Australian History Series: Book 4 - First Contacts by Ready-Ed Publications

This is a Ready-Ed Publications' book preview. Ready-Ed Title: Australian History Series – Book 4 First Contacts

Publications

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

iii. Wikimedia Commons. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no FrontCover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled “GNU Free Documentation License”. iv. Front cover image: courtesy of National Library of Australia. Aboriginal family group on the Onkaparinga River near Hahndorf, South Australia, 1870 [picture] / W. R. Thomas by Thomas, William Rodolph, 1822-1880.

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ISBN: 978 1 86397 823 1 2

Contents

This is a Ready-Ed Publications' book preview. Teachers' Notes National Curriculum Links

Section 1: Indigenous Australians The Journey to Australia Student Information Page Activity Page Life at Lake Mungo Student Information Page Activity Page A Different World Student Information Page Activity Page The Land Student Information Page Activity Pages Indigenous Art Student Information Page Activity Page Indigenous Totems Student Information Page Activity Page Family Life Student Information Page Activity Page Kinship Student Information Page Activity Page Language Student Information Page Activity Pages The Dreaming Student Information Page Activity Page Dreaming Stories Student Information Page Activity Page Contributions to the Nation Student Information Page Activity Page

4 4

6 7 8 9

10 11 12 13-14 15 16 17 18 19 20 21 22 23 24-25 26 27 28 29 30 31

Activity Page Vasco da Gama Reaches India Student Information Page Activity Page

33 34

37 38

Section 3: Departure and Arrival of the First Fleet Life in 18th Century Britain Student Information Page 40 Activity Page 41 Colonising New South Wales Student Information Page 42 Activity Page 43 Bound for Botany Bay Student Information Page 44 Activity Page 45 First Fleet Journal Student Information Page 46 Activity Page 47 The Site of the First Colony Student Information Page 48 Activity Page 49 Early Days at Sydney Cove Student Information Page 50 Activity Page 51 A Convictâ&#x20AC;&#x2122;s Life Student Information Page 52 Activity Pages 53-54 Section 4: Indigenous People and Others Captain Cook and Terra Australis Student Information Page Activity Page First Contact with the Gweagal Student Information Page Activity Page The Eora and the British Student Information Page Activity Page Pemulwuy and the Changing Landscape Student Information Page Activity Page Asian Neighbours Student Information Page Activity Page

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Section 2: World Navigation before 1800 Putting Spices on the Map Student Information Page Activity Page Columbus â&#x20AC;&#x201C; Admiral of the Ocean Sea Student Information Page

Answers

56 57 58 59 60 61 62 63 64 65

66-67

35 3

Teachers’ Notes

This is a Ready-Ed Publications' book preview. First Contacts has been written specifically for Australian students studying History in Year 4. It contains four sections which relate closely to the National Curriculum. •

The first section helps students to develop an understanding of the diversity and longevity of Indigenous Australians and explores their way of life prior to colonisation.

•

The second section of the book encourages students to investigate the voyages of navigators worldwide and the contacts that they made with others.

•

Departure and Arrival of the First Fleet is the title of the third section of the book. It examines why the First Fleet set sail, conditions on board, and the experiences of the passengers during and after the journey.

•

The final section gives students the opportunity to explore the contact that Indigenous Australians had with their Asian neighbours and early European settlers.

All of the activity sheets in First Contacts have been written to extend students' historical knowledge and understanding. Students are asked to derive information from a variety of visual and written sources, sequence events, read and add to maps, group information, create artefacts, conduct surveys, fill in diagrams, hold discussions and draw conclusions. To make life easy for the teacher the answers are provided at the back of the book.

National Curriculum Links Historical Knowledge and Understanding ACHHK077 – The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander Peoples are connected to country and place and the implications for their daily lives. ACHHK078 – The journey of at least one world navigator, explorer or trader up to the late 18th century, including their contacts with other societies and any impacts.

Historical Skills ACHHS081 & ACHHS082 – Chronology, terms and concepts. ACHHS083 – Historical questions and research. ACHHS084 – Analysis and use of sources. ACHHS085 – Perspectives and interpretations. ACHHS086 – Explanation and communication.

ACHHK079 – Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. ACHHK080 – The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment.

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This is a Ready-Ed Section 1:Publications' book preview. Indigenous Australians

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Student Information Page

The Journey to Australia

This is a Ready-Ed Publications' book preview. People began migrating out of Africa around 150,000 years ago. They set off in all directions to find new places to live that could give them abundant food, shelter and safety from dangerous animals. Some groups settled in Europe and others in Central Asia. One group

left the coast of Arabia and sailed across the Indian Ocean on simple log rafts to India. From there, they started a long journey, following the coast until they reached Australia. Scientists think these travellers were the First Australians.

Land bridges During an ice age about 50,000 years ago, the level of the sea was much lower than it is today. Land bridges (see map right) made it possible for people to walk and sail short distances from island to island in the Sunda (now Indonesia) until they reached Sahul (Papua New Guinea, Australia and Tasmania). This journey from India was a very slow one. It took some Indigenous Australians 30,000 years to step foot on an Australian beach. When the ice age ended about 15,000 years ago, the sea covered the land bridges again and Australia was cut off from Papua New Guinea and Tasmania.

India

Papua New Guinea

Sunda

Sahul

Tasmania

Land bridges to Sahul (Australia) during an ice age

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â&#x20AC;&#x201C; where land was joined

Section 1: Indigenous Australians

Activity

The Journey to Australia

This is a Ready-Ed Publications' book preview.  Read this passage taken from an indigenous story.

… My people come from the great Djankawu far across the sea. Djankawu came in his canoe with his two sisters, following the morning star. They walked across the big country following the rain clouds. When they were thirsty, they plunged their digging sticks into the ground and fresh water flowed out …

1. Write down three things that this description tells us about the first people to arrive in Australia. • _ _____________________________________________________________ • _ _____________________________________________________________ • _ _____________________________________________________________ 2. How did Djankawu and his sisters find their way to Australia?

_ _____________________________________________________________

3. Why would it have been dangerous sailing on rafts or canoes across the ocean?

_ _____________________________________________________________

Timeline  Use the information on page 6 to annotate the stages in the journey taken by Indigenous Australians from Africa to Australia.

50,000

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20,000

Section 1: Indigenous Australians

Student Information Page

Life at Lake Mungo

This is a Ready-Ed Publications' book preview. A visitor to Lake Mungo today might think that they have travelled to the moon instead of outback New South Wales. The scenery around the lakes is made up of crinkled sand dunes, crumbling cliffs and scrubby bushes that just manage to survive in the hot, dry conditions. It’s a quiet, deserted place that is now part of the Willandra Lakes World Heritage Area (see map right). However, 40,000 years ago the lakes provided a rich environment in which to live for Indigenous Australians.

NSW

Mungo

Sydney

Melbourne

What was the Lake Mungo area like 40,000 years ago? Australia’s climate was cooler and wetter at that time. Lake Mungo was a huge lake that covered 135 square kilometres and was about 10 metres deep. It was a source of fresh water and food like mussels, Murray cod, water fowl and lily roots for the First Australians who settled along its banks. They collected birds’ eggs, wattle flowers and seeds. Native animals such as wallabies and rat kangaroos were hunted for food and their skins were used to make blankets and clothes. What have archaeologists found at Lake Mungo? Archaeologists have unearthed many artefacts and fossils at the Lake Mungo site. These give us an idea about how the First Australians lived between 20,000 to 40,000 years ago. Archaeological discoveries include: • flaked stones for cutting meat and making spear heads; • sharpened bone ends for hunting and fishing; • stone axes for chopping. In 1969 and 1974 archaelogists found the fossil bones of Mungo Lady and Mungo Man. These are the oldest human remains ever found on the Australian continent. Evidence shows that Lady Mungo had been cremated and then carefully buried. Mungo Man had been painted in red ochre after his death. Red ochre was not found in the Lakes area so it must have been brought from another place especially for the burial ceremony. This tells us that the Indigenous Australians of Lake Mungo cared deeply for their loved ones even after death. Fossil footprints found on a dry lake bed capture a moment 20,000 years ago. The 457 footprints reveal a family travelling together across the muddy lake bottom. Children walked close to adults and someone was dragging a dead animal. A hunter sprinted past the group – his long strides tell us that he was a very tall man running at almost 20 kilometres an hour! The climate was changing. The lakes were drying up so the first inhabitants of Lake Mungo had to set off to find a new home.

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Section 1: Indigenous Australians

Activity

Life at Lake Mungo

This is a Ready-Ed Publications' book preview. 1. Why did the First Australians settle around the Lake Mungo area?

_ _____________________________________________________________ _ _____________________________________________________________

2. What happened about 20,000 years ago that forced people to move away?

_ _____________________________________________________________

3. What do we know about how the First Australians might have lived around Lake Mungo from discoveries made by archaeologists? Make a list.

•______________________________________________________________

Archaeological sites Many important indigenous archaeological sites have been found across Australia. You can see where some of these sites are on the map. Mark the closest site to your home with an X.

g Nauwalabilia g Sandy Creek

g Miriwun

g Cuckadoo g Mandu Mandu Creek

g Puritjarra

g Koonalda

g Cuddie Springs

g Hawker Lagoon

Devil's g Lair

Birrigal g g Kow Swamp

g Mannalargenna

Go to www.readyed.net Mackintosh g

g Bone Cave

 Use library and internet resources to research an archaeological site in your state or territory. Prepare a short talk on your site to share with the class. Section 1: Indigenous Australians

Student Information Page

A Different World

This is a Ready-Ed Publications' book preview. About 50,000 years ago, Australia was a much cooler place. It was the end of the Pleistocene era and the world was in the grip of another ice age. Much of Australia was covered in thick forest with giant trees. But the trees weren’t the only giants. At least 13 species of megafauna roamed Australia at this time. The Indigenous Australians who moved from the coast into the interior of Australia came across reptiles, mammals and birds that were much bigger than animals from the same family that exist today. Archaeologists have found fossils which show that Indigenous Australians and megafauna lived side by side on the Australian continent for at least 10,000 years. Megafauna appear in indigenous legends and rock art. The Genyornis newtonii and Zygomaturus trilobus are two of examples of megafauna.

Genyornis newtoni

• two metres tall and weighing 200 kilograms; • strong legs; • couldn’t fly; • eggs weighed 1.6 kilograms; • Indigenous Australians ate the eggs as part of their diet.

The first astronomers Indigenous Australians were the world’s first astronomers. For more than 40,000 years, long before the ancient Babylonians and Chinese, Indigenous Australians have been observing the Sun, the Moon Zygomaturus trilobus and the stars in the southern sky. The bright night • two metres long and a sky was not only wonderful to gaze upon, it also metre tall; gave Indigenous Australians information to help • the size of a cow; them to survive on the big continent.

• plant eaters that lived in

Indigenous Australians made a calendar of wetlands. the seasons by observing the constellations as they moved across the sky during a year. This calendar told them to look for different kinds of food, such as fruit, tubers, seeds, birds' eggs and insect larvae in certain seasons. To help them remember the constellations, they created stories and the stars were the main characters. Different indigenous groups told different star stories in their own languages.

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Section 1: Indigenous Australians

Activity

A Different World

1. Both Genyornis and Zygomaturus became extinct about 18,000 years ago. Using the information on page 10 and your research skills, suggest two possible causes for their extinction.

This is a Ready-Ed Publications' book preview.

•______________________________________________________________

2. Read the information about Procoptodon goliah. Fossils belonging to this species have been found near Aboriginal campsites at Lake Mungo. Prepare a bullet-point fact file on the giant kangaroo, similar to the ones on Genyornis and Zygomaturus on page 10. Procoptodon goliah was the largest kangaroo to have ever existed. It weighed about 240 kilograms and stood about two metres tall. Its face or snout was much shorter than the face or snout of kangaroos today. Procoptodon was a herbivore that pulled leaves from tree branches with its very long fingers. Its large feet were similar to a horse’s hooves, which helped the giant marsupial to move speedily through the forests that covered Australia at the time. It became extinct about 20,000 years ago.

http://en.wikipedia.org/wiki/ File:Procoptodon_BW.jpg Nobu Tamura

3. How did observing the star constellations in the sky help the First Australians to survive?

_ _____________________________________________________________

_ _____________________________________________________________ Some Indigenous Australians thought the Southern Cross was a wedge-tailed eagle with a throwing stick. Coastal groups in northern Queensland thought the Southern Cross was a stingray (the cross) being hunted by a shark. Draw the constellation on the back of this page. Copy the one from page 10. Work with a partner to create your own star story about the Southern Cross and write your story next to the constellation.

Southern Cross

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Student Information Page

The Land

This is a Ready-Ed Publications' book preview. Wikimedia Commons

The First Australians travelled through the continent from the Torres Strait Islands all the way down to Tasmania. They found the land, rivers and oceans full of natural resources. They were hunters and gatherers, who learned where to find different kinds of food and Aboriginal scene, Blandowski 1857 sources of fresh water, even in the helped them to prevent bushfires in desert. the dry season. They discovered that setting fire to They also developed many ways scrubland helped them hunt small to manage the resources in their animals so they carried firesticks territory during the changing with them. They observed that seasons of the year. Read about plants and trees recovered quickly after the fires, growing back greener how they used technology and their than before. Burning the scrub also knowledge of the land below. • The fibres from the bark of trees and the stems of plants were used to make string, nets, baskets and mats. The fibres had to be soaked in water first to make them soft. Sheets of bark could also be softened and shaped to make canoes and shelters. • Hard wood from certain types of trees like wattle and acacia was made into tools for hunting. A remarkable tool was the spear-thrower invented by Indigenous Australians from central Australia. It was a lever that helped hunters throw their spears further. Spear-throwers could also be used for carrying water and food. • Indigenous Australians were the first bread makers in the world. Millstones or grindstones (see image) helped to make the job of breadmaking easier for women and girls. The flour was ground from native seeds, mixed with water and cooked in hot coals. The damper was tasty and nutritious. The two stones were affectionately known as “mother and child” by some indigenous groups.

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Section 1: Indigenous Australians

The Land 1

Activity

This is a Ready-Ed Publications' book preview. RRStudy the image on page 12 with a partner.

1. Make a list of the different activities that you can see happening in the indigenous campsite.

•_______________________________•_______________________________

2. Find evidence in the image that this was a good place for Indigenous Australians to make a camp. The evidence I found is:

_ ______________________________________________________________

Foods around the campsite Fill in the table with foods that Indigenous Australians probably gathered and hunted near the campsite. Choose foods from the list below and add your own items of food that might be found around the campsite. honeycombs possums frogs pigeons

fish wallabies berries birds’ eggs

goannas wattle seeds yams lilies

Foods Gathered

mussels echidnas moths cockatoos

flowers ducks grubs macadamia nuts

Foods Hunted

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RROn the back of this sheet draw some of the things that Indigenous Australians made using materials from their natural environment. Section 1: Indigenous Australians

The Land 2

Activity

This is a Ready-Ed Publications' book preview. A B ď ą Study these images carefully. Suggest how Indigenous Australians might have used these artefacts to help them in their daily lives.

______________________________

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______________________________

Section 1: Indigenous Australians

Student Information Page

Indigenous Art

This is a Ready-Ed Publications' book preview. Art was a very special part of life for Indigenous Australians. Art told stories about events in the history of different clans and often showed a clanâ&#x20AC;&#x2122;s totems or emblems, which were usually birds, reptiles and animals. Men, women and children painted artistic designs on their bodies whenever they attended ceremonies. Indigenous Australians used things which they found in their environment to make materials for their art work. Paints were made by grinding rocks and clays into a powder called ochre, then mixing it with orchid juice or saliva. Paint brushes were made from sticks with their ends softened, or from strips of bark with their ends chewed so that they could make thick strokes. Even hair tied to a twig made a good brush. Cave walls, smooth rocks, bark, wooden artefacts and sand were ideal surfaces for creating beautiful paintings and designs.

Different kinds of indigenous art Engravings were made on soft sandstone rocks using pegs to make holes around an outline. Many rock engravings show animals that are now extinct, like the thylacine. Artefacts like boomerangs and spearthrowers were decorated with clan totems. The dot technique has been used on this coolamon (right). Cave painting is the oldest form of art in the world. Artists often used the x-ray method to show a person or animalâ&#x20AC;&#x2122;s bones and insides. Necklaces were made from seashells, polished bone and seeds known as mangutji. Red seeds were highly prized by women for necklace-making in desert regions.

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Indigenous Art

Activity

This is a Ready-Ed Publications' book preview.  Look at these symbols that are used in indigenous desert art.

tracks

kangaroo

emu

honey ant

grub

possum

club

digging stick

human

spears

nest

well or waterhole

man

rain

star

bush plum

bowl

quandong

rain/flowers/ ants/eggs/fruit

rainbow/cloud/ sand dune/cliff

 Create a message in the space below using the symbols above. Can a classmate interpret your message?

Write what your message means on the back of this sheet.

How to make a paintbrush

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 Indigenous Australians obtained all of their art supplies from their natural surroundings. Use the information on page 15 to write instructions for 'How to make paint and a paintbrush from natural materials'. Set your instructions out as numbered steps. 16

Section 1: Indigenous Australians

Student Information Page

Indigenous Totems

ThisReceiving is aa totem Ready-Ed Publications' book preview. In all families, the birth of a baby is a cause for celebration. In Indigenous Australian society, ceremonies take place to announce a baby’s arrival into his or her community. This is also the time to give the baby a totem. A totem can be in the form of a plant, animal, landscape or weather feature. It is something that the clan has had a close connection with, over many generations. These totems become the clan’s emblems and often appear on their artefacts like message sticks or ornaments worn during sacred ceremonies such as corroboree dances. Members in a clan who share the same totem enjoy a very special relationship with one another that lasts a lifetime.

How are totems chosen? Totems are connected to the place where a clan lives. Aboriginal people and Torres Strait Islanders living in coastal regions, choose totems which are connected to the sea and its marine animals and fish. For example, the shark is the totem for Indigenous Australians from the Murray Islands. This means that the Islanders cannot hunt or eat sharks. The Islanders also believe that sharks will protect them when they are at sea fishing. They decorate pendants and shells with shark images to communicate to each other and show other clans that this is their emblem. These are some other ways in which a totem is chosen: • A special event close to a child’s birth such as a snake crossing the mother’s path may ensue in a snake becoming the totem of the child; • A plant, animal or object that is believed to be an ancestor of the person receiving the totem.

Examples of clan totems Wuthathi people (Shelbourne Bay in North Queensland)

Northern Aranda people (120 kilometres west of Alice Springs, Northern Territory)

Bunjalung people (Byron Bay area in New South Wales)

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Diamond stingray

Red Kangaroo

Section 1: Indigenous Australians

Goanna

Indigenous Totems

Activity

1. How is a totem chosen for a child?

This is a Ready-Ed Publications' book preview.

_ _____________________________________________________________

2. How do Indigenous Australians show that their totem is a special part of their life?

_ ______________________________________________________________

3. Totems are connected to the place where a clan lives. Suggest totems that could be chosen by Indigenous Australians living in the areas below. An example from each environment has been given to start you off. rainforest

inland river

coastal area

desert region

cassowary

frog

dugong

taipan snake

Choose a totem for yourself and draw a picture of it below. Annotate your totem with the following information: (1) how your totem is connected to the place where you live and (2) which rules surround your totem.

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Section 1: Indigenous Australians

Student Information Page

Family Life

This is a Ready-Ed Publications' book preview. At the centre of pre-contact indigenous society was the family. Families sat around warm campfires, cooked together and shared a hut.

clan

band

Several families came together to form a band. family Band leaders were older men who had been successful hunters and warriors. Each band had an area in the territory where they had the right to hunt and collect food. Bands met frequently to arrange marriages, catch up on news, trade, share food and hold ceremonies. Indigenous Australians belonged to a particular clan because they spoke the same language. Clans could have as many as 500 people. Members of the same clan usually got on well with one another. At times though, clans fought each other because one clan had invaded another's territory or broken its laws. If a person wanted to cross another clan’s land, they had to carry a message stick to announce that they weren’t a criminal or they risked being attacked.

Men and women’s work Men and women and boys and girls had certain jobs to do in their daily lives. This table shows how the work was shared. Men's work

Women's work

• Men travelled away from the camp for days at a time to hunt large animals to provide food for the band. They made weapons for hunting and produced tools. • They protected the band. • They climbed trees to fetch eggs and honey. • They taught boys hunting methods and clan laws. • They passed on Dreaming stories. • They healed sick people. • They made laws.

• Women and children spent many hours a day together gathering plants, seeds and insects and hunting small animals. • They found and collected water. • They made baskets, mats, string, etc. • They decided how food was distributed. • They looked after children. Boys, after the age of six, joined the men. • They taught girls bush skills. • They passed on Dreaming stories. • They healed sick people. • They made laws.

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Family Life

Activity

This is a Ready-Ed Publications' book preview.  Think about the statement below. Share your ideas with a partner. Indigenous men worked harder than indigenous women.

 Complete the table below with your opinions on this topic. I agree because

I don’t agree because

 Take a survey of the opinions of the class on the topic, 'Indigenous men worked harder than indigenous women'. Present your results in a graph or in tally form on the back of this sheet. My conclusions:

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_ ______________________________________________________________

Section 1: Indigenous Australians

Student Information Page

Kinship

This is a Ready-Ed Publications' book preview. Our relationship with other members of the family is called kinship. Members of your family are called your kin. In European cultures, there are terms to describe how you are related to your family, such as: grandfather/ grandmother, mother/father, son/daughter, etc. In some Aboriginal and Torres Strait Islander cultures, there are as many as 70 terms to name how a person is related to someone else.

Kinship names Kinship or “skin” names are given to a baby when they are born and come from both the mother’s and father’s side of the family. Kinship names give information to other Indigenous Australians about how they are related to a child. These names also describe a person’s place in the community and his/her responsibilities and duties.

Who could be your kin in indigenous culture? English term What the term means in indigenous culture brother/sister brother/sister/children of mother’s sister/children of father’s brother/other children the same age cousin

children of father’s sister/children of mother’s brother

father/mother father/mother/uncle/aunt/other people the same age as the father or mother grandfather/ grandmother

grandfather/grandmother/other people of grandfather and grandmother’s age/respected Elder of the clan

Why the kinship system is an important custom For a clan to live peacefully, there had to be rules and laws. The kinship system decided important matters such as who a person could marry, who had to pay for another person’s bad deeds and who had to look after the older or sick people. An interesting kinship law was 'the mother-inlaw' ban. It was a custom that all Indigenous Australians shared. A man or woman was never allowed to talk to his or her mother-in-law. This ban was introduced perhaps to avoid fighting or to show respect to the position of a mother-in-law in the family.

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Activity

Kinship

This is a Ready-Ed Publications' book preview.  Look at the kinship table on page 21. Use it to complete the diagram below by writing the names of the people who would be in your extended family. You can include friends of the family, neighbours and other people in the school and local community who you know well.

grandfather grandmother father mother brother sister

cousin

 Using your diagram, write down your ideas about your new extended family.

_ ______________________________________________________________

Discuss with a partner  How many names do you have? You can include pet names and nicknames. Do you know why you were given your first name/s?

_ _________________________________________________________

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Student Information Page

Language

This is a Ready-Ed Publications' book preview. Before Europeans arrived to colonise Australia, there were about 250 different languages spoken by Indigenous Australians. Some of those languages were as different to each other as English is to Spanish today. Clan members not only spoke their own language, but could speak the languages of other clans who lived in nearby territories. This meant that Indigenous Australians could usually speak three or four languages.

The first Indigenous Australians settled around the coastline of northern Australia and shared a common language. This language was spoken and not written down. After some time, migrating groups spread out over the continent and lost contact with each other. Different languages began to develop because people needed to communicate ideas about the new locations in which they were living. If Indigenous Australians living in the rainforest met with Indigenous Australians from desert regions, the two groups would not have been able to understand each otherâ&#x20AC;&#x2122;s languages. For example, the word 'cassowary' or 'saltwater' would not have existed in the vocabulary of desert clans, and rainforest clans would not have had a word for the 'thorny devil lizard' or 'sand storm'.

Comparing two indigenous languages Look at the different words for hair, eye, kangaroo, galah and coolabah. Yanyuwa language (coast of Gulf of Carpentaria)

Pitta Pitta language (Boulia area, inland far North Queensland)

naluwada

kuniri nalunyi

miyi

balinkama

kulipila

Go to www.readyed.net mawalan

arinkili

karaparri

Section 1: Indigenous Australians

kilanytyi

Activity

Language 1

Brainstorm This is a Ready-Ed Publications' book preview.  As a class, brainstorm places and natural features in your local area that have their original indigenous names, for example, Mount Tilga, Tullamarine. Write the names in the box. Use an atlas/online map to help you with the spelling.

 You are going to research the indigenous language or dialect in your

local area using an online interactive map. The map can be accessed at: 4www.abc.net.au/indigenous/map/

The indigenous language or dialect of my local area is: ___________________________________________________________ Other indigenous languages and dialects in my state or territory are: ___________________________________________________________ ___________________________________________________________  Use the resources from the interactive map in Task 2 to make a bilingual dictionary. Choose words from an indigenous language in your state or territory to write in the left-hand column (give it a title) then provide the matching English word. 4

English

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Section 1: Indigenous Australians

Activity

Language 2

This is a Ready-Ed Publications' book preview. 1. The earliest Indigenous Australians living in the north of Australia shared a common language. Explain how different indigenous languages gradually developed over thousands of years in Australia.

_ _____________________________________________________________

2. Why do you think it was useful for Indigenous Australians to be able to speak three or four other languages?

_ ______________________________________________________________

3. If two clans met and they did not speak a common language, what other methods could they use to communicate with each other?

_ ______________________________________________________________

Look at the comparison of the Pitta Pitta and Yanyuwa languages on

page 23. Use an atlas to locate Booroloola (the home of the Yanyuwa language) and Boulia (the home of the Pitta Pitta language). Mark the towns clearly on the map below. Go to the interactive resource at 4www.abc. net.au/indigenous/ map/ and find Boulia and Booroloola. Make a note on the map of neighbouring indigenous language groups. These languages were also probably understood and spoken by the Pitta Pitta and Yanyuwa people.

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The Dreaming

This is a Ready-Ed Publications' book preview. When the first Australians set off to explore the unknown continent of Australia, they found a big, empty land full of mystery. They believed that this new world had been created by their ancestors, whose spirits had returned to the Earth to form the rivers, valleys and mountains. The ancestors had also left a guide on how to look after the land and the sea and all its animals and plants. Indigenous Australians believed that if they followed the teachings and laws of their ancestors, it would help them live in harmony with nature and each other. This relationship with the land, its living things and the events of the past is called the Dreaming.

Aboriginal people created Dreaming stories and the Torres Strait Islanders created the Tagai stories to tell how their world was created, and relate the adventures on their long journeys to find a home territory. Different clans had different stories told in their own language. The creation stories are not always set in the long-distant past, but can take place today or tomorrow without changing the story. For Aboriginal people, the time that their world was created is always with them in the present. How a Dreaming story was told

Dreaming stories were told, but never written down. Indigenous Australians had different ways of passing the stories on to the next generation. The stories could be told through:

• art; • songs, music and dances; • a clan’s traditions or customs; • clan totems; • visiting sacred places; • the teachings of Elders and other family members; • parables.

What did Dreaming stories teach?

The stories contained all the wisdom and knowledge passed on from the ancestors since the beginning of time. The stories taught important things such as: • a clan’s beliefs and laws; • the history of the clan and its heroes; • hunting and gathering skills; • taking care of the land; • animal behaviour; • keeping safe in storms, floods or fires; • natural features of the land.

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Section 1: Indigenous Australians

Activity

The Dreaming

This is a Ready-Ed Publications' book preview. 1. Who created the world according to the Dreaming stories of early Indigenous Australians?

_ _____________________________________________________________

2. Why did early Indigenous Australians believe it was important to follow the teachings of their ancestors?

_ ______________________________________________________________

3. Dreaming stories often passed on safety advice about surviving in the harsh conditions in Australia. Make a list of the hazards or dangers that Indigenous Australians might have faced.

•_________________________________

4. Look at the different methods of telling a Dreaming story on page 26. Explain which method of storytelling you prefer.

I would like to learn a Dreaming story through__________________________

because________________________________________________________

_ _____________________________________________________________

Listen

Go to 4www.dreamtime.net.au/main.htm

Listen to a Dreaming story about your local area. Tell the story in pictures on the back of this sheet. Present the story to your class. Your presentation should last one minute.

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Dreaming Stories

This is a Ready-Ed Publications' book preview. A Dreaming story often had an animal as the main character, whose actions taught important lessons to children and adults about how they should treat other people and the environment. Some stories described how people or animals who didn’t obey laws were punished. This story, entitled The Sea Eagle and the Gull, comes from the Bardi people from Cape Leveque, Western Australia.

The Sea Eagle and the Gull Long before people walked the Earth, there was a beautiful island in the ocean. This island was home to animals big and small. Snakes and lizards, birds and insects lived on the land. The ocean was full of dolphins, sharks, turtles, crocodiles and fish. All the animals were happy to call this island their home.

as I please.” The gull started eating more than his fair share of food and then he invited his gull friends to do the same. Soon all the animals were eating much more than they needed. Dugongs and crabs, sharks and parrots were eating everything in sight. Weeks passed. Food was not so easy to find. The Each animal had its place. The lizards animals realised that they had made ate the turtle’s eggs and the crocodiles a big mistake and had to leave the ate the lizards. In the ocean, the big island to look for food in other places. fish ate the little fish and the sharks ate the big fish. The animals only When the sea eagle returned, he ate what they needed. This was the found the island almost empty. He natural way. It was the sea eagle’s knew what had happened and went job to make sure that no animal was straight to the gull. He asked, “What’s greedy and ate more than it needed. been going on here?” The gull shook This was the job of all sea eagles, his head and replied in a cheeky voice, handed down from father to son since “Nothing. There’s still plenty of food the beginning. around if you know where to look!” To prove his point, the gull started eating One day the sea eagle needed to scraps of food, pretending they were leave the island. He asked the gull tasty. “Well then, Gull, since you like to look after the island while he was eating the scraps other animals leave, gone. The gull was happy to you will never eat a fresh fish again.” do this. As he watched the This is why you’ll see gulls on the eagle fly away he thought, beach fighting over the tidbits of food “Now I’m the boss, I can do which you leave.

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Section 1: Indigenous Australians

Activity

Dreaming Stories

This is a Ready-Ed Publications' book preview. ď ą Discuss the question below with a partner. Then write down your ideas.

What lessons could we learn today from The Sea Eagle and the Gull?

_ ______________________________________________________________

_ ______________________________________________________________ ď ą Make a storyboard of the main events in The Sea Eagle and the Gull.

The first scene has been done for you. Using your storyboard, tell the Dreaming story.

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Contributions to the Nation

This is a Ready-Ed Publications' book preview. Indigenous Australians are astronomers, environmentalists, creative storytellers and artists. These are some of the other contributions that the first Australians have made to the nation: • Indigenous Australians have a strong sense of who they are and where they came from. Knowing your identity and culture gives people a feeling of belonging to a place. This feeling of belonging to Australia has been passed on to other people who have made Australia their home. It has encouraged other Australians to look into their own family history and learn more about the place where they live.

have today. European settlers noticed that they had strong bones, good posture, excellent teeth and were full of energy. Scientists have studied the many benefits of bush tucker. Wattle and acacia seeds have now been introduced to improve the diets of people in African countries.

• Their ability to track animals and people has been put to good use many times over the • Indigenous Australians centuries. When explorers developed different or children became lost in bush medicines to treat the Australian bush, trackers were people when they were sick and to called in to read the 'signs' and heal wounds. Oils from eucalyptus lead search parties in the right and native mint were applied to direction. Trackers read prints in fight infections and tea tree and the earth like a story. They could boronia were used for coughs and tell at a glance how fresh the colds. The chemicals taken out of tracks were and the size of the native Australian plants are used in animal or person who made them. medicines all around the world. Today, Indigenous Australians guide • The traditional tourists around bush tucker the wonders of the of Indigenous Outback, and still Australians was continue to help fresh, natural food that was very police find missing healthy. There was more variety people. in their diet than most people

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Section 1: Indigenous Australians

Activity

Contributions to the Nation

This is a Ready-Ed Publications' book preview.  Complete the mind map with notes about the contributions to the nation made by Indigenous Australians. An example has been provided for you. There is extra space for you to add your own ideas.

Dreaming stories teach us to look after our environment.

 Give two examples of how Indigenous Australians used plants from their natural surroundings to keep them healthy.

 Read this paragraph about tea tree oil, which is a traditional bush medicine. Highlight in the text the different ways chemicals taken from tea tree can treat health problems. For thousands of years Indigenous Australians of eastern Australia have used the oil from tea trees (melaleuca) to treat coughs and colds. They would inhale the vapours after boiling the leaves in water. Scientists in the 1970s carried out tests on tea tree oil to see if it really had healing properties. They discovered that the oil was a powerful antiseptic and when applied on the skin to cuts and wounds, it killed dangerous germs. The oil is also effective in fighting head lice and mites that commonly occur in school children. Tea tree oil is a teenager’s friend as well. The oil can be used to treat pimples, acne and dandruff. People aren’t the only ones to benefit from the chemicals in tea tree oil. A few drops of diluted oil in an aquarium tank helps to treat infections in fish caused by bacteria and fungi. In addition, tea tree oil helps to repair damaged tissue in fish. However, like all medicines, tea tree oil should always be kept out of the reach of children and pets.

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This is a Ready-Ed Section 2: Publications' book preview. World Navigation Before 1800

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Putting Spices on the Map

This is a Ready-Ed Publications' book preview. In Europe in the 15th and 16th centuries, spices were really worth their weight in gold. Spices such as cinnamon, nutmeg, cloves and mace made food smell and taste better. There were no refrigerators at this time so food was heavily spiced to stop it from spoiling. The chemicals in spices preserved food and this made them very valuable.

Marco Polo returned from China in 1298 with tales of fantastic spices. However, travelling overland to Asia took many years and had its dangers. Europeans wanted to find a faster way to reach China and India by sea to get spices. The monarchies and merchants of Portugal, Spain, England, Italy and Holland built ships to sail to unknown parts of the world. European nations wanted to claim new lands, peoples and riches. This was the Age of Discovery.

Great voyages of discovery during the 15th century Columbus (Ist voyage) 1492 Vasco da Gama 1497

•

Lisbon

• •

Goa Calicut

Haiti

••

St Helena Bay Mossed Bay Nalaj

Malindi Mombasa

•• •

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Putting Spices on the Map

Activity

This is a Ready-Ed Publications' book preview.  Find eight spices in this list and write them in the cooking pot. Use a dictionary to help you decide if the ingredient is a spice, a herb or a flavouring. cinnamon

cloves

tumeric

vinegar

mint

garlic

star anise

pepper

ginger

parsley

salt

nutmeg

mace

sugar

Questions  Why were spices worth their weight in gold during the 15th and 16th centuries?

_ _________________________________________________________

 Why did kings and queens of Europe sponsor navigators and their ships to make voyages of discovery?

_ _________________________________________________________

_ _________________________________________________________  Study the map on page 33 that traces the voyages of Christopher Columbus and Vasco da Gama. Look at the location of the places that the navigators visited. In which kind of places or climates do the spices that the Europeans wanted so much, grow?

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_ _________________________________________________________

Section 2: World Navigation Before 1800

Student Information Page

Columbus – Admiral of the Ocean Sea

This is a Ready-Ed Publications' book preview. The mission

Christopher Columbus convinced Queen Isabella of Spain that he could find the fastest sea route to the riches of Asia. Columbus promised that he would return to the Spanish court with more spices, gold, pearls, silk and precious gems than anyone could imagine. On August 3rd 1492, Columbus commanded the Pinta, Niña and Santa from Palos de la Frontera, Spain and headed west across the Atlantic Ocean. However, calm seas stopped Columbus’ race to Asia. The ships waited in the Canary Islands until September 6th for steady trade winds to push them on their way to discovery.

Landing in the New World The Portuguese navigator Bartholomeu Dias had shown in 1488 that it was possible to reach the Indian Ocean by sailing close to the African coast. Sailors at this time believed that the world was flat. Sailing too far away from land could lead to terrible misfortunes like disappearing off the face of the Earth or being gobbled up, ship and all, by giant sea monsters. Columbus believed that the Earth was a sphere and that by sailing west, he would eventually reach China, Japan and India. Columbus imagined Asia to be much larger than it really was. When land was sighted on the 12th October, Columbus concluded that they had reached "the Indies”. In fact, it was the island of San Salvador in the Bahamas.

The importance of Columbus’ first voyage Columbus did not return to Spain with the riches that he had promised. He brought back a few trinkets and some native people of Haiti, whose health had suffered from the voyage. But the voyage to the New World did have important results, such as: • Spain became a powerful nation in Europe after claiming lands in the New World; • Columbus learnt valuable navigation methods from the voyage, like using the direction of the trade winds in the Atlantic; • Columbus proved that European ships could endure long voyages of discovery at sea and still return home safely.

Timeline for Columbus’ exploration of the New World October 28th – Reached Cuba and sent men ashore to find the 'Emperor of China'. Observed native people smoking tobacco. December 5th – Landed on Haiti. December 25th – Santa Maria wrecked on rocks. Columbus left behind 39 men on Haiti. January 8th 1493 – Columbus began voyage back to Spain.

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March 4th – Pinta and Niña arrived in Lisbon, Portugal.

Section 2: World Navigation Before 1800

Activity

Columbus – Admiral of the Ocean Sea

 Why was it a bold decision for Columbus to sail west across the Atlantic Ocean in search of Asia?

This is a Ready-Ed Publications' book preview.

_ ______________________________________________________________

 What evidence do we have that Columbus believed he had reached Asia on October 28th 1492?

_ ______________________________________________________________ Use the following digital map coordinates and an internet mapping tool (such as Google Earth) to accompany Columbus on his voyage to the New World in 1492. 1. Palos de la Frontera 37.2309°, -6.9073° 4. Cuba 21.4531°, -76.5088°

2. Canary Islands 28.5025°, -16.1554° 5. Haiti 18.9790°, -68.4778°

Columbus' Journal Read this account from Columbus’ journal about contact with the indigenous people of the 'Indies'. Highlight in one colour the objects given to the indigenous people and in a different colour, the objects the 'Indians' offered the Spanish.  Do you agree with Columbus’ opinion that these indigenous people were "poor"?

3. San Salvador 24.1°, -74.48333° 6. Lisbon 38.7098°, -9.1379°

“I gave to some of them red caps, and glass beads to put round their necks, and many other things of little value, which gave them great pleasure, and made them so much our friends that it was a marvel to see. They afterward came to the ship's boats where we were, swimming and bringing us parrots, cotton threads in skeins, darts, and many other things; and we exchanged them for other things that we gave them, such as glass beads and small bells. In fine, they took all, and gave what they had with good will. It appeared to me to be a race of people very poor in everything.”

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_ ______________________________________________________________

_ ______________________________________________________________ 36

Section 2: World Navigation Before 1800

Student Information Page

Vasco da Gama Reaches India

This is a Ready-Ed Publications' book preview. Spain’s power had grown because of Columbus’ discoveries in the New World. King Manuel I of Portugal feared that the Spanish would take control of the spice trade and claim even more lands. The King chose Vasco da Gama to lead a mission to India and his orders to the navigator were clear: • find a sea route to India and make trade agreements with the Kingdom of Calicut on the Malabar coast of India; • make allegiances with other Christian powers that you find in the region; • fill our ships to the brim with spices and other valuable goods and return to Portugal. On July 8th 1497, Vasco da Gama left Lisbon in charge of a fleet of four ships. He was joined by his brother, Paulo and 150 experienced sailors.

Contacts with new cultures During the voyage to India that lasted 309 days, the Portuguese came into contact with people of various cultures. Vasco da Gama traded trinkets with the Khoikhoi people at Mossel Bay. This encounter soon became dangerous for the Portuguese when a sailor found a stash of weapons that the Khoikhoi had prepared for an attack. The Portuguese welcomed the spices that were generously traded with them by Muslim Sultans along the Mozambican coast, but they were afraid of being attacked because they were Christians. The Sultans were suspicious of the Portuguese who did not have quality goods to trade and thought they were pirates.

Vasco da Gama reaches India Vasco da Gama was not received warmly at the court of the ruler of Calicut. The Indians laughed at the hats, coats, butter and honey that the Portuguese brought as gifts to impress the ruler. The Zamorin refused to sign the trade agreements and demanded high port taxes from the Portuguese ships. After both sides took hostages, the Zamorin came to a decision, “Bring us gold and silver and we will trade spices and precious gems with you”. After a difficult voyage home, Vasco da Gama was welcomed back as a hero in Lisbon in September 1499. Goa, a province near Calicut, later became an important Portuguese colony.

Timeline for Gama’s voyage to India (1497 -1498) July 26th 1497 – Fleet takes on water in Cape Verde. November 7th – Crew go ashore at St Helen’s Bay in South Africa after three long months at sea. November 22nd – Fleet rounds Cape of Good Hope. January 25th 1498 – Stopped at Zambezi River and observed Muslim Arabs trading in the area. April 7th – Fleet anchors off Mombassa. Vasco da Gama is suspicious of Muslim Sultans' hospitality and leaves. April 24th – Fleet leaves Malindi with a Hindu pilot to guide them 3,700 kilometres across the Indian Ocean. May 20th - Vasco da Gama arrives in Calicut, India.

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Activity

Vasco da Gama Reaches India

 Fill in this document in your own words with the orders for the mission given to Vasco da Gama by King Manuel I of Portugal. Don’t forget to add your kingly signature or coat of arms.

This is a Ready-Ed Publications' book preview.

Questions  Why did the Portuguese make a poor impression on some of the people who they met during their voyage to India? Give two examples.

_ __________________________________________________________________

 How do we know that Muslims were successful traders along the African coast?

_ __________________________________________________________________

 How did Vasco da Gama’s contact with new peoples and cultures in Africa and India help the Portuguese nation in the 15th century?

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_ __________________________________________________________________

Section 2: World Navigation Before 1800

This is a Ready-Ed Section 3:Publications' book preview. Departure and Arrival of the First Fleet

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Life in 18th Century Britain

This is a Ready-Ed Publications' book preview. Wikimedia Commons

The Industrial Revolution (c. 1780-1830) changed how people lived in Britain. Farmers started using machines to help them produce more crops on their land, workers lost their jobs on farms and moved from the countryside to towns to find work in factories and coal mines and the population of Britain grew from six to nine million people.

The Industrial Revolution brought advantages and disadvantages ADVANTAGES

DISADVANTAGES

• Factories provided more jobs for people. • Britain became richer because it manufactured more goods to sell to other countries. • New technology such as steampowered machines could be used in different types of industries. • Better roads, railways and canals were built to transport manufactured goods to markets. • Laws were passed to protect the health and safety of factory and mine workers, especially children.

• Towns and cities became crowded. Many people lived in slums. • Landowners and merchants became very wealthy. Factory workers still worked long hours for little pay. • Factory and mine owners employed children as young as five years old to work in dangerous jobs. • Workers suffered serious health problems from working in dirty and unsafe conditions. • Life was quite miserable for poor people. Some people stole from others and ended up in prison.

Transporting criminals to the colonies Gaols in Britain were overcrowded in the late 18th century because of the increase in petty and serious crime. Convicts were transported to Britain’s colonies in North America and the Caribbean to solve the problem. They were expected to work hard, building roads and houses for the governors of the colonies. Convicts were not allowed to return home even when they’d earned their freedom. In 1776, the American colonies became independent from Britain so transportation of convicts stopped. Britain started to look for other faraway places to send its criminals.

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Section 3: Departure and Arrival of the First Fleet

Activity

Life in 18th Century Britain

This is a Ready-Ed Publications' book preview.  Read about a typical day in the life of Mary Trimble, who lived near Birmingham in 1775. Fill in the other column with information about your daily routine. Draw a picture of yourself in the box and caption it.

Wikimedia Commons

I work in a coal mine. My job is to pull tubs of coal along a shaft to the mine’s entrance. Name: Age: Family:

Mary Isabella Trimble 11 years Mother, two sisters, three brothers, grandmother, grandfather. School: No schooling. Leave home: 5.00 A.M. Return home: 7.00 P.M. Lunch: Porridge and cup of tea. Dinner: Potatoes, bread and cheese. Pastimes/ Playing cards, playing hobbies: hopscotch with my sisters, making corn dollies, listening to my grandfather’s stories.

Name: Age: Family:

School: Leave home: Return home: Lunch: Dinner: Pastimes/ hobbies:

Pros and Cons

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The Industrial Revolution brought advantages and disadvantages to the lives of working class people. Write down two advantages and two disadvantages on the back of this sheet.

Section 3: Departure and Arrival of the First Fleet

Student Information Page

Colonising New South Wales

This is a Ready-Ed Publications' book preview. In 1786, Lord Sydney wrote in a letter to the British Government, "...750 of the convicts now in this Kingdom, under sentence of transportation should be sent to Botany Bay on the coast of New South Wales". For the British, New South Wales was Terra Nullius. This meant that the British government thought that Indigenous Australians had no rights over the land because they did not farm or build on it.

Reasons to settle in New South Wales RESOURCES: Captain Cook and Joseph Banks reported that the east coast had useful resources for Britainâ&#x20AC;&#x2122;s Empire such as coal, timber and rich soil for growing crops. Norfolk Island could supply much-needed flax for making sails.

PRISONS: Old ships, called hulks (see image right), were being used as floating prisons. New South Wales could be a penal colony for these unwanted convicts. They would be a form of free labour to build everything the new colony needed and grow its food.

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LOCATION: The Australian continent would be an important link between the Indian and Pacific Oceans. The British could trade more easily with China and the Americas using the new colony as a base.

Hulk/floating prison

Captain Arthur Phillip and the First Fleet Captain Arthur Phillip was put in charge of organising a penal colony at Botany Bay. On 13th May 1787, the First Fleet left Portsmouth in England with: Two naval escorts: HMS Sirius and hms Supply Six ships carrying convicts: Alexander, Charlotte, Friendship, Prince of Wales, Lady Penrhyn, Scarborough

Officials/passengers: 16 Crew: 324 Marines: 247 Marines' wives & children: 46 Convict men: 579 Convict women: 193 Convictsâ&#x20AC;&#x2122; children: 14 TOTAL: 1403

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Three supply ships: Fishburn, Golden Grove, Borrowdale

Section 3: Departure and Arrival of the First Fleet

Activity

Colonising New South Wales

 Lord Sydney wrote to the British Government to recommend that British and Irish convicts should be transported to New South Wales. Write Lord Sydney’s letter in the space provided. What arguments might Lord Sydney have used to persuade the government that it should make New South Wales a penal colony?

This is a Ready-Ed Publications' book preview.

Look at the passenger list for the First Fleet on page 42. Answer the questions.

Questions  How many passengers on the First Fleet ships were convicts?

_ __________________________________________________________________

 How many family members travelled with the marines? Does this number surprise you? Why or why not?

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_ __________________________________________________________________

 Why did 247 marines accompany the First Fleet to Australia?

_ __________________________________________________________________ Section 3: Departure and Arrival of the First Fleet

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Bound for Botany Bay

This is a Ready-Ed Publications' book preview. Many of the convicts transported on the First Fleet were sentenced at the Old Bailey courts in London. To show that trials were fair and just, people could watch from the galleries. A court reporter wrote down what was said during the trial.

This is part of the court record for the First Fleet’s youngest convict, John Hudson. He went on trial for burglary at the Old Bailey in 1783. JOHN HUDSON (a child of nine years) was charged with burglariously and feloniously breaking and entering the dwelling house of William Holdsworth at the hour of one in the night, on the 10th of October last, and feloniously stealing therein: one linen shirt, value ten shillings, five silk stockings, value five shillings, one pistol, value five shillings, two aprons, value two shillings. All the property of the said William.

Judge Willes: John Hudson: Judge Willes: John Hudson: Judge Willes: John Hudson: Judge Willes: John Hudson:

How old are you? Going on nine. What business was you bred up in? None, sometimes a chimney sweeper. Have you any father or mother? Dead. How long ago? I do not know.

Several witnesses testified that they saw John Hudson leaving Mr William Holdworth’s house in the early hours of the morning. Some said they saw other boys nearby who were involved in the burglary, but they quickly vanished into the night. Judge Willes was worried about John’s age. He said, “I think it would be too hard to find a boy of his tender age guilty of the burglary.” John was found guilty of theft. This was a less serious crime at the time. If he had been found guilty of burglary, he might have been hanged. John Hudson was sentenced to transportation to Botany Bay for seven years. This was a typical sentence for stealing other people’s property in the 1770s.

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The little orphan spent four years waiting in a prison hulk on the Thames River. John lived side by side with adult criminals. Then he was transported on Friendship to Botany Bay in 1787.

Section 3: Departure and Arrival of the First Fleet

Activity

Bound for Botany Bay

This is a Ready-Ed Publications' book preview. RRLook at page 44, what kind of life do you think John Hudson had in London in 1783? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

RRHere is a list of some of crimes in Britain in the 1770s for which you could be hanged or executed: • highway robbery or street mugging;

• passing counterfeit coins or notes;

• murder or attempted murder; • stealing goods worth more • horse or sheep stealing; than five shillings; • breaking into a house;

• cutting down a tree;

• damaging London Bridge.

1. What crime or crimes did John Hudson commit? _______________________________________________________________ 2. What was the usual punishment for committing this crime/s? _______________________________________________________________ 3. Why did Judge Willes change John’s crime to theft? _______________________________________________________________

Local Convict

Research a convict who was transported to your local area, state or territory and complete the following.

Name of convict:

________________________________

Nationality:

________________________________

Age when sentenced:

________________________________

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Sentence:

________________________________

How arrived to your local area:

________________________________

What he/she did when arrived:

________________________________

Section 3: Departure and Arrival of the First Fleet

Student Information Page

First Fleet Journal

This is a Ready-Ed Publications' book preview. Captain Arthur Phillip

20th May 1787

5th August - 4th September 1787

We left behind our Portsmouth one week ago. The seas have been quite rough and I have found it difficult to keep my balance to write my daily journal..... I received a grave message from the Scarborough. Scoundrel convicts were plotting a mutiny against our most able Captain John Marshall! Thank goodness the convicts’ plans were revealed to us in time. The villains will be punished harshly for their wretched plans.

We have anchored in the bay of Rio de Janeiro, the capital of Brazil. The port is one of the finest in the world and can hold a thousand ships. We have been welcomed warmly by the Viceroy of Brazil and given permission to make excursions into the countryside. Our meat, vegetables, rice and wine were bought most cheaply here. We have also purchased seeds and plants like coffee, cotton, indigo and cassava. We hope they grow well in New South Wales.

3rd June 1787

13th October 1787

We have made our first port of call safely in Santa Cruz, Tenerife. It is important that all the souls on board our Fleet have fresh water and hearty meat. I have learned from Captain Cook that fruit and vegetables keep you in good health on long voyages such as this. We have lost 21 convicts and three convict children to ill-health so far.

Table Mountain is in our sights. We near Cape Town. The Dutch colonists control trade and it is more difficult and expensive to buy the provisions that we need. At long last, after one month, we have over 500 animals of different kinds. I know you think of Noah’s Ark! We now have splendid farm animals and poultry to start our new enterprise in New South Wales.

5th July 1787 The great heat suffocates us and the heavy rains beat upon our ships. We sleep in wet blankets and our bones ache. Rats, fleas and lice torment us. People are praying on bended knee that this is not our end.....Our Botany Bay Fleet has at last passed from the northern into the southern hemisphere. Surprisingly, now we have sailed into the south seas, the weather pleases us with the thermometer at 82º. It is like a rare English summer day.

25th November 1787 – 3rd January 1788 Today I have left the Sirius and boarded the Supply. I intend to leave the convoy and sail ahead to find a suitable place to start a colony. Strong winds have helped us these last weeks. We have rounded Van Dieman’s Land and our eyes are on the coast of New South Wales. The Supply has sailed 7,000 miles in fifty-one days. She has suffered much to arrive here.

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Section 3: Departure and Arrival of the First Fleet

First Fleet Journal

Activity

RRHighlight in Captain Arthur Phillipâ&#x20AC;&#x2122;s journal on page 46, the places where the First Fleet visited on its way to Botany Bay. Write the places in the boxes on the map below. Plot the ships' course with a coloured pen then shade in your map.

This is a Ready-Ed Publications' book preview.

RRIn which journal entry does Captain Arthur Phillip describe the following events? The first one has been done for you. 20th May 1. Rough seas ______________ 2. Deaths of convicts from disease

______________

3. Loading chickens, ducks and geese on the ships

______________

4. An attempted mutiny

______________

5. Crew going on sightseeing trips

______________

6. A ship in bad condition

______________

7. Storms at sea

______________

8. Trouble buying supplies for the Fleet

______________

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RRIn the list above, underline the problems that the First Fleet faced on its voyage. Can you add other problems to the list? Section 3: Departure and Arrival of the First Fleet

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The Site of the First Colony

This is a Ready-Ed Publications' book preview. Captain Arthur Phillip on the Supply arrived at Botany Bay ahead of the other First Fleet ships on January 18th 1778. His mission was to find the best place to start building the new colony. While they waited for the rest of the ships, Phillip explored the bay and convicts were set to work building huts for the officers and passengers. The simple huts were soon destroyed by heavy rainstorms.

Problems with Botany Bay

• The bay was exposed to strong winds that made the water very choppy. • The soil was sandy and not suitable for crops.

• Big trees proved too difficult to cut down to clear the land.

When all the Fleet had anchored in Botany • There was no abundant source Bay two days later, Governor Phillip made of fresh water. a surprising announcement. He and John • Many Kameygal people lived in Hunter were sailing to the north to explore this area. They seemed curious, bays to find a better location. Botany Bay had but afraid. Phillip thought they too many problems. For Governor Phillip, it might attack the settlers. was not the perfect place that Captain Cook had described in 1770.

Port Jackson and Sydney Cove Governor Arthur Phillip was very impressed with Port Jackson, just 12 kilometres to the north of Botany Bay. He wrote that it was, “the finest harbour in the world, in which a thousand sail of the line may ride in the most perfect security.” Port Jackson also had a little stream of fresh water. Phillip returned to Botany Bay with the good news on January 23rd 1778. He ordered the marines and crew to make preparations to leave. As the First Fleet sailed into Port Jackson, people admired the trees that came all the way down to the water’s edge. The Cadigal people could be seen along the sandy shores. The ships reached, “a small snug cove on the southern side” that Governor Phillip had decided was the spot on which to build the first colony of New South Wales. On January 26th 1788, Governor Arthur Phillip took possession of the land for Britain and planted the Union Flag firmly in the soil.

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Section 3: Departure and Arrival of the First Fleet

Activity

The Site of the First Colony

This is a Ready-Ed Publications' book preview. RRFrom 1788 to 1790 food was very short at Sydney Cove. Draw and label three of the animals that the colonists ate to stay alive until more supplies arrived from England.

RRRead this passage from Lieutenant Watkin Tench’s diary, written in 1791. He describes farming activities around Sydney Cove and Rose Hill. “Farming is taking place with some success. At Rose Hill I have seen gardens which, without using fertiliser, have produced vegetables for a short time. But at Sydney, without constantly using manure in the soil, it was hopeless to expect any vegetables to grow...and our dreams of having vegetables all-year-round have gone. Vines of every sort seem to do well at Rose Hill. Melons, cucumbers and pumpkins run with uncontrolled abundance. I am convinced that in a few years the grapes of New South Wales will equal those of any other country. Some people predict that the wines of these grapes will probably be an essential article of luxury at European tables. It is early days yet for oranges, lemons and figs (I have eaten very good ones), but I believe, in a few years will be plentiful. The banana-tree has just been introduced from Norfolk Island, where it grows without the help of man.”

1. Why was it hard to grow vegetables near Sydney Cove? ______________________________________________________________ 2. In the passage, highlight or underline the fruits and vegetables that Watkin Tench saw growing in large quantities at Rose Hill. 3. What did Lieutenant Tench think of the wine being produced at Rose Hill? Use the words from the passage to help you with your answer. ______________________________________________________________

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Look at the problems with Botany Bay listed on page 48. Choose two of these problems and explain how they would have affected the future success of the colony. For example: the winds that made the waters in the bay choppy could have damaged ships and thrown people and supplies overboard. Section 3: Departure and Arrival of the First Fleet

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Early Days at Sydney Cove

This is a Ready-Ed Publications' book preview. Wikimedia Commons

After disembarking at Sydney Cove, Governor Phillip set the 751 convicts to work under the marines’ supervision. The colony needed fences, roads, bridges and shelter. More importantly, the land had to be prepared to grow enough food for the colony until the Second Fleet brought more supplies from Britain in 1790.

Governor Phillip

Hard times ahead

The local Cadigal people knew where to find an abundance of food around Sydney Cove, but the British discovered that they didn't have the same skills to survive in their new environment. By 1789 food supplies were dangerously low and rations were reduced for everyone. Rats, dingoes, crows, snakes, emus and kangaroos became part of their daily diet. Governor Phillip sent the Sirius to Cape Town to fetch food, but it took seven months for the ship to return. Apart from food problems, they faced other challenges: • The timber was so hard it took six days to cut down one big tree to make a slab hut. Saws and axes broke easily. Few convicts were skilled carpenters. • The First Fleet carried 5,000 bricks and thousands of nails and chisels, but this was not enough to build shelter for everyone. Most of the officers, soldiers and convicts had to live in tents for years. • People’s clothes turned to rags and there was no cloth to make new ones. • Meetings with local Indigenous Australians were not always peaceful.

Help arrives On the 3rd of June 1790 a joyful cry rang out over the colony, "the flag’s up!" Sails could be seen entering the harbour. Governor Phillip rowed out to meet the Lady Juliana, a convict transport of the Second Fleet. The ship brought food supplies and letters from 'Old England'. The colony at last could hear about the French Revolution of 1789, the health of King George III and the loss of the Second Fleet ship, the Guardian, after it hit ice. The Guardian was full of supplies for the colony. The Lady Juliana carried 222 female convicts. Its voyage to Sydney Cove lasted almost 11 months. The other four ships of the Second Fleet arrived in the last week of June 1790. The 1,026 convicts on these ships had not been treated well. Almost 25% of them had died from starvation, disease and brutal treatment.

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Section 3: Departure and Arrival of the First Fleet

Activity

Early Days at Sydney Cove

RRRead the description of the behaviour of the convicts soon after they arrived at Sydney Cove in 1788.

This is a Ready-Ed Publications' book preview. The convicts had been assembled early in the morning, when nine were reported missing. In this situation it was impossible to prevent these people from straggling. Many had visited the French ships in Botany Bay, begging to be taken on board and giving a great deal of trouble.

It was soon found that convicts were hiding at least one-third of their tools and that any sort of work was difficult to get from them. The lack of supervisors made this situation possible. Few of the people put in charge of the convicts chose to make use of their authority to keep the gangs at their labour. Petty thefts among the convicts were complained of frequently. The sailors from the transports, although strictly forbidden and punished, still brought alcohol on shore by night and drunken convicts was often the result. David Collins, the Secretary of the Colony.

RRMake a list of the problems that the convicts caused at the Sydney settlement. • ______________________________ •_______________________________ • ______________________________ •_______________________________ RRStudy the image of these convicts drawn by Felipe Bauza in about 1790. Using the information on page 50 and the image, answer the following questions on the back of this sheet. 1. What kind of work do you think these convicts were given in the colony? 2. Were these convicts treated well? Give a reason for your answer. 3. Do you think the convicts’ clothes were suitable for life in Australia? Dixson Galleries, State Library of NSW – DGD 2

Questions Why was it difficult to build shelter for the first colonists at Port Jackson?

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_______________________________________________________________ Why could living in tents have been a problem in the first colony?

_______________________________________________________________ Section 3: Departure and Arrival of the First Fleet

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A Convict’s Life

This is a Ready-Ed Publications' book preview. By 1792 the three fleets had brought more than 2,000 convicts to build Sydney Town and farm the surrounding land. Governor Phillip had great plans for the colony of New South Wales. He hoped that more free settlers would migrate to the colony and build a new nation. But first, law and order had to be established.

Convicts lived under strict rules and were punished harshly by the military if they were disobedient. Floggings were common. Men, women and juvenile convicts were placed in separate barracks. After the colony began producing more food, convicts were given similar food rations to the military and their families. This was to help them keep up their strength to work. In fact, convicts had a better diet and healthier lifestyle than many working class people back in Britain. Male convict jobs Convict work • Fishermen • Bricklayers Both male and female convicts worked • Farmers • Carpenters from the crack of dawn until sunset. • Shepherds • Stone cutters They stopped for a one hour lunch • Cattle herders • Road builders break. The type of work that convicts did depended on the skills that feMale convict jobs they had. Educated convicts did less • Nurses • Farmers physical work such as keeping records • Servants • Road builders for the Governor and free settlers. • Cooks • Child carers • Dressmakers • Cleaners Rewards for hard work Governor Phillip was disappointed with the attitude of the military guards at Sydney Cove. They weren’t supervising the convicts’ work properly. Several convicts managed to escape and others returned to their life of petty crime. The Governor decided to offer the convicts rewards to motivate them to work hard and become useful citizens again. Some of the rewards for good behaviour were: CONDITIONAL PARDON: convicts were set free, but were not allowed to return to Britain or Ireland. ABSOLUTE PARDON: convicts could return to Britain when they had served their full sentence.

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TICKET-OF-LEAVE: convicts were set free before the end of their sentence. They had to settle in a certain district and could be self-employed or work for others. Ticket-of-Leave convicts could own land. Going to church and appearing before a magistrate from time to time was compulsory.

Section 3: Departure and Arrival of the First Fleet

A Convict's Life 1

Activity

This is a Ready-Ed Publications' book preview. RRRead the poem Old Botany Bay, written by Dame Mary Gilmore.

1. The poem is written as if Botany Bay is talking to us. In your own words explain what Botany Bay is saying.

____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 2. Write another verse for this poem. ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________

Questions

I'm old Botany Bay; stiff in the joints, little to say.

I am he who paved the way, that you might walk at your ease to-day.

I was the conscript sent to hell to make in the desert the living well. I bore the heat, I blazed the trackfurrowed and bloody upon my back. I split the rock; I felled the tree: the nation wasbecause of me. Old Botany Bay taking the sun from day to day â&#x20AC;Ś shame on the mouth that would deny the knotted hands that set us high!

RRRead about a convict's life on page 52.

Do you think that convicts were treated badly? Justify your answer with examples.

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_______________________________________________________________ How did Governor Arthur Phillip try to give convicts 'a fair go' in the colony? _______________________________________________________________ Section 3: Departure and Arrival of the First Fleet

Activity

A Convict's Life 2

RRRead this account about the convict William Buckley (1780-1856). William Buckley was a giant of a man who stood 1.98 metres tall. When he was a soldier, he was wounded in the hand in battle. On leave from the army, William fell in with some bad company. He accepted a roll of cloth he knew had been stolen. He was found guilty of the crime and transported for life to Port Phillip Bay in 1803.

At first William worked hard for David Collins, the commander of the penal settlement. He was a bricklayer on the new public buildings. After three months of good behaviour, Buckley decided to escape from Port William Buckley Phillip with five other convicts.

Wikimedia Commons

This is a Ready-Ed Publications' book preview. One of the runaways returned to the colony because he was starving. He said that the other convicts had died or been lost in the bush. No-one heard from William Buckley again. 32 years later in 1835, Buckley walked into a military post near Melbourne and surrendered to the commander, Mr Wedge. William couldn’t speak English, only gibberish, and was identified by the letters W.B. tattooed on his arm.

RRPut the clues in the right order to solve the mystery of how Buckley survived in the wilds of Victoria for 32 years. Then write your own account on the back of this sheet. Mr Wedge arranged a pardon for me from Lieutenant-Governor George Arthur. I couldn’t remember my mother tongue, but I knew I had to tell someone in authority about the Aborigines’ murderous plans. I ate shellfish, berries and shoots of plants. I hid in a cave. On many occasions I went without food and fresh water. I learned the Wathaurung language, took an Aboriginal wife and built a little hut on the Bream River. I lived there for 32 years. I met some Aborigines carrying a British flag. They were plotting to rob a British ship in the bay and kill the intruders.

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The Wathaurung people found me. They thought I was their dead Elder who had come back to life. They gave me the name Murrangurk and treated me like a member of the clan. 54

Section 3: Departure and Arrival of the First Fleet

This is a Ready-Ed Section 4:Publications' book preview. Indigenous People and Others

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Student Information Page

Captain Cook and Terra Australis

This is a Ready-Ed Publications' book preview. Lieutenant James Cook (see image right) set sail in 1768 from England on a mission for the Royal Society to the islands of Tahiti. His task was to record and observe the movement of the planet Venus as its shadow crossed the Sun.

From Tahiti, James Cook headed west. Cook, who was an excellent cartographer, took the opportunity to map New Zealand, that had been discovered by Abel Tasman in 1642. He was able to confirm that New Zealand had two large islands. His ship, the Endeavour, then turned south-west towards Van Dieman’s Land. On April 19th 1770, Lieutenant Cook spotted the eastern coast of Terra Australis.

Timeline for Cook’s exploration of the east coast April 20th:

The Endeavour sails north along the coast from Port Hicks to a place that Cook names Cape Howe (see map). He describes this place as, “agreeable and promising … with green hills and valleys covered with wood”.

April 23rd:

First sighting of Indigenous Australians near Ulladulla.

April 29th:

Cook anchors in Botany Bay and comes ashore with crew. First contact with Gweagal Aborigines.

Torres Strait Endeavour River

11 June:

The Endeavour runs onto reef in the Great Barrier Reef and is badly damaged. Takes seven weeks to repair the ship at the mouth of the Endeavour River.

23rd August:

Cook sails into the Torres Strait and leaves Australia behind. He declares Terra Australis a British possession and later names it New South Wales.

pacific ocean Moreton Bay

Botany Bay Cape Howe Bass Strait

tasman sea

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New Zealand

Cook’s exploration of the east coast

Section 4: Indigenous People and Others

Activity

Captain Cook and Terra Australis

This is a Ready-Ed Publications' book preview. RRLieutenant Cook was chosen to lead an expedition to explore the Pacific region because he was a man of many skills. What skills or abilities did Lieutenant Cook have?

_ _______________________________________________________________ _ _______________________________________________________________

RRAnnotate the timeline for Cookâ&#x20AC;&#x2122;s exploration of the east coast of Terra Australis in 1770.

RRDiscuss the following question with a partner, then write your ideas in the space below. What do you think the Ulladulla people thought when they saw the Endeavour? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Research RRResearch places, monuments and buildings in the Pacific region that have been named in remembrance of Cookâ&#x20AC;&#x2122;s achievements. Record them below.

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First Contact with the Gweagal

This is a Ready-Ed Publications' book preview. Captain Cook saw signs that people lived along the coast of Terra Australis. On the sandy beaches, he observed canoes and middens of oyster and mussel shells. Smoke from little fires could be seen in the distance. The Endeavour dropped anchor at Sting Ray Harbour (now Botany Bay) on April 29th 1770. Cook wrote in his journal about his first contact with the Gweagal, who lived in this territory

Issac Smith jumped out of the boat to be the first Englishman to set foot on the soil of New South Wales. The few natives who were near ran away, except for two who came forward to oppose the landing. A musket was fired over them, and they returned to where they had left their spears. One native threw a stone at the boat, but it was too far away to do any damage. I fired some small shots at him. He ran off to a small hut nearby, picked up a wooden shield and returned to join his friends for another attack. The nativesâ&#x20AC;&#x2122; spears had a gummy substance on their points, we thought was a poison. Another round of small shots was fired, after that the natives retreated slowly. James Cook

It took many weeks to repair the Endeavour after it ran onto the reef. Joseph Banks and Daniel Solander used this time to learn more about the local people, who were called the Guugu Yimithirr. Slowly, the two groups began to trust one another. On June 19th 1770, ten Aborigines came aboard the ship for a visit. This is Cookâ&#x20AC;&#x2122;s account of what happened

Those who came on board saw our turtle meat and wanted some. They helped themseves to two turtles and dragged them to the gangway, all set to throw them overboard. We stopped them and they became a little troublesome. We did not have any cooked food ready, so I offered them bread to eat. They rejected my offer with scorn and after this they went ashore.... then they all went to a place where some of our people were washing, and where all our nets and a good deal of linen were laid out to dry; here with great determination they again set fire to the grass.

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Section 4: Indigenous People and Others

Activity

First Contact with the Gweagal

This is a Ready-Ed Publications' book preview. RRImagine what the Gweagal people said to one another when they saw Captain Cook and his crew rowing towards the shore. Fill in the speech bubbles.

RRRead Captain Cook’s description of his first contact with the Gweagal people at Botany Bay on page 59. Put the events in the right order. The first one has been done for you. Gweagal man throws a stone at the boat. Cook’s crew think that the spears might have poison tips. The Aborigines prepare for an attack on the Englishmen. Two Aboriginal men threaten Cook’s landing party. Isaac Smith is the first sailor to get out of the boat.

A musket shot is fired over the Aborigines’ heads to scare them away. RRRead Cook's second journal entry on page 59. Discuss the question below first with a partner. Then write your opinion in the space below. Should Captain Cook have shared the turtle meat with the Guugu Yimithirr? _________________________________________________________________

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The Eora and the British

This is a Ready-Ed Publications' book preview. The Eora had lived on the shores and near the rivers of Port Jackson for thousands of years. They lived according to their laws and traditions and managed the natural resources in their territory. When the British colonists arrived at Sydney Cove they fished from the rivers, hunted kangaroos and took plants and seeds for food. They didn't ask permission to take food or settle on Eora land because they didn't think the Eora were the owners of this land and its resources. Governor Phillip wanted to establish friendly relationships with the Eora people and commanded the marines and convicts to treat them well. During his explorations of Port Jackson, Broken Bay and Burramatta (now Parramatta), the Indigenous Australians had given him their help. The Governor was worried because the Eora wouldn’t come near the British campsite. He had heard stories that Indigenous Australians had been killed and harmed. It was not long before clashes broke out between the two groups.

Some of the reasons for the conflict • The Eora shared their resources. When they shared information and food with the colonists, they thought that the British would share their tools, food and animals in return. The British thought that the Eora were stealing when they used their tools or took animals for food. • For the British, land could be bought and owned. They built walls and fences to protect their property. The Eora were used to roaming freely around their territory. • The colonists brought diseases with them, like measles, chicken pox and influenza. Many Eora people died because they were not immune to these diseases.

How life changed for the Eora Many Eora people moved away from the Port Jackson area to escape from the British colonists and the diseases that were spreading in the area. Other Eora groups came to live on the edge of the colony at Sydney Cove. They started to adopt British customs like wearing clothes, smoking pipes of tobacco and drinking alcohol. They gave up their traditional ways of life and depended on colonists to give them food. Some Eora people developed reasonable relationships with the British. Bennelong, an Eora Elder, became friends with Governor Phillip and often dined with him (see image right). Bennelong became an important voice for Indigenous Australians. He even travelled back to Britain with Governor Phillip in 1792 and lived in England for three years. Wikimedia Commons

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Section 4: Indigenous People and Others

Activity

The Eora and the British

This is a Ready-Ed Publications' book preview. RRStudy this drawing of Bennelong by James Neagle (around 1795).

Discuss the following question with a partner then write down your ideas on the back of this sheet. How has the artist shown in this drawing that Bennelong lived in two worlds â&#x20AC;&#x201C; the world of the Eora and the world of the British?

National Library of Australia

RRWhy did Governor Phillip often dine with Bennelong? _________________________________________________________________ _________________________________________________________________ RRWhy did conflicts break out between the Eora and the British colonists? Give reasons from the Eora point of view and the British settler's point of view.

Eora people's

British colonists'

point of view

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Student Information Page

Pemulwuy and the Changing Landscape

This is a Ready-Ed Publications' book preview. The landscape around Port Jackson and Botany Bay began to change as more free settlers and pardoned convicts were granted land for farming. The trees that Arthur Phillip described as coming, “all the way down to the water’s edge,” were being cut down to make way for buildings and garden plots. The clearing of bushland meant that there were fewer animals for the Eora people to hunt and the fruit and medicines that the plants provided were lost. As food was short in the colony, the British began to eat traditional indigenous food such as kangaroos, emus and fish. The sudden increase in population in the area put the Eora people under enormous pressure. Pemulwuy – the warrior Not all Eora people peacefully accepted the British intruders. In 1790 Pemulwuy, from the Eora clan, speared a game-keeper, John McIntyre. McIntyre, who was employed by Governor Phillip, died from his wounds. On his deathbed the gamekeeper confessed that he had only ever fired once at a native and this was in selfdefence. Most people who knew McIntyre’s character doubted that he was telling the truth. It was believed that Pemulwuy had speared McIntyre after Indigenous Australians had been shot and several indigenous women and children had been kidnapped by colonists. Spearing was a traditional indigenous punishment. Governor Phillip sent the military to arrest Pemulwuy, but they were unsuccessful. Pemulwuy could be identified by a blemish in his eye and a bruised foot that had been clubbed. Between 1790 and 1802 Pemulwuy led raids against colonists and their farms in the Parramatta, Prospect and Rouse Hill areas. Indigenous Australians burned down houses and crops and drove cattle away. Pemulwuy and other Eora clan members were even so daring as to attack within a few kilometres of Sydney Town itself. The British were so worried about the growing indigenous resistance that Governor Hunter in 1794 considered it unwise for colonists to move further into Eora territory near the Hawkesbury River. To punish Pemulwuy for his raids, troops captured and killed six Eora people and took others as prisoners. Despite this punishment, Eora raids and British retaliations continued for another decade. Governor King ordered Pemulwuy to be captured in 1801 – dead or alive. Pemulwuy was shot and killed in an ambush in 1802. King sent a message and Pemulwuy’s head to England, “the Eora are now more friendly than ever.” However, Tedbury, Pemulwuy’s son, carried out raids against the British for eight more years.

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Only known image of Pemulwuy by S. J. Neele 1804

Courtesy of the Dixson Library, State Library of NSW – Call number: DL Q80/18

Section 4: Indigenous People and Others

Activity

Pemulwuy and the Changing Landscape

This is a Ready-Ed Publications' book preview. Mitchell Library, State Library of NSW – DL Q80/18

RRStudy the painting of Sydney Harbour by John Eyre in 1810.

RRUsing the information on page 62 and Eyre’s painting, describe the ways in which Sydney Harbour changed in the 20 years after the arrival of the First Fleet. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ RRWhat effects did these changes to the natural landscape of the Sydney area have on the lives of the Eora? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Wanted RROn the back of this sheet, design the “WANTED” notice for Pemulwuy, issued by Governor King on May 1st 1801. The notice should contain the following information: • a description of Pemulwuy; • locations of the raids; • the reasons for Pemulwuy’s • reward offered (convicts would capture; receive a pardon and free settlers, 20 gallons of alcohol and two suits • how to collect the reward; of new clothes).

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Asian Neighbours

This is a Ready-Ed Publications' Visitors from the Celebes book preview. Strait

Equator

Borneo

Palu Celebes

Makass ar

For hundreds of years, the Yolngu people of Arunu Bay would look forward to seeing the sails of Java Macassan fishermen on the horizon Flores Arafura Sea each December. The Macassans Arunu Bay Timor N came from the Celebes (now called Gulf of Arnhem Land Carpentaria Sulawesi). The fishermen would Indian Ocean AUSTRALIA leave their home in Palu 1,700 King Sound kilometres away and navigate their way to Arunu Bay and other beaches along the coast of northern Australia (see the map above). They came ashore and stayed for four months during the wet season, living with Indigenous Australians. New Guinea

Trading trepang The Macassans sailed in wooden boats called sea cucumber praus. They came to collect trepang, also called sea cucumbers, from the warm waters. The fishermen took the trepang back to Timor and Java and traded it with the Chinese for silk and tea. The Chinese placed a high value on this marine creature and used it in cooking and traditional medicines. The Macassans collected large amounts of trepang and preserved it for the journey home by drying it. During this time, the Yolngu traded with their guests and they learned about each otherâ&#x20AC;&#x2122;s cultures. Occasionally, Indigenous Australians sailed away with the trepangers to visit other places in the region and returned the following year. Cave and bark paintings from Arnhem Land show images of monkeys that Indigenous Australian travellers might have first seen on an Indonesian island.

What did the Yolngu and Macassan fishermen trade? The Yolngu received: spear heads, metal axes and knives, jade and glass trinkets, tobacco, cloth, rice, new technology to build dug-out canoes

The Macassans received: trepang, pearls, turtle-shell, pearl-shell, timber

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Section 4: Indigenous People and Others

Activity

Asian Neighbours

This is a Ready-Ed Publications' book preview.  Use the information on page 64 to help you complete the tasks on this page. 1. Draw and label three more things that the Macassan fishermen traded with the Yolngu for trepang.

2. In your opinion, did the Yolngu receive a fair trade for the trepang?

_ ______________________________________________________________

3. How do we know that trepang was important to the Chinese?

_ ______________________________________________________________

4. The Yolngu and trepangers generally got on together very well. However, at times there were disagreements between the two groups. Think of two situations which might cause the Yolngu and their visitors to quarrel.

•_______________________________________________________________

_ ______________________________________________________________

•_______________________________________________________________

_ ______________________________________________________________

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Answers p.7

1. Suggested answers: Indigenous Australians came from across the sea to Australia. / Djankawu travelled with his two sisters. / They walked across the country following rain clouds. / When they needed water, they used digging sticks. 2. They followed the morning star (Venus). 3. Suggested answers: rafts and canoes could sink in storms / difficult to control direction / couldn’t store much food or water on board / little protection from rain, hot sun. Timeline: 150,000 years: people started moving out of Africa. 50,000 years: people used land bridges to arrive in Australia. 20,000 years: sea level rose, land bridges disappeared cutting off Australia and Tasmania.

p.25

1. People moved to new locations and needed new words to describe their home and life, groups were separated and lost contact. 2. To maintain friendly relationships for trade and marriages. 3. Artwork, body language and gestures.

This is a Ready-Ed Publications' book preview. p.9

1. The lakes and forests provided food and fresh water. 2. Lakes began to dry up and the climate became warmer. 3. Indigenous people used flaked stone to hunt and cut meat / bones were used as hunting tools / the dead were painted in ochre and cremated / footprints reveal height and speed of travelling people.

p.11

1. Climate became drier and warmer so megafauna food died out / megafauna were hunted by Indigenous Australians. 2. Fact file points to include: weight 240 kg, height 2m, short snout, long fingers, long feet, herbivore. 3. Stars predicted seasonal events which helped to find food.

p.13

1. Answers could include: fishing in the lake / making camp fires / children playing games together / women cooking / making flour using a grindstone / making tools or musical instruments. 2. Suggested answers: a lake nearby for fresh water and fishing / trees for shade and to collect seeds / flowers and birds’ eggs / plenty of dry wood and bark to make fires and artefacts. Foods around the campsite Foods gathered: honeycombs, birds’ eggs, berries, wattle seeds, yams, lilies, mussels, moths, macadamia nuts, flowers, grubs. Foods hunted: possums, frogs, pigeons, echidnas, wallabies, goannas, fish, cockatoos, ducks.

p.14

Suggested answers: A. Carrying food / water / a baby. B. Making fires / making music. C. Trapping fish / making a small dam to store water. D. Netting small reptiles / insects / fish.

p.18

1. The world was created by the spirits of ancestors, who formed the land and all its features. 2. The ancestors passed on important information about how to survive and look after the environment. 3. Hazards and dangers: floods / bushfires / droughts / poisonous snakes / dangerous animals (crocodiles, sharks).

p.29

Suggested answers: sharing food and resources and not being greedy / taking responsibility for your mistakes / not being boastful and stubborn.

p.31

Contributions to the nation: bush food knowledge / bush medicines / indigenous trackers and guides / knowledge of indigenous culture and places – a sense of belonging. Plants: eating a variety of fresh seasonal uncooked plants to stay healthy / using plants as medicines and remedies. Tea tree properties: antiseptic / relief for coughs and colds / treatment for pimples and dandruff / treatment for aquarium fish.

p.34

Spices: cinnamon / tumeric / star anise / ginger / mace / cloves / pepper / nutmeg. Questions: -Spices were valuable because they prevented food from spoiling and making people sick. -European nations wanted to discover new lands that could provide riches such as gold and spices. The kings and queens wanted to build empires in distant places to spread Christianity and their cultures. -Found in warm areas in the Tropics (Asia, Africa and South America).

p.36

-Columbus sailed away from the African coastline into the open seas. People believed that the Earth was flat and sailors would disappear off the edge of the world. -Columbus sent sailors to find the “Emperor of China". Columbus' Journal: The Spanish gave: red caps / beads / bells. The Indians gave: parrots / darts / skeins of thread.

p.38

Questions: - The Portuguese had poor quality goods to trade / the Muslims thought they were pirates. - There were Muslim Sultans ruling important ports on the African coast. / The Muslims had a thriving spice trade in the area. - The Portuguese opened up a trade route with India, which brought spices, gold and precious gems to Portugal. / Portugal was able to establish a colony in Goa.

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1. A totem name is connected to the place where the family lives or an event close to the baby’s birth. 2. The totem is not eaten and images of the totem appear on a person’s artefacts. People with the same totem share a special bond.

p.27

p.41

Pros and Cons: Advantages: more jobs / improved transport systems. Disadvantages: dirty, unsafe working conditions / low pay / growth of slums / child labour.

p.54 Sequence: 3, 6, 4, 5, 2, 1

p.57 Cook was a navigator, cartographer, ship’s commander and astronomer. Timeline 20th April - Cook sights east coast of Australia at Port Hicks. 23rd April - His first sighting of Indigenous Australians at Ulladulla. 29th April - Cook anchors at Botony Bay. His first meeting with the Gweagal people. 11th June - Cook sails north. The Endeavour is damaged on reef near the Endeavour River. 23rd August - Cook sails home through the Torres Strait. Claims Terra Australis for Britain.

This is a Ready-Ed Publications' book preview. p.43

Questions - Male + female convicts = 772. - Marines' wives + children = 46. - Marines worked on the ships and were going to guard the convicts in the colony.

p.45

- Orphan, with a hard life / no schooling / worked as a chimney sweep occasionally / stole for a living / joined a gang of thieves. 1. Stealing goods worth more than 5 shillings / breaking into a house. 2. Capital punishment, usually by hanging. 3. The judge felt pity for John because of his age.

p.47

Sequence: 3, 6, 5, 2, 1, 4

p.61 Portsmouth

Tenerife

Cape Town Rio de Janeiro

Botany Bay Van Dieman's Land

1. 20th May 2. 3rd June 3. 13th Oct 4. 20th May 5. 5th August 6. 25th Nov 7. 5th July 8. 13th Oct. Problems during the voyage: 1,2,4,6,7,8

p.49

1. The soil was not fertile and constantly needed manure. 2. In large quantities: melons, cucumbers, pumpkins (possibly grapes). 3. Good quality, “will equal those of any other country” / “an essential article of luxury at European tables”.

p.51

Problems: convicts wandered away from supervisors / tried to escape by boarding ships in the bay (caused trouble) / hid tools to avoid work /stole from one another / got drunk and couldn’t work. Note: this sketch of the couple presents an image of well-fed, reasonably dressed convicts. They are most likely engaged in domestic chores, not hard labour. Clothes were issued on a limited basis (one set per year) and were probably not suitable for the various seasons. Questions: Lack of skilled carpenters / hardwood trees / inadequate tools. Did not provide much protection in extreme weather / easy for convicts to escape from.

p.53

p.59 Eora world: weapons / clan artefacts / tools used in daily life. British world: clothes of the epoch / hair cut and sideburns. Suggested answers: Phillip and Bennelong had built a strong friendship / Phillip wanted to hear the views of the Eora / Phillip used Bennelong to communicate his ideas to the Eora / Bennelong was curious about British customs. Eora’s point of view: loss of natural resources / occupation of territory / diseases brought by settlers / not understanding the notion of private property / introduction of alcohol to the culture / mistreatment of Aborigines / didn’t understand British values and attitudes British point of view: Aborigines did not farm the land so the British thought that they had a right to take it / Eora did not understand fences around private property / Eora took animals and tools from the colonisers / some Eora attacked the colonisers in retaliation for mistreatment / didn’t understand Eora values and attitudes.

p.63

Suggested answers: foreshores had been cleared to build docks and warehouses on harbour / trees have been cleared for buildings and agriculture / sailing ships dominate the harbour. Effects: the animals the Eora hunted would have moved to more forested areas / fishing grounds would have been disturbed / loss of trees meant loss of fruit and bush medicines / sacred sites would have been destroyed or trespassed on / indigenous people forced out of traditional lands.

p.65

3. The Chinese travelled to Java and Timor to trade for the trepang / the Chinese traded expensive things like silk cloth and tea for the trepang / the Chinese ate the trepang as a medicine and important part of their diet. 4. Suggested answers: the Malay fishermen might have taken Yolngu food without asking / the Malays might not have brought trading goods that the Yolngu wanted or liked / the Malays might have tried to take Yolngu women away with them.

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Questions: Phillip established a pardon system to motivate convicts to turn over a new leaf and contribute to the colony.

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