Humanities+-+History

__**THE FIRST AUSTRALIANS**__
= =

__**Glossary Words:**__
__**Anthropologist**__ - A social scientist who studies different societies and cultures of the world __**Archaeologist**__ - A scientist who studies the material remains of societies such as bones, fossils and artifacts. __**Clan**__ - A smaller part of a language group. __**Elders**__ - The older men and women respected for their wisdom and knowledge of customs and culture in their group. __**Indigenous**__ - The original people of a region or country. __**Dreaming**__ - Stories that have been handed down through the generations which describe the Indigenous Australians traditional beliefs. __**Nomadic hunting and gathering**__ - Moving from place to place in search of animals and plants for food and other needs, __**Prehistory**__ - The time before written records were made. __**Convict**__ - a person imprisoned for a crime. __**Initiation**__ - A ceremony in traditional Indigenous culture in which a boy becomes a man. __**Penal colony**__ - a settlement for convicts. __**Exploit**__ - to use or take advantage of a person or resource for your own benefit. __**Immunity**__ - the body's biological resources and ability to fight disease. __**Pioneer**__ - One of the first people to occupy and settle in a new land. __**Genocide**__ - the deliberate destruction or killing of a cultural or people group. __**Assimilation**__ - A smaller ethnic group is required to become part of a more dominant culture and live and behave in the same way as the dominant culture. __**terra nullius**__ - "nobody's land." Land that is not owned by anyone and can be taken without permission. __**Invasion**__ - A warlike or hostile act into the domain or possessions of another group with the intent to conquer or possess. __**Settlement**__ - Establishing a life or a colony in a new region or country.

__**Activity 1**.__ Discuss what is an apology. Write a short response in your exercise book.

__**Activity 2**.__ Read pages 2 and 3 in Humanities Alive 3. Answer questions 1 to 4 in full sentences in your exercise books.

__**Activity 3**.__ View the National Apology (see link) delivered by Kevin Rudd, Australia's Labour Prime Minister in 2008, on 13 February, 2008.

[|National Apology Kevin Rudd.mp4]
__**Activity 4.**__ Construct a two column table in your exercise book and list dot points from the video and class discussion in response to the two questions below: What is the Government apologising for? What is the Government promising for the future?


 * ** NATIONAL APOLOGY, KEVIN RUDD, 13 FEBRUARY 2008 ** ||
 * //** What is the government apologising for? **// || //** What is the government promising for the future? **// ||
 * * For the past mistreatment of Aborigines.
 * The laws and policies of past governments that have inflicted grief, pain and loss on Aboriginal Australians.
 * The removal of Aboriginal and Torres Strait Islander children from their families, communities and country – ‘Stolen Generation’.
 * Pain and suffering of families and descendants of the Stolen Generation.
 * The breaking up of communities.
 * Indignity and degradation inflicted on Aboriginal people. || * Committing to a future that embraces all Australians and a healing of the nation.
 * The injustices of the past must never happen again.
 * To close the gap in life expectancy, education and economic opportunities between Indigenous and non-Indigenous Australians.
 * A future based on mutual respect, resolve and responsibility.
 * Equality for all Australians
 * Embrace a true spirit of reconciliation ||

__**Activity 1**.__ View the PowerPoint Presentation for an introduction to the two perspectives on how Indigenous Australians came to be in Australia.

[[file:Indigenous Australians.pptx]]
There are two perspectives as to how Indigenous Australians came to be in Australia :
 * **The Scientific Perspective** - Australia's Indigenous people came from lands to the north, possibly as far away as Africa, through South East Asia, across land bridges and shallow seas when the sea levels were lower.
 * **The Dreamtime** - the Dreaming Stories speak of Australia's Indigenous people being created by spirits at thye same time as the landscape and all living things.

__**Activity 2. Aboriginal Migration Map (The Scientific Perspective).**__
 * Refer to Source 1 on page 4 of Humanities Alive 3.
 * Complete a migration map using the black line master of South East Asia.

[|Aboriginal Migration Map.docx]

 * **Label the following features**: Indian Ocean, Pacific Ocean, Torres Strait, Coral Sea, Australia, Indonesia, New Guinea, Solomon Islands, Lake Mungo, Keilor.
 * **Include on your map and in your key:** land above sea level 18,000BC, land above sea level at present, possible migration routes, major site of Aboriginal remains.
 * Give your map a title and make sure you have completed all BOLTSS.


 * __Activity 3__.** Answer questions 1 to 4 on page 5 in Humanities Alive 3. Answer in full sentences in you exercise books.

__**Activity 1.**__ View some Aboriginal Dreaming Stories on the following link.

__**Activity 2. Aboriginal Dreaming Assessment Task.**__ The Aboriginal Dreaming Stories demonstrate a belief in a powerful creative diety (a god or spirit) and are attempts to answer questions which all people ask about their origins. According to Aboriginal Dreaming Stories, Australia's Indigenous people were created by spirits at the same time as the landscape and all living things.

You are to write a creation story about an Australian landform, animal or food. These can include but are not limited to: Yarra River, Dandenong Creek, Port Phillip Bay, Phillip Island, the 12 apostles, Uluru, Sydney Harbour, Koala, Blue Tongued Lizard, Kangaroo, Ring-tailed Possum, Fish, Witchetty Grubs, Snake, Bush Plums.

Your Task:
 * Write a draft creation story of 300 - 400 words.
 * Use Aboriginal art symbols and their meanings to find out which symbols collaborate with your story. Use the link below.

[]

 * Stencil out a boomerang shape on the brown poster paper provided.
 * Write out your edited story on one side of the boomerang.
 * Illustrate your story with the art symbols on the other side of the boomerang.

Your boomerang needs to be as original as it can be. Remember that Dreaming Stories teach an important moral or lesson as well as explain how people, animals and landforms came to be.

__**Aboriginal Dreaming Assessment Task - Marking Criteria: Total Marks / 15**__


 * Creation Story - Edited draft of story in exercise books: 1 2 3 4 5**
 * Art symbols and icons collaborate with my story: 1 2 3 4 5**
 * Overall presentation of the boomerang: 1 2 3 4 5**

__** Activity 1. **__ Read and discuss pages 8 to 11 in Humanities Alive 3. Answer questions 1 to 4 on page 11 in your exercise books.

__** Activity 1. **__ In your table teams, look at the following source documents from Humanities Alive 3 and write a list of all the types of technology that you can identify:

 * ====== A View of Sydney Cove, 1804, page 3 ======
 * Source 2, Aborigines using fire to hunt kangaroos, 1820, page 6
 * Source 1, Colour lithograph, 1872, page 8
 * Source 3, First Government House, 1807, page 10
 * Source 2, Mounted Police and blacks, 1852, page 17


 * __Activity 2.__ ** Identify with two different coloured highlighters, which technologies were used by Aborigines and which were used by European settlers . Create a two column table in your exercise books, listing the technologies used by Aborigines and European settlers. Which technologies might have been used by both? Can you identify any other technologies used by Indigenous Australians or European settlers?


 * ** Technologies used by Indigenous Australians ** || **Technologies used by European Settlers** ||
 * * ** Boomerang and clubs ** made from sheoak – hunting, ceremonial.
 * Plant fibres for making **string, rope, weaving baskets and nets.**
 * ** Sharp shells and rocks ** for cutting and scaping – obsidian and quartz.
 * ** Digging sticks. **
 * Paperbark and wood for **containers, bowls (coolamons) and mats**
 * ** Spear throwers (woomeras) and shields ** made from hard dense wood such as wattle trees.
 * ** Fire ** – light, cooking, driving game towards hunters, burning off grassland to encourage new growth, heating tree resins, hardening wood, fire sticks.
 * ** Bullroarers ** – announcing ceremonies and warding off evil spirits
 * ** Resins ** – as a glue or sticking agent
 * ** Plant medicines ** –tea-tree, eucalyptus, boronias, mint bush.
 * ** Animal skins ** – clothing, blankets.
 * ** Canoes ** dug out from tree trunks. || * ** Guns and gunpowder ** – hunting and defence
 * ** Metal ** – nails, hinges, knives, swords, saws, chains, anchors, cooking pots.
 * ** Woven cloth ** – clothing, blankets, sails on ships – cotton, flax, wool.
 * ** Leather ** – shoes, belts, straps.
 * ** Fire ** – cooking, light, metalwork
 * ** Oil ** - lights
 * ** Ships ** – transport, wind powered sails, tar for waterproofing.
 * ** Row boats and oars **.
 * ** Wheels ** – transport and pullies.
 * ** Domesticated work animals and basic machines ** – horses, carts, treadmills, spinning wheels.
 * ** Basic tools ** – knives, spoons, metal and wooden containers, axes, saws, hammers and nails, picks, chisels, spades.
 * ** Mudbricks ** – housing
 * ** Basic furniture ** – chairs, tables, beds
 * ** Basic medicines ** . ||

__**Activity 3**.__ Compare your lists of technology used by Indigenous Australians and European settlers and answer the following question in a short paragraph:
 * ** How did technology enable the European settlers to succeed in their goal of claiming Australia for themselves and the British Empire and becoming the dominant cultural group? Give examples from the source documents to support your answer. **

__ **Additional Reading about Aboriginal technology.** __

__**Activity 1.**__ View the following PowerPoint Presentation on the impact of settlement on the Indigenous people of Australia.

[[file:Impact of European Settlement-1.pptx]]
__**Activity 2. Jigsaw Research Activity.**__

Describe the impact of Europeans on Indigenous Australians by completing the questions in the Aboriginal flag-shaped jigsaw template below. In table teams of four people, each person should answer the questions in one piece of the jigsaw. Each group member will then share their information with the rest of their table team to complete all rectangles in the jigsaw. Use the reference pages from Humanities Alive 3 to answer the questions:
 * Question 1- Deadly Diseases and Question 2 - Native Troopers, pages 12, 13
 * Question 3 - Genocide and Massacre, pages 16, 17, 18
 * Question 4 - Indigenous Resistance, pages 14, 15
 * Question 5, Aboriginal Reserves, pages 22, 23

The Jigsaw Research Template can be printed from the link below. Photocopy onto A3 size for easier writing.