title of the Historical Knowledge and Understanding content description

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

Australian Curriculum History: The Australian colonies

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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 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:

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 require students to work together to discuss and perhaps research further before recording their own answers

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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

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

The content description with its code

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Australian Curriculum History: The Australian colonies

Teachers notes Chronology, terms and concepts

Historical skills overview

• Sequence historical people and events (ACHHS098)

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

• Use historical terms and concepts (ACHHS099)

Show an understanding of their meaning.

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

• Identify questions to form an historical inquiry (ACHHS100)

Ask who? What? Where? Why? and How? questions to find out the reasons for and the consequences of events, people and their actions.

• Identify and locate a range of relevant sources (ACHHS101)

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

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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 play devil’s advocate, to investigate people and events from many perspectives using a range of sources. They will then gain a balanced view and be able to form their own educated opinions.

Historical questions and research

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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.

Analysis and use of sources • Locate information related to inquiry questions in a range of sources (ACHHS102)

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

• Compare information from a range of sources (ACHHS103)

Identify the author, the date and intended audience of resources to determine context and perspective. Check authenticity.

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

• Identify points of view in the past and present (ACHHS104)

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

Explanation and communication

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Go back in time and feel what an event was like from different perspectives. Record your experiences to bring the event alive for your audience.

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• Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)

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.

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Perspectives and interpretations

• Use a range of communication forms Choose different ways, across many (oral, graphic, written) and learning areas, to present your discoveries. digital technologies (ACHHS106)

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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.

Australian Curriculum History: The Australian colonies

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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Sequence historical people and events (ACHHS098)

Name

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Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)

Identify points of view in the past and present (ACHHS104)

Compare information from a range of sources (ACHHS103)

Locate information related to inquiry questions in a range of sources (ACHHS102)

Identify and locate a range of relevant sources (ACHHS101)

Identify questions to form an historical inquiry (ACHHS100)

Use historical terms and concepts (ACHHS099)

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Historical skills class record

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pp 70–73

pp 78–81

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pp 74–77

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pp 66–69

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pp 58–61

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pp 42–45

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pp 50–53

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Historical questions and research

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Perspectives and interpretations

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Analysis and use of sources

Compare information from a range of sources

Identify points of view in the past and present

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Shaping the colony

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Workers from overseas

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The impact of major events

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Convict and colonial life

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Why colonies were established

What do we know about the lives of people in Australia’s colonial past and how do we know?

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How did an Australian colony develop over time and why?

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How did colonial settlement change the environment?

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What were the significant events and who were the significant people that shaped Australian colonies?

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General capabilities

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

Key inquiry questions

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Explanation and communication

Develop texts, particularly narratives and descriptions, which incorporate source materials Use a range of communication forms (oral,graphic, written) and digital technologies

Historical skills

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Chronology, terms and concepts

pp 2–5

Historical knowledge and understanding Sequence historical people and events Use historical terms and concepts Identify questions to inform an historical inquiry Identify and locate a range of relevant sources Locate information related to inquiry questions in a range of sources

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Intercultural understanding

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Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia

Sustainability

Useful Australian history resources 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.

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• Australian history – understanding our shared past – a seven-book series • Aboriginal studies – a three-book series

• Australian Aboriginal culture – a four-book series

• Gold in Australia – a single book for upper primary

• Anzac Day – a single book for use throughout the primary school • Australian special days – a three-book series • Australian explorers – a single book for upper primary • Famous Australians – a three-book series for middle to upper primary • Current affairs – a single book for middle to upper primary

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• Australian studies – a three-book series

• Australian politics – a single book for upper primary

• Successful Australians – a single book for upper primary

• Australia on the map 1606–2006 – a two-book series for middle to upper primary • Australian identity – a single book for upper primary

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State government websites are a valuable source of information about individual states and territories. • http://www.nsw.gov.au/

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• http://www.vic.gov.au/

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• http://www.tas.gov.au/

• http://www.qld.gov.au/ • http://www.wa.gov.au/ • http://www.nt.gov.au/

• http://www.act.gov.au/ • http://www.sa.gov.au/

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Australian Curriculum History: The Australian colonies

Reasons (economical, political and social) for the establishment of British colonies in Australia after 1800 (ACHHK093)

Teacher information

Time line 1642

Elaboration

Van Diemen’s Land sighted and named by Dutch navigator Abel Tasman

Investigating reasons for the establishment of Van Diemen’s Land.

Key inquiry questions

1772–93 Numerous French and British explorers visit Van Diemen’s Land

How did Australian colonies develop over time and why?

1778

Van Diemen’s Land included in British territorial proclamation

Locate information related to inquiry questions in a range of sources (ACHHS102)

Bass and Flinders prove Van Diemen’s land is an island

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

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1803

Bowen sent to Risdon Cove to establish first colony

1803

Collins moves colony from Port Phillip to Sullivan’s Cove (Hobart)

1822

First convicts transported

1824

Application to separate from NSW

1824

Van Diemen’s Land Company formed

1825

Van Diemen’s Land becomes a colony in its own right

1852

Gold discovered in eastern part of island

1854

Application to Queen Victoria to change name of island

Historical concepts • Cause and effect

• Significance

Background information

• Continuity and change

• Empathy

• The British were at war with France. So, once Bass and Flinders had proved that Van Diemen’s Land was an island, their fear that the French would claim this island became the motivation to establish a settlement there as soon as possible. • The area was reasonably well known to British sailors who had been visiting for many years and it had became a popular stopover for ships travelling to Sydney.

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(ACHHS106)

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Six-week visit by Frenchman – Baudin

1876

Identify and locate a range of relevant sources (ACHHS101)

Identify points of view in the past and present (ACHHS104)

1802

1856

Historical skills

Van Diemen’s Land is renamed Tasmania

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Teaching notes

• Van Diemen’s Land was not originally set up as a penal colony. This didn’t happen until 20 years later, when some of the more hardened convicts were sent there from Sydney. It had a harsher climate than Sydney and convicts were not treated well. In 50 years, around 74 000 convicts were sent to Van Diemen’s Land. These factors led to its reputation as a wretched place. Further factors included the treatment and relocation of Aborigines, resulting in their decimation and (ultimately) the eradication of the unique Tasmanian tiger—to protect sheep. When transportation ended, the name was changed to Tasmania to improve its reputation. But because of its past history and because more than half the population were still convicts or ex-convicts its reputation took a long time to improve.

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Truganini, the last Tasmanian aborigine taken to Oyster Cove, dies Port Arthur closes

• Lieutenant John Bowen was sent to Risdon Cove and Lieutenant Colonel David Collins to Port Phillip in Victoria on Bass Strait. Within a year both men decided these sites were unsuitable and had settled at Sullivan’s Cove on the Derwent River.

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WHY COLONIES WERE ESTABLISHED

Why Van Diemen’s Land?

Resources

• Penal settlements in Van Diemen’s Land were set up to take advantage of natural landscape features that made it very difficult for convicts to escape. Bleak, isolated islands often surrounded by shark infested water were chosen for this reason. Port Arthur, located on Eagle Hawk Neck and surrounded by a natural moat, was joined to the mainland by a narrow piece of land that was easily guarded by a few men and savage dogs. It was also located closer to Hobart and in an area where natural resources such as timber and later coal were available. Prisoners were a source of labour for these industries. • Students may need practice in writing notes and in recording references as required on page 5. Opportunities to compare conflicting information from different sources may arise when students are sharing and discussing their research findings.

• <https://www.youtube.com/ watch?v=yJ_1Syp9aYY>

Additional activities

• <http://australia.gov.au/aboutaustralia/australian-story/tasmaniantiger>

• Write a letter from Governor Phillip King to King George III in England telling him you are concerned about French visits to Van Diemen’s Land. Suggest what you think should be done about it.

• <http://www.about-australia.com/ facts/tasmania-history/>

• Research illustrations of Port Arthur and use them to make a PowerPoint® presentation.

• <http://www.indigenousaustralia.info/ land/invasion.html> Australian Curriculum History: The Australian colonies

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In 1822 the first convict prison, Macquarie Harbour, was built at Sarah Island on the west coast, followed three years later by one on the east coast at Maria Island. Port Arthur, 60 km from Hobart, was established in 1830 to replace both of them. This infamous prison, surrounded by a shark-infested There are records of numerous British and French natural moat, closed in 1877. visits there after 1772. This explains why Van By the time the last of 74 000 convicts arrived in Diemen’s Land was included in the proclamation 1853, they made up more than half the population. the British made in 1788 when they established The island had a reputation as a cruel and brutal their colony in Sydney and claimed Australia for place. To separate it from its terrible past, they Britain. applied to Queen Victoria to have the island’s Ten years later, Bass and Flinders sailed through name changed to Tasmania. This was granted in Bass Strait and proved Van Diemen’s Land was a 1856 when Tasmania became a separate colony separate island. This news caused a big problem from NSW. for the British, when they learnt the French explorer Baudin had spent six weeks there. So, to stop their enemies from claiming this island, it was decided to establish Australia’s second colony in Van Diemen’s Land. In 1803 Lieutenant John Bowen was sent to set up a colony at Risdon Cove. He took settlers and some convicts as labourers. The soil was poor there, so he moved five kilometres to the lower Derwent River and joined a second settlement established by Lieutenant Colonel David Collins at Sullivan’s Cove. Water was plentiful and this settlement did better. It became known as Hobart Town, named after Lord Hobart, the British Colonial Secretary.

One of the tragic outcomes of British settlements in Tasmania was the plight of the Aborigines. It is calculated there were 5000–6000 in 1803, but many died of European diseases or were killed. Thirty years later there were only about 300 left. They were moved to Flinders Island but only 47 survived. They were transferred to Oyster Cove where they all died; the last woman there in 1876.

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producing wheat and wool for export. In 1825, it separated from NSW and became an independent colony. In the same year the Van Diemen’s Land Company was formed to provide cheap wool for British factories. An important shipbuilding industry By 1806 the colony was struggling and without was developed on the island. The economy bread, sugar, tea, vegetables or alcohol. It was improved and the population increased after gold decided to provide convicts with guns so they was discovered in the 1870s. could hunt kangaroos for meat. This made it easier for some of them to escape and become bushrangers. They terrorised the countryside. It also upset the Aborigines because their food supplies were affected.

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Reasons (economical, political and social) for the establishment of British colonies in Australia after 1800 (ACHHK093)

The Dutch explorer Abel Tasman, in 1642, was the first European to discover Tasmania. By planting a flag, he claimed the land as Dutch territory and named it after the Governor of the East India Company, Anthony Van Diemen. But the Dutch never came back to claim Van Diemen’s Land.

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Port Arthur penitentiary and hospital

TASMANIA

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Australian Curriculum History: The Australian colonies

WHY COLONIES WERE ESTABLISHED

Why Van Diemen’s Land? – 1

(a) Why did the reputation of Van Diemen’s Land start to change in 1822, about 20 years after it was first settled?

(b) Explain why its reputation became so bad.

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(b) Where are they situated?

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(a) Why were Sarah and Maria Islands established?

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Find out about the site of Port Arthur and why it was chosen as a convict prison. Record your information below in note form.

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When sheep were introduced in 1824, they were easier prey for Tasmanian tigers (Thylacines) than kangaroos. To protect the sheep, a tiger bounty was offered in 1830. As a result, these shy, secretive animals became extinct when the last one died in the Hobart Zoo in 1936. Australian Curriculum History: The Australian colonies

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Reasons (economical, political and social) for the establishment of British colonies in Australia after 1800 (ACHHK093)

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WHY COLONIES WERE ESTABLISHED

Why Van Diemen’s Land? – 2

Research the sad history of the Aboriginal people of Tasmania after white settlement. You will need to: • think of a suitable title • make brief notes under each of the subheadings below. • list the references you have used. Title:

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Life before settlement

Land and food lost after contact

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References

Oyster Cove

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Reasons (economical, political and social) for the establishment of British colonies in Australia after 1800 (ACHHK093)

First contact with Europeans

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(a) Discuss and share what you have learnt with a small group. (b) Tell what happened from either an Aboriginal or European point of view. Martial law was declared in 1828 leading to an event known as the ‘Black Line’. Men formed a line and spent weeks trying to drive all the Aborigines south. Only a few were captured, but it persuaded the others to move and live on Flinders Island. www.ricpublications.com.au

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Australian Curriculum History: The Australian colonies

WHY COLONIES WERE ESTABLISHED

Why Van Diemen’s Land? – 3

Reasons (economical, political and social) for the establishment of British colonies in Australia after 1800 (ACHHK093)

Teacher information

Time line 1616

First confirmed WA landing by Dirk Hartog

1688

Dampier is first Englishman to land in WA

1799 1803

1826

Louis St Allouram claims Hartog Island for France, but dies before returning to France Vancouver lands near Albany, claims land for Britain Dampier returns and explores coast Flinders completes circumnavigation of continent

d’Urville visits King Sound (Oct.) Lockyer establishes first settlement in Albany (Dec.)

1827

Stirling explores Swan River

1829

Fremantle lands at mouth of Swan River, claims land for Britain

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Lockyer claims land as part of NSW

1829

How did Australian colonies develop over time and why?

Historical skills

Use historical terms and concepts (ACHHS099)

Identify and locate a range of relevant sources (ACHHS101)

Locate information related to inquiry questions in a range of sources (ACHHS102) Use a range of communication forms (oral, graphic and written) and digital technologies (ACHHS106)

• Aided by the funds supplied by the British Government to support its penal program, as well as this new source of labour, the settlement finally began to prosper. Another factor was that the growing population also meant an increased market for the settlement’s farmers’ produce. The gold rushes in the 1880s further advanced Western Australia’s economic development.

Teaching notes

Historical concepts • Cause and effect • Significance • Continuity and change

• When discussing the settlement of Western Australia, political, economic and social aspects need to be addressed. For example, initially the military bases were political decisions with the cost met by the British Government. Social factors became more relevant as the settlements developed. In contrast, the predominant factors involved in the establishment of farming settlements were economic and social with politics developing and becoming more important later.

1827

1829

Key inquiry questions

future social and political structure, but the commercial advantages were compelling. The British Government welcomed the offer of this new opportunity at a time when access to Australia’s other penal colonies was increasing doubtful. As a result about 10 000 convicts were sent to WA between 1853 and 1868.

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1791

Investigating reasons for the establishment of Western Australia.

Swan River colony is founded

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Military outpost is founded at Bunbury

1832

Swan River Colony renamed Western Australia

1849

Western Australia declared a penal settlement

1850

First convicts arrive

1868

Last convicts to WA

1880s

Gold is discovered

• Empathy

Background information

• The motivations for the establishment of the first two settlements in WA were very different. The reason for the first, Albany on King George Sound, was purely political; to stop the French. The second, on the Swan River, was a commercial undertaking by British financiers. They ‘sold’ the concept to British farmers who saw it as economically viable and an opportunity for a new life for them and their families. • The third settlement in Bunbury south of Perth was initially set up as a military post and like Albany its purpose was to prevent any French claim to this area. However, as suitable farming land was scarce, its future economic value was also a consideration.

Additional activities • Prepare a three-minute imaginative talk about the hardships suffered by a farmer who came to Western Australia and explaining why he is leaving to return to Britain. Dramatise your story and present it to your class.

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Elaboration

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1696–7 de Vlamingh lands on Rottnest Island, explores and names Swan River

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WHY COLONIES WERE ESTABLISHED

Why Western Australia?

• Wood from the tree which was cut down by Mrs Dance to mark the beginning of the Swan River Colony was used to make a box. Find out about the connection between this box and Queen Victoria. Use the information to make a cartoon strip of this story.

o c . che e r o t r s super • The decision for Perth to become a penal colony was a highly contentious one. It was understood that the consequences of this decision would affect the settlement’s

Resources • <http://heritageperth.com.au/files/2012/11/Settlement-of-the-Swan-.pdf>

1881

Perth Fremantle rail link opens

1890

WA achieves selfgovernment

• <http://www.lifeonperth.com/dutchshipwrecks.htm> • <http://www.maikeru.cc/history_australia.htm> • <http://www.heritageaustralia.com.au/magazine.php?article=165>

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French from settling in that area. He claimed it again for Britain early in the new year. At the same Captain James Stirling was surveying the Swan River with the idea of planning a settlement there too. His reasons for doing this were more about making money and starting a new society than about politics. Although his plan was approved by the British Government the following year, the setting up and running of this settlement was a private business and was not paid for by the government. In 1829 the first free settlers arrived and had to establish the settlement themselves. Stirling named it Perth to honour Sir George Murray, the secretary of state for colonies, who came from Perthshire in Scotland. The state capital was later changed from the harbour town of Albany on the south coast to Perth on the Swan River.

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WHY COLONIES WERE ESTABLISHED

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The rugged coast of Western Australia was visited often by European ships sailing to the West Indies in the seventeenth and eighteenth centuries. It is believed 54 ships came to the coast between 1606 and 1770. Most of their captains were unimpressed by the sandy soil and limited fresh water and just sailed away. But … these coastal waters did become home to a number of wrecked ships that were not so lucky.

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The first documented landing on the west coast was by a Dutchman, Dirk Hartog, in 1616. He left a plate on the island telling about his visit. Another Dutchman, de Vlamingh, visited the coast eight years later and named the Swan River after seeing black swans there. So it is not surprising that the west was known for many years as New Holland.

William Dampier was on the first English ship to land. He was sent back ten years later to map New Holland’s north coast. However, it was the French who later caused the British the most concern. In 1772, the French Captain St Allouram actually claimed Dirk Hartog Island for France, but the French never settled there. French ships were frequent visitors and a number of French captains had mapped and named many places along the Western Australian coast. In 1802, Matthew Flinders met up with one of them, Nicolas Baudin, at a place he later named Encounter Bay.

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Reasons (economical, political and social) for the establishment of British colonies in Australia after 1800 (ACHHK093)

Why Western Australia? – 1

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Many of the free settlers who arrived in the Swan River Colony had planned to set up their farms as soon as possible. But this proved to be difficult. Without enough land, poor soil, limited water, little money, few labourers and no government support, the colony struggled and grew very slowly. Some disappointed farmers returned to Britain and there were only 1000 people there twenty years later.

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In 1850 a group of farmers from York requested convicts to help them and to develop the colony by erecting public buildings and other facilities. Britain had sent the last convict to NSW that year and the last would be sent to Tasmania in 1853, so they agreed. Convicts arrived until 1868. In 18 years, they improved Western Australia’s economy, changed its society and its politics.

Earlier in 1791, George Vancouver had formally claimed King George Sound, on the south coast of Western Australia, for Britain. But it wasn’t until 1826 that Major Lockyer took troops and convicts to establish a military outpost there at Fredrickstown, later known as Albany. He was sent to stop the www.ricpublications.com.au

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Dutch sailors were the first Europeans to land in Western Australia and many others visited later. Why did the only ones who stayed long in New Holland come from a ship that had been wrecked on the coast?

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What was the main difference in the reason why the two settlements—in Albany and on the Swan River—were set up by the British?

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Explain why the Swan River Colony settlers didn’t have as much help from the British Government as the free settlers in NSW,Tasmania and Queensland did.

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The sandbar which made entering the Swan River at Fremantle to travel upstream to Perth so difficult in 1829, wasn’t actually removed until the 1890s when the harbour in the port of Fremantle was constructed by the famous engineer, C Y O’Connor. This was a most significant development for Western Australia. He was also the engineer responsible for the pipeline which still takes water about 600 kilometres from Perth to the goldfield town of Kalgoorlie-Boulder today. Australian Curriculum History: The Australian colonies

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Reasons (economical, political and social) for the establishment of British colonies in Australia after 1800 (ACHHK093)

The British Government knew that the Dutch captain Dirk Hartog had claimed New Holland as Dutch territory in 1616. Explain why in 1829 was it more worried about the French taking possession of it than it was about the Dutch.

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WHY COLONIES WERE ESTABLISHED

Why Western Australia? – 2

(a) The three ships that came to the Swan River Colony with Captain James Stirling in 1829 were HMS Parmelia, HMS Sulphur and HMS Challenger. Research one of these ships to complete the information chart. Name of ship Date of arrival: Captain of ship:

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People on board: Cargo carried:

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Landing place:

(c) List three possible reasons why a settler on one of these ships chose to spend lots of money and face a long, difficult journey to come to the Swan River colony.

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(b) Explain what happened to this ship when it finally arrived on the west coast of New Holland.

(d) What are some things that a settler arriving at the Swan River Colony would have thought were very different from what was he/she was used to in Britain?

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Settlers to Western Australia were coming to a dangerous coast. It is believed there are over 1400 shipwrecks, with only four being Dutch; plus three that could be there, but have never been found. www.ricpublications.com.au

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WHY COLONIES WERE ESTABLISHED

Why Western Australia? – 3

Reasons (economical, political and social) for the establishment of British colonies in Australia after 1800 (ACHHK093)

Teacher information

Time line Elaboration

Cook lands on Norfolk Island and names it

Investigating reasons for the establishment of Norfolk Island.

1775-83 American war of Independence 1788

1789

1790

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First settlement; Phillip King arrives at Norfolk Island as superintendent

Bounty mutiny

Crops which are no longer needed in NSW are failing due to rats, caterpillars and parrots

1844

Locate information related to inquiry questions in a range of sources (ACHHS102) Identify points of view in the past and present (ACHHS104)

Develop texts particularly narratives and descriptions which incorporate source material (ACHHS105)

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

• The history of HMS Bounty, the mutiny and its aftermath is a story many students will enjoy. The connection with the ship’s captain, William Bligh and his subsequent role as governor and the problems he experienced in that role too is interesting.

Teaching notes

(ACHHS106)

Historical concepts • Cause and effect

• Students will benefit from opportunities to discuss and compare information they find. This may highlight that facts given in one source may contradict those from another. If this is the case, looking further for information to support one of the sources is a recommended activity. Students should also be encouraged to consider and evaluate the status of a source in terms of its authority, such as being, for example, an official government site.

• Continuity and change • Empathy

Treaty of Amiens ends war with France First group transferred to Van Diemen’s Land

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1825

(ACHHS098)

Fletcher Christian burns Bounty at Pitcairn Island to prevent anyone leaving

1794

1814

Sequence historical people and events

HMS Sirius smashes on reefs at Norfolk Island with no loss of life, but supplies are lost

France declares war on Britain

1805

Historical skills

HMS Sirius sails to Cape Town for supplies for the starving people of Sydney

1793

1802

How did Australian colonies develop over time and why?

• Another interesting factor was that Norfolk had been the venue for three separate and very different settlements. The first was mainly agricultural. The second was as a convict prison; an extremely harsh one for troublesome prisoners who were treated so badly that many would have chosen the death penalty rather than incarceration there. The third settlement was a home for the people of Pitcairn Island.

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1790

Key inquiry questions

more and more convicts continued to arrive on the mainland, this problem became more pressing.

Norfolk Island is finally abandoned

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Second settlement as a convict prison Norfolk Island is annexed to Tasmania

1854

Norfolk Island closes

1856

Third settlement, 194 Pitcairn Island people arrive after five weeks at sea

1858

Eleven homesick people return to Pitcairn Island to live

Background information • The settlement of Norfolk Island was interesting and different from others because it first happened almost immediately after the arrival of the First Fleet and because it was located so far from the mainland. A connection between the two sites is that they had both been viewed and recommended by Captain Cook.

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1774

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WHY COLONIES WERE ESTABLISHED

Why Norfolk Island?

Additional activities

• Research the cruel way convicts were treated during the second settlement of Norfolk Island. Make notes under the two headings: ‘How they were treated’ and ‘How they were punished’. Discuss and compare your notes in a small group and try to think of reasons to explain this terrible treatment.

o c . che e r o t r s super • Norfolk Island, like Western Australia, had some convicts, but it was not initially a penal settlement. Apart from the political factors involving the French and the American War of Independence, a number of economic factors are relevant. The island was seen as a source of materials for warships and food for the struggling colony in NSW … and as

• Research the connection between the people of Pitcairn Island who were the third group to settle on Norfolk Island and the ship HMS Bounty which was destroyed in 1790.

Resources • <http://www.heritagetourism.com.au/convict-site-norfolk-island-world-heritage/> (no commentary) • <www.discovernorfolkisland.com> History • <http://www.onlinepitcairn.com/history.htm> • <https://www.youtube.com/watch?v=2GO00MEnREY> • <http://militaryhistory.about.com/od/navalbattles16001800/p/Royal-Navy-Mutiny-On-TheBounty.htm>

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However, things were not going so well in NSW. Food was scarce and they were facing starvation. It was decided to send 300 people, mainly convicts and marines, to Norfolk Island so they wouldn’t need to feed them. They arrived in 1790 on HMS Sirius, the flagship of the colonial fleet, and HMS Supply. Unfortunately, Sirius smashed into reefs. In 1788, only six weeks after the first colony was No lives were lost but most of the supplies were. established in NSW, a smaller one was set up on Norfolk Island about 1600 kilometres to the north- With about 500 people now on the island to feed, east. There were a number of reasons for doing they had a real problem. They were saved from starvation by the annual arrival of thousands of this. petrels. Between 2000 and 3000 of these seabirds Captain Cook, who had been to the island and were killed each night; their eggs were eaten too. named it in 1774, reported that giant pine trees grew there and flax as well.The British were fighting the American War of Independence (1775–1783) at that time, so they were very interested in these natural resources. Wood was needed for the masts and flax for the sails of their warships.

Also, they knew that a French captain, La Perouse, had been there the year before with two ships. He hadn’t been able to land because the waves were too big and rough, but they feared the French could return and claim the island.

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Norfolk Island was a long way from NSW, they were not producing enough food, it was costing a lot to keep and it didn’t have a good harbour, so it was decided to close it. The first group left for Van Diemen’s Land in 1805 and the last in 1814. Another very important reason was that Cook had Buildings and animals were then destroyed to reported that grain grew well on Norfolk Island. discourage any other country from settling on the They hoped they could grow food there to help island. feed people in Sydney. A second settlement was established on Norfolk Lieutenant King and his small party of 21 people, Island in 1825. It was a cruel convict prison for the including convicts and settlers, were told to hurry worst prisoners from NSW. There were no women and in only eight days they were ready to sail to or settlers allowed and only government ships Norfolk Island on HMS Supply. They were at the could land on the island. Prisoners were often island for five days before they were able to find a lashed with a cat o’ nine-tails. This miserable place place to land.The lack of a safe harbour continued closed in 1854. to make transportation of produce difficult. A third settlement happened two years later. The King landed at Sydney Bay and established a island was given to the 194 people from Pitcairn settlement. More soldiers and convicts were sent to Island after it became impossible for them to the island to help with establishing the settlement continue living on their small island.

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Reasons (economical, political and social) for the establishment of British colonies in Australia after 1800 (ACHHK093)

and in producing crops of bananas, oranges, sugar cane, rice, wheat, barley, pumpkins, turnips, lettuce, leeks, celery and parsley. Roads and buildings were constructed and more land was cleared. Hopes were high as crops were harvested and the settlement became a tiny township.

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WHY COLONIES WERE ESTABLISHED

Why Norfolk Island? – 1

Read the Norfolk Island events listed below and number them in the order in which they occurred. You will need to refer to the text on the previous page and to think carefully about when these things happened. • La Perouse sails around the island trying to find somewhere to land. • HMS Sirius smashes onto one of the reefs surrounding the island.

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• Pitcairn Island people arrive.

• Lieutenant King sails around the island for five days trying to land.

• Convicts leave the island and move to Van Diemen’s Land.

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• Sydney’s worst prisoners are sent to the island.

(a) What were the political reasons for the first settlement on Norfolk Island?

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(b) Explain some of the economic reasons for the first settlement.

(a) Explain why the arrival of the 300 people from HMS Sirius caused such a problem.

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Governor Phillip was appalled when HMS Sirius, the flagship of the First Fleet, was wrecked on Norfolk Island in 1790. This important ship had saved the colony from starvation by making the perilous journey to Cape Town the previous year, returning with much-needed supplies. Australian Curriculum History: The Australian colonies

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Reasons (economical, political and social) for the establishment of British colonies in Australia after 1800 (ACHHK093)

• Captain Cook visits the island.

Teac he r

WHY COLONIES WERE ESTABLISHED

Why Norfolk Island? – 2

(a) By 1814, Norfolk Island was empty. Give reasons to explain why this happened.

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(b) Explain why the island was settled again in 1825.

(b) Prepare a two-minute talk about this from a prisoner or a guard’s point of view.

Settlement

Similarities

Differences

Settlement 1

Settlement 2

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the chart below to show what some of these were.

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(a) Research information to explain why Norfolk Island was described as the ‘Hell of the Pacific’ after 1825.

o c . che e r o t r s super

Settlement 3

The Pitcairners who arrived in 1856 were the third group of settlers on Norfolk Island. They achieved self-government in 1896 and were the first people to give women the right to vote. www.ricpublications.com.au

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WHY COLONIES WERE ESTABLISHED

Why Norfolk Island? – 3

Developing the colonies The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094)

Teacher information

Time line Elaboration

First Fleet arrives at Sydney Cove

1793

First free settlers arrive

1802

Port Phillip, Victoria settled mainly by farmers from Van Diemen’s Land

Investigating factors that influenced the development of the colonies.

Blaxland, Wentworth and Lawson find a path through the Blue Mountains

Teac he r

1813

(ACHHS105)

Historical concepts

Teaching notes

• After they have completed their research on page 17, students can discuss similarities and differences among the colonies with others.

Additional activities

• Significance

• Write a letter home from a free settler travelling on a ship to start a new life in Australia. Tell what he or she expects life will be like in Australia and how it will be different from life at home in Britain. (Note: Some students may choose to record erroneous expectations rather than realistic ones.)

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Planned non-convict settlement in South Australia

1842

South Australia becomes a separate colony

1851

Gold is discovered at Bathurst Victoria is proclaimed a separate colony from NSW Queensland is proclaimed a separate colony from NSW The last convicts transported to Australia Settlement at Palmerston (Darwin) Telegraph links Australia to the world

• Continuity and change • Empathy

Background information

• The ways in which the different colonies developed varied but there were common elements and patterns. Some were set up initially on the coast as penal settlements, where the care and control of convicts was a priority. These colonies had the advantage of a free and readily available labour force. Others were planned as non-convict settlements where the focus was more on commercial development.

• Prepare a class chart with three columns. Record what life was like in a colony when people first arrived there (1788–1820) in Column 1. Then record what it was like in the middle of the century in the second one (1821–1870) and what it was like towards the end of the century in the third (1870–1900). Use the chart to discuss the development of the colony.

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Van Diemen’s Land becomes a separate colony

Port Arthur opens as a penal settlement in Van Diemen’s Land

1872

(ACHHS104)

• Cause and effect

1833

1868

Identify points of view in the past and present

‘Australia’ is officially adopted as the name of the country

Swan River Colony is founded

1859

Locate information related to inquiry questions in a range of sources (ACHHS102)

Develop texts particularly narratives and descriptions which incorporate source material

1829

1836

Historical skills

Penal settlement is established at Port Macquarie, 390 km north of Sydney

Moreton Bay penal settlement (Brisbane) is established

1825

• The isolation of the colonies affected the ways in which they developed. For example, they constructed different gauge railways without thought to linking them in the future. The telegraph when it was introduced had a profound effect on the colonies, providing a means of communication and common links which paved the way to Federation in 1901.

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Hobart Town is established

1824

How did Australian colonies develop over time and why? Identify and locate a range of relevant sources (ACHHS101)

1804

1823

Key inquiry questions

• Improved roads and transport, including the introduction of rail, helped to develop rural industries by providing improved access to markets.

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CONVICT AND COLONIAL LIFE

1778

o c . che e r o t r s super • However, these two categories were subject to change. Some colonies agreed to accept convicts years after they were established, to provide much-needed labour. Others after a relatively short time decided not to accept any further convicts. Free settlers and ex-convicts in these colonies were seeking to pursue economic development and to take advantage of available business opportunities.

• The need for food, water, shelter and security were common. Once these basic needs were addressed the search for more suitable land for commercial development became a focus. As a result, settlements extended inland from coastal settlements. • The discovery of gold provided a further impetus and accelerated the development of the inland communities. Business opportunities related to the gold rushes and a much increased population, resulted in great economic development and social changes.

Australian Curriculum History: The Australian colonies

Resources • <http://www.valuingheritage.com.au/ samson_yr5/Yr5OVERVIEW.pdf> • <http://www.abs.gov.au/ausstats/abs@.nsf /0/2e904c15091c39a5ca2569de0028b4 16?OpenDocument> • <http://au.news.yahoo.com/thewest/a/-/ breaking/15365530/convicts-earlyroadworks-unearthed/> R.I.C. Publications®

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Developing the colonies – 1

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The first free settlers had arrived in 1793. Once the threat of starvation had been averted, more free settlers came. Because many of them were keen to establish successful businesses and properties, they started to move further inland. So searching for more good land became the colonies’ priority.

Better roads and rail services reduced the isolation of the colonies within Australia. The telegraph also had a positive effect by improving communications between Australian communities and with the outside world. This also helped the development of trade.

As well as free settlers there were a growing number of ex-convicts in colonies who had worked on farms and knew about farming. Many wanted land for themselves and some of them were given grants of land, too. They became an important part of colonial society. A number of explorers bravely set off looking for land and trying to find out what was over the Blue www.ricpublications.com.au

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CONVICT AND COLONIAL LIFE

The problems of distance and transport made getting farm produce to a market difficult. But over time many of these farms did very well and they were able to get their wheat or wool to ports from where it was shipped back to Britain. Horses, bullock teams and camels were all used as transport and along the rivers, steamer boats did a great trade when there was enough water.

The early colonies established by the British in Australia were on the coast near harbours so supplies and people could be landed safely. At first they stayed near the coast because transporting goods over land was difficult without any roads or bridges. Convicts sent to some colonies were immediately put to work making roads and In 1851 gold was discovered and the gold rushes constructing buildings. They also built the convict began. Gold had a huge effect on the development prisons. of the whole country. People arrived from other Food supplies were limited in the new colonies colonies and from overseas and the population and more and more people kept arriving. Often, exploded. There was great demand for services feeding everyone became a very serious problem. and supplies and successful businesses were So finding good farming land where water was established in inland towns as well as on the coast. plentiful was essential. Land was granted to There was an expanding need for transport between farmers to grow food and to develop herds of towns and to the coast. Cobb and Co. began its sheep, goats and cattle. It was important that all coach service in 1853 and the first railway was food was produced as close to the settlements as built from Melbourne to Port Melbourne in 1854. possible, because that was their market. There was Improved transport made the import and export also the issue of safety. People stayed where they of goods much easier and many businesses were felt safer and tried to avoid conflict with Aboriginal established or expanded. The economy grew peoples. rapidly.

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The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094)

Mountains and in the middle of the country. Many of these expeditions were organised and paid for by the government. These explorers faced untold hardships and some of them had trouble with the Aboriginal peoples they met too. Some found good farming land where small settlements were later established.

Developing the colonies – 2 (a) Explain why the early Australian colonies were established on the coast.

How did transport difficulties affect the development of the colonies?

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(a) How would people living in the early Australian colonies have found out about what was happening in Europe?

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In 1800, a convict, George Howe, was the first person with printing experience to arrive in the colony. He produced its first book of government orders followed by its first newspaper, the Sydney Gazette in 1803. It wasn’t until 1824, when government censorship was lifted, that The Australian became the colony’s second newspaper. Australian Curriculum History: The Australian colonies

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Th nature The t off convict or colonial presence, including the factors that influenced patterns of development, aspects of daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094)

Teac he r

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CONVICT AND COLONIAL LIFE

(b) Why did it take some time before people started to move inland to live?

Developing the colonies – 3 (a) Research information about two of the Australian colonies from the list to complete the chart. • Moreton Bay

• Port Macquarie

• Swan River Colony

• Sydney Cove

• South Australia

• Van Diemen’s Land

• Port Phillip

• Norfolk Island

Location

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Date it was established Person in charge

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What problems did it have?

How were they solved?

An explorer of this area and what he discovered

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How gold affected this colony

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Was it a convict prison?

Interesting fact 1

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Interesting fact 2

In 1817, Australia’s first bank, the Bank of New South Wales, opened in Macquarie Street, Sydney.

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CONVICT AND COLONIAL LIFE

Name of colony

Convict story The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094)

Teacher information

Time line Elaboration

First convicts arrive at Sydney Cove

1790

Convicts arrive with second fleet

Key inquiry questions

1791

Convicts arrive with third fleet

What do we know about the lives of people in Australia’s colonial past and how do we know?

1822

First convicts transported to Van Diemen’s Land

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Penal settlement is established at Port Macquarie 390 km north of Sydney

Teac he r

Moreton Bay penal settlement (Brisbane) is established

1825

Van Diemen’s Land becomes a separate colony

1829

Swan River Colony is founded

1833

Port Arthur opens as a penal settlement in Van Diemen’s Land

1842

South Australia becomes a separate colony

1850

First convicts arrive in Western Australia

Identify and locate a range of relevant sources (ACHHS101)

Locate information related to inquiry questions in a range of sources (ACHHS102) Identify points of view in the past and present (ACHHS104)

Develop texts particularly narratives and descriptions which incorporate source material (ACHHS105)

Historical concepts • Cause and effect

• Significance

• Continuity and change

Background information

• Empathy

• After 1821 most of the convicts arriving in Australia were sent to work on rural properties. Settlers were allocated one convict and one cow for every 100 acres (40 hectares). They were responsible for their convicts and had to supply food and shelter and to pay them wages of $20 a year or $14 if they supplied their clothing. Each man received a weekly ration of 5–6 kg of flour and about 3 kg of meat and prepared his own meals.

Victoria is proclaimed a separate colony from NSW Last convict transported to Van Diemen’s Land

1859

Queensland is proclaimed a separate colony from NSW

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1868

Historical skills

The last convicts transported to Australia

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Resources

• Between 1822 and 1840 when transportation ended in NSW, 150 convicts were sent to Tocal, a typical rural property set up near Macquarie. They lived in very rough huts. Each morning they would be woken by a bell at daybreak, work until breakfast at 8 o’clock, have lunch at 1 o’clock and work until sunset, six days of the week. Sunday was a day of rest but some convicts had to attend church. This caused a problem, particularly when Catholic convicts were forced to attend Protestant services. • In 1830 there were 2800 sheep, looked after by 9–10 shepherds. Their task was to keep the flock together and to protect them from dingo attacks. There were about 13 kilometres of fencing on the property and crops including tobacco were grown there.

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Investigating convict life in a rural setting.

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CONVICT AND COLONIAL LIFE

1778

• About 50 per cent of the convicts sent to Tocal were reliable workers. They were keen to be granted a Ticket of Leave if they were serving a life sentence. The others serving a seven- or fourteen-year sentence, wanted a Ticket of Leave granted before all of their sentence had been served and they became free men.

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• <http://www.youtube.com/watch?v=l1Y7bteEPsk> • <www.hht.net.au/discover/highlights/kids_fact_ sheets/a_day_in_the_life_of_a_convict> • <http://prezi.com/kcqjpfy_lkmh/australianconvicts/> • <www.hht.net.au/discover/highlights/videos/a_ convict_without_socks> • <http://www.maikeru.cc/history_australia_ introconvicts1850westernaustralia greatchange.htm>

• The convicts were not locked up and 38 of them absconded. Punishment for this was harsh and many were flogged. Those who refused to work were also flogged or sent to work in iron gangs, or to a penal settlement. Some were sent to spend time on one of two treadmills which were used to grind grain into flour in Sydney.

Teaching notes

• The personal recount on page 19 is based on the life of William Horten, a shoemaker who received a life sentence when he was 15. He died of a ruptured blood vessel when he was only 26. • Information included in this text was sourced from the detailed records of convict life at Tocal, a typical rural property in NSW during the 1800s. (Ref: http://www.tocal.com/ homestead/vandv/index.html)

Additional activities • Imagine you’re a convict at Tocal. Make a list of ten good reasons to abscond, then list ten reasons for not doing this. Share your lists with a partner and choose the three best reasons in each list. • Research a convict song to copy and illustrate.

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years in irons, building roads, which may have seemed just as bad. Not that Clarke was any different. A year after he arrived I was given 50 lashes because I tried to run away and 50 more for neglecting my work. And believe me, I never want to meet the three sisters again. (The three sisters, if you don’t already know, are three poles in a triangle that we’re tied to when we’re flogged. Flogging was also called ‘getting a red shirt’, but I don’t think I need to explain that one, do I?)

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Somehow I managed to keep out of trouble after my flogging and I stayed and worked at Tocal. At that time there were about 3000 sheep on the property and between three to six teams of Although three-quarters of us had some education bullocks were used for ploughing. There was still and could read. We were a rough looking group, plenty of work for us to do. many with tattoos on our arms. The cheap clothes we wore, that we had to pay for with the little In 1841, I was given my ticket of leave. This means money we earnt, weren’t too clean. Most of us had I have to stay and work in the district and I have come from England or Ireland. Some, like me, had to report to a magistrate every three months. If I been handed down life sentences, but most of do this and my behaviour is good enough, I can the others only had to do seven years. There were earn a conditional pardon. But because of my life other younger blokes like me, but most of them sentence for stealing from my master, a shoemaker were in their twenties or thirties. Then ... there was in England, I don’t think I’ll have much chance of Old Michael, who must have been about 60. ever getting an absolute pardon and being able to return home. Still, life here now isn’t too bad. We slept on beds with mattresses stuffed with straw and were given a ration of flour and meat every week which we had to cook ourselves. But I soon learnt how to make the best damper. We only got tea and sugar sometimes as a reward and if we were lucky, some tobacco too.There were a few convicts who had their own small veggie gardens.

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o c . In 1834 Mr Clarke, the c manager for the new e her r owners Caleb and Felix Wilson, arrived. There were o t s super some, like Hugh Murdock, who were very pleased to see the end of Webber. This was because he’d been given 50 lashes in 1830 and had his ticket of leave stopped just for telling a magistrate that Webber was a harsh master. This was considered disrespectful! I wouldn’t dare say so, but I think Murdock was probably right because about the same time this happened, Webber sentenced two other men to death for stealing tea, coffee and sugar. Their sentences were changed to three www.ricpublications.com.au

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CONVICT AND COLONIAL LIFE

My name is William Horten. I arrived at Tocal farm near Port Macquarie in NSW in 1833 when I was only 16. At that time there were more than 30 other convicts living there. We’d been assigned to work for Mr Webber. He’d been on this farm since 1822 when the land was granted to him. Convicts had cleared the property, constructed huts, built his cottage, planted his crops of corn, wheat and barley and they’d made kilometres of post and rail fences from trees they’d felled. It was hard work, but when I’d first arrived I thought anything was better than being on that ship. However, I’d seen cowsheds and pigsties that looked like palaces compared with the miserable hut eight of us had to share.

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Convict story – 1

Convict story – 2 Use the information given in the text on page 19 to complete the time line of events at Tocal and in William’s life. Date

Event

1817 1822

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William dies aged 26

(a) Write a question you would like to ask William to find out more about life at Tocal.

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(b) Write an answer to your question.

o c (d) How confident are you that your answer is correct? . ch e r er o st super (e) How could you check your answer?

Francis MacNamara, also known as ‘Frank the Poet’, wrote the well-known convict song ‘Moreton Bay’. He was flogged because it criticised the ‘system’. But this wasn’t anything new for him, because as a convict he had suffered 14 floggings and had spent three and a half years in iron gangs before being granted his ticket of leave. Australian Curriculum History: The Australian colonies

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1833

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1830

Convict story – 3 Write a journal entry giving information about how a convict at Tocal spent his working day. Try to make it interesting and give details about what he did and how he felt about it. Use your imagination as well as information you have learnt about convict life on a rural property. Name:

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Lunch

Afternoon

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Life was hard for convicts working on rural properties. Complete this ‘two stars and a wish’ chart for one of these convicts. Write two things he thinks are good about his life there (two stars) and one thing he wishes was better (a wish).

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Morning

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Ann Clarke was the first European woman to live at Tocal. She was the wife of Ralph Clarke, who started managing the property for Caleb and Felix Wilson in 1834. After he died in 1841, she married James Clements, an ex-convict, and they lived there until 1855. www.ricpublications.com.au

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CONVICT AND COLONIAL LIFE

Date:

A settler’s life The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094)

Teacher information

Time line First plan for company to found a colony in Southern Australia

1835

South Australia Company formed with free passage for labourers First migrant ships arrive

1836

Site for Adelaide chosen by Colonel Light Arrangements made for settlement of persecuted German Lutherans

1838

First German settlers arrive

1839

First road opens in SA

1840

First part of Government House completed

1841

Adelaide Hospital opens

1842

Copper is discovered at Kapunda The Adelaide Observer newspaper’s first edition

1847

First Barossa Valley winery established

1853

SA is Australia’s major wheat exporter Steam navigation of Murray River begins

What do we know about the lives of people in Australia’s colonial past and how do we know?

Historical skills

Use historical terms and concepts (ACHHS099)

Identify and locate a range of relevant sources (ACHHS101)

Locate information related to inquiry questions in a range of sources (ACHHS102) Identify points of view in the past and present (ACHHS104)

Historical concepts • Cause and effect

• Significance

• Continuity and change

Background information

• Empathy

Although the life of a settler in South Australia is the focus for this unit of work, there are many common elements in his life and those of settlers in other areas of Australia during the 1800s. However, one major difference is that no convicts were transported to South Australia. Western Australia was settled with similar intentions but accepted convicts later, when a labour shortage became a crucial issue for its development.

The first Advertiser newspaper is published

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Stuart crosses continent from north to south

The settlement of South Australia was based on the theories of a social reformer, Edward Wakefield. His idea was that the cost of sending out labourers from overcrowded cities in England would be funded by the sale of land. He believed living and working in South Australia would be a much better and a healthier life for them.

After such a positive start, development in South Australia stalled. In 1840 only a small number of the labourers expected had arrived and the government was virtually bankrupt. There were accusations of financial mismanagement and the experiment was deemed to have failed. Two years later, South Australia had become an ordinary crown colony administered by Governor George Grey, the land was being worked and wheat production exceeded demand. The discovery of silver and copper aided its development and by 1850 South Australia’s population was 64 000.

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Key inquiry questions

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Investigating the life and experiences of a settler in South Australia.

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Adelaide land sale commences Adelaide’s first hospital transfers from hut to a building First wool exported

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1837

Elaboration

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1831

Teaching notes

• Before completing question 4 on page 24, students may find it helpful to discuss in small groups what life would have been like for a settler’s wife and children.

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1865

Bank of Adelaide founded

1866

Adelaide Town Hall opens

1872

Telegraph links Adelaide to London

Additional activities

• Work with the class to compile a list of essential supplies Daniel would have needed to take with him to settle on his land. Include tools, household items and food. • Prepare a schedule of a typical day in Daniel’s life working and living on his property. Details such as what he ate for breakfast and his personal comments about how he felt about what he was doing could be included.

Resources • <http://boundforsouthaustralia.net.au/for-schools.html> • <http://www.poetrylibrary.edu.au/poets/brady-e-j/settlers-on-the-rise-0090014> • <www.youtube.com/watch?v=sKMKhCW5Ni8> • <www.youtube.com/watch?v=TTtpZHsInSo> Australian Curriculum History: The Australian colonies

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A settler’s life – 1 My dear brother

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Wakefield was right, there’s lots of space, fresh air and only a small population of 14 000. But that’s about all that’s here … apart from millions of insects and many other strange and wonderful creatures and plants! Everyday I encounter something new. But I’ve learnt to be very wary of some snakes and spiders, which are deadly. South Australia hasn’t been as successful as they hoped. Adelaide has a few public buildings, a small hospital is being built and the first bridge over the Torrens River opened last year. Initially settlers and livestock poured in and hopes were high. But when I arrived in 1840 it seemed that most settlers had been sitting around in Adelaide, fighting to get more land to sell later and doing nothing with the land they already had. No wonder little has been produced and there is so much debt. Clearing land and planting crops has been difficult without the labourers Wakefield planned to ship out here. In the end they could only afford to send 7500 of them.

After landing, unloading my stock and other possessions, buying some supplies and taking care of lots of paperwork, I couldn’t wait to see my new home and to get started. If only I’d been able to persuade some of our local tradesmen who couldn’t find work at home to come with me. I desperately need their help, but I’m still glad it was decided that no convicts would be transported here.

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My land is beautifully situated with a small brook running through it for most of the year. I’ve found a young shepherd to watch the few sheep I brought with me until we can clear more land and build some more fences. It will hold a lot more stock when I can afford to get them. I’m hoping to plant some wheat and maize on the higher slopes but it will be some time before the land is cleared. It’s long hard work. I’ve managed to make a small garden for vegetables and have planted a bit of wheat. My diet of damper, meat— often kangaroo—tea with sugar, when I can get it, and the few vegetables I manage to grow is very boring, but thankfully my health has been excellent. You wouldn’t recognise me in my broad-brimmed hat, dirty boots and working clothes. My skin is tanned and my hands are rough.

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The journey in that cramped, disease-ridden ship was long and tedious. I survived, but what kept me going during such a trying time, was thinking about a better way of life, a huge parcel of land and making my fortune in South Australia.

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o c . che e r o You would no doubt be amused by the small cottage I live in, but I’m t r s quite proud of it. It couldn’t be sua hand er more different from our estate in England. I hadp in planning and constructing it. The process we

used is called ‘wattle and daub’, which is wattle plastered with clay then whitewash. It has a thatched roof with one door and some open windows which can be covered with shutters when it rains. The floor is packed earth and the furniture I made myself. It is of course a temporary home and I plan to have something much more substantial once I am established. Your colonial brother Daniel

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Australian Curriculum History: The Australian colonies

CONVICT AND COLONIAL LIFE

Well, where can I start and what can I say? Conveying to you a true understanding of my new life here in South Australia will be impossible, but let me try.

A settler’s life – 2 (a) Explain how the settlement of South Australia was different from the way in which other colonies were settled.

(b) How did George Wakefield plan to help working people in England?

(b) What was their main reason the settlement didn’t progress very well after landowners were granted their land?

Daniel doesn’t mention having a wife or any children. Do you think it would have been easier or more difficult for him to settle in Australia if he had a wife

and children with him?

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Positive

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Settler’s wife

Negative

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Settler’s child

Wattle and daub was used in many buildings including Melbourne’s first hospital. It collapsed when a bull owned by John Batman scratched its shoulder against it.

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CONVICT AND COLONIAL LIFE

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(a) Why did so many people rush to buy land in South Australia?

A settler’s life – 3 (a) Research information to help you complete a ‘then and now’ chart comparing living on a rural property in the 1840s and your life today. Try to use information that others will find interesting. Facility

A 1840s house

My house

Cooking Food

Storage

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Heating

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Kitchen

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Furniture

Cooling

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Animal hair was sometimes mixed with mortar to make it stronger. In 1832 at Norfolk Island, 400 convicts were ‘shorn’ to supply hair for this purpose.

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CONVICT AND COLONIAL LIFE

Building materials

Aboriginal life The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094)

Teacher information

Time line First plan for company to found a colony in Southern Australia

1835

South Australia Company formed with free passage for labourers First migrant ships arrive

Adelaide land sale commences Adelaide’s first hospital transfers from hut to a building First wool exported

1838

First German settlers arrive

1839

First road opens in SA

1840

First part of Government House completed

1841

Adelaide Hospital opens

1842

1853

What do we know about the lives of people in Australia’s colonial past and how do we know?

Historical skills

Identify and locate a range of relevant sources (ACHHS101)

Locate information related to inquiry questions in a range of sources (ACHHS102)

Identify points of view in the past and present (ACHHS104)

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)

Historical concepts • Cause and effect • Significance

Within quite a short time Aboriginal people became less self-sufficient and increasingly dependent on the Europeans trying to control their lives. They traded their services for food, clothing and alcohol. They needed to stay close to their new food supply so they lived on the fringe of towns. Many were later relocated to government reserves. Their traditions, their individual roles and responsibilities within their society and the rules that governed their everyday behaviour were disrupted and in many places damaged or destroyed.

Copper is discovered at Kapunda The Adelaide Observer newspaper’s first edition First Barossa Valley winery established

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Key inquiry questions

The loss of their land, which was their spiritual home and their only source of food, seriously disrupted the order of their lives. When settlers and their stock destroyed vegetation and fouled waterholes and when there was no respect shown for their sacred places and access to them was denied, they responded by attacking people and killing their stock. The Europeans’ response was harsh and punitive.

SA is Australia’s major wheat exporter Steam navigation of Murray River begins

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1858

The first Advertiser newspaper is published

1862

Stuart crosses continent from north to south

1865

Bank of Adelaide founded

1866

Adelaide Town Hall opens

1872

Telegraph links Adelaide to London

• Continuity and change • Empathy

Background information

Aboriginal peoples’ lives changed dramatically as a result of colonial presence on their lands.

Prior to settlement, their lives were intricately linked to and in balance with the environments in which they lived. A complex and diverse group of about 600 clans with distinctive cultures and beliefs, they spoke about 250 different languages. There was a fundamental difference between the Aboriginal and European concepts of ownership, particularly of land.

Teaching notes

• In answering question 2 on page 28, students will need to refer to the text on page 27, use their background knowledge and do some research.

Additional activities • Research the Eora people’s campaign of resistance against the Europeans led by Pemulwuy and prepare a PowerPoint® presentation for another class.

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Investigating Aboriginal life before and after settlement.

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Site for Adelaide chosen by Colonel Light Arrangements made for settlement of persecuted German Lutherans

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Elaboration

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CONVICT AND COLONIAL LIFE

1831

• Write a letter from a settler to a family member living in Britain telling about his personal experience with the local Aboriginal people.

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• <http://www.apex.net.au/~mhumphry/aborigin.html>

• <http://www.janesoceania.com/australia_aboriginal_whitesettlers/index1.htm> • <http://www.youtube.com/watch?v=Sle62XV0BO0> • <http://www.youtube.com/watch?v=0y3Ta5xcKV4&NR> • <http://www.abc.net.au/dustechoes/dustEchoesFlash.htm> • <http://www.skwirk.com.au/p-c_s-17_u-455_t-1230_c-4706/sa/sose/aboriginal-peopleand-torres-strait-islanders/indigenous-people-today/indigenous-people-maintainingtraditional-ways-of-life->

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European contact

Aboriginal people have been in Australia for more than 40 000 years. They came from the north, travelling the last 100–160 kilometres by boat. Then, melting icefloes raised sea levels across the world, making the return journey too long and difficult. So these people were left isolated on the Australian continent.

The first European who arrived in Australia seemed so strange and different that they were viewed with curiosity and interest. They were often made welcome and food and water were willingly shared with them.

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But these new arrivals believed they could own the land because ‘no-one else did’ and they Traditional Aboriginal life could do whatever they wanted with it. They didn’t understand the Aboriginal people’s sacred duty to Aboriginal people lived in harmony with their protect it and their total dependence on it … and environment. They believed that, like plants many of them just didn’t care. and animals, they belonged with the land; they were part of the land and it provided them with By shooting large numbers of kangaroos and everything they needed. However, in some places, other native fauna, clearing land and fencing off they lived in such a harsh environment that just important sources of water, pastoralists almost surviving needed special skills and knowledge as starved the local Aboriginal people. But when well as hard work. their stock were speared by these hungry people, they became very angry and killed some of them. They moved around in small groups to find the Sadly, many more died because of the diseases food and water they needed. Having no permanent like smallpox and measles the Europeans brought homes, they lived in simple temporary shelters with them. made from locally available materials. They only took things they needed and could carry. Men Without their lands, traditional life was almost hunted with spears and women gathered food. impossible for Aboriginal people. They became Very young children played, but also had to be more and more dependent for food, shelter and taught how to look after themselves. Boys learnt to clothing on the growing number of Europeans hunt and fish and girls helped their mothers and spreading across their land.They traded their skills learnt how and where to dig and collect food. in tracking, medicine, droving, skinning, tanning, as guides for explorers and as police aides for these Younger people also had to learn about spiritual things and their daily lives changed forever. matters. Their Dreaming stories were used to teach important information about the past. Their traditions were passed on from one generation to the next through songs and dances. In certain places and at times where and when food was easier to find, they would meet with other family groups. This was when their most important ceremonies were held.

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Australian Curriculum History: The Australian colonies

CONVICT AND COLONIAL LIFE

Aboriginal history

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Aboriginal life – 1

Aboriginal life – 2 (a) How did most Aboriginal people act when Europeans first came to Australia?

Complete the chart to show some of the ways Aboriginal people’s daily lives changed after European settlement. Before European settlement

Housing

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Clothing

Work

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Food

After European settlement

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Governor Phillip refused to tolerate ill-treatment of Aboriginal people. He was respected by those he met, because he had the same front tooth missing as their men did.Theirs were knocked out during a young man’s initiation ceremony. Australian Curriculum History: The Australian colonies

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CONVICT AND COLONIAL LIFE

(b) How did their behaviour towards Europeans change and why?

Aboriginal life – 3 Aboriginal people identified themselves through their land and the animals found there. They were a very important part of their spiritual life. Spiritual information about Creation and the Dreaming was taught and passed on by the telling of stories.

Read a Dreaming story and complete the following information chart.

Characters: Setting:

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Solution:

Message:

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(a) There are many special places that are sacred to Aboriginal people. Research one close to where you live and write a description of it.

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Complication:

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o c . che e r o t r s supperson er (b) Imagine you are an Aboriginal who has been refused access

to this special sacred site by a farmer because he has built a fence around it. What would you say to him to explain why it’s important that you are able to go back to this special place? Plan what you would say, making notes of your main arguments. Role-play your request and your explanation with a partner. There is evidence that Aboriginal people have lived in Australia for over 40 000 years. This means there have been about 18 500 generations of them, compared to only about eight generations of European settlers.

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CONVICT AND COLONIAL LIFE

Title:

Changing the environment The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094)

Teacher information

Time line Elaboration

Arrival of First Fleet

1789

Smallpox epidemic causes death of at least half of Sydney’s Aboriginal people

Investigating environmental changes as a result of European presence.

Key inquiry questions How did colonial settlement change the environment

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

Use historical terms and concepts (ACHHS099)

Arrival of the Second Fleet

1793

First free settlers arrive

Locate information related to inquiry questions in a range of sources (ACHHS102 )

1813

Blaxland, Lawson and Wentworth cross Blue Mountains

Identify points of view in the past and present (ACHHS104)

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1790

Identify and locate a range of relevant sources (ACHHS101)

Develop texts particularly narratives and descriptions which incorporate source material

(ACHHS105)

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Swan River Colony is founded

Historical concepts

1836

Settlement of South Australia

• Significance

1851

Gold rush in Victoria

• Empathy

1853

Cobb and Co. commences

1854

First steam rail from Melbourne to Port Melbourne

Pastoralists, farmers and miners all changed Australia’s environment in significant ways during the 1800s and this change is continuing today.

1858

First interstate telegraph links Adelaide, Melbourne and Sydney

At that time, their focus on the country’s development and their own financial gain was so intense and urgent that environmental issues would have been irrelevant to them; although, to be fair, it is highly likely that many of them didn’t realise their activities were irreversibly changing the environment.

1865

Gold is discovered in NT

1872

Telegraph from Adelaide to Darwin links Australia to the world

1829

• Cause and effect

• Continuity and change

Background information

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There were, however, some, like William Howitt, who were more aware of the environmental cost of their actions. He made the following observations about the impact of mining on a Victorian town.

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1788

‘…we had quietness and greenness, and the most deliciously cool water, sweet and clear. But this quietness and greenness cannot last. Prospectors will quickly follow us. We foresee that all these bushy banks of the creek will be rapidly and violently invaded. The hop-scrubs will be burnt, the bushes in and on the creek cleared away, the trees on the slope felled, and the ground torn up for miles around. The crystalline water will be made thick and foul with gold-washing; and the whole will be converted into a scene of desolation and discomfort.’

o c . che e r o t r s super Teaching notes

• The above quote has been included as it could be used to help students imagine the two contrasting images, which they could represent visually.

Resources • <http://www.skwirk.com.au/p-c_s-56_u426_t-1075_c-4150/WA/10/Impact-ofEuropean-settlement-on-flora-and-fauna/ Mass-migration/Becoming-Australian/ SOSE-History/> • <http://www.sbs.com.au/gold/story. php?storyid=124>

• It is suggested that the first of the two additional activities outlined below is completed before the second. This will provide students with useful background information about the issue and assist them to write a letter from a biased and probably an uninformed perspective.

Additional activities • Write a report about foxes in Australia. Include a description of the animal, and information about when and why it was introduced and why foxes are such a problem in Australia today. • Write a letter to a farmer begging him to stop shooting the cute little foxes on his property.

• <http://imageevent.com/gladysclancy/ floweringplants/pricklypear> Australian Curriculum History: The Australian colonies

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Changing the environment – 1

Goldmining had a terrible effect on the environment. Over 600 000 people came to Australia between 1851 and 1860 to search for gold and they caused rapid change. Mining disrupted and destroyed ecosystems, putting pressure on the fauna and flora. Miners upturned the land, took what they wanted and moved on to do it again and again. They cut down trees and used the wood to construct buildings and mines, and as firewood. They also used and destroyed precious water supplies. The changing environment wasn’t a concern for them. One of the few who was even aware of what was happening was William Howitt. He wrote ‘... we diggers are horribly destructive of the picturesque’, but nobody took any notice of him.

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Settlers cleared and fenced land for their stock and planted crops. Natural waterholes were fouled by their animals and their hooves broke up soil and destroyed plants. The loose, fertile topsoil was then eroded by wind and water. This was the beginning of the soil erosion problem which now affects about half of the country. Another environmental issue which is threatening many farming properties today is salinity. Extensive clearing of land for crops contributed to this and there is a huge area of the country where the soil is now too salty to grow anything of value.

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plants and seeds, as well as rats that ‘jumped ship’ when they landed and killed many native birds. Some of the plants, like blackberries and prickly pear, grew too well and became noxious weeds in Australia. The domestic animals that caused the most trouble were the ones that ‘got away’ from farms or were released and thrived in the bush. These included rabbits, goats and pigs. Feral animals also spread diseases.

o c . che Europeans wanting to live in a more familiar e r environment introduced animals they missed, like o t r s supe r blackbirds, which destroyed fruit and competed

with native birds for nesting sites and food. Foxes, introduced for the sport of hunting, have caused terrible problems for sheep farmers and have destroyed many native animals. The Australian environment continues to suffer from the exploitation, lack of knowledge, understanding and concern of pioneers and those who followed them.

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CONVICT AND COLONIAL LIFE

Forests were also cleared to produce sandalwood, cedar and pine. Trading of this wood was the beginning of Australia’s timber industry. Since then, farming and forestry have resulted in the loss of 40% of the country’s forests, 75% of its rainforests and 90% of its temperate woodlands.

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On the other hand, the Australian environment wasn’t a major concern for Europeans. Those who arrived with the First Fleet had almost died of starvation in the first two years. They had to concentrate on producing food and most of them didn’t even think about the consequences of their actions.

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Before Europeans arrived, Aboriginal and Torres Strait Island people lived in harmony with the land; although it is believed that hunters did set fires to flush animals out of the bush.These people provided for their future by taking only what they needed, and by not eating every bird egg or all the seeds they found.

Changing the environment – 2 Why was food production such an important issue for Australia’s early settlers?

(a) What is soil erosion?

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(a) Why were creeks and waterholes so important in many parts of Australia?

(b) Explain how they were damaged after Europeans settled in Australia.

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(a) Why did Aboriginal people set fire to the bush?

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(b) Research to find out what effect this had on the country they burnt.

(a) What are some of the reasons why Europeans cleared land in the 1800s?

It is amazing to consider the environmental damage eventually caused by domestic animals when only 19 goats, 44 sheep, 4 cows, 6 horses, 5 rabbits, 32 pigs and 87 chickens arrived with the First Fleet. The number of rats arriving was not recorded! Australian Curriculum History: The Australian colonies

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CONVICT AND COLONIAL LIFE

(b) What are some of the causes of soil erosion?

Changing the environment – 3 There were many plants and animals introduced to Australia. Research to provide information about some of them to record in the chart below. Species

Why introduced?

Problems caused

Control measures

Effectiveness

Camels

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Goats

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Write a letter to someone who played a part in the introduction of one of the above species. Explain the results of their action and your feelings about it. A famous Australian historian, Geoffrey Blainey, commenting on the harm settlers did to the environment and trying to explain why they did it said, ‘We might call it devastation, they called it pioneering’. www.ricpublications.com.au

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CONVICT AND COLONIAL LIFE

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Prickly pear

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Rabbits

The gold rushes The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought (ACHHK095)

Teacher information

Time line

1815

1823

1851 THE IMPACT OF MAJOR EVENTS

1851 1853

Key inquiry questions How did an Australian colony develop over time and why?

James McBrien discovers gold at Fish River, east of Bathurst

Historical skills

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What were the significant events and who were the significant people who shaped Australian colonies? Sequence historical people and events (ACHHS098)

Identify questions to inform an historical inquiry (ACHHS100)

Gold is discovered at Cox River in NSW

Locate information related to inquiry questions in a range of sources (ACHHS102) Identify points of view in the past and present (ACHHS104)

Californian gold rush (1848-1863)

Develop text particularly narratives and descriptions which incorporate source material (ACHHS105)

Edward Hargreaves discovers gold at Bathurst and receives ten thousand pounds reward

Historical concepts • Continuity and change

Gold is discovered in Ballarat

Background information

1869

Welcome Stranger gold nugget is found in Victoria

1901

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1893

• Significance

Hargreaves’ bitter companions John Lister and William and James Tom granted one thousand pounds reward each

Gold discovered in NT

1885

• Cause and effect

• The discovery of gold had a profound affect on Australia’s economy. Roads, railways, bridges, public and private buildings and the telegraph were funded by the colonies’ increased wealth from gold exports. Businesses and services developed and expanded to cater for the needs of an increased population. Workers were hard to find and wages needed to be increased to attract and retain people to staff these businesses.

1865

1877

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Investigating the impact of the gold rushes on the economic, social and political development of Australia.

Bathurst is founded, becomes Australia’s first inland town

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1841

Elaboration

Convicts building road discover gold at Bathurst NSW, are flogged to ensure their silence

Gold mining in Beaconsfield TAS

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Kimberley gold rush

Gold is discovered in Kalgoorlie WA

White Australia Policy is introduced

• Increased prosperity and an increased and altered population changed the fabric of Australian society. Immigrants from around the world and increasing numbers of ex convicts changed Australia’s culture and way of life as did the improved services and amenities available. A greater focus was placed on education. The Temperance Society was formed to moderate excessive alcohol consumption and the ANA (Australian Natives’ Association) was formed in 1871 to support white, Australian born men’s financial, intellectual, moral and social well being.

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• Political change in Australia was hastened and made more critical by difficulties in the goldfields and by increased population. The miners’ actions and demands changed the attitude of the authorities and resulted in a more democratic government. Racial tensions between European, and Chinese miners developed on the goldfields and led to riots in Victoria and NSW. The Chinese worked harder and found gold others had missed and they looked and acted differently. Discriminatory rules were put in place which contributed to the introduction of the White Australia Policy of 1901.

o c . che e r o t r s super Teaching notes

• The sequencing activity on page 36 will require students to think about the events and to infer when things happened rather than simply ordering a list of events from the text.

Resources

• Formulating appropriate historical questions is an important skill for students to practise and develop. It requires background knowledge and research.

• <http://www.sbs.com.au/gold/ story.php?storyid=18> • <http://www.nma.gov.au/ interactives/tlf/gold_rush_5-6/>

Additional activities • Students role play an old bushranger telling his grandchildren about his life of crime. • Students research the White Australia Policy and make notes of the main points.

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The gold rushes – 1

Gold was first found by some convicts in 1815 near Bathurst in New South Wales and by James McBrien in 1823. These discoveries and others in Cox’s River in NSW and Bendigo in Victoria were kept quiet because the authorities feared the news could cause a convict uprising and encourage much-needed workers to leave their jobs. All that changed in 1851 when Edward Hargraves, a gold prospector who’d returned from the Californian gold rush, announced in the Sydney Herald newspaper that he’d found gold at Bathurst. Within one month 1000 men had left their jobs, rushed across the Blue Mountains and were in Bathurst searching for gold.

Colonial life was totally changed by the wealth from gold and by the increased population. New towns and businesses appeared, transport facilities such as roads and railways were constructed and a telegraph was built to improve communication. But this new wealth also attracted outlaws, known as bushrangers, who attacked and robbed people and coaches.

As other gold finds were announced, gold fever spread and businesses had to offer to treble their workers’ wages in order to keep them. This mass exodus became such a serious problem in the Victorian colony that a Gold Discovery Committee was formed and a reward offered to anyone who discovered gold within 200 miles of Melbourne. It didn’t take long before gold was found nearby in Bendigo, by two women, Mrs Farrell and Mrs Kennedy, and a new gold rush began. Melbourne soon became the major boomtown. Men came streaming in from the other colonies and from overseas countries including, Britain, Germany, Italy, France, the USA and China and in ten years the population almost tripled. All these people meant that convicts were no longer needed.

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licences and believed they were treated unfairly in many ways. They wanted the right to have more say and to vote. This led to a rebellion, known as the Eureka Stockade uprising in which 22 diggers were killed. Most were arrested, but not convicted. Later, their demands were met and political changes were made. Their leader became the member of parliament for Bendigo. The miners’ sense of mateship and their defiance of authority is still remembered today when Australian soldiers are called ‘diggers’ .

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The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought (ACHHK095)

But ... the gold rushes changed everything!

o c . che e r o t r s supe r There was strong resentment towards the 38 000

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Chinese who worked so hard on the goldfields and most them were eventually returned home. This later led to the adoption for many years of what was known as the ‘White Australia Policy’.

Australian Curriculum History: The Australian colonies

THE IMPACT OF MAJOR EVENTS

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Of all the events that shaped Australia’s history, the gold rushes were the most significant. Until gold was discovered, Australia was a penal settlement, a place to which convicts were sent from Britain. They were organised and controlled by the soldiers who had accompanied them. They had been joined by a number of free settlers, keen to escape the poverty in their home countries, to own land and to make new lives for themselves. By the time of the gold rushes, freed convicts were a growing group in the colonies. At that time, convict labour was essential for continued development. Convicts constructed buildings, roads and bridges and helped to establish and run farms and pastoral properties.

The gold rushes – 2 Read the gold rushes events listed below and number them in the order in which they occurred. You will need to refer to the text on the previous page and to think carefully about when these things happened. • Edward Hargraves returned to Australia from California. • Gold and other valuables made coaches a target for bushrangers.

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• A Gold Discovery Committee was formed in Victoria. • Gold was found by convicts in 1815.

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• Chinese workers were sent home.

• Political changes were made as a result of the Eureka rebellion.

Convicts who found the first gold in Australia in 1815 were flogged and ordered not to tell anyone about the gold. One reason this was done was so other convicts wouldn’t hear about it, escape and go rushing off to find some and become rich.

(b) Give reasons to support your opinion.

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• Miners’ licences were introduced in Victoria.

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o c Write two questions you would like to ask a miner to find e out. something about c h r life in the goldfields duringe the gold rushes. o t r s s r u e p • •

Another gold discovery was kept quiet in 1844 because when Governor Gipps was shown gold discovered near Lithgow he said, ‘Put it away Mr Clarke, or we shall all have our throats cut’. Australian Curriculum History: The Australian colonies

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• The Sydney Herald reported gold had been found in Bathurst, NSW.

The gold rushes – 3 The miners were very angry and thought burning their licences and arming themselves was justified. The soldiers and police, on the other hand, believed the miners were guilty of an armed rebellion and deserved to be punished.

(a) Use the chart below to write arguments for both points of view. Read the information in the text on page 35 and research to find out more.

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(b) Choose one point of view and prepare and give a short talk to persuade an audience to share your opinion. During the gold rushes there was a lot of gold being transported around the country and there were also some wealthy travellers. This made robbery a very attractive business for many bushrangers.

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(a) Explain why you think these thieves were called ‘bushrangers’.

(b) Research a famous bushranger and prepare a time line of events in his life. In 1852, only one year after Hargraves discovered gold at the place he named Ophir, 370 000 immigrants had arrived in Australia and in two years during Victoria’s gold rush its population grew from 77 000 to 540 000. Between 1851 and 1871, Australia’s total population more than trebled. www.ricpublications.com.au

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THE IMPACT OF MAJOR EVENTS

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The authorities were right because …

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The miners were right because …

Colonial conflicts The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought (ACHHK095)

Teacher information

Time line Elaboration 1788

First Fleet arrives at Sydney Cove

1793

First free settlers arrive in Australia

1813

Blaxland, Lawson and Wentworth cross Blue Mountains

Key inquiry questions What were the significant events and who were the significant people who shaped Australia’s colonies?

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‘Australia’ adopted as name of first colony

1838

Myall Creek Massacre

1851

The Ballarat gold rush begins

1854

Eureka Stockade occurs in Victoria

1855

Peter Lalor enters parliament

1868

Last convicts transported to Australia

Historical skills

Sequence historical people and events (ACHHS098)

Locate information related to inquiry questions in a range of sources (ACHHS102) Identify points of view in the past and present (ACHHS104)

Develop text particularly narratives and descriptions which incorporate source material (ACHHS105)

Historical concepts • Cause and effect

• Significance

Background information

• Empathy

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• The Myall Creek Massacre is an example of conflict between two cultures in which one was considerably more powerful than the other. The poor protection provided to settlers by the authorities, their lack of empathy or accountability for past attacks were causal factors, which in the settlers’ eyes justified their decision to take matters into their own hands in such a brutal way. It was the first time any Europeans had been held accountable and punished for their actions against Australia’s Aboriginal people. However, this didn’t prevent further attacks, nor were these later perpetrators apprehended and punished.

• Eureka was an important event in which the authorities were made aware of the rights of the ordinary people. It signified a change from the past authoritative administration and control to democracy. Although the troops won the fight at Eureka, the authorities had to accept that miners had rights which needed to be acknowledged and protected.

Teaching notes

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Resources

• <http://australia.gov.au/aboutaustralia/australian-story/eurekastockade>

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• Eureka Stockade <http://www. youtube.com/watch?v=ikzXki628Q>

• <http://www.nma.gov.au/ interactives/tlf/gold_rush_5-6/>

• A musical retelling of Myall creek <http://www.youtube.com/ watch?v=p4vYmECVSmo>

• Information about each of the conflicts has been provided on in two different formats on page 39. Discuss the features of each format and possible reasons for recording information in this way, such as purpose and audiences, or to collect information and make notes under the subheadings of when, where, who, why and what happened.

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1824

Investigating colonial conflicts: the Eureka Stockade and the Myall Creek Massacre.

• Students analyse the Myall Creek text and record this information in a similar way to the Eureka Stockade text in the table on page 41. They should understand the need to record information in chronological sequence.

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• Compare the two conflicts by discussing similarities and differences. A graphic organiser could be used to compile this information and to facilitate discussion.

Additional activities

• Students discuss reasons why the Eureka Stockade is considered to be the birthplace of Australian democracy. • Encourage students to empathise with a person or people involved in one of the conflicts and to write a persuasive text supporting their particular point of view.

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Colonial conflicts – 1 Read about these two colonial conflicts. Each is presented in a very different way.

The Myall Creek Massacre The brutal murder of 28 Aboriginal people by a squatter and ten convict and ex-convict stockmen at Myall Creek on 10 June 1838 is one of the most shameful events in Australia’s history. These men attacked a group of men, women and children who had been given permission to stay on a property where they thought they would be safe.The stockmen wanted to punish any Aborigines they could find, because some settlers and quite a lot of stock had been killed by other Aborigines.

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Scottish digger beaten to death by publican James Bentley and three others; avoided prosecution because friends of magistrate.

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• 1854

17 October meeting to bring four men to justice. Angry diggers burn hotel after meeting; charged with arson. 11 November meeting to demand charged men be released, miners’ licences be abolished and miners be given voting rights.

. te 29 November meeting, licences are burnt, Eureka flagois revealed.As a result, Commissioner plans licence checks for next day.c . c e 30 h November meeting, more licences burnt, then men march to Eureka. r Why? eis s o t Peter Lalorr leader. Men build stockade; 500 miners take oath and gather s uper • High cost of miners’ weapons. licences • Licence checks and fines • Official corruption • Right to vote • Miners arrested

3 December soldiers attack stockade early, 22 miners and 5 troopers killed in 20 minutes. 13 Eureka diggers charged and tried, but acquitted by jury. In March, Goldfields Commission report supporting the miners is given. All miners’ demands to be met and mining wardens to be appointed to look after their interests. 1855 Peter Lalor becomes the member of parliament for Ballarat, Victoria.

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Teac he r

Governor Gipps, who was under intense pressure from the people of NSW to pardon all the men or to change their sentences, refused to do so. After they were executed, there was a huge uproar around the country. People simply couldn’t believe what had happened and blamed the government for not protecting them. They believed that because there weren’t enough soldiers to keep them safe, they had to look after themselves and to punish Aborigines and to drive them off their land. It is believed that this resulted in many ‘payback killings’ of Aborigines by settlers.

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When Governor Gipps learnt what had happened, he had all the men arrested and charged with the murder of one of the men, called Daddy. After they were all acquitted at their trial, Governor Gipps was very angry and insisted that there be a full investigation of the murders. As a result, seven of the men were retried for the murder of Charley, one of the Aboriginal children. They were found guilty and sentenced to death.

Colonial conflicts – 2 Read the information about the Eureka Stockade in the table on page 39 for a general idea about this important conflict. It is the only time an armed rebellion has occurred in Australia’s history. Try to find out more about this important event and the characters who were involved and discuss what you know in a small group. Write one interesting fact you have learnt.

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Why do you think Eureka is such an important event in Australia’s history?

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(d) Why do you think they got what they wanted?

Yes

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o c . che e r o t r sor an inappropriate name. su per Explain why you think ‘digger’ is an appropriate

Australia’s soldiers were first called ‘diggers’ during World War I. It was reported they really looked after their mates, often took chances, treated everyone as an equal, didn’t follow orders unless they thought they made sense, were independent and sometimes took things into their own hands.

A democratic country is one in which people vote and have equal rights. It is often said that ‘Australian democracy was born at Eureka’.

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(b) Do you think their demands were fair and reasonable?

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(a) What were the diggers demanding?

Colonial conflicts – 3 (a) Read about the Myall Creek Massacre on page 39. (b) Complete the table below by summarising the information and the events in a similar way to that about the Eureka stockade on the same page. Remember to include all the important facts and to write in note form. The Myall Creek Massacre

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Where?

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Why?

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Who?

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Peter Lalor was pushed into a mine shaft and hidden after the Eureka rebellion. He avoided arrest, but was wounded and later had one of his arms amputated.

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When?

Transport in the 1800s The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought (ACHHK095)

Teacher information

Time line Elaboration 1831

Carts on rails pulled by miners in pit mines

1853

Cobb and Co. service commences

1854

Steam rail first used from Melbourne to Port Melbourne

Investigating the development of transport in the 1800s and its impact on Australian colonies.

Key inquiry questions What were the significant events and who were the significant people who shaped Australia’s colonies?

r o e t s Bo r e p ok u S How did Australian colonies develop over time?

Sydney to Parramatta railway (22 km) in service

1856

Adelaide to Port Adelaide rail opens

Launceston to Deloraine rail (72 km)

1875

Start of Brisbane to Ipswich rail service

Identify questions to inform an historical inquiry (ACHHS100) Identify and locate a range of relevant sources (ACHHS101)

Locate information related to inquiry questions in a range of sources (ACHHS102) Develop text particularly narratives and descriptions which incorporate source material (ACHHS105)

Historical concepts • Cause and effect

• Significance

Background information

• Continuity and change

1871

WA’s first private timber railway

• Communication and interaction between the colonies and between coastal towns and their hinterland was slow and limited. It was made difficult by the distances, the terrain and lack of transport. The early colonies were extremely isolated and as a result, each developed into an independent state, linked by a common history, people and by their close ties with Britain.

1879

WA’s first government railway from Geraldton to Northampton

• The increase in population as a result of the gold rushes, the needs of the mining and pastoral industries including the shipping of gold, grain and wool and settlement in new areas were the impetus for better transport. This included the introduction of different pack animals, improved roads, river steamers and the development of rail.

1889

Darwin to Pine Creek rail line (253 km)

1896

Line from Perth to Kalgoorlie where gold discovered in 1893

1917

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1901

All states except WA linked by rail with 20 000 km of track

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WA linked to Eastern States by rail line through Kalgoorlie

• Improved transport had an immediate and far-reaching impact on Australia’s economic, social and political development. It affected construction, manufacturing and the development of trade, imports, exports of gold, wool and grain. Improved transport and the development of the telegraph were two very significant factors leading to the concept of one country through federation.

Teaching notes

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1868

Sequence historical people and events (ACHHS098)

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1855

Historical skills

• Activities centred on the time line on page 44 require students to make decisions based on elements of the time line and prior knowledge of rail development and gold.

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• The table on page 45 provides a framework to guide students in a research project and to record some of their information. They are required to pose two research questions and answer them. They may like to also make additional notes to use later when compiling a newspaper article and to source appropriate photographs. They will need to record the references they use.

Additional activities

Resources • <http://www.australiangeographic. com.au/journal/cobb-co-coacheshistorical-transport.htm> • <http://www.cobbandco.net.au/ features/68-when-cobb-a-co-wasking.html>

• Students research Cobb and Co. and write a play based on this company’s activities. They may like to include, for example, an interaction with bushrangers. Their play could then be recorded digitally or performed for an audience. • Students write a letter to enter a competition to win a train journey anywhere in Australia. They should include information about their selected route and give reasons why they should be able to take this particular rail trip.

• <http://www.glenedenbullockteam. com.au/bullock-team-information/ bullock-teams.php>

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Transport in the 1800s – 1

Transport needs increased dramatically after gold was discovered in 1851.People,mining equipment, building materials and supplies needed to reach the goldfields and gold had to be taken to ports for export. Steam trains were believed to be the best solution, so railway construction commenced. Many were started by private companies then taken over by colonial governments because of the high construction costs. These railways had a great impact on the colonies and made further expansion of the country possible. But each colony developed its railways independently and didn’t think about connecting them. As a result, NSW had a 1435 mm gauge (the width between the lines), Victoria and SA 1600 mm, and Tasmania, Queensland, WA and parts of SA a 1067 mm gauge. They all used different rolling stock and had different operating systems. This changed slowly, but it wasn’t until 1970 that one train could travel from Perth to Sydney and in 1995, from Perth to Brisbane.

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Improved transport, particularly the development of the railways, reduced isolation and helped to link the states. This paved the way for the very remote states to consider themselves as part of one country. And after long debate and negotiation this was achieved in 1901 at Federation.

o c . c e h r The first camels were imported ine the 1840s and o t r s su were used by Burke and Wills during their tragic r e p expedition to cross the country. In 1866 there were 122 of them imported from India, which was the start of a camel craze. Camels could go for nine days without water and carry two bales of wool each. Managed by Afghan cameleers, they worked very well inland and were particularly useful in 1870–1872 when the telegraph line was built.

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River steamers also played a part in transporting supplies and produce, particularly wool for export. When the railways were built, steamers couldn’t compete with them, because they couldn’t go very far upstream during dry summer months.

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Horses were essential to the colonies’ transport development from the earliest days. They moved materials, people and the imported and exported goods, particularly wool and gold. From 1853, they were used by the famous Cobb and Co. Their fast, efficient, network was set up in NSW and Victoria during the gold rushes to transport passengers and goods as well as the mail. But horses had struggled to pull heavy loads on rough roads, so teams of stronger, slower bullocks were introduced in 1820.

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For the first 75 years most transport in Australia was provided by either human or animal muscles. Initially, most people had to walk or travel to other colonies on coastal ships. Convicts constructing roads, bridges and buildings had to haul the materials they needed themselves. Later, horses, bullocks, camels, river steamers and trains were introduced.

Transport in the 1800s – 2 A time line gives information in short note form in time order. Use the information in this time line to help you to work out the best answer for each question. 1871

WA’s first private timber railway

1879

WA’s first government railway from Geraldton to Northampton

1889

Darwin to Pine Creek rail line (253 km)

1896

Line from Perth to Kalgoorlie where gold discovered in 1893

1901 1917

r o e t s Bo r e p ok u S All states except WA linked by rail with 20 000 km of track WA linked to Eastern States by rail line through Kalgoorlie

True

False

True

False

(d) Give two possible reasons to explain why it took so long to build a rail line from Perth to the eastern seaboard.

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(a) What do you think a railway built to take gold to a port would have been likely to have taken on its journey back to the goldfields?

o c . che e r o t r shave made for the people su r pe (b) What are two differences this railway would who lived there?

Cobb and Co. was an American company that achieved remarkable success in Australia by adapting their service to Australian conditions and delivering a fast and efficient service. Their coaches were specifically built for rough roads and the string of staging posts they established meant drivers could always get fresh horses. Australian Curriculum History: The Australian colonies

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(b) It probably took less than three years to build this line.

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(a) Why was a railway built from Kalgoorlie to Perth?

Transport in the 1800s – 3 Your task is to research an Australian railway line built in the 1800s. Before you start your research, complete as much of the table below as you can, then write two questions about this railway you would like answered. You will need to find out about anything that changed as a result of this railway, write one interesting fact you discovered and add the references you used at the bottom of the table. Name of railway: State(s):

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Destination

My research question 1:

My research question 2:

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An interesting fact: References:

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Use your information to write a newspaper article about this railway. You may be able to find some appropriate photographs to include. Despite all the more modern forms of transport available, some bullock teams continued to work in the timber industry in Australia until the 1960s.

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Australian Curriculum History: The Australian colonies

THE IMPACT OF MAJOR EVENTS

Purpose for construction and cargo carried:

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Year of construction:

To:

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From:

Connected to the world The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought (ACHHK095)

Teacher information

Time line Elaboration

First Morse code message telegraphed by Samuel Morse in USA

Investigating the introduction of the telegraph in the 1800s and its impact on Australia.

Key inquiry questions What were the significant events and who were the significant people who shaped Australia’s colonies?

1853

Telegraph and railway introduced in India

1854

Telegraph links Melbourne and Williamstown

1855

Sequence historical people and events (ACHHS098)

Launceston links to Hobart and Sydney to Liverpool

Identify and locate a range of relevant sources (ACHHS101)

THE IMPACT OF MAJOR EVENTS

1860

1861

First interstate telegraph from Adelaide to Melbourne, then from Melbourne to Sydney Burke and Wills expedition ends in disaster

Brisbane to Ipswich completed

1862

John McDouall Stuart crosses continent

1863

Control of Northern Territory transferred to South Australia

1869

Perth and Fremantle linked

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Sydney and Wollongong linked

1872

Locate information related to inquiry questions in a range of sources (ACHHS102) Develop text particularly narratives and descriptions which incorporate source material (ACHHS105)

Historical concepts • Cause and effect

• Significance

• Continuity and change

Background information

• Empathy

• Distance from other colonies, states and countries was an important social, economical and political factor in Australia’s development and contributed to its sense of separation and isolation.

1862

1869

Identify questions to inform an historical inquiry (ACHHS100)

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Historical skills

Telegraph links Adelaide to Port Adelaide

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1857

r o e t s Bo r e p ok u S How did Australian colonies develop over time?

Perth links to the port of Albany

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Telegraph from Adelaide to Darwin links Australia to the world

1876

Australia links to New Zealand

1877

Perth links to Overland Telegraph

• The development of the telegraph changed the world, but in Australia, isolation magnified this change and increased its impact. It is not surprising that this development was so readily embraced in Australia and that it was in use within ten years of its first demonstration. Amazingly, less than 20 years later, most of Australia was linked to the world. • In considering the impact of the telegraph, social and emotional factors such as, births, deaths, marriages and friendships; economic factors such as, business negotiations concerning sales, marketing, prices, shipping dates and details; and political concerns, such as the opportunity for discussion and decision making relating to local and broader issues and concerns, could be discussed. The impact on the communities of the significant reduction in response times for requests for information and assistance could also be addressed.

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Teaching notes

• Activities centred on the time line on page 44 require students to make decisions based on elements of the time line and prior knowledge of rail development and gold.

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• The table on page 45 provides a framework to guide students in a research project and to record some information. They are required to pose two research questions, then answer them. They may like to also make additional notes to use later when compiling a newspaper article and to source appropriate photographs. They will need to record the references they use.

Additional activities

• Research Morse code and attempt to encode some words.

• Prepare some questions to ask Charles Todd about the planning and construction of the overland telegraph.

Resources • <http://dl.nfsa.gov.au/module/1018/> a short video clip • <http://www.youtube.com/watch?v=l4-JsBc16z4> a 10-minute animated video • <http://www.southaustralianhistory.com.au/overland.htm> • <http://morsecode.scphillips.com/jtranslator.html> Australian Curriculum History: The Australian colonies

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Connected to the world – 1 for suitable river crossings, sources of timber for telegraph poles and water supplies that could be used when the telegraph line was built. Charles Todd had arrived in Adelaide in 1855 and had built the telegraph to Melbourne. He was responsible for the great engineering feat of connecting Adelaide to Darwin and Australia to the world. The telegraph was 3200 km long with 36 000 poles 80 m apart and a repeater station every 200–250 km. It took only two years, across the parched land which had claimed the lives of Burke and Wills. However, the wet season at the Darwin end made erecting poles too difficult, causing the men to go on strike and a six month delay. Todd even planned for a pony express to cover the last gap of 300 km so they could connect with Java at the expected time. But it wasn’t completed until August 1872.

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o c . c e hetor r The advantages of linking Australia the rest of o t s su r the world using a submarine cable to Java were e p obvious by 1860. There was fierce competition among the states for the business they would get if the telegraph went through their state to Australia’s north coast. In 1860, the explorers, Burke and Wills, who’d been sent by Victoria, reached the Gulf of Carpentaria. But they didn’t survive their return journey. However Stuart’s expedition in 1862 successfully reached the coast at Chalmers Bay, near Darwin. During his expedition, he had looked www.ricpublications.com.au

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THE IMPACT OF MAJOR EVENTS

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A telegraph is a device for transmitting and receiving a message over long distances. It uses electric current and magnetism to change coded words into electrical impulses which are sent along a metal wire. The telegraph had been first introduced to the world in 1844 by Samuel Morse, who sent a message from Washington to Baltimore. Within ten years Melbourne and the port of Williamstown, 17 kilometres away, were linked by a telegraph using Morse code. This line was soon followed by many others linking towns The telegraph, which was used heavily until 1945, and ports within the Australian states. made a huge difference to Australia. It boosted the By 1858,it was realised that the states needed to be agricultural industry and opened up the country, linked too.The first telegraph was between Adelaide making it a safer, more financially rewarding and and Melbourne, then later that year Melbourne easier place to live. was linked to Sydney. Connecting to Tasmania presented a challenge. The first submarine cable laid in 1861 didn’t work well, but the one that replaced it in 1869 was very successful. Because of distance and the inhospitable terrain, Perth was not linked with the other states until 1877, through Eucla. Because the states used different systems, operators from one state sat opposite the others in Eucla, decoded messages they received, then hand them over so they could be encoded again and sent on.

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Australia in the mid-1800s was a very isolated place. Communication between the colonies and with Britain was slow; it took months for news of world events to reach Australia. The introduction of the telegraph had a huge social impact and changed the lives of all Australians. Initially, it was very expensive so it was mostly used by businesses, the government and the press.

Connected to the world– 2 Number these events from 1 to 6 to show the order in which they happened. • Western Australia was connected to South Australia through Eucla. • The first submarine cable was laid to Tasmania. • The overland telegraph reached Darwin.

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• John McDouall Stuart returned from Chalmers Bay.

• Australia was connected to the world by telegraph through Java.

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• Samuel Morse demonstrated his telegraph in America.

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forms of communication. Form of communication Place ticks in the columns to show if each was Speaking and listening available during the 19th, Passing on spoken messages 20th and 21st centuries.

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(b) Try to think of two more forms of communication to add in the blank spaces.

Written notes

19th 20th 21st

o c . c e herSocial network sites; r e.g. (c) Choose one form of o t s s uper Facebook communication only available in the 21st century and write a report for Charles Stuart describing what it is, what it does and who uses it.

Telegrams

Telephones

Faxes

In 1854, one of the first important messages sent over the telegraph to Melbourne was news of the Eureka rebellion in Ballarat.

Australian Curriculum History: The Australian colonies

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(b) Do some research so you can write an interesting and informative answer to your question.

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THE IMPACT OF MAJOR EVENTS

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(a) Write a question you could ask Charles Stuart. Think carefully about your question so his answer will give you some interesting information about his successful expedition from Adelaide to the north coast.

Connected to the world– 3 (a) Read the message and underline important details Mr Jones needs to know. Dear Mr Jones I am writing to inform you that the new English saddle you requested has finally arrived in Brisbane from Southampton. I will be sending it to Ipswich on Monday’s coach. It will be available for you to collect at Fowler’s General Store, Green Street at your convenience after the 1st of May.

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I am informed that the black leather riding boots you ordered are being made and they will hopefully be on the next ship. I will inform you when they arrive. I look forward to your continued business. Yours faithfully

To:

ELECTRIC TELEGRAPH COMPANY

From: © R. I . C.Pub l i cat i ons •f orr evi ew pur posesonl y•

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(b) Telegrams were very expensive. The people who sent them were charged for every word, so they left out any unneeded ones. Fill in the telegram to Mr Jones using as few words as possible, but make sure he will understand the important parts of this message

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difficulties his team has had to face erecting telegraph poles close to Darwin during the wet season. Explain why he will be forced to leave the project and return to Adelaide and how he feels about it. You will need to find out something about the wet season as well as some details about the building of that section of the project. Just before Darwin was bombed during World War II, the submarine telegraph cable was deliberately cut to prevent the Japanese using it.

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THE IMPACT OF MAJOR EVENTS

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Jimmy Tan

Asian workers in Australia The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)

Teacher information

Time line 1803

First Chinese arrives in Australia

1829

Moon Chow, Western Australia’s first Chinese immigrant, arrives

Investigating why the Chinese, the Japanese and ‘Afghan’ cameleers came to work in Australia, their experiences and their contributions to the country’s development.

Key inquiry questions What do we know about the lives of people in Australia’s colonial past and how do we know?

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Twelve Chinese shepherds brought to Adelaide

1853

First Chinese miners arrive in Victoria

1855

Immigration legislation in Victoria; Chinese land in South Australia to avoid tax

What were the significant events and who were the significant people who shaped Australian colonies?

Historical skills

Identify questions to inform an historical inquiry (ACHHS100) Identify and locate a range of relevant sources (ACHHS101)

Locate information related to inquiry questions in a range of sources (ACHHS102) Develop texts, particularly narratives and descriptions which incorporate source materials

1857

South Australian Immigration Act

(ACHHS105)

1860

Arrival of 24 camels and 3 cameleers for Burke and Wills expedition

(ACHHS106)

1881 1886

Telegraph from Adelaide to Darwin First Japanese diver on Thursday Island Palmer River anti-Chinese riot

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1877

• Cause and effect

• Significance

Background information

• Continuity and change

• Empathy

John McDouall Stuart crosses continent

1876

Historical concepts

First mosque is built

Pearling industry begins in Western Australia

1872

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

Beginning of modern pearl industry

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Western Australia introduces poll tax. Goldfields Act bans Asian miners from mining licences for five years

Resources • <http://www.goldrushcolony.com.au/ australian-gold-history-culture-info/ chinese-australian-gold-fields/antichinese-racism> • <http://www.primaryschool.com.au/ library/geography-history/gold/year-5-6> • <http://www.youtube.com/ watch?v=l3p3T8mORGQ> (Afghans in Australia)

• The Chinese were the most significant group from Asia to work in Australia. They started to arrive after the British forced their government to open ports to trade in 1842. Their numbers slowly increased and by 1848, indentured labourers were working as shepherds, cooks and farmhands. While some had been kidnapped, others worked to pay off debts incurred in reaching Australia. • As a result of the gold rushes and the end of transportation, the Chinese population increased dramatically to 50 000 in 1888, when the total population was 3 000 000. • Cultural and language barriers and their work ethic resulted in resentment. Government landing taxes were imposed by Victoria and South Australia. By the 1880s all Australian states had introduced laws restricting them.

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Elaboration

• Most Chinese returned to China, but of those who stayed many contributed significantly to the country’s development. • Before 1866 Japanese people were not allowed to leave their country and by 1882 only 24 men had been given passports to Australia. Eight years later, 5800 of them had been issued.

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• The first Japanese diver arrived in Australia in 1876. The pearl industry was hazardous and claimed many Japanese divers’ lives. Dangers included storms and sharks as well as divingrelated conditions such as the bends, a decompression sickness, from which about 33 died each year before its causes were understood. Japanese cemeteries in Broome and on Thursday Island attest to these dangers and are a monument to the lives of many who worked and contributed to Australia. • The introduction of camels with cameleers to control them was a turning point in the exploration and development of the inland. Although suited to the environment, camels were difficult to work and the cameleers’ expertise was essential. Many were contracted to stay for three years. About 2000 men and 15 000 camels were brought in from 1870–1900. • Because cameleers worked in isolated areas their contact with larger populations of Europeans was limited. Many preferred to live separate lives although they had more contact with Aboriginal people than with Europeans.

Additional activities • Prepare a PowerPoint® presentation telling what happened at Buckland River. • Write a report about the dangers faced by Japanese pearl shell divers.

• The loaded dog by Henry Lawson Australian Curriculum History: The Australian colonies

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Asian workers in Australia – 1 The Asians who came to work in Australia during the 1800s were from a number of different countries. Because the colonies were so desperately short of labourers, many of them had been invited and arrived with a contract to work for 3–5 years. It was an opportunity to earn some much needed money to take home to their family.

In the 1870s pearling began on Thursday Island, in the Torres Strait and by 1883, there were 200 luggers working there. Most had Japanese divers and crew. The 619 Japanese people who were living there in 1898 outnumbered the Europeans. The success of Australia’s pearl shell industry was mainly due to Japanese workers.

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People from China

Afghan cameleers

This was the largest group and like other Asians, some came because they were invited. Many more of them just arrived during the gold rushes, wanting to find what they called ‘New Gold Mountain’ and get rich quickly, then return home.

Teac he r

. temuch later and in smaller o The Japanese arrived c . numbers than the Chinese. They worked in sugar c e r crushing mills and laundries,h as e house servants, o t r s super in fisheries and in whaling. They were considered The Japanese

to be ambitious, quick to learn and willing to take risks … all great qualities for the dangerous business of pearl shell diving.

Diving for pearl shell for buttons started in Broome, Western Australia, in the 1860s. In the early days Aboriginal women worked as divers, but after the introduction of breathing equipment, divers mostly from Japan and other Asian countries were used. www.ricpublications.com.au

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WORKERS FROM OVERSEAS

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The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)

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Cameleers and their camels were very important to the economy in the middle of the 19th century. The construction of railways and the overland telegraph were achieved thanks to their efforts. By transporting mail, wool and supplies, and even They were hardworking, helped each other and water, across rough, dry country they helped to put up with very poor living conditions. Many of develop farming and mining. them did very well on the goldfields, but other Not all the men who came to work with camels miners didn’t understand them and resented their were, in fact, Afghans. Some were from other success. This often led to conflicts like the one countries and spoke different languages. But they at Buckland River where they were attacked by all looked similar to Europeans and were Muslims. 120 miners who took their gold, destroyed their They built Australia’s first mosque in South Australia belongings and burnt their tents. A number of in 1861. Cameleers were subjected to racial terrified Chinese fled, some drowned in the river, discrimination and were involved in conflicts with and others became lost in the bush and perished. Europeans, particularly bullock teamsters, their Many were farmers with water management skills. business competitors. Some became market gardeners, shearers and The Port Augusta to Alice Springs train, once called shepherds. Others were cooks, tailors, shopkeepers, the Afghan Express, now the Ghan, commemorates laundry workers, furniture builders or fishermen. the cameleers who contributed so much to inland They made a great contribution to Australia. Australia.

Asian workers in Australia – 2 (a) List some of the jobs Asian workers did in Australia during the 1800s.

(b) Explain two reasons why Australia needed Asian workers. •

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•

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During and after the gold rushes,Chinese workers set up successful businesses. (a) What were some of these businesses?

Type of business

Laundry

Service or goods provided

Washing and ironing of clothing and linen

Equipment needed

Water, soap suds, bowls, clothes lines, iron, ironing table

Location

Rear of owner’s hut

Customers

Restaurants, hotels, private homes, boarding houses, working men

Reason for success or failure

Fast service, very clean and neatly folded clothes, helpful and happy staff, inexpensive

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(b) Read the example provided. Research a different type of Chinese business. Add this information to the chart.

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Ahuto, the first Chinese person in Australia, was a carpenter who arrived in 1803. The first Chinese store to open was in Sydney in 1858. Australian A li C Curriculum i l History: Th Hi The A Australian li colonies l i

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Asian workers in Australia – 3 Two important changes in the pearl shell industry were (a) the introduction of diving suits in the 19th century, and (b) the invention of plastic in the 20th century. Both changes affected Japanese divers working in Australia. Research and write dot point notes about the positive and/or negative effects of each change for them. Development

Positive effects

Negative effects

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Diving suits

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Plastic

• •

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are remembered in this way?

Yes

Explain why you think this.

Harry, Australia’s first camel, joined a South Australian expedition in 1846. This badtempered animal pushed against the expedition’s leader as he was unloading his gun and Horrocks was shot in the hand and face. He later died from these injuries. Harry was blamed for shooting him, but before they could shoot Harry to stop him from hurting anyone else, he managed to bite an Aboriginal stockman’s head. www.ricpublications.com.au

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WORKERS FROM OVERSEAS

(b) Research to find the answer to each of your questions and share your answers with the class.

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(a) Write two questions you would like to ask a cameleer about his experiences working with one of the explorers who travelled across central Australia.

European workers in Australia The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)

Teacher information

Time line 1830

Assisted passage scheme introduced in Britain

1832

Assisted passage extends to Scotland

1835

Bounty paid for recruitment of young couples from Britain

1838

Investigating why people from Europe came to work in Australia, their experiences and their contributions to the country’s development.

Key inquiry questions What do we know about the lives of people in Australia’s colonial past and how do we know?

r o e t s Bo r e p ok u S How did an Australian colony develop over time and why?

What were the significant events and who were the significant people who shaped Australian colonies?

Six German winegrowers arrive to make wine for Macarthur family

Historical skills

Sequence historical people and historical events (ACHHS098) Identify questions to inform an historical inquiry (ACHHS100) Identify and locate a range of relevant sources (ACHHS101)

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First German language paper published in Adelaide

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1847

Elaboration

Locate information related to inquiry questions in a range of sources (ACHHS102)

1846–57 Potato famine in Scottish highlands

Develop texts, particularly narratives and descriptions which incorporate source materials (ACHHS105)

1848–56 Great famine in Ireland; 75 000 immigrate to Australia

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

1849

Historical concepts

(ACHHS106)

German workers brought into Victoria to work in agriculture and as shepherds

• Continuity and change

• Perspectives

• Significance

• Empathy

1870

Italian artists and artisans invited to work in Brisbane

1883

Italy signs commercial treaty with Britain allowing Italians to own property and businesses

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Petition signed by 8000 to restrict Italian cane field workers

• In the 1830s and 40s Italian workers came from rural families and paid their fare, then the gold rushes attracted thousands more. Skilled stonemasons, terrazzo workers and other craftsmen worked on many Melbourne buildings. In the 1880s, an economic crisis resulted in 100 000 Italian leaving their country; some came to Australia. Italians worked as market gardeners, fruit pickers, fishermen, in the cane fields, restaurants and the wine industry.

Teaching notes

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1865

1891

• Cause and effect

• Although students will need to create the imaginary subject of the worker’s report, on page 57, they should make their information plausible. They should use reputable sources of information and compare ones with conflicting information to decide which is the best to use.

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

• Students working in small groups choose one European country and research to create a time line of immigration to Australia in the 1800s to the 1900s in a particular state such as Germans in South Australia. • In pairs or small groups, consider the differences in culture, customs and beliefs of the European workers and the impact on this may have had on each other. Consider also the attitude of others who were well established in Australia at this time. How would these settlers view the newcomers? • Individually, make up a list of inquiry questions to drive an inquiry about European workers in Australia in the 1800s. Choose an innovative way to present your results.

Resources • Visit <www.coasit.com.au/ihs/pdf/Italian_migration_1850-1900.pdf> for a fact sheet of information about Italian immigration 1850–1900 compiled by the Italian Historical Society • Visit <http://www.skwirk.com.au/p-c_s-56_u-426_t-1075_c-4146/SA/9/Migration-to-Australia-1832-1850/Mass-migration/BecomingAustralian/SOSE-History/> for background information • Visit <http://www.rogerj.co.uk/ausimm.html> to read an article that contains extracts from an immigration display at the South Australian Maritime Museum, Port Adelaide Australian Curriculum History: The Australian colonies

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European workers in Australia – 1 climate, while others found it very difficult. But as many workers found out, there were great rewards for those who were prepared to work hard and to help each other. Many described it to their family and friends at home as ‘a land of opportunity’, encouraging them to join them.

Who were they?

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o c . c e her r Workers were needed to develop the country. o t s s r up Convict labour had originally been used, but the e end of transportation and the discovery of gold changed everything. Australia had to look overseas and encourage workers and their families to come to live and work here. What was the experience like?

It was a hard life for many Europeans, especially if their working conditions were very different from home. Some, like many Italians, enjoyed the www.ricpublications.com.au

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WORKERS FROM OVERSEAS

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The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)

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Most of the Europeans who came to work in Australia were younger men from England, Ireland, Scotland and Wales, but many came from Germany, Italy and other European countries. Some had enough money to pay for their passage, others had government assistance or paid nothing. Many acquired land, developed it and did very well. Some, known as ‘squatters’, had huge sheep Why did they come? and cattle properties. Others set up successful Gold was the attraction for the greatest number of businesses.There was plenty of work for tradesmen men, but there were other reasons. Some wanted and other workers. Some were able to live and even the opportunity to own land, work for themselves save money on what they were paid, although and make money. Others were attracted by the others didn’t manage quite so well. open spaces and the freedom. Many just wanted How did they contribute to Australia? to be able to find a job and to live a better life ... and of course there were those who saw it as an Europeans worked hard to explore and develop exciting adventure. Australia from the first coastal settlements to the vast inland. They built homes, schools, churches, Many came to escape war, natural disaster, public buildings,railways,roads,bridges,telegraphs, poverty, famine or other misfortunes in their home farms, factories, businesses, communities and countries. The industrial revolution in Europe a way of life. Workers arrived from many places had changed many people. Some had to work with skills they used and adapted. They learnt and in factories and live in dirty, crowded industrial developed new ones too as they worked together cities. Others who had been crofters (farmers) to shape and prepare Australia for Federation in had been removed from their plots of land to 1901. make way for sheep farming. This was because wool was needed for the many fabric mills. Some crofters were allowed to stay on smaller plots, but they faced starvation when a disease destroyed potatoes, the only crop they could grow on the small parcels of land they rented. Some Lutheran settlers from Germany came to South Australia to escape religious persecution and some northern Italians escaped here to avoid being persecuted by Austrians.

European workers in Australia – 2 Use information from page 55 to complete the table about Europeans who chose to come to Australia in the 1800s. Why did they leave home?

Why were they needed?

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(a) What were some of the jobs European workers were needed for in Australia?

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Italy’s connection with Australia began with Captain Cook. Antonio Pronto and James Matra were crew members on his 1770 journey of discovery. Matraville in Sydney is named after one of them. Australian Curriculum History: The Australian colonies

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Teac he r

What attracted them?

An 1800s work report Write a report about a European male worker you have employed for 12 months during the 1800s. Make it as realistic as possible by doing some research about what a man of this nationality could have been employed to do, where he might have worked and his character and workmanship.

Background information:

Name:

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Age:

Nationality:

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Date and place of arrival in Australia:

Trade and/or qualifications:

Place of employment:

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During the gold rushes, Australia needed to import farm workers. But farmers got their free fares then went off to the goldfields. The authorities wanted to stop this, so they decided to test a group of 300 Scots who didn’t speak English. When they asked them what they knew about the diggings, the Scots asked if she was a man or a beast. Thinking they weren’t smart enough to be anything but shepherds, they let them land. The clever Scots gave three cheers for the diggings and all marched off. www.ricpublications.com.au

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WORKERS FROM OVERSEAS

Date employed:

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Previous work history:

Pacific Islander workers in Australia The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)

Teacher information

Time line 1788 Sugar cane brought to Australia on the ships of First Fleet 1842 The Australian Sugar Company established in Sydney

Investigating why the Pacific Islanders came to Australia, their working conditions, reasons for their deportation and the contribution they made to Australia’s development.

Key inquiry questions What do we know about the lives of people in Australia’s colonial past and how do we know?

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1855 The Australian Sugar Company becomes the Colonial Sugar Refining Company (CSR) 1861 First white settlers move to North Queensland to establish sugar and gold ports along coast 1862 Captain Louis Hope and John Buhot establish first cane plantation near Brisbane 1863 Capt. Robert Towns brings 67 Pacific Islanders to work on cotton plantation 1863 Capt. Louis Hope brings 33 Pacific Islanders to work on sugar plantation

How did an Australian colony develop over time and why?

What were the significant events and who were the significant people that shaped Australian colonies?

Historical skills

Sequence historical people and events (ACHHS098) Use historical terms and concepts (ACHHS099)

Identify questions to inform an historical inquiry (ACHHS100)

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Teac he r

Elaboration

Identify and locate a range of relevant sources (ACHHS101)

Locate information related to inquiry questions in a range of sources (ACHHS102) Identify points of view in the past and present (ACHHS104)

Develop texts, particularly narratives and descriptions which incorporate source materials (ACHHS105)

Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)

1889 Queensland enacts first legislation to stop immigration by Pacific Islanders. Act repealed in 1892 and reenacted in 1901

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WORKERS FROM OVERSEAS

1869 Captain Daggett tried for kidnapping Pacific Islanders. No conviction recorded

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1901 Pacific Island Labourers Act bans recruitment after 1903

1904 Recruitment of Pacific Islander workers ceases

Resources • Kaisiana’s journey to Torres Strait by Trish Albert (First Australians: Plenty stories published in collaboration with the National Museum of Australia) • Watch: Revealing a dark stain on Australia’s history <www.abc.net. au/7.30/content/2012/s3661766.htm> • Visit <http://indymedia.org. au/2011/11/23/free-assistance-to-southsea-island-descendants-to-trace-theirfamilies-0> for background information

Historical concepts

• Continuity and change

• Cause and effect

• Perspectives

• Significance

• Empathy

Background information

• Not all Pacific Islanders worked in cane fields; some were employed on wharves and boats and as shepherds and domestics. • Although working when it was very hot and humid was difficult, coping with winter was also a challenge for many workers. At one time, their death rate was high at 62.89 per 1000 compared with 13.03 per 1000 in the general population.

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1868 Queensland Polynesian Labourers Act passed to regulate indenture of workers from Pacific Islands

• The 1992 Australian census found that there were about 10 000 descendants of the ‘blackbirded’ labourers living in Queensland, but fewer than 3500 in the 2001 census.

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• It is important for students to consider not just the historical facts, but also the impact of events on people such as the Pacific Islanders. Through discussion, ask how it must have felt to find yourself in such a situation where you were treated so harshly. • Page 60 focuses on using historical skills, rather than simply giving answers to comprehension questions about the text on page 59.

Additional activities • Visit a local cemetery to survey headstones with names that indicate the person may have been an immigrant. Then consider which worker group they may have come to Australia with. • Make a list of quality resources such as National Museum websites that may be useful for further research about the roles of other significant groups to the growth of Australia as a nation. • Read the book The Australia book by Eve Pownall to find interesting facts about the 1800s.

• Sweet tea by Brian Ridden (a novel for very capable readers) Australian Curriculum History: The Australian colonies

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Pacific Islander workers in Australia – 1

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The work these people had to do was so hard that most Europeans wouldn’t have been able to do it. They had to clear thick rainforests, and plant, maintain and harvest sugar cane in very uncomfortable, hot, tropical weather. Their working conditions were difficult too. Their diet of meat, potatoes, bread, tea and sugar wasn’t healthy and they suffered from diseases such as consumption during winters and from dysentery and typhoid. Even when sick, they had to continue working for ten hours a day. It is not surprising that their death rate was about five times higher than other Queensland workers. They were also very poorly paid, receiving about one-fifth of the money given to other workers. And it is highly likely that some of them were slaves who weren’t paid at all.

There were a number of reasons for the decision to stop employing Pacific Islanders. Federation in 1901 meant that the Queensland government had to work closely with the new Australian government and there were lots of Australian people against having Pacific Islander workers in Australia. Some thought it was cruel and others said that it was against Australia’s White Australia Policy. Some of them were worried by what was happening in America, where there were too many slaves to deport.The Australian Workers Union also objected because they believed their own pay and conditions were threatened by Pacific Islanders who worked for so little.

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There is little doubt that without Pacific Islander workers Australia’s sugarcane industry would not have been as successful. About 20 000 of their descendants remain in Australia today. Many live in Torres Strait Islander and Aboriginal communities. 59

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WORKERS FROM OVERSEAS

In 1863, the first group of 67 of these Melanesian people was brought in to work on a cotton plantation, but this project didn’t do very well. Two years later another 33 workers came to help establish a sugar plantation. This industry did so well that over the next forty years about 60 000 more Melanesians followed them; and they kept arriving until the recruitment of Pacific Islanders was banned in 1903.

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The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096)

Although Pacific Islanders were still needed on sugarcane plantations, a decision was made to not only ban any new workers from being brought in after 1903, but to deport any found in Australia after 1906. So most of them had to leave. However, any who had come to the country before 1879, or who were working on ships, were allowed to stay. If they had married into an Aboriginal family, they could apply for special permission to stay. About 10 000 were deported, 1500 were allowed to stay and about 1000 are believed to have stayed illegally. Sadly, not a lot of care was taken to return all the people to their original island homes which caused extreme difficulties for some of them.

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Queensland, like the rest of the country, had a serious shortage of workers to develop its resources ... but its solution was very different. It found its workers on nearby islands, like Vanuatu and the Solomon Islands. Some of them came because they wanted to, others were tricked into signing three-year contracts which most of them couldn’t read, and some were actually kidnapped. (This terrible practice was called ‘blackbirding’.)

Pacific Islander workers in Australia – 2 Use the information on page 59 to complete the answers.

Write key events for the years given below to create a short time line. • 1863

• 1865

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• 1903

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• 1906

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Islander workers to harvest sugar cane for a meagre wage—or no wage— under terrible conditions?

. te o (a) <http://www.abc.net.au/federation/fedstory/ep2/ep2_people.htm> c . c e her (b) <pacificislanderstories.trevillecommunityschool.com> r o t s super Write two questions to ask a Pacific Islander worker about this life in the sugar

Which of the sources below would be better for obtaining correct historical information about Pacific Islander workers? Tick the better choice.

cane fields of Australia in the 1860s. • •

Over half of the adult male population of some islands was taken to Australia to work at the height of recruiting Pacific Islanders in the 1800s.

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Explain the practice of ‘blackbirding’ and give your personal opinion.

It’s a child’s life! (Or is it?) Write an imaginative historical narrative about your life as a child of Pacific Islander parents on a sugar cane plantation in Queensland in the 1800s. You must include some information about: the work your parents did the conditions your parents worked under your diet and health the weather conditions the stories your parents told about how they came to work in Queensland other workers (in general terms, or close friends or relatives) one or two main historical events relating to that time in Australia’s history the importance of your family’s place in Australian history.

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Draft your narrative using a computer, edit it, publish it and add graphics before reading it to another class member.

The Pacific Islands from which workers were taken include the Solomon Islands,Vanuatu, the Loyalty Islands, Samoa, Kiribati, Rotuma and Tuvalu. They were called ‘Kanakas’ but today this is considered an insult. www.ricpublications.com.au

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Australian Curriculum History: The Australian colonies

WORKERS FROM OVERSEAS

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Write bullet points in the eight sections below.

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• • • • • • • •

Exploring the interior The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders and Aboriginal and/or Torres Strait Islanders. (ACHHK097)

Teacher information

Time line

1813

Elaboration

First Fleet lands at Port Jackson

Examining the role of early explorers of the Australian interior in the shaping of the colony.

Blaxland, Wentworth and Lawson pioneer a route across the Blue Mountains in NSW

Key inquiry questions How did an Australian colony develop over time and why?

r o e t s Bo r e p ok u S What were the significant events and who were the significant people who shaped the Australian colonies?

1841–42 John Eyre and Wylie pioneer a route across the Nullarbor from Adelaide to Albany

Historical skills

Sequence historical people and events

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1849

(ACHHS098)

Use historical terms and concepts (ACHHS099)

Edmund Kennedy leads an expedition to Cape York

Identify questions to inform an historical inquiry (ACHHS100)

First government railway line opens in NSW

1854

First government railway line opens in Victoria

1856

First government railway line opens in SA

Identify and locate a range of relevant resources (ACHHS101) Locate information related to inquiry questions in a range of sources (ACHHS102) (ACHHS122)

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)

1861–62 John Stuart pioneers a route from Adelaide to Darwin

Historical concepts

1866

• Perspectives

1875

• Cause and effect • Significance

Peter and Charles Warburton, with Charley, cross the Gibson Desert

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Background information

• The map on page 65 is intended as a watermark feature upon which students record their research information.

SHAPING THE COLONY

Ernest Giles crosses the Great Victorian desert from South Australia to Perth

Alexander and Matthew Forrest explore the northwest corner of Australia and discover the fertile Kimberley region First government railway line opens in Western Australia

• The purpose of the Burke and Wills expedition was to find a south to north route so that a telegraph line could be erected. Although they reached the mouth of the Flinders River, the swampy land stopped them from reaching the gulf and seeing the ocean.

Additional activities

• Complete the puzzle of exploration and research the maritime explorations of George Bass and Matthew Flinders. • Research the names of natural physical features; e.g. rivers, deserts and mountains, and built features; e.g. towns, highways and civic buildings to find those that are named after famous explorers. Locate them on a map of Australia with a brief biography of the person linked to the feature.

Resources

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John and Alexander Forrest, with Tommy, cross the centre of the continent from Geraldton to Adelaide

First government railway line opens in Queensland 1879

• Continuity and change

First government railway line opens in Tasmania

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1874

• For the activity on page 65, provide a map with the rivers clearly marked. Encourage students to include disagreements between members of the expedition as these often had a significant effect on the outcome. Ensure all the explorers are investigated by the class.

1860–61 Burke and Wills pioneer a route from Melbourne to the Gulf of Carpentaria

1873

• Put the information on page 63 on to a time line so that the time between expeditions is clear. What might be the reasons for the gaps?

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1844–45 Ludwig Leichhardt pioneers a route from Brisbane to Darwin 1848

Teaching notes • Discuss why people would be motivated to become explorers. For today’s students, living on a planet about which so much is known, can they understand the concept of ‘the unknown’?

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• All explorers hoped to find potentially good land for farming and grazing while on their expeditions. If they did so, they would be famous for having discovered such natural wealth. Many returned, however, with news that the land was not suitable for settlement. Although disappointing, this information was still valuable as it contributed to knowledge about the unknown land.

• <http://www.myplace.edu.au/decades_ time line/1870/decade_landing_13. html> • Australia’s major rivers <http://www. enchantedlearning.com/geography/ australia/rivers/outlinemap> • Explorers’ biographies <http://www. davidreilly.com/australian_explorers/>

• Expeditions were expensive and were usually sponsored by a company that would benefit if valuable land was discovered.

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Exploring the interior – 1 When Australia was first colonised, people settled on the coastal strip to the north and south of Sydney. But in time, more land was needed for crops and grazing to provide food for the growing colony. By the 1880s, many expeditions had taken place to discover more of the unknown land. C

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In 1848, the Governor of NSW asked Edmund Kennedy to lead an exploration of the Cape York Peninsula

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In 1861, John McKinlay led a group from Adelaide to bring supplies to the Burke and Wills expedition. On discovering their fate, McKinlay continued north to the Gulf of Carpentaria.

In 1873, Peter Warburton, with his son Richard and Aboriginal tracker Charley, was the first to cross the Great Sandy Desert from Alice Springs to the Indian Ocean.

In 1875, Ernest Giles set out from Beltana, South Australia and crossed the Great Victorian Desert on his way to Perth. On his return in 1876, he travelled north before turning east and crossing the Gibson Desert. www.ricpublications.com.au

1820

In 1841–42, Edward John Eyre and his Aboriginal tracker Wylie travelled west across the south of the colony from Adelaide to Albany.

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1830

1840

1850

1860

In 1860–61, on their ill-fated trip, Burke and Wills travelled from Melbourne in the south and reached the Gulf of Carpentaria in the north. In 1861–62, after several failed attempts, John Stuart found a route from Adelaide to the north coast close to Darwin. In 1874, John Forrest, his brother Alexander and their Aboriginal tracker Tommy Windich, crossed the centre of Australia from Geraldton on the west coast to Adelaide.

1870

1880

In 1879, Alexander Forrest with his brother Matthew explored the north-west of Australia, finding a great expanse of fertile land. He named the region the Kimberley. Australian Curriculum History: The Australian colonies

SHAPING THE COLONY

In 1844–45, Ludwig Leichhardt made his way from Moreton Bay to the Cobourg Peninsula north-east of Darwin.

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In 1813, Blaxland, Lawson and Wentworth found a route across the Blue Mountains of New South Wales.

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The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders and Aboriginal and/or Torres Strait Islanders. (ACHHK097)

Exploring the interior – 2 Read and discuss the text on page 63.

Choose an expedition to research and find the answers to complete the table as has been done for Blaxland, Wentworth, Lawson. Who were the explorers?

Blaxland, Wentworth, Lawson

Where did they go and when?

Across the Blue Mountains, 1813

Why did the explorers make the expedition?

To find land beyond the mountains suitable for farming to supply the growing colony with food.

Followed high ridges unlike previous unsuccessful expeditions which had followed the valleys.

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Suitable land was sighted from the western side of the mountains.

How long did the expedition take?

SHAPING THE COLONY

What did the explorers discover and what occurred as a consequence of this?

Outward journey took 21 days. Return journey took 6 days.

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What were the important features of the expedition?

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Vast tracts of suitable farming land were discovered, opening up the west of the colony for settlement. A road was built by convicts and Bathurst, the first settlement west of the Blue Mountains, was established.

The European claim on Aboriginal land was extended.

Blaxland, Wentworth and Lawson were each given 1000 acres (~405 hectares) of land as a reward for their discovery of a route across the Blue Mountains.

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Blaxland, Wentworth and Lawson plus 1 Aboriginal guide, 4 convicts, 4 pack horses laden with supplies, equipment and ammunition, 5 dogs

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Who and what did the explorers take with them?

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Westwards to the inland sea! After the route across the Blue Mountains had been established, westward-flowing rivers were discovered and charted by different explorers who believed they flowed into an inland sea. Finding the inland sea became the explorers’ next goal. From the table, choose an explorer and research the expeditions he made. Use a map to help you follow the routes. Choose one of his expeditions to sketch and annotate, describing the expedition and the events that occurred. John Oxley

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George William Evans

George Bass

Thomas Mitchell

William Hovell

Matthew Flinders

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The Europeans could not believe that a land as vast as Australia did not have a large river similar in size to those of other continents. In 1831,Thomas J Maslen printed a map showing the inland sea and river system many people believed existed. www.ricpublications.com.au

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Australian Curriculum History: The Australian colonies

SHAPING THE COLONY

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History through the arts The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders and Aboriginal and/or Torres Strait Islanders. (ACHHK097)

Teacher information

Time line Elaboration

early 1880s Tom Roberts goes on a European tour to study the works of the Impressionist movement 1883

Key inquiry questions What do we know about the lives of people in Australia’s colonial past and how do we know?

Historical skills

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Henry Lawson moves to Sydney with his mother and younger siblings

Tom Roberts shares his enthusiasm for and the techniques of Impressionism with his artist friends in Australia

Sequence historical people and events (ACHHS098) Use historical terms and concepts (ACHHS099)

Identify and locate a range of relevant resources (ACHHS101)

Locate information related to inquiry questions in a range of sources (ACHHS102) Compare information from a range of sources (ACHHS103)

Identify points of view in the past and in the present (ACHHS104)

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Examining the role of 19th century artists and writers in recording Australia’s colonial history.

1880s & 1890s Artists gather to paint at a number of rural locations which are now outer suburbs of Melbourne

Historical concepts

1886

• The Heidelberg School refers to a group of artists, and their work, who painted scenes of the Australian landscape around Melbourne.

A site at Box Hill some distance to the east of Melbourne is the location for a number of famous works

• Perspectives

• Significance

Background information

• Their work is an important record of early Australia as they were the first to capture the true essence of the Australian landscape and its people.

1886–87 Artists choose beach locations south of Melbourne for the first time 1887

Henry Lawson begins to write poetry and is published in The Bulletin

1889

1891

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1888–90 Artists use a farmhouse at Heidelberg as their base. This is a very productive time for them

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‘9 by 5’ Impression Exhibition held at Grosvenor Chambers, Australia’s first purpose-built art studios

• The paintings of the Heidelberg School did much to dispel the myth that Australia was a savage land.

Teaching notes

• Students may need help to analyse the paintings to see the subtle nuances. • Other than the title, there is no evidence that the itinerant subject of Fred McCubbin’s painting has failed to secure employment. Allow students to explore other reasons for his mood. • The poems suggested on page 69 will require teacher input to clarify the meaning and significance of some words and phrases. After reading through once, the verses could be divided among groups so each has only one verse to analyse.

Additional activities

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Banjo Paterson qualifies as a solicitor

SHAPING THE COLONY

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Walter Withers and Arthur Streeton hold an exhibition of their work. It is a resounding success

• Choose a painting by a Heidelberg artist. Record the artist, date, location and characters. Research the story behind the painting. What does it tell you about life in the colony at that time? Give an oral presentation with others in the class in an ‘informative gallery’. • Choose a poem, story or song that gives an account of an aspect of life in the 19th century Australian colonies. Record the writer and date. What opinion is the writer giving on that aspect of life?

1892–96 Henry Lawson writes about the poverty and distress of living in the Outback 1895

Banjo Paterson composes Waltzing Matilda and the book, Man from Snowy River is published

Resources • Old bush songs lyrics <http://www.gutenberg.org/files/10493/10493-h/10493-h.htm> • The drover’s wife <http://alldownunder.com/australian-authors/henry-lawson/droverswife-4.htm> • Stockman’s last bed <http://alldownunder.com/australian-music-songs/stockmans-lastbed.htm>

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History through the arts – 1 The Heidelberg School was Australia’s first important art movement. It included artists who recorded the reality of the great Australian bush through their painting. The name Heidelberg comes from a place close to Melbourne where the artists often used to meet. Artists in Australia in the early 19th century had migrated from Europe. As they worked, instead of painting the colours and shades they actually saw, they mixed those they remembered from European landscapes. Although their paintings were beautiful, they were not an accurate representation of the Australian landscape.

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This included artists, who were now familiar with the deep blue, clear Australian sky, the colours of the rocks, sand and soil, and the effect of bright sunlight shimmering in the air. Their work began to reflect the true nature of the unique Australian landscape. It was totally original, the perfect accessory for a brand new nation. Even though most people lived in the cities, the Australian identity was strongly linked to country life.The artists painted scenes that reflected events in the lives of people living in the bush. Their work became a record of changes over time as the colony became a new nation. The paintings of Frederick McCubbin and his friend, Tom Roberts, celebrate the lives of the ordinary people who helped to shape the Australian colony.

Name of painting

paint in the open air and see the effects of the changes of light on the landscape at different times of the day.

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1890

By the 1870s, Australia was the world’s largest producer of wool. The image of a shearing team working together in a shed was a familiar Outback scene.

On the wallaby track

1896

An itinerant family taking a rest while looking for casual work.

The pioneer

1904

Stages in the life of a man who has made a life for himself on the land.

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Down on his luck

o c Frederick . A swagman unable to find casual work on a c e 1889h McCubbin r rural property. er o st super

To find the paintings on the internet, type the name of the painting and the artist into your search engine and click on ‘images’. www.ricpublications.com.au

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Australian Curriculum History: The Australian colonies

SHAPING THE COLONY

The artists’ camp

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As the century moved on and the Australian-born population grew, people began talking about Federation, uniting the colonies to form one nation. Across the continent, people had a growing feeling of being Australian rather than British.

History through the arts – 2 Read and discuss the text on page 67 and study an image of each painting.

Study the three panels of The pioneer by Frederick McCubbin. (a) What does the background of each panel tell you about the time scale of the painting?

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Study the two paintings by Frederick McCubbin, Down on his luck and On the wallaby track. (a) Research to discover the meaning of: (i) swagman

(ii)

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(b) What happened in Australia in the late 1880s and the 1890s? Why did people need to go ‘on the wallaby’?

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In 1891, the first major industrial dispute occurred in the colonies. It was the sheep shearers’ strike.

SHAPING THE COLONY

(b) Some critics of Shearing the rams said it does not show the true nature of the work. What is your opinion of the painting?

The Heidelberg School was a group of friends, including Fred McCubbin and Tom Roberts, who went on camping trips to paint in the great outdoors. Australian Curriculum History: The Australian colonies

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(b) Tell the story the painting is revealing to you.

History y through g the arts – 3 Life in colonial times come to us in the form of stories, poems and songs. Two famous writers from the colonial era are Andrew Barton (Banjo) Paterson and Henry Lawson. These two men came from very different backgrounds and this is reflected in their work. Type the writer’s name and the title of the work into your search engine to bring up a copy of each text. In a group, read and discuss each text.

Write a brief explanation of one of the works from each author. Tick the box.

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Clancy of the overflow (poem)

The ballad of the drover (poem)

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Author Explanation Banjo Paterson

Henry Lawson

The drover’s wife (story)

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Research the lives of Banjo Paterson and Henry Lawson.Write a brief description of their lives and suggest how this may have affected their writing.

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Banjo Paterson

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Henry Lawson

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Title of ballad

Information

Henry Lawson’s mother was Louisa Lawson, who was very active in the struggle for women’s suffrage. www.ricpublications.com.au

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Australian Curriculum History: The Australian colonies

SHAPING THE COLONY

Title With the cattle (poem)

Caroline Chisholm: a woman who cared The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders and Aboriginal and/or Torres Strait Islanders. (ACHHK097)

Teacher information

Time line

1845

1853

Chisholms collect personal stories from migrants to Australia to use in their guide about migration

Chisholms establish the ‘Family colonisation’ loan society to help migrants manage their funds The ship Caroline Chisholm is launched in Britain to take migrants to Australia Caroline tours the Victorian goldfields and establishes shelter sheds

1862

Caroline opens a girls school in Sydney to create funds

1878

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Key inquiry questions What do we know about the lives of people in Australia’s colonial past and how do we know? What were the significant events and who were the significant people who shaped the Australian colonies?

Historical skills

Sequence historical people and events (ACHHS098)

Identify and locate a range of relevant resources (ACHHS101)

Locate information related to inquiry questions in a range of sources (ACHHS102) Compare information from a range of sources (ACHHS103)

Identify points of view in the past and in the present (ACHHS104)

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)

Historical concepts • Cause and effect

• Perspectives

• Significance

Background information

1855

1866

Examining the humanitarian role of Caroline Chisholm in effecting reforms that would nurture the values of the developing colony.

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Elaboration

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Now living in Australia, Caroline asks the governor of NSW, Lord Gipps, for a building to establish a home for young women

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1841

Chisholms move to Madras where Caroline establishes the Female School of Industry for Daughters of European Soldiers

Chisholms leave Australia

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• The Chisholms moved to India in the early days of their marriage. When Caroline realised the poverty many of the wives and daughters of the British army soldiers were living in, she established the Female School of Industry for Daughters of European Soldiers. • When campaigning for social reform, Caroline’s pleasant but practical and strong disposition and selfless nature endeared her to many benefactors. But, as a Catholic, she endured some opposition to her plans as some influential people, and often the general public, were suspicious of her religion. • The employment Caroline found for young women was often as servants on rural properties. They were fearful of travelling to the country alone so, riding her white horse, Caroline led parties of young women to their new homes in the bush.

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• In support of young families wanting small farms in the colony, Caroline fought against the rights of squatters to claim great swathes of land, a practice that made it difficult for people without means to become self-sufficient.

SHAPING THE COLONY

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• Discuss the magnitude of Caroline Chisholm’s philanthropic work, considering she was mother to six children and her husband was often away from home. • To help students understand how Caroline Chisholm improved society in the early colony, discuss what life would have been like in the young colony.

Additional activities Resources • Caroline Chisholm’s scrapbook <http:// museumvictoria.com.au/collections/ items/289732/scrapbook-carolinechisholm-circa-1844-1861>

• Write a time line of Caroline Chisholm’ humanitarian work from when she arrived in Sydney in 1838 until her death in 1877. • Write an epitaph for a monument to Caroline Chisholm.

• <http://www.mrschisholm.com/index. htm> • <http://www.kidcyber.com.au/topics/ chisolm.htm> Australian Curriculum History: The Australian colonies

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Caroline Chisholm: a woman who cared – 1 Who was Caroline Chisholm? By the time she passed away at the age of 69, she was no longer the most famous woman in England nor a familiar sight in the colonies of New South Wales and Victoria. But even though she ended her days forgotten and in poverty, the legacy of her life’s work lives on.

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While her husband, Captain Archibald Chisholm, was away in the army, she set about solving the problems of the women who were forced to live on the streets. Through her determination and strong sense of justice, she was given the use of a large building to convert into a hostel for women. She then set about finding employment for them in settlements away from the centre of Sydney. Next door to the hostel, Caroline established an employment office where employers registered their workforce needs and Caroline matched the most suitable women to the work. She introduced work contracts, agreements about pay and work conditions, that are still important to us today.

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With the help of her husband, Caroline’s next task was to produce a realistic guide about Australia for people in Britain who wanted to emigrate to the colony. She asked hundreds of immigrants about their experiences and included this information in her guide. She thought it only fair that people should know what to expect when they arrived. In 1846, she returned to Britain with the guide and established an informal Australian information centre in her home. Each day, the Chisholms received about 140 inquiries about the colony.

. te goldfields in 1854, and with government assistance,o After visiting the Victorian Caroline organised the c building of shelter sheds along the routes. These provided cheap accommodation on the route to the . c e goldfields for the families of the hdiggers. r e o t r s sup er For more than half of her life, Caroline Chisholm dedicated her efforts to the needs of others without wanting anything in return. She did all this at a time when women of her status were expected to remain at home taking care of the house and family. It was the constant support of her loving husband that assisted her to achieve so much and to help so many people in need.

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While in London, Caroline won the battle for the wives and families of freed convicts to have free passage to Australia to be reunited with their husbands. She also challenged the government about the conditions of the ships sailing to the colony. This resulted in the Passenger Act of 1852. Shipowners were now obliged to meet minimum standards of safety, food and accommodation for all passengers.

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Always one to open her heart to the cares of others, Caroline Chisholm arrived in Sydney in 1838. Here she witnessed the hardships of immigrants, particularly the women, who had suffered the long voyage from Britain in the hope of a new life, only to discover that the promised work and accommodation did not exist. How would they survive?

Caroline Chisholm: a woman who cared – 2 Read and discuss the text on page 71.

How did the work of Caroline Chisholm improve the society of the early Australian colony?

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(a) Research to find the significance of: (i)

the ship

(ii) the white horse

(iii)

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In a window of the old Cathedral of Saints Peter and Paul in Goulburn, NSW, there is a stained glass mosaic of images of Caroline Chisholm’s work in the colony. To find the image on the internet, type ‘Caroline Chisholm mosaic’ into your search engine and click on ‘images’.

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(b) What do you think is the image at the top of the middle panel and what is its significance?

SHAPING THE COLONY

. trecord some other ways in which CarolineoChisholm is Research ande c . remembered in Australia today. What does this say about how many c e h r Australians feel about her?e o r st super

The Chisholms had eight children, but four of them died before Caroline and her husband. Their firstborn, a girl, died at three weeks and Sara died at six months. Their oldest son Archibald died at 39 years and his younger brother William at 21 years. Australian Curriculum History: The Australian colonies

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A permanent reminder In many places across the country there is evidence of the nation’s respect for the contributions of Caroline Chisholm to Australian society; for example, schools and health centres.

WE REMEMBER THEM

Imagine your local community is looking to name a building after a famous Australian. Write a persuasive letter to the local government in support of Caroline Chisholm being chosen. Introduction

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Argument 2

Argument 3

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Conclusion

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When decimal currency was introduced in Australia in 1966, Caroline Chisholm became the first woman, other than the Queen, to appear on a bank note. When the $1 and $2 notes were discontinued, a new $5 note was issued as it is customary for the Queen to appear on the note of lowest value. www.ricpublications.com.au

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Argument 1

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Taking the long paddock The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders and Aboriginal and/or Torres Strait Islanders. (ACHHK097)

Teacher information

Time line 1788 Cattle, sheep and horses are introduced to Australia with the First Fleet

Elaboration Examining the role of experienced stockmen as drovers in the agricultural economy of the colony.

Key inquiry questions

1828 The Snowy Stock Route is pioneered as a result of drought conditions in the NSW area around Canberra

What do we know about the lives of people in Australia’s colonial past and how do we know?

1836 Joseph Hawdon takes 300 head of cattle 480 km in 26 days from Murrumbidgee River to Melbourne

Identify questions to form an historical inquiry (ACHHS100)

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1863 George Gregory takes a mob of 800 sheep 2100 km in 7 months from Rockhampton to the Northern Territory 1870 Robert Christison takes 7000 sheep 2500 km from Queensland to Adelaide 1879 Patrick and Michael Durack drove 7250 breeding cattle and 200 horses almost 5000 km from Queensland to WA

Historical skills

Identify and locate a range of relevant resources (ACHHS101)

Locate information related to inquiry questions in a range of sources (ACHHS102) Compare information from a range of sources (ACHHS103)

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The 610 km Cobb Track is pioneered in NSW

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What were the significant events and who were the significant people who shaped the Australian colonies?

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)

Historical concepts • Continuity and change

• Cause and effect

• Perspectives

Background information

• Significance

• Travelling stock routes have been a part of the Australian way of life for over two centuries. Crown land is still available for graziers to use if necessary.

• All stock routes now have roads running alongside them but not all roads have stock routes. The verges of roads with stock routes are much wider and also depressed, to prevent stock from walking on to the road. property fences are set much further back from the road than usual. • Stock travelling on today’s routes must equal or exceed 10 km per day to prevent the verge grass being totally consumed by one herd or mob.

1880 The first stock route bore is sunk in Victoria

• Since the late 1870s, artesian wells have been dug at regular intervals along major stock routes to ensure a water supply.

1881 The first stock route bore is sunk in SA

• Drovers were very important to the emerging colony. At a time before refrigeration and the railways, stock for meat had to be transported to settlements with growing populations.

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The 123 km Murranji Track is pioneered in the Northern Territory

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1883 Charles and William Mcdonald drove 700 cattle and 60 horses 5600 km from NSW to WA

SHAPING THE COLONY

1890s Tibbett brothers drove 30 000 ewes a distance of 700 km from Wellshot station to Roma; drove 7250 breeding cattle and 200 horses almost 5000 km from Queensland to WA 1896 The 1053 km Tanami Track is pioneered by Nat Buchanan from Sturt Creek to Tennant Creek in the NT

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1879 The first stock route bore is sunk in NSW

• The different climates across the country would have made some droving runs far more arduous than others.

Teaching notes

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• To complete the activities on page 77, students will have to identify questions to inform their inquiry; e.g. What would they have eaten? How would they have carried it? • The internet has a lot of information on the stock routes but many refer to geographical areas students may be unfamiliar with. A map with the features shown, will help students identify the routes more easily.

Additional activities

• Mark well-known stock routes on a map of Australia that shows the country’s physical features. Describe the features that each route passes through. Comment on the effect the features would have on a droving run. • Research some well-known droving runs of the 19th century. Present the information of each run as a narrative.

Resources • Contemporary female droving unit <http://www.abc.net.au/7.30/content/2007/s1857846.htm> • <http://www.stockroutes.info/story-and-song/20-long-paddock.html> • Australian stockman’s hall of fame <http://www.outbackheritage.com.au/> Australian Curriculum History: The Australian colonies

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Taking the long paddock – 1 Drovers were the men who travelled long distances on horseback with herds of cattle or mobs of sheep. They went in search of water and richer grass or to take the stock from one place to another. They took stock along ‘the long paddock’. The routes they took were called ‘travelling stock routes’.They evolved during the early days of settlement and developed with the exploration of the interior, following the more fertile lands close to rivers. Drovers were experienced stockmen who knew how to look after and handle animals in large numbers. They could be away from home for many months depending on how long it took to find better grazing or how far they had to travel to their destination.

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Not all stockmen were loyal to the station owners. Read the story of one famous drover who pioneered the stock route now known as the Strzelecki Track.

Henry Arthur Redford Harry Redford is infamous for droving about 1000 head of cattle 1300 kilometres from an isolated station in Queensland to South Australia in the autumn of 1870. The journey, along Cooper Creek, took about three months. It led Redford and his two companions through the remote countryside that ten years before had claimed the lives of the explorers, Burke and Wills.

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But why is this drover ‘infamous’? The stock he took with him on that mammoth journey had been stolen!

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As an experienced drover, Redford knew that as stations were such large properties, it was possible to steal a herd and be long gone before they were even missed. He also knew that the branding marks on the cattle would be unknown in South Australian markets. Redford was able to sell them as his own for £5000 which would be equivalent to $250 000 today.

o c . c e h Two years after his daredevil feat, Redford was recognised and r arrested in Sydney. He was sent e o t r sof the jury were so impressed by his s back to Queensland where he appeared in court. Ther people u e p successful trek that they found him not guilty of the charge.

But Redford’s luck did not stay with him. A few years later, he was convicted of horse stealing and spent 18 months in prison. After this, he did find some honest work and drove cattle along a route between Queensland and NSW. He then became the first drover to take a herd, 3000 in number, from Queensland to a station on the Barkly Tableland in today’s Northern Territory. In 1901, at the age of 60, Harry Redford died while attempting to cross a river that had flooded in heavy rain.

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Aboriginal men played a significant role in the success of stations in the colonial period. They became skilful horsemen and had a keen sense for the wellbeing of the animals. When white stockmen disappeared to the goldfields, the Aboriginal stockmen became even more valuable.

Taking the long paddock – 2 Read and discuss the text on page 75.

Give your definition of the phrase, ‘the long paddock’.

Why do you think drovers needed to move the animals from one destination to another?

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There are a number of well-known stock routes across Australia. Research to find information to complete the table. Some information has been added for you. Location ©Year Rpioneered . I . C.Pu bl i cat i on s Length (state/territory) orr evi ew pur posesonl y• Cobb Track•f 1836 Name

Strzelecki Track

469 km

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Murranji Track

123 km

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South Australia / Queensland

Birdsville Track

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SHAPING THE COLONY

Drovers still take stock along the long paddock in times of drought. The Bradfield Highway over the Sydney Harbour Bridge is a recognised stock route. Stock can still be herded across the bridge between midnight and dawn. Australian Curriculum History: The Australian colonies

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At the time of the gold rushes in the 1850s, skilled drovers were in great demand for two main reasons. What do you think these were?

A drover’s life A single drover would not have gone on a run on his own. He would have had company, supplies and equipment. Research to make a list of all that would have been required on a droving run and record each item’s purpose. Read With the cattle by Banjo Paterson and The ballad of the drover by Henry Lawson to give you some ideas.

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Purpose

© R. I . C.Publ i cat i ons What sort ofr lifer would ite have been for ao drover on ao run? Write a description • f o e v i w p u r p s e s n l y • of the highs and lows that a drover might have told a young stockman to

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In 1988, the Australian Stockman’s Hall of Fame and Outback Heritage Centre was opened by the Queen. It’s purpose is to record the culture and history of rural Australia. <http://www.outbackheritage.com.au/> www.ricpublications.com.au

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SHAPING THE COLONY

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prepare him for his first run. Read Clancy of the Overflow by Banjo Paterson and The stockman’s last bed by the Misses Grey to give you some ideas.

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The peacemaker and the warrior The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders and Aboriginal and/or Torres Strait Islanders. (ACHHK097)

Teacher information

Time line 1799

Elaboration

Beginning of six-year war around Parramatta, NSW

Indigenous Australians such as Yagan and Mokare played a significant part in shaping the colony in very different ways.

1802–03 Bungaree circumnavigates Australia with Matthew Flinders

What do we know about the lives of people in Australia’s colonial past and how do we know?

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1803

Black Wars of Tasmania

1813

Colonists assisted by Aboriginals cross the Blue Mountains using a traditional land route

How did an Australian colony develop over time and why? What were the significant events and who were the significant people that shaped Australian colonies?

1822–24 Windradyne resists settlement along Murray River 1830

Historical skills

Sequence historical people and events (ACHHS098)

Port Phillip District Wars, Victoria

(ACHHS099)

1834

Battle of Pinjarra, Swan River, WA

Identify questions to inform an historical inquiry (ACHHS100)

1835

John Batman attempts to ‘buy’ Port Phillip Bay near Melbourne

Identify and locate a range of relevant sources

Use historical terms and concepts

(ACHHS101)

• Most Indigenous Australians such as Yagan, Jandamarra and Pemulwuy actively resisted the ‘colonial invasion’ in bloody confrontations. Some, such as Bennelong, Mokare and trackers like Wylie, sought to bridge the gap between cultures. Others, such as Truganini, attempted to work within the constraints of white culture to do the best for their own people.

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Key inquiry questions

Background information • Indigenous Australian history during colonial times is rife with massacres and harsh treatment by the settlers and British military. Little was understood about the culture of Indigenous Australians. There was great competition for land in most areas.

• The spelling of Mokare’s name is also given as Mawcarri, Mawcarrie, Markew, Mawcurrie and Makkare.

Teaching notes

• While there are more historical events relating to the violent confrontations between settlers and Indigenous Australians, it is also a fact that many were nonviolent.

1861

1888

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1883

Compare information from a range of sources (ACHH103)

Identify points of view in the past and present

Aboriginal divers used in pearling industry in WA

(ACHHS104)

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105)

1870–90 Kalkadoon Wars, Qld 1879

Locate information related to inquiry questions in a range of sources (ACHHS102)

SHAPING THE COLONY

Torres Strait taken over by Qld; Islanders remain on land

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

Aboriginal Protection Board established, NSW; Powers to create reserves and force people to live there

Historical concepts

Aboriginal population reduced from 220 000 to about 80 000 across Australia

• Significance

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(ACHHS106)

• For the inquiry on page 81 two reputable sources are <http://www.utas.edu.au/ library/companion_to_tasmanian_history/T/ Truganini.htm> or <http://australianmuseum. net.au/Truganini-1812-1876> to gather information.

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1837–41 Massacres at Gravesend and Myall Creek, NSW; Long Lagoon, QLD, and Rufus River, NSW

Additional activities

• Find two or three sources of information about Mokare and Yagan and compare them. State which ones are preferred and why.

o c . che e r o t r s super • Continuity and change • Cause and effect • Perspectives

• Write a narrative from the point of view of both Mokare and Yagan expressing their views of white settlement.

• Empathy

1890–98 Jandamarra declares war on European invaders in WA

Resources • Visit <http://www.noongar.org.au/publications-newsletters.php> to download a pdf titled ‘An introduction to Noongar History and Culture’ to find more information about the Noongar people of Western Australia. • Visit <http://www.nma.gov.au/education-kids/classroom_learning/multimedia/interactives/resistance_virtual_tour> for a virtual tour of the exhibition ‘Resistance’ which shows how the Indigenous Australians resisted British colonisation. • Shake a leg by Boori Monty Pryor—a story that promotes intercultural understanding Australian Curriculum History: The Australian colonies

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Yagan was born around 1795, the son of a tribal chief of the Noongar people who lived to the south of Perth, Western Australia. The beginnings of European settlement around the Swan River were peaceful, with the two groups sharing resources such as fish and water. However, gradually, conflicts began to arise. The settlers did not understand tribal practices; they felt that, as nomads, the people had no claim over the land. The settlers began to fence land for grazing animals and farming, and soon access to traditional hunting and water sources along the Swan and Canning Rivers was difficult. The Aboriginal people began to steal provisions and spear livestock. A tall, striking Aboriginal with a distinctive tribal tattoo on his right shoulder was believed to be the leader of these attacks.

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Mokare was born in 1800 near King George Sound in Western Australia. The son of an elder of the Noongar people, his most significant role was as a guide to European exploration and as a ‘go-between’ for the two cultures.

In this area of the country, European settlement was fairly peaceful. The Europeans respected the customs and knowledge of the Indigenous Australians. Mokare helped Captain PP King in 1821 on his expedition to King George Sound, and Dumont d’Urville in a French expedition in 1826. In 1827, a British garrison was set up in the region by Edmund Lockyer. Mokare shared the walking tracks of his people with the Europeans and explained how his people looked after them. He frequently visited Dr Alexander Collie, a naval surgeon and government official, and helped him understand the customs and beliefs of his people. He also intervened in misunderstandings and reported tribal disputes and the effect of influenza on the tribes.

acted as interpreter and guide on a trip to the Porongorup Range.

In 1832,Yagan and a group of warriors attacked labourers, killing one and wounding another. Yagan became an outlaw and a reward was offered for his capture. He was captured and exiled to Carnac Island, off the coast. After six weeks, Yagan and his companions stole a boat and escaped back to the mainland. They continued their resistance against European settlement, killing colonials and stealing food. Yagan was again proclaimed an outlaw with a reward offered for his capture dead or alive.

In June 1831, Mokare died from influenza, like so many others. When he was buried, a traditional cloak and personal artefacts were placed on his grave. Before his death in 1835, Dr Collie asked to be buried beside his trusted friend, Mokare—the peacemaker.

In 1833, Yagan was shot by a young shepherd after asking for food. His head was cut off and his tribal markings skinned off his back. His head was preserved and taken to England where it remained until 1997. In 2010 the head was finally buried in a ceremony at Belhus.

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o c . ch In 1829, he guided Doctor TB Wilson on his e r er o trek to Mount Barker, Mount Lindsay, and the t s su er Hay, Denmark and Wilson Rivers. In 1831, hep

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SHAPING THE COLONY

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The peacemaker and the warrior – 1

The peacemaker and the warrior – 2 Use the information on page 79 to complete the answers.

Using the dates complete some important events in the lives of Mokare and Yagan in the combined time line. 1795 1800

1826 1827

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1831

1832 1833

How do you think each Indigenous Australian viewed the colonialists? (a) Mokare

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(a) What was difference in the attitude of the European settlers towards the Indigenous Australians in the two areas of the country near Yagan and Mokare?

SHAPING THE COLONY

. te o c (b) What part do you think this attitude played in the resulting actions of . c e Mokare and Yagan? her r o st super If you were able to go back in time to ask each significant Indigenous Australian one question, what would it be? (a) Mokare (b) Yagan Australian Curriculum History: The Australian colonies

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1821

Truganini inquiry Truganini is probably the most well-known Tasmanian Indigenous Australian of colonial times.

Create a description of her life following the guide below. Present your information separately from your guide.

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What good quality sources will you use to gather your information? (List two or three main ones, including URLs.)

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Which of the following will you include in your description? (Tick them.)

o illustrations c . personal points of view c time line e h r e o t r How will you present your information? s s r u e p (Tick them.) historical dates

historical descriptions

historical events

historical terms

graphics

oral presentation such as a play

written text

digital technology such as a PowerPoint® display written presentation such as a poem or narrative

James Unaipon, another peacemaker, was a Wunyalkundi man from Piwingang, South Australia who became a Christian preacher. He translated the gospels into the Potawolin language for Indigenous Australians. He was the father of David Unaipon, whose image can be found on the $50 note. www.ricpublications.com.au

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SHAPING THE COLONY

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What questions do you want to answer about Truganini through your inquiry? (Write about eight to ten questions.)

Quiz questions Why Van Diemen’s Land?

Why Western Australia?

Quiz questions pages 2–5

Quiz questions pages 6–9

In which year did Port Arthur close? (a) 1877 (b) 1806 (c) 1856

The first documented European landing in Western Australia was by: (a) William Dampier. (b) Dirk Hartog. (c) de Vlamingh.

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We know about this landing because: (a) a message was left on a plate. (b) a flag was left. (c) it was recorded in a book.

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Who were the British concerned would claim Van Diemen’s Land if they didn’t? (a) the Dutch (b) the Americans (c) the French

At first, Van Diemen’s Land was set up as a: (a) convict prison. (b) small settlement. (c) farm.

What happened in Encounter Bay? (a) Baudin’s ship was wrecked. (b) Flinders left a flag. (c) Flinders and Baudin met.

How many convicts were sent to Van Diemen’s Land? (a) more than 70 000 (b) about 50 000 (c) less than 50 000

(c) as a convict settlement. Government money was sent from Britain to Western Australia to pay the cost of: (a) keeping convicts. (b) public buildings. (c) setting up farms.

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The main cause of Aboriginal deaths in Van Diemen’s Land was: (a) fights with Europeans. (b) the move to Flinders Island. (c) European diseases.

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Sullivan’s Cove was a better place for a settlement than Risdon Cove because it: (a) was closer to Sydney. (b) had a better water supply. (c) was on the coast.

The main reason for having convicts in Western Australia was to: (a) construct buildings. (b) increase the population. (c) help to develop farms.

Port Arthur, Marie Island and Sarah Island were similar because they were: (a) built as prisons. (b) islands. (c) built at the same time.

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The last convicts were sent to Western Australia in: (a) 1850. (b) 1868. (c) 1853.

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Quiz questions Why Norfolk Island?

Developing the colonies

Quiz questions pages 10–13

Quiz questions pages 14–17 The first colonies were established on the coast because: (a) they could swim there. (b) landing there was easy. (c) moving inland was difficult.

The French captain, La Perouse, didn’t land on Norfolk Island because: (a) he wasn’t interested. (b) he couldn’t. (c) he didn’t have enough time.

The biggest problem for each new colony was: (a) lack of water. (b) Aboriginal people. (c) the possibility of starvation.

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How many separate times was Norfolk Island settled? (a) one (b) two (c) three

What did the British want to get from Norfolk Island? (a) fruit and nuts (b) flax and grain (c) wood and flax

The first free settlers arrived in: (a) 1788. (b) 1793. (c) 1893.

(a) to help with food production. (b) as punishment. (c) as a reward.

(b) leave the cold British weather. (c) escape trouble in Britain.

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Explorers crossed the Blue Mountains because they were: (a) looking for good land. (b) told they had to go. (c) building roads.

Convicts were sent to the island’s second settlement in 1825: (a) to help with food production. (b) as punishment. (c) as a reward.

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River steamers were a very useful form of transport: (a) all year round. (b) in winter and spring. (c) in summer and autumn.

By 1805 enough food was being produced in NSW so the government decided to: (a) close Norfolk Island. (b) destroy buildings and animals. (c) send more convicts.

The main reason for the establishment of many of Australia’s first inland towns was: (a) better roads. (b) the telegraph. (c) the gold rushes.

The population of Pitcairn Island moved to Norfolk Island because: (a) the weather was better there. (b) Australia needed a settlement. (c) they had to leave Pitcairn.

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Quiz questions Convict story

A settler’s life

Quiz questions pages 18–21

Quiz questions pages 22–25 Which word best described ships free settlers travelled on? (a) comfortable (b) dangerous (c) fast

Convicts assigned to farms: (a) were locked up. (b) lived in rough huts. (c) worked in irons.

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How many years after settlement did Adelaide get its first bridge over the Torrens River? (a) less than 10 (b) more than 10 (c) 10 years

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Convicts who were not in prisons had to buy their: (a) own food. (b) own clothes. (c) ticket of leave.

Convicts chosen to work on farms were: (a) of different ages. (b) all young. (c) all older.

Convicts were never sent to South Australia because: (a) there weren’t enough to send. (b) they were needed elsewhere. (c) free labourers were sent.

© R. I . C.Publ i cat i ons The ‘three sisters’ was a name given •tof o rr evi ew pur p ose n l y• by convicts three: Labour wass in o short supply because the company set up by Wakefield: (a) ran out of money. (b) couldn’t find enough men. (c) changed its ideas.

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(a) girls. (b) hills. (c) poles. People who were given a ticket of leave: (a) had to stay in one place. (b) were free to go anywhere. (c) went back to prison.

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Stock for a settlements’ first farms came from: (a) local markets. (b) England on ships. (c) other Australian states.

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People with life sentences: (a) couldn’t get a ticket of leave. (b) could earn a ticket of leave. (c) all got a ticket of leave.

The settlers first important job to get done was to: (a) clear their land. (b) buy stock. (c) build fences.

The punishment given to convicts working on farms was: (a) always fair. (b) decided by the manager. (c) not harsh.

Australian Curriculum History: The Australian colonies

Wattle and daub: (a) are types of trees. (b) is a building process. (c) are names of people.

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Quiz questions Aboriginal life

Changing the environment

Quiz questions pages 26–29

Quiz questions pages 30–33 Some Aboriginal people set fires and burnt the scrub to: (a) clear the bush. (b) keep warm. (c) hunt animals.

Dreaming stories were used to: (a) entertain people. (b) teach people. (c) help people get to sleep.

Some bird eggs were left because they: (a) didn’t want to eat them. (b) wanted more birds to hatch. (c) weren’t any good.

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Aboriginal people first came to Australia from the: (a) north. (b) east. (c) west.

Aboriginal people believed: (a) the land belonged to them. (b) the land belonged to everyone. (c) they belonged to the land.

Loose soil was eroded by: (a) wind and water. (b) animals. (c) planting crops.

Europeans believed the land belonged to: (a) everyone. (b) no-one. (c) the Aboriginal people.

(b) digging holes. (c) eating native animals.

The main reason sheep and cattle were speared was: (a) because they were easy to hunt. (b) as payback. (c) for food.

Two animals introduced to Australia which have caused the most damage to the environment are: (a) rabbits and goats. (b) sheep and horses. (c) chickens and cattle.

Most Aboriginal deaths in the 1800s were due to: (a) European diseases. (b) starvation. (c) fights with Europeans.

Blackbirds were introduced because some settlers: (a) wanted to destroy native birds. (b) wanted them to eat fruit. (c) liked the sounds they made.

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The main problem caused by rats was that they: (a) dug holes. (b) made nests. (c) killed native birds.

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Most of the problems faced by Aboriginal people in the 1800s were caused by: (a) European diseases. (b) loss of their traditional land. (c) not enough food.

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Australian Curriculum History: The Australian colonies

Quiz questions The gold rushes

Colonial conflicts

Quiz questions pages 34–37

Quiz questions pages 38–41

The first gold rush was in: (a) Victoria. (b) New South Wales. (c) Western Australia.

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The men who attacked the Aboriginal people were: (a) all ex-convicts. (b) squatters. (c) a squatter and stockmen.

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News about early gold discoveries was kept secret so that: (a) others wouldn’t get rich. (b) the government could keep it. (c) convicts wouldn’t get it. Edward Hargraves found gold at: (a) Bathurst. (b) Ballarat. (c) Bendigo.

The Aboriginal people who were killed were: (a) invited onto the property. (b) dangerous killers. (c) cattle thieves.

The Gold Discovery Committee offered a reward because they wanted: (a) people to stay in Victoria. (b) to become rich. (c) to sell gold.

for murder they were: (a) found guilty. (b) found not guilty. (c) sentenced to death.

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So many miners came to Australia that: (a) convicts needed to help them. (b) convicts were no longer needed. (c) more convicts were needed.

James Bentley was: (a) a miner. (b) a soldier. (c) a publican.

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After the miners staged a rebellion because they believed they were not being treated fairly: (a) they were all jailed. (b) their treatment got worse. (c) their treatment improved.

The miners’ stockade was attacked: (a) early in the morning. (b) at night. (c) at midday.

Most of the Chinese miners who came to Australia eventually: (a) went back to China. (b) stayed in Australia. (c) became farmers.

Australian Curriculum History: The Australian colonies

The battle at the stockade lasted: (a) all day. (b) 20 minutes. (c) a few hours.

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Quiz questions Transport in the 1800s

Connected to the world

Quiz questions pages 42–45

Quiz questions pages 46–49 The telegraph in Australia was mainly used by business because it: (a) didn’t go to enough places. (b) was so expensive. (c) used Morse code.

People used bullocks in teams to pull loads over rough roads because they were: (a) slower than horses. (b) faster than horses. (c) stronger than horses.

Telegraph messages travelled: (a) along a metal wire. (b) by radio waves. (c) through the air.

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Cobb and Co. was set up in NSW and Victoria: (a) before the gold rushes. (b) during the gold rushes. (c) after the gold rushes.

Australian states wanted the telegraph to connect from their state to overseas because they would: (a) be connected to the world. (b) be connected to other states. (c) make money from it.

They main reason sheep farmers used camels for transport instead of horses was because they: (a) didn’t need to drink as often. (b) could carry two wool bales. (c) were faster.

(a) what the country was like. (b) where a telegraph line could go. (c) where there was water.

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(a) were slow. (b) couldn’t get upstream all year. (c) couldn’t carry much cargo.

How long was the telegraph line from Adelaide to Darwin? (a) 2000 km (b) 3200 km (c) 2500 km

Governments ended up owning the railways because they: (a) cost so much. (b) wanted to control them. (c) made a lot of money.

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The construction of the telegraph north was delayed by: (a) lack of supplies. (b) not enough workers. (c) tropical rain.

The first railway lines were constructed from: (a) towns to ports. (b) towns to towns. (c) cities to the country.

Operators from Western Australia and South Australia had to work at Eucla because the: (a) states used different systems. (b) states wanted to work together. (c) distance was too great .

The last state to be connected to the others by rail was: (a) Queensland. (b) Tasmania. (c) Western Australia.

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Australian Curriculum History: The Australian colonies

Quiz questions Asian workers in Australia

European workers in Australia

Quiz questions pages 50–53

Quiz questions pages 54–57

Asians came to Australia to work because Australia was: (a) desperately short of workers. (b) close to home. (c) a country that spoke the same language.

One of the main reasons European workers came to work in Australia was to: (a) find gold. (b) work in cane fields. (c) act as convict overseers.

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Many Europeans came to Australia to escape war, natural disasters, famine or: (a) relatives. (b) poverty. (c) kidnapping.

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One of the reasons Chinese workers were attacked by other workers was because they were: (a) very arrogant. (b) not understood. (c) lazy workers. One of the businesses set up by the Chinese was as: (a) shearers. (b) pearl divers. (c) shopkeepers.

Some European farmers were also called: (a) crofters. (b) tradesmen. (c) miners.

Japanese workers were ideally suited to pearl shell diving because they were: (a) willing to take risks. (b) hard workers. (c) good swimmers.

(a) Tasmania. (b) New South Wales. (c) South Australia.

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The introduction of breathing equipment meant that divers were replaced by Asian divers. (a) Japanese (b) Aboriginal (c) Afghan

Some European workers set up very successful: (a) businesses. (b) potato farms. (c) convict settlements.

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Cameleers and camels were very important for the construction of the: (a) stage coach line. (b) road system. (c) railway and overland telegraph.

Many Europeans who had been very successful in Australia: (a) went back home. (b) encouraged others to come. (c) did not like the climate.

The business competitors of the cameleers and their camels were the: (a) bullock teamsters. (b) Cobb and Co. (c) Afghan Express.

European workers were very valuable because they were needed to: (a) fix automobiles. (b) drive camel trains. (c) develop the country.

Australian Curriculum History: The Australian colonies

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Quiz questions Pacific Islander workers in Australia

Exploring the interior Quiz questions pages 62–65

Quiz questions pages 58–61

For the early settlers, the natural barrier to the west of the continent was: (a) mountains. (b) rivers. (c) deserts.

Pacific Islander workers were brought to Australia because: (a) there was a a shortage of labour. (b) they were convicts. (c) there were no free settlers.

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The harsh conditions under which Pacific Islanders worked included: (a) an unhealthy diet and hot weather. (b) monotonous work. (c) separation from family.

The first person to chart the Murray River was: (a) John Oxley. (b) Charles Sturt. (c) Thomas Mitchell.

(a) a quarter (b) a half (c) one-fifth

(b) they had heard rumours that one existed. (c) many rivers flowed westwards.

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In the 1841–42 expedition from Adelaide to Albany, John Eyre was accompanied by the Aboriginal tracker known as: (a) Charley. (b) Tommy. (c) Wylie.

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The practice of kidnapping or tricking Pacific Islanders into working on plantations was called: (a) colonisation. (b) blackbirding. (c) migration.

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© R. I . C.Publ i cat i ons Early settlers believed Australia had The wage paid to Pacific Islander ane inland sea because: workers was about that of • f o r r e v i e w p u r p o s s o n l y• other workers or none at all. (a) there were high mountains. One reason the workers were deported was because the unions thought: (a) the work was too good for them. (b) their own jobs were threatened. (c) they got paid more.

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Before the route over the Blue Mountains was pioneered, the colony had been established for: (a) 75 years. (b) 50 years. (c) 25 years.

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Some workers were allowed to stay if they had: (a) married into an Aboriginal family. (b) lots of money. (c) come after 1879.

The fertile region in the north-west, explored by Alexander Forrest, was named: (a) the Kimberley. (b) Cape York. (c) Victoria.

Pacific Islander workers were largely responsible for the development of industry. the (a) iron ore (b) pineapple (c) sugar cane

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Which pair of explorers did not explore together? (a) Hume and Hovell (b) Bass and Flinders (c) Blaxland and Warburton

Australian Curriculum History: The Australian colonies

Quiz questions History through the arts

Caroline Chisholm: a woman who cared

Quiz questions pages 66–69

Quiz questions pages 70–73 The Heidelberg School painters liked to work: (a) in the outdoors. (b) on their own. (c) at night.

Caroline Chisholm was born in: (a) Australia. (b) Britain. (c) India

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Initially, Caroline’s concern was for the young of the colony. (a) men (b) women (c) children

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The works of the Heidelberg artists encouraged a feeling of: (a) peace. (b) conflict. (c) nationalism.

Caroline conducted a survey among newly arrived migrants and produced a guide about their experiences. She did this because she wanted to: (a) discourage other migrants. (b) encourage other migrants. (c) let others know what to expect.

The Heidelberg artists mostly recorded life: (a) in the cities. (b) in the country. (c) on the water.

In addition to writing, Banjo Paterson was employed as a: (a) police officer. (b) teacher. (c) solicitor.

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(a) work contracts. (b) taxes. (c) guides. In Caroline’s opinion, the living conditions on board the ships bringing people to Australia were: (a) appalling. (b) luxurious. (c) basic.

An itinerant labourer looking for work was said to be on the: (a) wombat track. (b) wallaby track. (c) koala track.

People on the goldfields benefitted from Caroline Chisholm’s work because she arranged for someone to: (a) serve meals. (b) wash clothes. (c) build shelters.

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Henry Lawson’s life could be described as: (a) charmed. (b) miserable. (c) exciting.

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Banjo Paterson and Henry Lawson both had their work published in the: (a) The Age. (b) The Sydney Morning Herald. (c) The Bulletin.

Australian Curriculum History: The Australian colonies

When Caroline Chisholm died, she was: (a) wealthy. (b) poor. (c) insane.

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Quiz questions Taking the long paddock

The peacemaker and the warrior

Quiz questions pages 74–77

Quiz questions pages 78–81 All drovers were: (a) farmers. (b) rodeo riders. (c) stockmen.

How did Mokare help the white settlers who came to live in Australia? He ... (a) guided them. (b) drew maps. (c) taught them songs and dances.

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We know Mokare was greatly respected by Dr Alexander Collie because he: (a) wrote a book about him. (b) asked to be buried next to him. (c) made him a guide.

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Aboriginal men were stockmen. (a) excellent (b) clumsy (c) poor

With the discovery of gold, the numbers of stockmen: (a) increased. (b) decreased. (c) stayed the same.

Mokare, like many Indigenous Australians, died from: (a) influenza. (b) smallpox. (c) cholera.

A droving run in search of water and better feed is known as taking the: (a) high road. (b) wide paddock. (c) long paddock.

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(a) guiding. (b) Aboriginal customs and beliefs. (c) how to look after the land. Yagan was easily distinguished from other Aboriginals because he was tall and had: (a) long black hair. (b) a large nose. (c) tribal markings on his back.

To be a drover, you would have to be able to: (a) ride a horse. (b) make tea in a billycan. (c) make damper bread.

The settlers on Yagan’s land thought on the the natives had no land. (a) knowledge (b) capture (c) claim

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Travelling stock routes were tracks. (a) purpose-built (b) evolved (c) temporary

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Yagan became well known as a great in the fight against settlement. (a) peacemaker (b) speaker (c) warrior

Drovers moved: (a) sheep. (b) cattle. (c) sheep or cattle.

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Australian Curriculum History: The Australian colonies

Quiz answers Why colonies were established Why Van Diemen’s Land?

page 84 1. (b) lived in rough huts 2. (b) own clothes

page 82

The impact of major events

Convict story

The gold rushes page 86

1. (a) 1877

3. (a) different ages

1. (a) Victoria

2. (c) the French

4. (c) poles

2. (c) convicts wouldn’t get it

3. (b) small settlement 4. (a) more than 70 000 5. (c) European diseases 6. (b) had a better water supply

Why Western Australia? page 82

3. (a) Bathurst

6. (b) could earn a ticket of leave

4. (a) people wanted to stay in Victoria

7. (b) decided by the manager

5. (b) convicts were no longer needed

A settler’s life

6. (c) their treatment improved 7. (a) went back to China

page 84

1. (b) dangerous

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7. (a) built as prisons

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Colonial conflicts

2. (a) less than 10

page 86

1. (b) Dirk Hartog

3. (c) free labourers were sent

1. (b) 1838

2. (a) a message on a plate

4. (a) ran out of money

2. (c) a squatter and stockmen

3. (c) Flinders and Baudin met

5. (b) England on ships

3. (a) invited onto the property

4. (b) as a military base

6. (a) clear their land

4. (b) found not guilty

5. (a) keeping convicts

7. (b) is a building process

5. (c) a publican

6. (c) to help to develop farms 7. (a) 1850

Aboriginal life

7. (b) 20 minutes

page 85

Why Norfolk Island?

1. (a) north

Transport in the 1800s

2. (b) teach people

page 83

6. (a) early in the morning

page 87

2. (b) he couldn’t

2. (c) stronger than horses

3. (b) flax and grain

5. (a) European diseases

3. (b) could carry two wool bales

4. (a) to help with food production

6. (c) for food.

4. (b) couldn’t get upstream all year.

5. (b) as punishment

7. (a) European diseases

5. (a) cost so much

6. (a) close Norfolk Island

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7. (c) they had to leave Pitcairn

Convict and colonial life Developing the colonies

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1. (b) during the gold rushes

4. (b) no-one

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1. (c) three

3. (c) they belonged to the land

6. (a) towns to ports

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7. (c) Western Australia

page 85

1. (c) hunt animals

Connected to the world

2. (b) wanted more birds to hatch

page 87

3. (a) wind and water

1. (b) was so expensive

4. (b) digging holes

2. (a) along a metal wire

1. (b) landing there was easy

5. (c) killed native birds

3. (c) make money from it.

2. (c) the possibility of starvation

6. (a) rabbits and goats

4. (b) where a telegraph line could go

3. (b) 1793

7. (c) liked the sounds they made

5. (b) 3200 km

page 83

4. (a) be successful and make money

6. (c) tropical rain

5. (a) looking for good land

7. (a) states used different systems

6. (b) in winter and spring 7. (c) the gold rushes

Australian Curriculum History: The Australian colonies

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Quiz answers Workers from overseas Asian workers in Australia

History through the arts page 90 1. (a) in the outdoors

page 88

2. (c) nationalism

1. (a) desperately short of workers

3. (b) in the country

2. (b) not understood

4. (c) solicitor

3. (c) shopkeepers

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4. (a) willing to take risks

6. (b) wallaby track

5. (b) Aboriginal

6. (c) railway and overland telegraph

Caroline Chisholm: a woman who cared

European workers in Australia

page 88

page 90

1. (b) Britain

1. (a) find gold

2. (b) women

2. (b) poverty

3. (c) let others know what to expect

3. (a) crofters

4. (a) work contracts

4. (c) South Australia

5. (a) appalling

5. (a) businesses

6. (c) build shelters

6. (b) encouraged others to come

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7. (a) bullock teamsters

7. (c) The Bulletin

7. (c) develop the country

Taking the long paddock

Pacific Islander workers in Australia

1. (c) stockmen

1. (a) there was a shortage of labour

3. (b) decreased

2. (b) blackbirding 3. (a) an unhealthy diet and hot weather

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5. (b) their own jobs were threatened

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4. (c) long paddock 5. (b) evolved

4. (c) one-fifth

6. (a) married into an Aboriginal family 7. (c) sugar cane

2. (a) excellent

6. (a) ride a horse 7. (c) sheep or cattle

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page 91

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Shaping the colony Exploring the interior

The peacemaker and the warrior

page 91

1. (a) guided them

2. (b) asked to be buried next to him

page 89

3. (a) influenza

1. (a) mountains

4. (b) Aboriginal customs and beliefs

2. (c) Wylie

5. (c) tribal markings on his back

3. (b) Charles Sturt 4. (c) many rivers flowed westwards

6. (c) claim 7. (c) warrior

5. (c) 25 years 6. (a) the Kimberley 7. (c) Blaxland and Warburton

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Answers 2. The French had been seen many times recently. They seemed very interested and had been mapping the coast and had named places. The Dutch had looked in the past but hadn’t come back, so the British didn’t think they were still interested.

Why colonies were established Why Van Diemen’s Land? Page 4 1. (a) It was decided that Van Diemen’s Land would become a convict prison instead of the free settlement it had been since Europeans first settled there about 20 years before.

(b) The island’s population was saved from starvation by the annual migration of petrels. These seabirds nesting in rocks on the island, provided them with meat and eggs.

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4. The Swan River Colony wasn’t a government project and it wasn’t paid for with government money. It had government approval and support but the costs were paid by private people who wanted to make a profit.

Page 9 1. (a) – (b) Answers will vary. Teacher check (c) Possible reasons may include: They saw it as an opportunity to make money. They wanted an adventure. Life was hard in Britain. They had heard wonderful reports. The weather was better.

2. (a) They were set up as prisons for convicts because they were a long distance away and surrounded by water. This meant they were easy to guard, it was very difficult for convicts to escape from them and if any of them did escape, there was nowhere for them to go.

1. (a) It wasn’t producing a lot of food. It was a long way from Sydney which by this time was producing enough itself. The lack of a good harbour and the cost of running the island were also important factors in deciding to close it. (b) It was opened again as a penal settlement for the worst type of convicts.

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(b) Stories about the awful conditions convicts lived in, the very high number of them who had arrived, the cruel way they were treated and the number of bushrangers there and their crimes all gave Van Diemen’s Land its bad reputation. The terrible way Aboriginals had been treated and what had happened to them added to its bad reputation.

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3. The reasons for settling at Albany were mainly political. The British didn’t want the French claiming any of New Holland. The Swan River Colony was a business venture which aimed to make money and to give people a chance of a new and successful life.

with them were destroyed when the Sirius was lost.

2. (a) Answers may include: They were considered the worst type of convicts so they were very badly treated. They were very isolated on the island and ships couldn’t even land there. Conditions were terrible. (b) Teacher check

(b) Sarah Island was off the west coast and Marie Island was off the east coast.

(e) Teacher check

Why Norfolk Island?

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3. Answers may include: It was surrounded by shark-infested waters which made a natural moat and situated on a narrow piece of land known as Eagle Hawk Neck. This made it easy to guard by a few soldiers with fierce dogs. The convicts were also a source of labour for building and construction and for processing the natural resources of timber and coal that were found there.

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1. Events should be listed in this order: 2,4,7,3,1,5,6 2. (a) The main political reason for the first settlement was to take possession of the island before the French had the opportunity to do so. As Britain was fighting the American War of Independence, the fact that the island had been identified as a possible source of materials for its warships also contributed.

Convict and colonial life

o c . che e r o t r s super (b) Economic factors included the expectation that the island would produce food for NSW and that it had natural resources of flax and tall pine trees needed by the British for sails and ships’ masts.

Teacher check

Why Western Australia? Page 8 1. The ones that were shipwrecked had to stay, but the others didn’t want to stay because they were not very impressed with what they saw. They thought the sandy soil and limited water wouldn’t be good for growing food for people living there.

Differences: Settlement 1 Convicts and settlers sent, Main idea was to grow crops for NSW Settlement 2 Convicts and their guards sent, Main idea was to keep convicts there Settlement 3 Settlers sent from Pitcairn Island, Main idea was a home for people to live permanently

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(d) Answers may include: The weather, fauna, flora, lifestyle, fewer people

3. Similarities include: They were all managed from Sydney. They were very isolated. Many of the people didn’t really want to live there.

3. (a) The 300 people almost doubled the island’s population which made accommodating and feeding them difficult. These problems were made much worse because the much needed supplies they had brought

Australian Curriculum History: The Australian colonies

Developing the colonies

Page 16

1. Answers could include: (a) The need for access to a harbour for the ongoing shipping of supplies and people, the facilities that were being established there, proximity to a good water supply and food shipped and being grown there, work opportunities, safety and fear of the unknown, transport difficulties and as the population was so small they didn’t need to move. (b) The population increased slowly and there weren’t many free settlers, there seemed to be enough land close by, most of the people were convicts who were not free to leave, they didn’t R.I.C. Publications®

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Answers know what they would find inland, transporting people and materials was very difficult through uncleared bush (c) Answers will vary. Teacher check

Food: Stews made with meat such as kangaroo, damper, home-grown vegetables

(b) He provided them with jobs in a healthier, less crowded environment. 2. (a) They liked the idea of buying a large parcel of land that was cheap and developing it to make a lot of money, It was an adventure that was different and exciting.

Storage: Short-term, salted meat, jars and tins

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3. (a) They could only get news from letters and newspaper that arrived on ships and from talking with new arrivals. (b) Answers may include: Having knowledge of current world affairs, being able to conduct business and trade with people in Australia and around the world, reducing their sense of isolation, increasing contact among the colonies, keeping in touch with family and friends

Bathing: No bathroom, basin and jug in bedroom, tub in living room with shared water once a week, filled with kettle

(b) They wanted to make money by selling their land for a big profit. It was hard work clearing land and it was difficult to find labourers to do it.

Water supply: Carried from creek, well or storage tank

3.–4. Teacher check

Heating: Open wood fire

Page 25

Cooling: Natural shade and air flow through open doors and windows

1. (a) Answers in the ‘then’ section of the ‘Then and now’ table may include:

Lighting: Natural through open doors and windows (no glass) lamps, candles

Building materials: Wattle and daub, wooden slats, mud brick, stone, thatch

Pest control: Fly swat, natural barriers e.g. talcum powder, jars with tight lids

Furniture: Local wood used to make tables, chairs, cupboards and beds, mattresses stuffed with straw

(b) Teacher check

Aboriginal life

Page 28

1. (a) Most of them were interested, curious and friendly and many of them were prepared to share food and water with the visitors.

1. Answers will vary. Teacher check

Convict story

2. Teacher check. Answers may include:

Page 20

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1. 1822 – Land for Tocal farm granted to Webber Housing

• Temporary shelters made from any locally available materials • Shelters were constructed in different locations as they moved from place to place to find food and water or to take care of spiritual matters

• More permanent shelters made from locally available materials • Shelters were constructed near European settlements where food, water and traded goods were available

Food

1834 – Clarke arrives at Tocal

• Small native animals and larger kangaroos were hunted • Women collected fruits and nuts and dug out small insects from trees and from underground • Food was consumed as and when available and shared among the group

• More European food was consumed • Native animal numbers were reduced by land clearing and fencing • Access to some areas was restricted when settlers constructed fences to keep their stock from wandering • Waterholes were fouled by stock

• Most people wore almost no clothing • In colder areas some people wrapped themselves in animal skins. • Shoes or hats were not worn.

• European people were uncomfortable when people wore very little clothing so they were encouraged to wear pants or skirts and tops • Shoes or hats were rarely worn

• Men spent most of their time hunting food and making the weapons they needed to do this. They also had to teach young men important things they needed to know • Women searched for and collected food • Women shared the job of looking after younger children and teaching girls

• Men and women didn’t need to find food so they had less work to do • Some people worked for Europeans as guides and helped them to farm

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1835 – William receives 100 lashes

1841 – William is granted a ticket of leave 1843 – William dies at age of 26 2. Answers will vary. Teacher check.

Page 21 1.–2. Teacher check

A settler’s life Page 24 1. Answers may include: (a) He provided them with paid work. It was not set up as a penal colony. Land was sold in England before settlement started. It was a private www.ricpublications.com.au

After European settlement

Clothing

1833 – William arrives at Tocal

Before European settlement

Work

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1830 – Hugh Murdock receives 50 lashes – Two men sentenced to death for stealing tea, coffee and sugar

(b) They became angry and aggressive because they lost their land and their supplies of food and water. Their access to places of spiritual significance was also reduced. They also retaliated to European attacks on them.

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Page 17

Cooking: Large metal pots and pans, kettle, jugs

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2. Answers could include: Initially there weren’t any roads or bridges. Clearing the bush was not easy. They didn’t have many animals to transport heavy materials. It took so long to get anywhere. Colonies were separated by huge distances. The Blue Mountains were difficult to cross. This meant that the colonies couldn’t expand and move very far for some time. It was very difficult for farmers to get their produce to markets and to ports from where it could be exported overseas.

living area

not a government project. It was set up to enable working people to have a better life as well as for landowners to develop and make money.

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Australian Curriculum History: The Australian colonies

Answers Page 29 1.–2. Teacher check

Changing the environment Page 32 1. Their lives depended on being able to produce enough food. 2. (a) Soil erosion is the removal of the topsoil, usually by wind or water.

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(b) Causes of erosion include: Removal of vegetation by clearing and trampling, disturbing or breaking up and loosening of top soil by digging, ploughing and animal hooves (c) They could have taken better care of the land by not removing all the trees and plants, replacing vegetation, not having too many animals on it, not digging and ploughing as much 3. (a) A large part of Australia is very dry and people and animals rely on any supply of water to live.

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(b) Too much water was taken out of them, animals were allowed to graze around them, creeks were dammed, miners used them for panning and washing gold

(b) Burning land can contribute to soil erosion and destroy vegetation but it can lead to better regrowth and can reduce the size and damage resulting from future fires, perhaps caused by lightning. 5. Forestry, farming, building, mining

Page 33 1.

Species

Why introduced?

Problems caused

Control measures

Effectiveness

Rabbits

• Food

• Competed for pasture

• Hunting

• Dug burrows • Soil erosion

• Increasing numbers because fast breeding and adaptation and compatibility to climate

• Effective but developed immunity

• Biological: – Myxomatosis – Calicivirus

• Effective but only in some climates

• Chemical (baiting)

• Mechanical (ripping up burrows) • Shooting

• Not effective because of the huge and increasing numbers and fast rate of breeding

• Trapping • Spread easily

• Fencing for stock

• Competed with native flora

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• Ornamental, popular in gardens

• Biological

• Difficult to kill

• Emergency cattle food

Goats

• Milk

• Meat

• Wool

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– The CSIRO trialled different moths from South America and introduced one in 1925

• Competed with stock and native animals for food

• Mustering and trapping for meat

• Damaged native vegetation

• Shooting

• Destroyed crops

• Better fencing

• Controlled, but did not eradicate it

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Prickly pear

• Ineffective, population is too great

o c . che e r o t r s super • Soil erosion

• Spread weeds

• Damaged fences • Carried diseases

Camels

• Working animals used to transport produce and materials • Exploration, particularly of desert areas

• Eat grasses and shrubs

• Culling—aerial and land

• Ineffective

• Compete with cattle and sheep

• Better fencing

• Too expensive

• Soil erosion

• Trapping for export

• Land degradation • Drive native fauna from habitats • Damage waterholes • Dangerous for drivers • Survive very well • Population doubles in less than 10 years

2. Teacher check Australian Curriculum History: The Australian colonies

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Answers The impact of major events

(b) True, because gold was discovered in 1893 and the line was completed by 1896.

The gold rushes

Page 36 1. Events should be listed in this order: 2,6,5,1,8,3,4,7

Page 37 1. Teacher check

Page 53

(d) Answers may include: They had roads to use. There was a problem with the different gauges. It was such a long way across difficult country. It was needed more by Western Australia than by the eastern states and they had more control over the federal government’s money.

Teacher check

European workers in Australia

(b) Teacher check

Page 40

1. Teacher check

2. (a) Answers may include: They didn’t want to pay for mining licences, or have them checked all the time. They were upset with the way the mining inspectors treated them. They were angry that James Bentley and his friends were not punished for beating a miner to death and that the men who then burnt down his hotel were arrested. They wanted the right to vote.

(e) Gold was discovered at Pine Creek.

2. (a) Teacher check. Answers may include: food, building materials, mining equipment and people.

(b) Teacher check. Answers may include: They would have found it easier to get the things they needed. The mail service would have been better. They would have been able to travel to Perth to shop and to see friends and family.

Page 56 1.

What attracted them?

• gold • opportunity to own land or work for themselves

• make money

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2. (a) Answers may include discussion about the words ‘bush’ (the Australian name for a distant, country area or some uncleared country) and ‘ranger’ (someone who moves around in wanders around an area)

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(b) Teacher check

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2. Answers will vary. Teacher check 3. Teacher check

2. (a) market gardeners, tailors, cooks, shopkeepers, furniture builders, laundry workers

• open spaces • freedom

• find a job and have a better life • adventure

Why did they leave home?

• to escape war

• natural disasters

• poverty, famine or other misfortunes

Page 45

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(d) Answers may include: They all banded together to make their point. They had been harshly treated. It was time for the government to be more democratic and to listen to what most of the people wanted rather than just telling them what to do.

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Connected to the world

2. (a) builders, farmers, businesspeople, worked in factories, tradesmen

Page 48

1. Events should be numbered in this order. 6, 2, 4, 3, 5, 1

(b) Teacher check

Page 57

2.–3. Teacher check

Teacher check

Page 49 1.–2. Teacher check

Pacific Islander workers in Australia

Page 60

Workers from overseas

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3. It was the first time people had organised themselves into a group and had made a stand. It was the beginning of Australia as a democracy. 4. Answers will vary. Teacher check

• to develop the country

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(b) and (c) Teacher check

Why were they needed?

1.–2. Teacher check

Page 41 1. Teacher check

Transport in the 1800s Page 44 1. (a) When gold was discovered in Kalgoorlie, people, supplies, materials and gold needed to be transported from or to Perth.

1. 1863 – The first group of 67 Melanesian people are brought to work in a cotton plantation

Asian workers in Australia

Page 52

1. (a) miners, farmers, market gardeners, shearers, shepherds, cooks, tailors, shopkeepers, laundry workers, furniture builders, fishermen, workers in sugar crushing mills, house servants, whalers, pearl divers, camel drivers

1865 – Another 33 workers come to help establish a sugar plantation

(b) They were willing to work hard at any job no matter how menial; they were ambitious and willing to take risks.

2. ‘Blackbirding’ was the practice of kidnapping or tricking workers into working for people in another place, usually under extremely harsh conditions for little or no wages; Teacher check personal opinions

(c) They were very successful because they worked hard so others resented their success; other workers did not understand them.

1903 – Recruitment of Pacific Islanders banned 1906 – Any Pacific Islanders found in Australia were to be deported

3. Teacher check 4. (a) should be ticked 5. Teacher check

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Australian Curriculum History: The Australian colonies

Answers Page 61

The ballad of the drover – A young drover is returning home with his stock. Although there’s a storm brewing, he is determined to make it home tonight. He needs to cross a river which is in flood more than he has seen before, but still he pushes on. His dog and packhorse make it to the other side but he and his steed drown. The dog jumps in to be with him and it perishes too. The packhorse will return home, hailing the sad news.

Teacher check

Shaping the colony Exploring the interior Page 64 Teacher check

Page 65 Teacher check

1. (a) The trees have been cleared from the first panel and in the third, a town and a bridge can be seen through the gap. These indicate that quite some time has passed. (b) Teacher check

Teacher check

Taking the long paddock

Page 76

1. Teacher check. A travelling stock route along which stock can graze at a minimum speed of 10 km per day.

2. To get them to market, to new owners, to establish a new property

3. • There was a greater demand for meat. • Many men gave up droving to seek their fortunes on the goldfields.

2.–3. Teacher check

2. (a) (i) swagman – an itinerant worker who kept all his possessions in a ‘swag’ which he carried on his back and which he could roll out and sleep on at night.

Page 73

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3. Teacher check. Answers may include schools, health centres, Canberra suburb, electorate in Victoria

r o e t s Bo r e p ok u S The drover’s wife – With her husband away working, she is left at home, caring for the young children. They see a snake crawl under the house. She cannot rest all night as the snake could come up through the floor and attack one or all of them in their sleep. While she waits, she thinks about the trials of her life as a drover’s wife. At daybreak, the snake ventures forth and is ambushed by the family dog. The averted danger makes her realise how much she loves her family.

History through the arts Page 68

(b) a dove, the sign of the Holy Spirit, giving her strength and support through her husband Archibald who worked solidly to ensure she could continue her mission.

Caroline Chisholm: a woman who cared

4. Cobb: 610 km, NSW Strzelecki: 1870, SA

(b) There was an economic depression and many people lost their jobs and their money. They needed to look for casual work.

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3. (a) Employers would not agree to the union’s demand that the shearers’ pay would not be reduced because of the downturn of the wool market, and that their rights would be protected. The strike collapsed as leaders were arrested and sentenced to three years in St Helena Island prison. (b) Teacher check

Page 69

1. Through her work, she influenced issues related to the welfare of women. By establishing a home for immigrant women and setting up a free employment registry, she established a recognised process to prevent the women finding themselves in danger, living and working on the streets.

She promoted the importance of family and family values, working to reunite emancipists with their families, and to promote the immigration of families rather than singles.

Murranji: 1881, NT

Tanami: 1053 km, NT

5. Aboriginal people were excellent horsemen and had an affinity with animals that the European men did not have. On many stations, their superiority was accepted and they held managerial roles. Their knowledge of the Outback was vital on the long droves as they could read the signs of nature and be aware of dangers.

Page 77

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(ii) Being on the wallaby track – looking for casual work

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Birdsville: 1880, 524 km

Page 72

o c . che e r o t r s super 2. (a) (i) the ship – a symbol of her work to improve the living conditions on the ships bringing migrants to Australia.

1. With the cattle – There is a severe drought and the cattle are weak. They need to be taken on the long paddock. They head for the mountains where it is cooler and there’s melted snow in streams. There they stay until the cattle are strong and ready for the homeward journey.

Clancy of the Overflow – sitting in his airless city office, the author tells of Clancy, a friend who was at one time a shearer but has now turned to droving. The author dreams of the delights of droving and wishes he and Clancy could change places, but he knows Clancy would not want to.

Australian Curriculum History: The Australian colonies

1. packhorses to carry supplies and ammunition spare horses so the same ones weren’t ridden all the time

(ii) the white horse – which she rode when guiding young women into the bush to start their work on country properties

dogs to keep the stock in order

(iii) the sprig of wattle – the generic name for wattle is acacia, a Greek word meaning ‘without malice’. At all times, Caroline conducted herself in her work ‘without malice’ and without prejudice to anyone. In her Easter promise, she vowed that she would serve everyone ‘justly and impartially’.

billy cans to hold water and cook food in

each drover would have had a swag to sleep on and to roll his clothes in

guns and ammunition to ward off hostile Aboriginal people, and for hunting 2. Teacher check. Answers may include, lonely, solitary, hard work, tiring, pleasant, rewarding, free

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Answers The peacemaker and the warrior Page 80 1. 1795 – Yagan born 1800 – Mokare born 1821 – Mokare led Captain King to King George Sound

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1826 – Mokare led Dumont d’Urville to King George Sound

1827 – British garrison set up near King George Sound by Edmund Lockyer

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1829 – Mokare guides Dr TB Wilson to Mt Barker, Mt Wilson and to the Hay, Wilson and Denmark Rivers 1831 – Mokare acts as interpreter and guide on trek to Porongorup Ranges – Mokare dies from influenza

1832 – Yagan and other warriors attack and kill labourers; Yagan becomes an outlaw 1833 – Yagan is shot by a young shepherd and beheaded

2. (a) Mokare was tolerant of the white settlers and wanted to live peacefully with them.

(b) Yagan was hostile towards the white settlers; he resented them for trying to take over his land.

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3. (a) In the area where Mokare lived, the Europeans respected the customs and knowledge of the Indigenous Australians; settlers where Yagan lived did not understand their practices and thought they had no claim over the land.

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(b) Because the white settlers appreciated the Indigenous Australians’ ways, Mokare and his people lived relatively peacefully with them. Yagan and his people were greatly misunderstood by the white settlers around them. Yagan and his people resented the white invasion and sought violent measures against them. 4. Teacher check

Page 81 Answers will vary

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Australian Curriculum History: The Australian colonies