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Containing a wide selection of stimulating activities this book will support students as they actively investigate the diversity and longevity of Australia’s first peoples. Students will examine connections to Country and Place, and the implications for daily lives. They will investigate contacts between Indigenous Australians and outside cultures, including the Macassans, the Dutch and the British, and explore the effects of these contacts. Special features: • 45 photocopiable pages • ready-to-use activities built around the Australian Curriculum History topic ‘First Contacts’ • links on every page to both Gardner’s Multiple Intelligences and Bloom’s Taxonomy of Thinking Skills • covers the skills of the Australian Curriculum.
Citation preview
Samantha Frappell
Activities to switch on thinking skills!Activities to switch on thinking skills!
45 photocopiable pages
ages
8-10
www.macmillan.com.au
Thinking Themes is a practical series packed with exciting, ready-to-use activities for popular Curriculum topics. Every activity is cross-referenced to Howard Gardner’s Multiple Intelligences and to Bloom’s Taxonomy of thinking skills.
Use the activities as a learning centre, or add them to an inquiry unit. However you use the series, it will enable you to:• consciouslyandsystematicallyincorporate
thinking skills into your program• ensurethatyourstudentsworkacrossthe
intelligences as active investigators• covertheskillsoftheAustralianCurriculum.
About the cover . . .
About the author
Dr Samantha Frappell is an author, historian and teacher with a PhD in AustralianHistory.Shehaswrittennumeroushistorybooksforstudents,ranging from primary to senior secondary school level.
Macassan prau, Indonesia
Vaulted shelter with
triple ridge-pole, ArnhemLand
Wooden spearhead,
Pilbara region
Stone spearhead, Kimberley region
Returning boomerang, south-eastern
Australia
Fire, used in all parts of
Australia
Colonial ship, Europe
Basket for carrying food or catching small
fish, Queensland rainforest
Double outrigger canoe, northern Queensland
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Samantha Frappell
ages
8-10
Activities to switch on thinking skills!
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First published in 2012 by
MACMILLAN EDUCATION AUSTRALIA PTY LTD15–19 Claremont Street, South Yarra, Vic 3141
Visit our website at www.macmillan.com.au
Associated companies and representatives throughout the world.
Copyright © Samantha Frappell/Macmillan Education Australia 2012Thinking Themes: First Contacts Ages 8–10
ISBN 978 1 4202 9919 9Publisher: Sharon DalgleishManaging editor: Janne GalbraithEditor: Sarah PayneProduction controller: Janine BidermanDesign and illustrations: Nice Stuff
Printed in Australia by BIGPRINT TYPO, South Melbourne
Copying of this work by educational institutions or teachersYou may reproduce pages within this book in accordance with the Australian Copyright Act 1968 (the Act) and provided the educational institution (or body that administers it) has given a remuneration notice to the Copyright Agency Limited (CAL) under the Act.
For details of the CAL licence for educational institutions, contact:Copyright Agency LimitedLevel 15, 233 Castlereagh StreetSydney NSW 2000Telephone: (02) 9394 7600Facsimile: (02) 9394 7601Email: [email protected]
Reproduction and communication for other purposesExcept as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review), no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher.
AcknowledgementsPage 34 Based on extract from Endeavour Journal, Sir Joseph Banks. Mitchell Library, State Library of
NSW. ML Safe 1 /13Page 42 First quote: Based on extract from Watkin Tench, Journal, 1793: 61, quoting Maugoran, a
Burramattagal elder speaking through his daughter BoorongPage 42 Second quote: Based on extract from John Hunter, Journal, 1793: 468–9, quoting Gov. Arthur
Phillip.Page 46 Source: Australian Bureau of Statistics, 1994, “Statistics on the Indigenous People of Australia”
in 1994 Year Book Australia cat. no. 1301.0, ABS, Canberra; Australian Bureau of Statistic, 2008, Australian Historical Population Statistics cat. no. 3105.0.65.001, ABS, Canberra
TT_First_Contacts_text.indd 2 11/07/12 12:38 PM
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Australia’s first 4 peoples
Daily lives 11
Connection to place 18and country
Contacts before 28 1788
European contacts 35
Impacts 41
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4 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name DateTask 1
Use the internet or your school library to find out how many different nations there were in Australia in 1788.
Number of nations _____________________________________________________________________________________________________________________
Write the names of 10 Aboriginal nations.
IntelligenceLogical-mathematical
Thinking skillRemembering
Australia’s first peoples
Use the internet or your school library to find out how many different Aboriginal languages were spoken in Australia in 1788.
Number of languages _______________________________________________________________________________________________________________
Write the names of 10 Aboriginal languages.
Find a map of Australia that shows all of the Aboriginal nations. Print out or photocopy the map and glue it on to the back of this page.
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5Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date Task 2
Australia’s first peoplesWhere is your school?
Write the name of the suburb or town and state.
_________________________________________________________________________________________________________________________________________________________
Now, write the name of the Aboriginal nation where your school is located.
_________________________________________________________________________________________________________________________________________________________
What main language or language groups are associated with this nation?
_________________________________________________________________________________________________________________________________________________________
What are some of the native animals found in this country?
IntelligenceIntrapersonal
Thinking skillRemembering
What are some of the native plants found in this country?
On the back of this page, draw a picture of one of the native animals found in this nation.
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6 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Where is the site located?
What items were found there?
When were the items made?
Who made the items?
How were the items made?
Devil’s Lair is an important Aboriginal site in Western Australia.
Use the internet or your school library to find out about Devil’s Lair and complete the following information.
IntelligenceVerbal-linguistic
Thinking skillUnderstanding
Task 3
Australia’s first peoples
Now, imagine you are one of the archaeologists working on the original Devil’s Lair excavation in 1973. Write a report about what you find. Draw a picture of one of the artefacts to illustrate your report.
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7Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Site
Malakunanja
Carpenter’s Gap rock shelter
Devil’s Lair
Beginners Luck cave
Ngarrabullgan cave
Lake Mungo
Koonalda Cave
Cloggs Cave
State or territory Date of site
Did you know? An artefact is an object made
by humans in the past.
Did you know? An archaeologist is a person who studies ancient cultures.
Archaeologists have discovered a lot of evidence that Aboriginal people have lived in Australia for a long, long time. This evidence includes rock art, tools, camp fires, footprints and skeletons that date back tens of thousands of years.
IntelligenceLogical-mathematical
Thinking skillUnderstanding
Task 4
Australia’s first peoples
Choose one of the sites. Draw and label pictures of some of the artefacts found at that site.
Use the internet or your school library to complete the table of evidence of Aboriginal occupation.
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8 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Where Lake Mungo is located
What you can see
What you can learn about Aboriginal Australia
Why the Lake Mungo site is important
Title page Page 1 Page 2 Page 3
IntelligenceVerbal-linguistic
Thinking skillApplying
Task 5
Australia’s first peoples
Create a brochure to encourage people to visit Lake Mungo.
Your brochure should consist of a single piece of A4 paper folded in half to make a booklet. The front page will be the title page. Your information and pictures will go on the other pages. Use the boxes to plan the information for your brochure.
Make your brochure. Include pictures to illustrate the information.
Now, plan your brochure.©
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9Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Dated to
Found at
Who made the footprints
How the footprints were made
IntelligenceBodily-kinaesthetic
Thinking skillApplying
In 2003, archaeologists discovered a set of footprints made by Aboriginal people at Willandra Lakes in New South Wales that dated to 20 000 bce. They are the oldest footprints ever found in Australia.
Use the internet or your school library to help you complete the descriptive card.
Task 6
Australia’s first peoples
Now, cut out your descriptive card. Display the footprint with its descriptive label in the classroom.
Now, make a replica ice age footprint.
You will need• air-hardening
modelling clay or modelling dough
• water• paint
What to do1 Knead the clay to make a flat slab
20 to 25 centimetres long and 2 centimetres thick.2 Put your foot onto the clay and press it down to
make an impression.3 Carefully remove your foot.4 Leave the clay to dry overnight.5 Paint the clay to match the colour of the desert
sands of Willandra Lakes.
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10 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Find a modern song that contains words in an Aboriginal language.
Song _____________________________________________________________________________________________________________________________________________
Who is the singer? _____________________________________________________________________________________________________________________
What Aboriginal language do the words come from? _____________________________________________________
In which Aboriginal nation is this language spoken? _______________________________________________________
Write the Aboriginal words from the song.
IntelligenceMusical-rhythmic
Thinking skillAnalysing
Task 7
Australia’s first peoples
What is the song about? __________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
Why do you think the song was written? _____________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
Now, play or sing the song for the class.
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Name Date
Now try this . . . Find a recording of one of the instruments being played. Share the recording with the class.
Used for:
Made from:
Used for:
Made from:
Used for:
Made from:
Used for:
Made from:
Used for:
Made from:
IntelligenceMusical-rhythmic
Thinking skillRemembering
Task 8
Rhythmical music played an important role in traditional Aboriginal ceremonies. It was usually performed in connection with events that were important to the clan and their land, such as the start of the wet season, a successful hunt, the end of a battle, or the recovery of a sick person.
Use the internet or your school library to complete the following fact cards. Draw a picture of each instrument.
Daily lives
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12 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
IntelligenceBodily-kinaesthetic
Thinking skillApplying
Task 9
Clapsticks were important instruments for Aboriginal music. A clapstick musician held a clapstick in each hand. One stick was held in the middle and the other was held at one end. The musician beat the sticks together to make a rhythm.
Draw a design for a pair of clapsticks. You could use a combination of dots and lines or your favourite Australian animal.
Daily lives
Now, find two pieces of wood or two sticks that are about 20 centimetres long. Paint your design on to the clapsticks and allow them to dry.
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13Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
IntelligenceNaturalistic
Thinking skillRemembering
Task 10
A totem is an animal or plant that is taken as a symbol for a family or clan. Each Aboriginal clan has its own animal symbol. The animal or plant chosen as the clan’s symbol is one that is found in their local area. Some clans forbid their members from eating the animal that is their totem, because the animal is seen to be a protector of the clan.
Choose an animal totem for your family or your class at school.
Daily lives
Write a paragraph to explain why you have chosen this animal as your totem.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Animal totem
Totems were also important in Torres Strait Islander culture. Torres Strait Islander people carved their totems out of wood, shell or bone and wore them as pendants.
Make your totem into a pendant. You could use clay, cardboard or other craft materials.
Draw your totem
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14 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
IntelligenceBodily-kinaesthetic
Thinking skillCreating
Task 11
In Indigenous culture, a totem is an animal that becomes a special symbol for a family or individual. Dances are often about totem animals.
Choose an animal for a totem dance.Research how your chosen animal moves.
Daily lives
Perform the dance for the class.
Make up a dance about your totem animal. Your dance should be based on how the animal moves. Use the spaces to sketch your ideas.©
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15Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Introduction (introduce the topic)
Reason 1
Reason 2
Reason 3
Conclusion (sum up your arguments)
What is the music about? What instruments can you hear?
IntelligenceMusical-rhythmic
Thinking skillEvaluating
Task 12
Find a recording of traditional ceremonial Aboriginal music.
What is the name of the ceremony where it is performed? _____________________________________________
What Aboriginal language group does it come from? _____________________________________________________
Daily lives
Music was often played for dancing. Do you think traditional Aboriginal music would be easy to dance to or hard to dance to? Write an argument to persuade others to agree with your opinion.
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16 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Title
Complication
Orientation (characters and setting)
Series of events
IntelligenceVerbal-linguistic
Thinking skillCreating
Task 13
Imagine you are an Aboriginal person living a traditional life with your clan. What do you do during the day? What do you eat? What can you hear and see? What happens at night? Use the scaffold to plan a narrative about a day in your life.
Daily lives
Now, write your narrative on a separate sheet of paper.
Resolution
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17Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
IntelligenceNaturalistic
Thinking skillCreating
Task 14
‘Songlines’ are songs that tell a person the route to take if they want to travel from their country into another clan’s country. The songs describe where the traveller can expect to find water, forest, grasslands, mountains and other natural features on their journey.
What do you see on your journey from your home to your school? Place a tick next to the features you see. Add any other things you see.
tree beach rock forest
river path mountain creek
lake bush grass road
shop tall building traffic light house
__________________________ __________________________ __________________________ __________________________
Draw a diagram to show your path from home to school.
Daily lives
Now, write a songline that describes how to travel from your school to your home.
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18 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Ancestral beings who created the land
Responsibility to honour the ancestral beings
Responsibility to care for the land, animals and plants
IntelligenceInterpersonal
Thinking skillRemembering
Task 15
Work in a group of three. Brainstorm the different ways Aboriginal people are connected to their land. You should think about:• theancestralbeingswhocreatedtheland• theresponsibilityofAboriginalpeopletohonourtheancestralbeings• theresponsibilityofAboriginalpeopletocarefortheland,animalsandplants.
Write your ideas in the table.
Sketch some ideas about how Aboriginal peoples’ connection to their land could be explained in a diagram.
Now, work as a group to create a mural to show the relationship between Aboriginal people and the land. You could create your mural on a large piece of cardboard.
Connection to place and country
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19Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Now try this . . . Draw a story map to illustrate one of the Dreaming Stories you found out about.
Type of feature
Water
Hill
Rock
Plant
Sky
Language group
Name of feature
Sacred animal or being
How the feature was created
IntelligenceNaturalistic
Thinking skillUnderstanding
Task 16
In many Aboriginal Dreaming Stories, animal spirits and beings created the natural world: the waters, the hills, the rocks, the plants and the sky.
Use the internet or your school library to find Aboriginal Dreaming Stories about how different parts of the natural world were created. Fill in the information for each story.
Connection to place and country
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20 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Key
Now try this . . . See what objects you can find to help you create the sounds. Experiment, and then perform your sound scape for the class.
me
camp fire
IntelligenceMusical-rhythmic
Thinking skillUnderstanding
Task 17
Connection to place and country
Use the internet or your school library to find a map showing the Aboriginal nations of Australia. Choose one Aboriginal nation. Write your choice on the line.
_________________________________________________________________________________________________________________________________________________________
Where is your chosen nation located? Is it on the coast, in the desert, in the mountains, in a river country or somewhere else?
_________________________________________________________________________________________________________________________________________________________
Imagine that you are an Aboriginal person living in this nation. What sounds might you hear at your camp site? Think about animal sounds, sounds in the landscape and sounds of other people.
Then, think of a symbol for each sound and add it to the key.
Now, draw the symbols on the sound map where they would be in relation to the camp fire.
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21Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
IntelligenceMusical-rhythmic
Thinking skillCreating
Task 18
Write a song or poem about an Aboriginal clan’s connection to their country.
Connection to place and country
Now, write your song or poem.
Animals found here
Plants found here
Land features found here (for example, desert, grasslands, mountains,
bush, sea)
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22 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Element What I will need to make it
IntelligenceVisual-spatial
Thinking skillApplying
Task 19
Aboriginal people did not keep farm animals in fenced paddocks. Instead, they used fire to manage animals on their land. They set bushland alight to force animals to come out of their hiding places in the bush and run onto the open grasslands, so that they could be hunted more easily.
Make a diorama to show how Aboriginal people managed animals on their land. First, plan your diorama. Draw all the elements that you will include, for example figures, animals, trees or fire.
Now, make your diorama.
Connection to place and country
Now, complete the table to plan how you will make each element in your diorama.
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23Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Now try this . . . On a separate sheet of paper, draw two scenes to show the difference between Aboriginal firestick farming and European farming.
IntelligenceLogical-mathematical
Thinking skillAnalysing
Task 20
Look at the list of words. Which words remind you of an Aboriginal firestick farming scene? Which words remind you of a European farming scene? Write each word in the correct space in the Venn diagram. Add some words of your own to the diagram.
Connection to place and country
fencesfarmhouse
gatekangaroos
spearshorses
firebush
grasslandssheep
wallabiesgum trees
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24 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
IntelligenceNaturalistic
Thinking skillEvaluating
Task 21
Aboriginal people have been using small-scale burning off for thousands of years. This is known as firestick farming. It brought many benefits to Australia’s plants and animals, and to the Aboriginal people too.
Use the internet or your school library to find out about these benefits.
Connection to place and country
By studying charcoal deposits in the soil, scientists have noticed that there have been more large bushfires in Australia since the arrival of Europeans.
Think of some reasons why this might be the case.
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25Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
IntelligenceNaturalistic
Thinking skillApplying
Task 22
Traditional dot paintings are made up of hundreds of tiny dots. Dot paintings contain deep spiritual meanings about Aboriginal peoples’ connection with the land. Often, the real meanings of dot paintings are only known to the artist and the people of his or her country.
Find a map of Australia that shows all the Aboriginal nations. Choose an Aboriginal nation that is in the desert.
Connection to place and country
Usefelt-tippensorcolouredpencils to create a dot painting that shows the relationship between your chosen Aboriginal nation and the desert. You might like to include animals native to your chosen nation.
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26 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
IntelligenceInterpersonal
Thinking skillAnalysing
Task 23
In Aboriginal society, the people belong to the land and have a duty to care for it. In return, the land provides everything the people need, such as food, clothing and materials for tools and houses.
In European society, individuals can own land. They try to make it more suitable for farming by removing bushland and adding dams for water. They grow crops or animals on the land, which they can sell to earn money to buy everything they need, such as food, clothing, tools and a house.
Work in a group of four. Discuss the different concepts of land ownership. Write the benefits of each in the boxes.
Connection to place and country
How do Aboriginal people know where the boundaries of their land are?
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
How do European people know where the boundaries of their farms are?
_________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________________________________
Why did these different ideas about land ownership cause conflict between Europeans and Aboriginal people?Explorethisconflictinarole-play,wheretwoAboriginal people find a fence being built across their land by two European farmers.Performtherole-playfortheclass.
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27Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Path Water Important place or camp site
Man Group of men
Woman Group of women Animal tracks Human footprints Rainbow
Star Waterhole Fire
IntelligenceLogical-mathematical
Thinking skillCreating
Task 24
Aboriginal people often draw their country from a bird’s-eye view, as if they were looking down on it from above. Some Aboriginal people use different symbols in their artwork to show paths, people, water and important places.
Use the internet or your school library to find symbols sometimes used in Aboriginal art for the following features. Add any others that you find.
Connection to place and country
On a separate sheet of paper, use some of these symbols to draw a bird’s-eyeviewof your town or school.
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28 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Items traded by the Macassans Items traded by the Yolngu people
IntelligenceLogical-mathematical
Thinking skillRemembering
Task 25
The Macassan people of Indonesia traded and fished the waters right across northern Australia from about 1640. One group they traded with was the Yolngu Aboriginal people of Arnhem Land.
Contacts before 1788
3 If possible, present your findings as a slide show for your class. Plan your slide show on the back of this page.
1 On the map, colour the country of the Macassans. Then, colour the country of the Yolngu people.
2 In the table, make a list of items traded by the Macassans and by the Yolngu people.
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Name Date
(characters and setting)
First person means that a character tells the story from
their own point of view.
Imagine you are a Yolngu boy or girl living in northern Australia. Write a narrative account of a visit from the Macassan traders. What do they want to trade? What do they bring to trade with your community? Do you trust them or are you suspicious of them? What do you think of the Macassan goods? What did your people trade in return? Write the narrative in first person, from the point of view of a Yolngu boy or girl.
Use the scaffold to plan your narrative.
IntelligenceIntrapersonal
Thinking skillCreating
Task 26
Contacts before 1788
Now, write the narrative.
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30 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Now try this . . . Design a box and packaging for the board game.
Name Responsible for making . . .
10 penalty cards. For example:The boat has capsized. Go back four spaces.
40 sea cucumber tokens.
10 bonus cards. For example:The winds are favourable. Go forward two spaces.
20 Macassan tokens. For example: knife, canoe, cloth, rice.
12 trade cards. For example:You trade two Macassan goods for two sea cucumbers.
Four player tokens.
A game board on a large piece of cardboard. The game board should have a sea route from Sulawesi to Australia and a circular trade route on land in Australia that connects to the sea route. Divide the routes into segments for players to move along, with segments marked to pick up penalty, bonus or trade cards. Remember to make a ‘HOME’ square on the game board.
IntelligenceInterpersonal
Thinking skillApplying
Task 27
Work in a group of four. Create a board game for four players.
Each player starts the game with five Macassan goods. The object of the game is to sail your Macassan prau (boat) from Sulawesi to the Yolngu’s country in northern Australia, conduct a successful trade of Macassan goods for sea cucumbers, and return home to Sulawesi. All Macassan goods must be traded before players can return home. The winner is the person who reaches home with the most sea cucumbers.
Players roll a die to move along the route. Penalty cards slow players’ progress. Bonus cards boost players’ progress. Trade cards allow players to swap Macassan goods for sea cucumbers.
Each group member is responsible for making different parts of the game.
Contacts before 1788
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31Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Name of ship ________________________________________________
Name of captain _________________________________________
Country of origin ________________________________________
Did they meet Aboriginal people? _______________
Where? ______________________________________________________
Name of ship _______________________________________________
Name of captain __________________________________________
Country of origin __________________________________________
Did they meet Aboriginal people? ________________
Where? _______________________________________________________
Name of ship _____________________________________________
Name of captain _________________________________________
Country of origin ________________________________________
Did they meet Aboriginal people? _______________
Where? ______________________________________________________
Name of ship ______________________________________________
Name of captain _________________________________________
Country of origin ________________________________________
Did they meet Aboriginal people? _______________
Where? ______________________________________________________
Name of ship ________________________________________________
Name of captain _________________________________________
Country of origin _________________________________________
Did they meet Aboriginal people? _________________
Where? ________________________________________________________
Name of ship ________________________________________________Name of captain _________________________________________ Country of origin ________________________________________ Did they meet Aboriginal people? _______________ Where? ______________________________________________________
IntelligenceVerbal-linguistic
Thinking skillRemembering
Task 28
Use library books or the internet to research European visits to Australia before 1788. Then, complete the facts on the sails.
Contacts before 1788
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32 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
The word ‘Keerweer’ means
‘turn around’ in Dutch.
IntelligenceBodily-kinaesthetic
Thinking skillEvaluating
Task 29
Contacts before 1788 In 1606 Dutch Captain Willem Janszoon landed his ship, the Duyfken,
at Cape Keerweer in north-eastern Australia. He came ashore and found the land swampy and infertile. When some of his sailors attempted to kidnap some Aboriginal women, the Aboriginal men killed the sailors. Captain Janszoon ordered a hasty return to his ship. They turned around and left Cape Keerweer.
Now, perform the mime for the class.
Think about your performance.
The class was able to understand what was happening in our mime.
We used gestures and body language well.
The thing we did best was _______________________________________________________________________________________________________
Next time, we would do this differently _______________________________________________________________________________
Yes
Yes
No
No
Sometimes
Sometimes
Work in a group of four or five. Create a mime to show what happened when the Duyfken came to Cape Keerweer. Sketch the actions you will use in your mime.
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33Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Heading for poster
Colours in heading
Ideas for images
Other written information on poster
IntelligenceVisual-spatial
Thinking skillCreating
Task 30
Contacts before 1788In 1770, British explorer Lieutenant James Cook
sailed along the east coast of Australia. When the Aboriginal people saw his ships sailing past their land, they were surprised. They had never seen such enormous boats before. They had never seen people with pale skin, wearing such strange clothing, either. They did not want them near their land. They yelled out to the British, “Warra! Warra!”, which means “Go away! Go away!”
Imagine it is 1770, and your clan has just sighted Cook’s ship. Draw a poster to warn other Aboriginal nations that a mysterious floating object containing strange people has been sighted along the coast. First, use the table to plan your poster.
Now, draw your poster.
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34 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Joseph Banks’ journal
At one o’clock we anchored the ship near a small village
The old woman lit a fire and cooked some fish
We rowed out rowboats into the shore
The children ran into the houses
We wanted fresh water, but they refused to allow us to land
We fired a gun at the legs of one man
We went up to the houses and threw some beads, ribbons and pieces of cloth
More shots were fired at them
We also took all the spears we could find
How you might feel
IntelligenceIntrapersonal
Thinking skillApplying
Task 31
Imagine you were one of the Aboriginal people mentioned in Joseph Banks’ journal. Explain how you might feel during each part of the encounter, for example, happy, scared, angry, sad, confused, curious or worried.
Contacts before 1788
Use the information from the table above to write a recount about the encounter from an Aboriginal person’s point of view.
At one o’clock we anchored the ship near a small village consisting of 6 or 8 houses. An old woman and several children came out. The old woman lit a fire and cooked some fish. We rowed out rowboats into the shore, but as soon as we came near, men with spears advanced, calling out to us with harsh words and waving their spears. The children ran into the houses. We wanted fresh water, but they refused to allow us to land. We fired a gun at the legs of one man. He ran to a house and returned with a shield. By this time we had reached the shore. He threw his spear at us. More shots were fired at them and another spear was thrown at us. We went up to the houses and threw some beads, ribbons and pieces of cloth into the houses as presents for the children. We also took all the spears we could find, about 40 or 50. Then we left.
Joseph Banks, Botanist
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Name Date
La Recherche sails into the bay.
They exchange gifts.
They meet the Aboriginal people.
They eat shellfish on the beach.
IntelligenceVisual-spatial
Thinking skillUnderstanding
Task 32
In 1793, the crew of the French ship La Recherche met the Aboriginal people of Tasmania. They exchanged gifts, shared a meal of shellfish, sang songs to each other and danced. They also tried to learn words from each other’s languages. After a week of merriment, the French boarded their ship and went home.
Draw pictures in the spaces below to show the friendly meeting between the Aboriginal people and the French in 1793.
European contacts
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Name Date
Name of painting
What materials were used to make the painting?
What were kangaroos used for in the artist’s society?
IntelligenceVisual-spatial
Thinking skillAnalysing
Task 33
Find a picture of a painting of a kangaroo made by a traditional Aboriginal artist. Then, find a picture of a painting of a kangaroo made by a European artist of the late eighteenth or early nineteenth century. Print or copy your pictures and glue them in the spaces.
European contacts
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37Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Name of group member What Governor Phillip should have done
IntelligenceInterpersonal
Thinking skillEvaluating
Task 34
In 1790, Governor Phillip was speared by an Aboriginal man at Collins Cove (now Manly Cove). The British thought the Aboriginal man had speared the Governor because he was nervous of the British guns. The Aboriginal man had speared Phillip as a punishment, because the British convicts had been stealing canoes and fish from the Aboriginal people.
1 In a group of three, brainstorm how this confusion could have been avoided.
European contacts
2 If Governor Phillip had understood why the Aboriginal man had speared him, what do you think he should have done afterwards? Each group member needs to come up with an idea.
Now, present your ideas to the class.
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Name Date
Opening statement (present the subject)
Thesis (state your opinion)
Reason 1
Reason 2
Reason 3
Conclusion (sum up your arguments and restate your opinion)
Gadigal word English translation
IntelligenceVerbal-linguistic
Thinking skillEvaluating
Task 35
William Dawes was an officer with the First Fleet. He met a young Gadigal Aboriginal woman named Patyegarang. Together, they produced the first dictionary of Gadigal and English words. Gadigal is one of the 350 Aboriginal languages.
Use the internet or your school library to make a list of five Gadigal words and their English translation.
European contacts
Do you think that learning each other’s language was a good or a bad idea? Use the scaffold below to plan a persuasive text to convince others to agree with your opinion.
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39Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
European contacts
Port JacksonNew South Wales
December 1790Dear Governor Phillip,
I am writing to tell you that I cannot support your proposed ‘revenge attack’ on the Aboriginal people because . . .
IntelligenceIntrapersonal
Thinking skillEvaluating
Task 36
In 1790, William Dawes, an officer with the First Fleet, was ordered by Governor Phillip to take part in a revenge attack on Aboriginal people, after an Aboriginal man killed a convict. Dawes told the Governor that he would not obey the order, as he knew the convict had been cruel to some of the Aboriginal people. Dawes refused to apologise to Governor Phillip for his opposition and was sent back to England in December 1791.
Imagine you are William Dawes. Write a letter to the Governor explaining why you don’t support his orders for a revenge attack on the Aboriginal people.
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40 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Name of hero
Where this hero lived
What this hero did
How this hero died
Why this person is considered a hero
IntelligenceVisual-spatial
Thinking skillCreating
Task 37
Design a memorial to an Aboriginal hero, for example Jandamarra, Yagan or Pemulwuy. First, use the table below to help find information about your chosen hero. Then, use this information to write a descriptive text to put on a plaque on the memorial.
European contacts
Design your memorial in the space below. Your design should include the tools and weapons the hero used to care for and defend his or her people.
Now, make your memorial using craft materials. Display it with your descriptive plaque.
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41Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Topic
Land
Food
Dis
ease
War
What happened to the Aboriginal people?
IntelligenceInterpersonal
Thinking skillUnderstanding
Task 38
What happened to the Aboriginal people when the British arrived? In a group of four, discuss the impact of British colonisation of Australia in terms of land, food, disease and war. Write your ideas in the table.
Impacts
Decide on one of the discussion topics above. Write your choice in the box.
Now, make a poster about how Aboriginal people were impacted in this area. Display the poster in the classroom.
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42 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
I am greatly dissatisfied at the number of Europeans who
have settled in my territory.
If what Maugoran says is true, the natives are very angry
at so many British people being sent to Rose Hill. But wherever our colonists
settle, the natives must leave that part of the country.
IntelligenceVerbal-linguistic
Thinking skillAnalysing
Task 39
Read the following accounts about the British settlement at Rose Hill (Parramatta, Sydney).
Impacts
What is Maugoran’s point of view about British people settling at Rose Hill?
Why do you think he feels this way?
What does Governor Phillip say about Maugoran?
What is Governor Phillip’s point of view about British people settling at Rose Hill?
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Name Date
Main victims of smallpox
Elders
Medicine men
Young children
Role in Aboriginal society
Effects of smallpox
Large number of deaths
Deaths of elders
Deaths of medicine men
Deaths of young children
How this affected Aboriginal society
IntelligenceLogical-mathematical
Thinking skillEvaluating
Task 40
Smallpox was an infectious disease that caused small red blisters on the skin. In 1789, a smallpox epidemic swept Sydney. Aboriginal people had never come into contact with the disease and had no immunity to it. It is estimated that between 50 and 70 per cent of Aboriginal people died as a result of smallpox. The main victims of smallpox were elders, medicine men and young children.
In the table, explain what each of these people did in their society.
Impacts
What impacts did the smallpox epidemic have on Aboriginal society? Discuss them with a classmate and write your responses.©
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Name Date
Bush medicine
Tea-tree oil
Eucalyptus oil
Witchetty grubs
Goat’s foot plant
Kakadu plum
Where is it found? What is it used for?
IntelligenceNaturalistic
Thinking skillAnalysing
Task 41
A great deal of knowledge about Aboriginal medicines has been lost. However, some are still in use today.
Impacts
Most of our knowledge about other Aboriginal medicines has been lost. Why has this knowledge been lost? Discuss with a classmate and write your answers.
Work with a classmate. Use the internet or your school library to find out about the following Aboriginal medicines and complete the table.
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45Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
April 1790 December 1792
This journal belongs to Bennelong.
November 1789
IntelligenceIntrapersonal
Thinking skillAnalysing
Task 42
Bennelong was a Wangal Aboriginal man. In November 1789 he was kidnapped by the British, who wanted to learn his language. He spent six months living with the British learning their customs, and how to speak English. He escaped in May 1790 but still maintained friendly relations. In 1792 he travelled to Britain with the Governor of New South Wales, Arthur Phillip.
Imagine you are Bennelong. Decorate the opening page of your journal. Then write three journal entries explaining how you felt about being kidnapped, what you observed when you lived with the British and how you felt about going to England.
Impacts
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46 Thinking Themes: First Contacts Ages 8–10 © Samantha Frappell/Macmillan Education Australia. ISBN 978 1 4202 9919 9
Name Date
Year Aboriginal population
Non-Aboriginal population
1788 750 000* 859
1861 180 402 1 168 149
1901 94 564 3 824 913
1788 1861 1901
Title
Popula
tion
0
250 000
500 000
1 000 000
1 500 000
2 000 000
2 500 000
3 000 000
3 500 000
4 000 000
Key Aboriginal:
Non-Aboriginal:
IntelligenceLogical-mathematical
Thinking skillAnalysing
Task 43
Impacts
Look at the population table. Draw a line graph to show the change inAboriginalandnon-Aboriginalpopulations from 1788 to 1901.
On the back of this sheet, write answers to these questions.1 Whatdoyounoticeaboutthenon-Aboriginalpopulation?2 What do you notice about the Aboriginal population?3 Why do you think these changes happened?
*The number is only a guess. Some historians believe the 1788 Aboriginal population may have been higher.
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Name Date
Thinking skillEvaluating
Task 44
IntelligenceVisual-spatial
Use the internet or your school library to find the painting Aborigines attack a sailor collecting plants (or Port Jackson Drawing – No. 44) by the unknown artist called ‘Port Jackson Painter’.
Draw the painting, or print and glue it in the space.
Write a brief description of the painting.
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Impacts
Why do you think the sailor was collecting plants?
Why do you think the Aboriginal people in the painting were attacking the sailor?
What does this painting tell us about early contacts between Aboriginal people and British people?
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Name Date
IntelligenceInterpersonal
Thinking skillCreating
Task 45
Impacts
Create a poster to show the impact of the British settlement on an Aboriginal boy or girl of your age in 1800. Your poster should include the effect of loss of land, the impact of European diseases, declining food sources and loss of culture on the Aboriginal boy or girl. Write and sketch your ideas in the spaces.
Draw your poster on a sheet of cardboard. Display your poster in the classroom.
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Samantha Frappell
Activities to switch on thinking skills!Activities to switch on thinking skills!
45 photocopiable pages
ages
8-10
www.macmillan.com.au
Thinking Themes is a practical series packed with exciting, ready-to-use activities for popular Curriculum topics. Every activity is cross-referenced to Howard Gardner’s Multiple Intelligences and to Bloom’s Taxonomy of thinking skills.
Use the activities as a learning centre, or add them to an inquiry unit. However you use the series, it will enable you to:• consciouslyandsystematicallyincorporate
thinking skills into your program• ensurethatyourstudentsworkacrossthe
intelligences as active investigators• covertheskillsoftheAustralianCurriculum.
About the cover . . .
About the author
Dr Samantha Frappell is an author, historian and teacher with a PhD in AustralianHistory.Shehaswrittennumeroushistorybooksforstudents,ranging from primary to senior secondary school level.
Macassan prau, Indonesia
Vaulted shelter with
triple ridge-pole, ArnhemLand
Wooden spearhead,
Pilbara region
Stone spearhead, Kimberley region
Returning boomerang, south-eastern
Australia
Fire, used in all parts of
Australia
Colonial ship, Europe
Basket for carrying food or catching small
fish, Queensland rainforest
Double outrigger canoe, northern Queensland
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