Early Settlement and Indigenous Conflict

What positives were achieved by the British during the expansion of the colony?

Revisit last weeks slides, and compare slide 12 and 17 – the experiences of convicts and early settlers. Discuss the struggles: What would the consequences have been if these things went wrong? How could they be overcome? Was there help available?

  • shelter
  • food
  • supplies
  • isolation
  • discipline

Which voice has been ignored or neglected in these versions of history? Compare, and consider the key issues:

Discuss our immediate local history, with a focus on the Appin Masacre (if there’s time, look at Campbelltown’s 2016 art exhibit ‘With Secrecy and Despatch’):

Brainstorm and compare two possible responses to this conflict – peaceful versus aggressive.

Your task:

  1. Read and respond to the biography for either Pemulwuy or Bennelong (you can work in pairs or in a group with a teacher).
  2. Pair with someone who learned about the other person, and share the most important and/or interesting facts about them.
  3. Complete a Venn diagram to compare the two, and write a paragraph together summarising your findings.

Book Week Parade 2018

First Fleet Inspired Ships

Part 1 – Create the 2 watercolour backgrounds

Blue ocean waves:

  • Use one A4 paper, and work fast! You want the paper to stay moist throughout the process, without getting soggy. Put your name on the back before you start.
  • Brush the whole page lightly with water
  • Use a combination of light and dark blue paints (slightly thinned with water) and paint them onto the page in a swirly pattern
  • While wet, sprinkle the page with salt unevenly for a cool effect

Sunset sky:

  • Use the top 1/2-2/3 of an A3 paper in portrait (up and down) orientation. Again, you’ll need to work fast and moist, with your name on the back first. Keep in mind that the bottom part of the paper will be covered up with torn strips of waves later, once everything is dry.
  • Lightly brush the page with water. Start with the lightest, brightest colour (probably yellow) and paint a wide stripe around the horizon (where the sea and sky will meet.
  • Get your next lightest colour (probably orange) and paint another wide stripe above the first. Make a smooth join between the stripes by overlapping both colours, and using the water to help you blend.
  • Repeat, working up the page adding wide stripes of colour, and then blending until you reach your darkest colour at the top of the page, furthest away from the setting sun at the horizon.

Part 2 – Create the ship, and assembly the parts

  • Use a piece of A4 paper to follow the video tutorial and draw your own ship. Make it big! Don’t worry about the rope lines, as you’ll be cutting the ship out later.
  • Colour and decorate.
  • Cut out the ship. You may need to cut parts out separately and re-assemble them when you stick them together. That’s totally fine and much easier than trying to cut around every awkward shape.
  • Roughly tear the blue ocean into wavey strips. Lay out the strips to cover the white part of your sunset background. Tuck your ship into location, being sure to overlap a blue strip over the bottom line of the ship.
  • Stick it all together.
  • Draw on any rope lines or unclear details – consider if you need to use a black outline to make it ‘pop’.
  • Trim and mount your artwork

The First Fleet

In 1770, the British Government sent Captain Cook to look for the Great South Land that was believed to exist somewhere in the Pacific Ocean. His orders were that, if it was uninhabited, he should claim it, but if there were people living there he should take possession of those parts of the country that the inhabitants agreed to. Even though Cook encountered Aboriginal people, he claimed the east coast of Australia as a British possession as if the country was uninhabited or terra nullius. This decision was based on a different understanding of land management. Because he saw no fences or other features that indicated land management in European terms, Cook assumed that the land was unused. As a result, Aboriginal peoples did not have the rights to which other conquered people were entitled to under European law at the time.

Watch ABC video describing life in Britain during the 1700s, discuss :

  • What was life like in Britain during the late 1700s?
  • Why were there so many convicts in cities like London?
  • What did the government decide to do with all the convicts?

Task: create a sensory diamante poem about what life would have been like in London at this time, or on the ships during transportation, or ‘life as a convict’ journal entries

  • How many ships made up the First Fleet?
  • Who travelled with the First Fleet?
  • What was transportation’ and why was Australia chosen as a place to transport convicts?

Your task: use this PowerPoint as a guide to identify key dates and events from the First Fleet’s journey to Australia. Add them to the class timeline.

On Wednesday, you’ll be using this website on your own in the computer lab. So pay attention while we practice as a class! Identify the names of the convict ships in the first fleet, then use http://firstfleet.uow.edu.au database to discover:

  • How many convicts on the first fleet?
  • How many sailors, marines, and officers sailed with them?
  • Identify specific convicts by name, age, ship transported on, crime, number of years sentenced to transportation, other relevant information

 

What do you think it was like when the European’s arrived and made first contact with the Australian Aboriginal people? Consider positive and negative, and how the same events would appear differently from each group’s perspective.

Maths – converting measurement units

The Search for Australia

  • What motivated people from the fifteenth century to explore?
  • What risks did the early explorers take in the hope of discovering new places?
  • Why do people still explore today?

  • What’s wrong with this map? Why?

Your task – read your information sheet and answer the questions about the key pieces of information, then report back ‘jigsaw’ style.

  1. Chinese exploration of the great south land
  2. Terra Australia Incognita – Portuguese exploration
  3. Dutch discover Australia – Willem Jansz
  4. Dutch discover Australia – Dirk Hartog
  5. Dutch discover Australia – Abel Tasman

Visual Art Elements

Follow the instructions at TinyArtRoom to complete an artwork inspired by this:

Australia’s Original Inhabitants

Did you know that Australia has always been multicultural, even before Europeans arrived? There are suspected to have been over 500 different language groups or nations across the Australian continent, dating back to between 50,00 and 100,000 years ago! Use the Aboriginal language map and try to find our location.

Over thousands of years of careful observation, Aboriginal people acquired an intimate knowledge of physical features of the land, animals, plants and people, and their interconnectedness. They managed the environment according to ancient laws and customs. Locally developed practices, such as construction of fish traps in rivers and the use of fire to increase new growth, increased biodiversity and maintained the food supply for small and sustainable populations of Aboriginal peoples throughout Australia.

The Dreamtime or Dreaming was when Aboriginal creators lived on the earth and formed the landforms, animals and plant life, as well as the time of laying down of the law. The Dreaming is the continuation of the life cycle, living under the law, and continues even today. As the world changes, the Dreaming continues. Underpinning and strengthening Aboriginal culture is the strong spiritual and physical connection that Aboriginal people have with the land (sometimes known as “Country”).

Your job today is to read and highlight your information sheet, and complete the following activities:

  • Group 1 – Timeline of Aboriginal and European activity in Australia
  • Group 2 – Aboriginal language and cultural area map
  • Group 3 – Traditional foods and hunting methods (posters)
  • Group 4 – Our local peoples (Venn diagram)

Term 3 homework

Welcome back to a new term! Term 3 homework pages are now uploaded for those who like to print at home. As always, homework will start from week 1 (this week) ready to hand in and mark together on Friday morning.

Climate Skeptics

Not everybody agrees that climate change is happening; or that is is affected by human activities. What reasons would people have to disagree with all the scientific evidence supporting climate change theories? It’s okay to have different views on some things (beliefs, religions, politics, opinions), but is it possible to have different beliefs about Science?

97% of scientists agree that climate change is real. Below are some reasons climate skeptics give for their opinions. Why are they weak arguments?

Watch the following video and consider, is climate change a problem for now, or a problem for the future?

Some people accuse climate change skeptics of “burying their head in the sand” because they don’t want to believe what the evidence tells them, or because they don’t want to make the changes required to fix the problem. In 2014, protesters at Bondi Beach tried to send a message to the Prime Minister – what message would that have been?

Others create memes online to try and make their points in memorable ways. Look at a few and discuss what their message is, and how they have portrayed that message. Then look at some infographics on other topics. Your job is to create your own images and text to convince a skeptic that climate change is real. Some tips to help you:

  • Make your point clear and memorable – consider shock value, humour (sarcasm, irony), images
  • Provide tangible proof that can’t be argued with
  • Address objections with greater knowledge
  • Make the connections personal
  • Be confident, but also respectful and polite!