groundwork: archaeology at the big dig...the groundwork program offers students a unique opportunity...

Pieces of the Past 1

Groundwork: Archaeology at The Big DigTeacher Resource Pack Secondary program | Stage 6 Ancient History & Stage 5 Elective History


Acknowledgements

The Big Dig Archaeology Education Centre programs were originally designed for Sydney Harbour Youth Hostel (YHA) and Sydney Learning Adventures by education consultant Louise Zarmati.

We gratefully acknowledge the assistance of Dr Grace Karskens and Dr Wayne Johnson.

Sydney Learning Adventures is an initiative of Sydney Harbour Foreshore Authority.

Materials within this resource pack may only be reproduced for educational purposes relating to a program booked with Sydney Learning Adventures. © 2010

The Whalers Arms Hotel, cnr Gloucester Street and Cumberland Place, The Rocks, 1901. Image courtesy of the Bertie familya


Contents

1. Introduction 4

2. Curriculum outcomes 5

3. Sydney Harbour Foreshore Authority 6

4. Sydney Learning Adventures 7

5. Sydney Harbour Youth Hostel (YHA) 8

6. The Rocks Discovery Museum 9

7. Learning with us 10

8. Background information 11

9. Resources to photocopy 17

10. Glossary 22

11. The Rocks map 23

12. Bibliography and suggested resources 24

13. Contact and bookings 25

Section through George Cribb’s Well Top: Sherds of blue and white dinnerware found in The Rocks


1. Introduction

Thank you for choosing to bring your class to a Sydney Learning Adventures education program. This Teacher Resource Pack is a practical guide to assist you in planning your excursion. It contains a curriculum links and outcomes table, background information relevant to the program, teaching suggestions and activity worksheets, a glossary for students and a resources reference guide.

The Groundwork program offers students a unique opportunity to study the various ways in which historians and archaeologists investigate, record, reconstruct and interpret the past: the types of questions they ask, the explanations they give, and the issues they raise. Students use written and archaeological sources to undertake an enquiry-based investigation into the lives of some of the fascinating people who lived in The Rocks in the 19th century. They also consider the ethical issues involved in the excavation of The Big Dig’s site, and its conservation, interpretation and presentation to the public.

Over one million artefacts have been excavated at The Big Dig site since 1994.

Image courtesy of The Big Dig archive


2. Curriculum outcomes

Key inquiry questionsHow did the Industrial Revolution change the lives and outlooks of Sydney’s residents? What insights does this give into social divisions?

What can a site tell us about women’s occupations and lives?

Can the site make a contribution to the debate on standards of living in urban areas where working people lived?

Was The Rocks a separate space, in a sociocultural sense, within a larger city?

NSW Syllabuses for the Australian Curriculum History K–10

Stage 5 Elective History / Stage 6 Ancient History

Understandings Skills

Students will learn about:

• historical terms and concepts expressions and measurements of time, such as ‘century’, ‘17th and 18th centuries’; ‘colony’, ‘colonial’; ‘convict’; ‘Indigenous’

• methods used by archaeologists and historians to find out about the past

• sources of evidence—artefacts, photographs, diaries and other written accounts

• changes over time—social and technological changes.

Students will learn to:

• use historical terms and concepts in oral and written forms

• retrieve, sort, examine and record archaeological artefacts from a simulated excavation

• examine primary sources to find out about what happened in the past

• draw conclusions about the past from primary sources of evidence

• draw conclusions about differences between present and past.

NSW CurriculumSyllabus links: Stage 5—HElective (Ancient World)

HTLS-2 demonstrates an understanding of time and chronology

HTLS-3 investigates how people lived in various societies from the past

HTLS-4 explores the features of a particular society or time

HTLS-5 recognises the significance of people and events in the past

HTLS-8 uses sources to understand the past

HTLS-11 uses historical terms to describe the past

HJTLS-12 investigates the past using historical skills

HTLS-13 selects and uses a variety of strategies to organise and communicate information about the past

Syllabus links: Stage 6—Ancient History

The Groundwork excursion provides effective practical links with the preliminary course of the NSW Board of Studies Stage 6 Ancient History syllabus—Investigating the Past: History, Archaeology and Science.


Principal focus

By drawing on a range of archaeological and written evidence, students:

• learn about the methods used by historians and archaeologists to investigate the past

• understand the nature and role of sources and evidence in reconstructing the past

• consider ethical issues related to the discipline

• appreciate the role of science in unlocking the past.

Outcomes

Each student will:

P1.1 describe and explain the contribution of key people, groups, events, institutions, societies and sites within the historical context

P2.1 identify historical factors and explain their significance in contributing to change and continuity in the ancient world

P3.1 locate, select and organise relevant information from a variety of sources

P3.2 identify relevant problems of sources in reconstructing the past

P3.3 comprehend sources and analyse them for their usefulness and reliability

P3.4 identify and account for differing perspectives and interpretations of the past

P3.5 discuss issues relating to ownership and custodianship of the past

P3.6 plan and present the findings of historical investigations analysing and synthesising information from a range of sources.

PLEASE SUGGEST AN IMAGE


3. Sydney Harbour Foreshore Authority

Sydney Harbour Foreshore Authority owns and manages some of New South Wales’ most significant assets, including Sydney’s heritage and cultural precincts at The Rocks and Darling Harbour.

With more than $1.5 billion in assets, and around 240 employees, the Authority manages significant commercial and retail leases, provides security, cleaning, building maintenance and other facility management services, and cares for the public domain and more than 140 heritage items.

The Authority also operates education, tourism and marketing services and holds significant events in The Rocks and Darling Harbour each year. Between them, these two precincts attract more than 40 million visitors annually.

The Authority also owns sites at White Bay Power Station, Rozelle Rail Yards and Ballast Point, and manages other major waterfront assets around Sydney Harbour on behalf of other agencies.

Sydney Harbour Foreshore Authority was formed in 1999 under the Sydney Harbour Foreshore Authority Act 1998 to consolidate the work and functions of City West Development Corporation, Darling Harbour Authority and Sydney Cove Authority.

George Street, The Rocks. Copyright Sydney Harbour Foreshore Authority


4. Sydney Learning Adventures

Sydney Learning Adventures (SLA) is an initiative of Sydney Harbour Foreshore Authority. The vision of Sydney Learning Adventures is to create quality educational experiences that are enriching, diverse, accessible and sustainable.

Since 2002, Sydney Learning Adventures has been bringing the histories of Sydney, New South Wales and Australia to life for thousands of students every year.

Designed for all stages of learning from kindergarten to year 12, SLA’s curriculum-linked programs provide an interactive, multi-layered learning experience. All programs are developed by teachers and implemented by SLA’s dynamic guide team.

Students analysing written sources at The Big Dig Archaeology Education Centre


5. Sydney Harbour Youth Hostel

Youth Hostels Australia (YHA) worked in conjunction with the site’s owners, Sydney Harbour Foreshore Authority, to construct a youth hostel on the Cumberland and Gloucester Streets site. The innovative architectural design of this ‘floating’ building preserves the important archaeological remains of the site. In addition, the YHA is committed to providing first-class interpretation and education programs for school students and the public, to encourage people to explore the heritage of The Rocks.

Sydney Harbour YHA stands above remnants and artefacts dating back to the earliest days of European settlement. The hostel is raised off the ground on pillars, allowing public access to the archaeological site along the re-established laneways. Interpretation panels, historic streetscape images, interpretive brochures and special interpretation spaces within selected excavated building footings have been incorporated into the structure. Original artefacts are displayed in museum cases positioned near their original find-spots.

During the planning of the hostel, the YHA realised that many groups visiting the Big Dig site would be from outside Sydney, and that it was important to provide affordable hostel accommodation for school groups; for this reason a special wing was added to the hostel to accommodate up to 38 students and their teachers.

The Big Dig Archaeology Education Centre

The YHA’s Big Dig Archaeology Education Centre includes two purpose-built classrooms, with clear views across the foundations of houses and backyards built by and for convicts and free settlers. Each classroom has the capacity for up to 30 students to learn first-hand about the work of archaeologists on the only authentic archaeological dig open to the public in Sydney.

Sydney Learning Adventures, in conjunction with YHA, conducts a range of exciting education programs from The Big Dig Archaeology Education Centre. A simulated dig, set into the original archaeological remains of a small terrace house now located inside the Education Centre, provides Stage 1, 2 and 3 students with the opportunity to excavate artefacts recovered during the original 1994 archaeological dig.

Sydney Harbour YHA


6. The Rocks Discovery Museum

The Rocks Discovery Museum, housed in a restored 1850s sandstone warehouse, tells the story of The Rocks from pre-European days to the present. It is home to a unique collection of images and archaeological artefacts found in The Rocks, and has exhibits that are highly interactive, using touchscreens and audio-visual elements to bring the history of the area alive.

An interactive journey of discovery through four exhibits includes stories of the traditional land owners, the establishment of the English colony, and the time when sailors, whalers and traders made the area their home, through to the union-led protests in the 1970s which preserved this unique part of Sydney.

We suggest a visit to The Rocks Discovery Museum to compliment any Sydney Learning Adventures program. Entry is free; however bookings are essential for self-guided school groups. For more information and bookings please call (02) 9240 8680 or visit therocks.com.

The Rocks Discovery Museum


7. Learning with us

Our interactive programs are designed to stimulate students’ interest in, and enjoyment of, exploring the past, whilst our hands-on approach to learning helps them to develop a critical understanding of the past and its impact on the present.

Experiencing the past…”When I touch things that belonged to people who lived centuries ago I feel shivers up and down my spine; I feel really connected to them.”

This is a common reaction for students when they visit an historic place like The Rocks, or handle ‘old things’. A tactile, sensory handling experience can awaken a child’s inquisitiveness and sense of wonder, as well as giving them an emotional link to the people who owned, made or used the artefact.

We want children to feel not only physically connected to the past, but connected to the present, to their own immediate experience when they visit The Rocks; research has shown that emotional connections can have a profound effect on long-term memory and learning.

Children’s memories of an experience can be triggered by visual, aural and olfactory stimuli, as well as by memories of the social interactions that took place on the day: of the fun of being there with friends, what they ate on the day (“we went to McDonald’s”), and, most importantly, if they liked the educator.

Quite often they will connect what they remember about the history of a place to their memory of “that nice lady who told us all about the Gadigal people” or “that archaeologist who dug up the shark’s bone”.

It is this approach to teaching and learning history and archaeology that forms the basis of our education programs. We hope that students who participate in our programs are so impressed by their visit that they’ll ask their parents to bring them back to The Rocks; or maybe even one day bring their own children to visit and explore the area.

Integrating our experiential learning programs into a teaching unit will provide kinaesthetic, haptic and sensory learning experiences that have a profound effect on students’ long-term memories and increase their understanding of history.

Pre- and post-visit classroom activities have been designed to familiarise students with relevant terms and concepts and consolidate their learning experiences with us. These activities can be downloaded from our website: sydneylearningadventures.com.au.

Sydney Cove as the first colonists would have seen it. View of the Entrance into the Harbour of Port Jackson, by

‘The Port Jackson Painter’, circa 1788–90. Image source: the Natural History Museum, London


8. Background information

All of Sydney Learning Adventures’ programs incorporate visits to significant historical archaeological sites in The Rocks precinct. A great deal of the enduring evidence of Sydney’s early colonial and Aboriginal heritage is preserved in the land and foreshore areas here. Some of the richest archaeological sites are located in Cumberland and Gloucester streets, Foundation Park and Dawes Point (Tar-ra) Park, and artefacts and remains of structures uncovered at these sites reveal a wealth of information about the area’s early inhabitants and their lifestyles.

Aboriginal inhabitants of The RocksIt is important to acknowledge and pay respect to the traditional owners of the land upon which this excursion takes place. The Aboriginal people who lived in and around The Rocks area at the time of first contact with the British are the Gadigal clan of the Eora nation; their land stretched from South Head to Darling Harbour, along the south side of the city.

It is not known for certain how long the Gadigal and their ancestors had been living here. The oldest archaeological sites in the Sydney region are around 15,000 years old—more than four times older than the Pyramids of Egypt; however, it’s likely that the area was occupied long before that—up to 50,000 years ago—but these older sites were probably flooded by rising seas.

Most archaeological sites in Sydney that date from before British arrival are near the harbour, suggesting that for the

Gadigal people life was centred on the water. However, all areas of the land were used at different times and for different purposes; most engraved and painted images, for example, are on rock platforms on ridge tops with views of the surrounding country, well away from permanent water sources.

Three Aboriginal sites have been identified near The Rocks—one in Cumberland Street, another at Moore’s Wharf (Bond Street), and a third in Angel Place (George Street); it is likely that others were destroyed by urbanisation.

Gadigal knowledge was passed on orally and through ceremony, dance, songs and stories; sadly, with the great loss of life and social upheaval caused by the arrival of Europeans, much of that knowledge was also lost. The earliest documentary evidence we have of the Gadigal people is in the letters, diaries, drawings, paintings and official records of the First Fleet—records which are not only far from complete, but are perspectives on a culture that the new settlers did not understand; much of the Gadigal way of life would have also been hidden from these strangers.

Sydney Cove as the first colonists would have seen it. View of the Entrance into the Harbour of Port Jackson,

by ‘The Port Jackson Painter’, circa 1788-90. Image source: the Natural History Museum, London.

PLEASE SUGGEST AN IMAGE


The First FleetOn 13 May 1787, over 1,500 men, women and children in 11 ships set sail from Portsmouth, England; 252 days later they arrived on the east coast of what is now known as Australia.

Led by Captain Arthur Phillip, this historic convoy, now known as the First Fleet, carried convicts, as well as officers, crew, marines and their families, from Britain to a distant and little known land on the far side of the world.

The fleet consisted of two Royal Navy ships, HMS Sirius and HMS Supply, escorting six convict transports, the Alexander, Charlotte, Friendship, Lady Penrhyn, Prince of Wales and Scarborough, and three store ships, the Borrowdale, Fishburn and Golden Grove.

From Portsmouth the First Fleet travelled via Tenerife and Rio de Janeiro to the Cape of Good Hope, its last port of call before striking out for ‘Terra Australis’. It arrived in what is now known as Botany Bay on 18 January 1788, but despite Sir Joseph Banks’ glowing initial report the bay proved unsuitable for permanent settlement, as it lacked a supply of fresh water.

On 26 January the fleet moved to a new anchorage slightly further north. The new site had everything these first settlers needed: deep water close to the shore, shelter and fresh water (the Tank Stream). Phillip named the site Sydney Cove, after the then British Home Secretary Lord Sydney. Today this date is celebrated as Australia Day, marking the beginnings of European settlement.

First Contact Although Sydney Cove was the site of the first European settlement of Australia, the area surrounding what the Europeans called Port Jackson was already home to thousands of people, the original inhabitants, the Gadigal.

Captain Arthur Phillip, as the colony’s first Governor, was given instructions to “open an intercourse with the natives, and to conciliate their affections”. He attempted to maintain friendly relations with the local Aboriginal people, referring to the settlers as ‘guests’ and ensuring that their ‘hosts’ were fed from government stores; however, on the question of land ownership there was no compromise. The cultural beliefs of the military officials who ran the British colony presumed the superiority of white Christian ideals. Most of the newcomers didn’t, or couldn’t, understand Aboriginal law and customs; they were convinced that they had a God-given right to bring ‘civilisation’ and contemporary European methods of land management to the new colony, a place which they considered to be ‘the ends of the earth’.

Despite Governor Phillip’s instructions, it appears that although a number of important figures from the local tribes were ‘cultivated’ by the early settlers, many settlers simply wanted the Aboriginal population out of the way. In his book Anchored in a Small Cove (1997), historian Max Kelly describes how, within months of the First Fleet’s arrival, the Aboriginal people of the region had become “fringe-dwellers in their own land”.

In addition, Indigenous Australians had no resistance to diseases brought by the settlers, and it is estimated that within a year nearly half the Aboriginal population of the Sydney area had died of smallpox.

Top left: Watercolour of the First Fleet sailing into Botany Bay by William Bradley, from his journal A Voyage to New South Wales, circa 1802. Image courtesy of the Mitchell Library, State Library of New South Wales

Top right: View of Sydney Cove, New South Wales by Edward Dayes, 1804. From an original drawing

(now lost), probably by convict Thomas Watling. Image courtesy of the Mitchell Library, State

Library of New South Wales


As historian Grace Karskens points out in her book The Colony: a History of Early Sydney (2009), the Aboriginal people of Sydney did not disappear entirely from the landscape; even after their decimation through disease they came back into the new town and mixed with the settlers. However, as European settlement spread outward from Sydney Cove the Aboriginal population in the region was massively reduced, and little physical evidence of their occupation of the land remains.

Nowadays Australia recognises Indigenous Australians’ prior ownership, and the nation is on a journey of reconciliation and healing. Sydney Harbour Foreshore Authority has been involved in attempts to preserve the memory of the Gadigal people, through archaeological work in The Rocks and other areas.

The history of Indigenous involvement in the growth of the city of Sydney, as it spread north and west around the harbour

and along the Parramatta River, is complex and largely untold. Researchers have begun to unravel some of the mysteries and piece together some of the stories; symbolically, these tales are dispersed throughout the city’s landscape.

Shell middens that marked the site of significant and long-term dwelling places have been removed; the first Europeans quickly discovered they were an valuable source of lime for the simple mortars they needed to hold together their own dwellings; in some parts of The Rocks this early ‘cement’ can still be seen between the sandstone blocks of the houses and stores. These remnants, and our knowledge of the sites where Indigenous rock carving or painting is found, are a quiet reminder of the more than 20,000-year association between Indigenous Australians and Sydney Harbour’s foreshores.

Map of Sydney Cove Port Jackson, from a drawing made by convict

Francis Fowkes in 1788. Image courtesy of the State Library

of New South Wales


Development of The Rocks—timelineThis timeline provides snapshots of the development of The Rocks from 1788 to the 1970s.

Year Event / Development

1788 26 January

The First Fleet, commanded by Captain Arthur Phillip, arrives in Sydney Cove carrying 736 convicted prisoners transported ‘beyond the seas’ to the far-flung continent of Australia. The convicts have been exiled by the British Government in the hope of relieving overcrowded conditions in many of Britain’s jails. Survival in the infant convict colony is not easy, and the convicts and their jailers rely heavily on Britain for food, supplies and instructions.

April

Convict Francis Fowkes, transported to Sydney Cove for stealing a coat and a pair of shoes, probably drew this first sketch map of the colony. Believed to have been created approximately three months after the First Fleet landed, it shows a rudimentary settlement heavily reliant upon the supply of fresh water afforded by a permanent creek, which later became known as the Tank Stream.

Fowkes draws a settlement sprawled across the cove and comprised of tents housing convicts and soldiers, a bakery, a stone quarry, a farm, garden plots, and a store to hold the food supplies brought from Britain, Rio de Janeiro and the Cape of Good Hope. His map also shows the locations of Governor Phillip’s residence, and of shingle cutting convict chain gangs.

From the sketch it is apparent that the physical appearance and ecology of Sydney Cove are already undergoing changes. Governor Phillip is concerned that the changes should be orderly—an extension of the British ‘civilising’ influence prevalent at the time. However, most of his grandiose plans are never realised due to a combination of factors, including lack of labour and scarcity of building materials.

1792 The western slopes of Sydney Cove are now lined with rows of convict-built, timber-framed, thatched or shingle-roofed dwellings which, initially following the contours of the natural rock ledges, are described as being ‘on the rocks’; this area is still referred to as ‘The Rocks’ over 200 years later.

1810 The streets of The Rocks have been formally named, although the locals have nicknames for many of the alleys and laneways.

As the colony grows larger and becomes more economically viable, modest sandstone houses slowly replace rough convict-built huts, and a few mansions are even constructed for the more prosperous residents. Many of the inhabitants of The Rocks are convicts who were either tradespeople or Irish political prisoners before being transported. Some are savvy enough to take advantage of the burgeoning business opportunities offered by the growth of the settlement; free settlers are also being encouraged to migrate to Australia and make the most of the opportunities offered in the new colony.

1840s–90s The area changes considerably, with large plots of land subdivided, and rows of commercial buildings constructed along George Street. Many public houses and terraces are built throughout the area. In the second half of the 19th century, as the density of the dwellings increase, overcrowding, sub-standard dwellings and inadequate sanitation result in slum conditions. The Rocks becomes notorious as the haunt of ‘The Rocks Push’, larrikin gangs of mischief-makers who beat and rob unsuspecting passers-by.

1900 The bubonic plague reaches Sydney, carried into port by fleas on shipboard rats. Only three of Sydney’s 103 plague deaths occur in The Rocks; however, the rest of Sydney considers it a disease-ridden slum, and for four months it is barricaded whilst its buildings are cleansed, fumigated and disinfected.

1901–20s In an attempt to eradicate the plague, The Sydney Harbour Trust, acting on behalf of the State Government, is formed to manage the wharves and land between Sydney Cove, Darling Harbour, Millers Point, Observatory Hill and The Rocks. A proposed waterfront clean-up aims to create a ‘working man’s paradise’, and more than 900 houses, commercial buildings and wharves are demolished, at a cost of one million pounds; however, the original vision for the redevelopment of The Rocks is never fully realised due to the outbreak of World War I. After the war, redevelopment resumes at a much slower pace—effectively saving much of what is now left of The Rocks from wholesale demolition.

1923–32 The construction of Sydney Harbour Bridge changes the face of The Rocks dramatically, as whole streets disappear under its southern approach. However, construction of the bridge creates much-needed employment for many families in the area during the depression years.

1970s Public protests culminate in trade unions imposing a series of ongoing ‘Green Bans’ in The Rocks, halting development and saving the area from complete demolition. The Rocks precinct is subsequently revitalised, and the remaining buildings preserved, and it is now recognised as being of great national archaeological and historical significance.


What is archaeology?

The term ‘archaeology’ is derived from the Greek words ‘archaeo’ meaning ‘ancient’, and ‘logos’ meaning ‘the study of’; it is the study of objects from past human societies. Through archaeology we can gain some understanding of how people lived in the past.

Historians and archaeologists

Historians study and interpret written records that document significant cultures and events from the past. However, written records are not always accurate representations, and frequently leave significant gaps in information. They often present the subjective viewpoint of their author, which has been moulded and shaped by a host of both internal and external factors, including the life experiences, gender, knowledge, values and attitudes of the author. These factors, in turn, are influenced by the prevailing beliefs and social traditions of the era when the author was writing. For example, most surviving historical records were written by literate, elite men, whose opinions usually represent the values and attitudes of a minority within the population.

Archaeologists use artefacts and other evidence from the material culture of past societies to interpret and record history. Archaeological evidence is the only source of information available concerning human life and society before people developed writing approximately 5,000 years ago. Moreover, archaeological findings based on the interpretation of artefacts ensure that many aspects of daily life are examined and interpreted, giving a more holistic idea of what life was like across all social spectra. Historical archaeology is a term hotly debated by academics in historical and archaeological circles. However, it is generally accepted to refer to ‘the study of remains from any historic period’, with ‘historic period’ referring to those periods which have generated written records. In this sense, historical archaeology represents a partnership in which written records are used to extend or confirm archaeological observations, or in which the validity of written records is tested through archaeology.

Why is conservation of the past important?

Conservation of the past helps to contextualise our cultural heritage and provide an explanation of our identity and place in the world. It also enables us to apply knowledge and understandings from the past to the present and future. The conservation and preservation of written and oral communications, as both primary and secondary sources, provides clues about the roots of modern ways of life. Archaeology also provides a tangible connection with the past, as it is concerned with material culture. Archaeology is about seeing, holding, touching, feeling and experiencing things made and used by previous generations. It is vitally important that archaeological and historical fragments attesting to the past survive, as they will help to inform future generations about the cultural heritage of their ancestors.

Top left: Chinese ceramic fragment found at the Big Dig site Top right: Denture, circa 1850–1900


Archaeological sites in The Rocks

Following the outbreak of bubonic plague in The Rocks and public protest against ‘slum’ housing conditions, the NSW Government resumed almost all the land in The Rocks, including The Big Dig’s site between Cumberland and Gloucester streets, and between 1902 and 1915 they demolished all the buildings. The land was then used for a variety of purposes, including light industry and as a parking lot.

In 1994 Sydney Cove Authority engaged a team of archaeologists to undertake an archaeological investigation of the 2,675 square metre Cumberland Street site. During the six-month dig the site became a popular attraction affectionately known as ‘The Big Dig’; hundreds of Sydneysiders came to watch, with many volunteering to dig.

Evidence of the lives of people who lived, worked and died in this small neighbourhood for more than two centuries was slowly and painstakingly uncovered. The remains of more than 40 houses and shops, and hundreds of thousands of artefacts used in the daily lives of the inhabitants of The Rocks, have since become an important resource for the study of Sydney’s colourful past.

In 2008 additional archaeological excavations took place before construction of Sydney Harbour YHA could begin, and further excavations are planned.

Spode ‘Village Church’ pattern, circa 1820–40


The Big Dig’s site—1994 to the present

Following the outbreak of bubonic plague in The Rocks and public protest against ‘slum’ housing conditions, the NSW Government resumed almost all the land in The Rocks, including The Big Dig’s site between Cumberland and Gloucester streets, and between 1902 and 1915 they demolished all the buildings. The land was then used for a variety of purposes, including light industry and as a parking lot.

In 1994 Sydney Cove Authority engaged a team of archaeologists to undertake an archaeological investigation of the 2,675 square metre Cumberland Street site. During the six-month dig the site became a popular attraction affectionately known as ‘The Big Dig’; hundreds of Sydneysiders came to watch, with many volunteering to dig.

Evidence of the lives of people who lived, worked and died in this small neighbourhood for more than two centuries was slowly and painstakingly uncovered. The remains of more than 40 houses and shops, and hundreds of thousands of artefacts used in the daily lives of the inhabitants of The Rocks, have since become an important resource for the study of Sydney’s colourful past.

In 2008 additional archaeological excavations took place before construction of Sydney Harbour YHA could begin, and further excavations are planned.

CAD (computer-aided design) drawing of how the site that became The Big Dig would have looked between 1850 and 1890

The Rocks Resumption Map, 1901

CAD (computer-aided design) drawing of how the site that became The Big Dig would have looked in 1809

CAD (computer-aided design) drawing of how the site that became The Big Dig would have looked in 1823


Case study—George Cribb (convict)Many details of the life of this lively convict are accessible through documents and accounts, as well as the many artefacts discovered in the 1994 Cumberland and Gloucester streets archaeological dig.

Dr Wayne Johnson, curator and archaeologist at The Rocks Discovery Museum, has described how rare it is to amass such incredible detail as we have about the life of the convict butcher George Cribb.

In 34 years George Cribb went from convict to butcher, to alleged cattle thief, from bigamist to cuckold, from landowner to bankrupt and from Englishman to Australian.

1808 George arrives in Sydney aboard the ship Admiral Gambier, transported for 14 years for being in possession of forged bank notes. Fanny Barnett is transported the same year on a different ship, the Speke.

1811 George and Fanny marry at St. Philip’s Church.

1813 George buys up so many allotments that he owns approximately half of what will later become the site of The Big Dig.

1814 Having found out that his first wife, Martha, is intending to join him in the colony, George gives Fanny three hundred pounds for her passage and living expenses to leave the colony.

1815 Fanny departs Sydney on the ship Indefatigable, but dies on the journey in Batavia (now called Jakarta) from malaria. In the same year, Martha arrives in the colony and moves in with George.

1817 Business is flourishing, and George builds a small shop next to their house, advertising its opening and selling of the “finest meats of every description”. He also builds a pub next door called the Turk’s Head.

1818 Martha (Mary) dies. George then marries a widow and publican Sophia Lett, who moves into his house with her five children.

1824 Through reckless dealing George is forced to sell up all of his property in The Rocks.

1827 Sophia dies aged 43.

1830 George is charged with cattle theft at Parramatta Court.

1833 George, aged approximately 55, tries another butcher business, placing an advertisement in the local newspaper which offers “ready cash for fat cattle” and appealing for orders from his “old and numerous customers”.

At age 64 George was described as “an old man well known in the slaughtering line” and “a most noted character”. We don’t know where he lived after this, where he died or was buried.


9. Resources to photocopy

Pre-excursion activities

1 lesson

Investigating the Past

Groundwork

program

2 hrs

Post-excursion activities

1 to 2 lessons

Historical Investigation

• View The Rocks Beneath Our Feet video (10 mins)

• Case study—Read and discuss ‘The process of excavation at The Big Dig’

• PowerPoint presentation on archaeology, archaeologists and methods of investigating the past

• Site tour—George Cribb story

• Hands-on artefact analysis

• Interpretation and discussion of findings

• Complete ‘Archaeology at The Big Dig—questions for discussion’ sheet

• Using your artefact analysis sheet completed during the program, write an interpretation of an artefact for the excavation’s Final Report

• Develop your own theory to explain how the artefacts discovered in George Cribb’s well were deposited there (500 words)

Pre-excursion activities: Investigating the PastVideo: The Rocks Beneath our Feet (10 mins)

Links:

https://www.youtube.com/watch?v=RhUK3Mhypg4

http://www.shfa.nsw.gov.au/sydney-For_visitors-Sydney_Learning_Adventures.htm

Case study—The process of excavation at The Big Dig

The Cumberland and Gloucester streets site, now known as The Big Dig, was the location of one of the largest urban digs undertaken in Australia, and more than one million artefacts were discovered. The site provides an excellent opportunity for students to study the process of undertaking an archaeological investigation, including planning, excavation and post-excavation analysis, and interpretation.

Stage 1: Preliminary investigations 1989–94

In Sydney, most archaeological excavations are prompted by urban development. The initial development application for the site that became The Big Dig, submitted to Sydney Cove Redevelopment Authority in 1989, proposed the construction of a seven-storey serviced apartment building.

After an initial Environmental Impact Study had been conducted, the Director General of the NSW Department of Planning granted conditional approval of the development, but identified “the need for an archaeological working brief and a detailed and systematic archaeological investigation prior to excavation commencing”.

It was the significance of the findings of the archaeological excavation, which was conducted between April and October 1994, that saved the site from being developed as an apartment block.

Stage 2: Creating a research design

Before commencing any archaeological excavation, it is necessary to create a research design. On a historical excavation this includes a comprehensive historical report as well as an archaeological assessment. This is then submitted to the relevant state authority for approval.

The objectives of the excavation as specified in the project brief were to:

• undertake comprehensive investigation of the site’s archaeological resource

• provide information on the nature and extent of significance of the resource for management purposes

• identify management options.

The investigation of the site required a comprehensive research design based upon site-specific and contextual historical research and assessment of the site’s archaeological research potential. The document outlined the major research questions that the excavation team would attempt to answer. These questions were designed to provide the overall research framework for the subsequent work, and to place the excavation within current historical enquiry into Sydney’s past.

The research design identified a number of major research areas and questions that would guide the process of excavation:

1. How did the industrial revolution change the lives and outlooks of Sydney people? What insights does this throw on social divisions?

2. What can a site tell us about women’s occupations and lives?

3. Can the site make a contribution to the debate on standards of living in urban areas where working people lived?


4. Was The Rocks a separate space, in a sociocultural sense, within a larger city?

5. What was the nature of the relationship between people and government? How did it change over the historical period?

The final report concluded that in relation to the research questions:

“The analysis of this material and the integration of this information with the occupational history of the site, as well as the wider cultural context, have advanced our understanding and appreciation of the issues which governed the lives of the early colonial, Victorian and twentieth-century inhabitants of the site. New perspectives have been opened up on issues such as The Rocks as a separate place, the growth of industrial Sydney, how our city was governed and the role of women in daily life as Australian society developed.”

Stage 3: Test trenching

Prior to the excavation of the site by hand, test trenching was undertaken. A considerable amount of ‘overburden’ (consisting of concrete and bitumen surfaces and rubble fill imported onto the site) was removed by machine under the supervision of an archaeologist. This overburden was only a few centimetres thick along the Cumberland Street frontage, but more than two metres deep along Gloucester Street. Mechanical removal ceased as the tops of walls and/or primary in situ deposits were exposed.

Stage 4: Archaeological excavation process, April–October 1994

The archaeological excavation was undertaken almost completely by hand, over a 16-week period from April to mid-October 1994. It is important to note that the ‘traditional’ Wheeler-Kenyon method (as described in most textbooks) of dividing the site into a grid consisting of equal squares divided by baulks was not used. Instead, the site was an ‘open-area excavation’ which was divided into a number of separate areas labelled A to J, each supervised by a team made up of an archaeological supervisor and an archaeological assistant. Significant features within the areas, such as houses, were identified and excavated as single units. The excavation reporting of each area was the responsibility of one archaeological team. Several teams excavated more than one area.

The recording processArchaeological excavation requires a series of records relating to the deposits or features being exposed. These records include a context sheet, a site diary, graphic records and photographic records. On The Big Dig’s site, in addition, Betacam video was taken of selected portions of the site at different times during the course of the dig. Pro forma sheets were used to record each context (deposit, wall, cut, surface, etc.), enabling each area’s archaeologist to provide information such as soil type, colour, inclusions, etc. Specific artefacts which typified or were peculiar to the context were also recorded, along with information relating to the depth and extent of the context, and the manner in which it was excavated.

Each context, upon being identified during the course of the excavation, was given a unique identification prefix, consisting of the area label (A to J) followed by a number. These numbers were allocated consecutively (e.g. B001, C143, E012, etc.).

If the context was part of a structure—e.g. a wall—the context sheet noted the material of construction and the association with other contexts, deposits or other built elements, and the dimensions of the element. The context sheets formed the backbone of the on-site recording for each area.

In addition, each area was provided with a site diary in which the archaeologist recorded more incidental or impressionistic information relating to that particular area.

Plans of each area were completed at chosen periods to provide a graphic record of the removal of contexts. The drawn record complemented the photographic record, which was taken in both colour transparency and black and white, and recorded the removal of each context, particular items of interest nominated by the area archaeologist, and also the day-to-day operations of the excavation.

Excavation staff

The core staff included:

• excavation director

• site supervisor

• trench supervisors (4)

• archaeological assistants (3)

• interpretation officer

• technical support

• archaeological draftspersons (2)

• project historian

• material conservators (2)

• museum specialists (4)

• photographer

• site manager

• administration staff and post-excavation staff (9).

In addition to the core staff, more than 500 volunteers assisted on the site during the course of the excavation.

Daily operations

Archaeologists and volunteers arrived at the site each day at 7.45am for an 8am start. Volunteers were allocated to each area supervisor on the basis of availability and need.

New volunteers were taken through an introduction to site operations and registration. In addition, groups of new volunteers were given a brief history of the site and an explanation of some of the finds during this initial period.

Site tours were conducted by the archaeologists on a rotation basis. They took place three times daily on weekdays and once on Saturdays, and generally lasted around 30 minutes.


Stage 5: Post-excavation analysis and reporting

The extraordinary quality and quantity of excavated artefacts necessitated an unprecedented effort on the part of the post-excavation analysis team. Specialists in both soil and pollen analysis examined selected deposits from the site before the cessation of work, while a specialist in parasite analysis examined deposits associated with cesspits across the site.

Six archaeologists undertook post-excavation analysis of the nearly 750,000 individual artefacts that had been found, and after initial cataloguing and entry into the artefact database this translated into 71,000 database entries; the data entry alone took nearly 18 months.

This post-excavation analysis was divided into six separate categories generally based on artefact material: ceramic, glass, bone and wood, metal, building materials and miscellaneous (the latter mostly comprising artefacts of unusual or composite materials). More than one million artefacts from the site are now housed in a storage facility at Darling Harbour, and are available for study.

Stage 6: Publishing the final report

In addition to various other publications and texts that have been published subsequent to the dig, the post-excavation report for The Big Dig contains more than 1,700 pages and is presented in six volumes, each representing a different type of information recovered from the excavation:

Volume 1—Executive summary which presents an overview of the entire excavation process and results.

Volume 2—The central part of the final report, integrating the results from the excavation and post-excavation analysis with the research on broad contextual themes, as well as detailed occupational history.

Volume 3—Trench reports from the excavation proper. Each archaeological area supervisor reported on the area they excavated, highlighting salient features relating to the excavation itself and the contexts as they were excavated.

Volume 4—Post-excavation artefact analysis reports plus specialist reports for soil, pollen and parasites.

Volume 5—Print-out of the artefact database.

Volume 6—Hard copies of the digitised plans from the excavation.

Stage 7: Site interpretation and communication to the public

The Cumberland and Gloucester streets site offered many post-excavation interpretation opportunities. Many of the recommendations offered in the final reports, such as the development of education programs and museum interpretations, have now been carried out; the education program in which your students are participating fulfils the research objective of disseminating the results of the excavation to the wider public.

Sydney Harbour YHA and The Big Dig Archaeology Education Centre

In 2006 the Youth Hostels Association was selected by v and the NSW Minister for Planning to construct a youth hostel and archaeology education centre on the site, both of which were completed in December 2009. The design of the building, which is raised above the ground on pillars, includes an on-site interpretive track and also The Big Dig Archaeology Education Centre, which preserves and showcases the important archaeological remains.

The Rocks Discovery Museum

The Rocks Discovery Museum, opened in December 2005, houses four exhibitions that take visitors on a journey from pre-colonial Sydney to the present day. Many of the signature artefacts from the excavation, such as the contents of convict butcher George Cribb’s well, are now on display in the museum.

The Big Dig’s site in 2003, before youth hostel construction


Groundwork program activity: Artefact analysis sheet

Name : ________________________________________________________________________________________________________

Questions Artefact 1 Artefact 2

What is it made from?

For example: wood, metal, stone, ceramic, bone, shell.

Is it complete?

Is it broken, snapped, cut or worn away?

Does it have any markings?

For example: patterns, decoration, symbols, writing, cuts, scratches.

How do you think it was made?

By hand or machine? Locally or imported?

What do you think it is?

How do you think it was used?

Estimate when it was made.

Where do you think it was found?

Who do you think may have used or owned it?

Quick sketch: Artefact 1



Groundwork program activity: Artefact analysis sheet

Name : ________________________________________________________________________________________________________

Questions Artefact 1 Artefact 2

What is it made from?

For example: wood, metal, stone, ceramic, bone, shell.

Is it complete?

Is it broken, snapped, cut or worn away?

Does it have any markings?

For example: patterns, decoration, symbols, writing, cuts, scratches.

How do you think it was made?

By hand or machine? Locally or imported?

What do you think it is?

How do you think it was used?

Estimate when it was made.

Where do you think it was found?

Who do you think may have used or owned it?




Post-excursion activity: Historical InvestigationArchaeology at The Big Dig—questions for discussion

1. What is the purpose of developing a range of research questions prior to an archaeological dig?

2. How does the archaeological evidence discovered on the Cumberland and Gloucester streets dig site challenge our impression of early convict society in Sydney?

3. What sort of social benefits would you expect to result from museum interpretations of artefacts and places?

4. What types of documents are available to help historians and archaeologists study a particular time, place and people?

5. What are the two main types of archaeological dig?

6. What is the most common type of dig in Sydney and why is this the case?

7. Can evidence of contact between the Indigenous and European populations of Sydney be detected in the archaeological record?

8. List reasons for leaving parts of dig sites undisturbed.


1 The Big Dig Archaeology Education Centre (meeting spot)

2 Sydney Harbour YHA entry

3 The Rocks Discovery Museum

6

23

45

ForeshoreHouse

St Patrick’sChurch

GrosvenorPlace

SydneyObservatory

First Fleet Park

C a m p b e l l sC o v e

W a l s hB a y

S y d n e yH a r b o u r

B r i d g e

C i r c u l a rQ u a y

Museum of Contemporary Art

SusannahPlace

Museum

KGV Recreation

Centre

BR

AD

FI E

LD

HI G

HW

AY

HA

RR

I NG

TO

N S

TR

EE

T

GL

OU

CE

ST

ER

ST

RE

ET

CU

MB

ER

LA

ND

ST

RE

ET

LO

WE

R F

OR

T S

TR

EE

T

TR

I NI T

Y A

VE

NU

E

A R G Y L E S T R E E T

A L F R E D S T R E E TA L F R E D S T R E E T

MA

CQ

UA

RIE

ST

RE

ET

MA

CQ

UA

RIE

ST

RE

ET

LO

FT

US

ST

RE

ET

YO

UN

G S

TR

EE

T

PH

ILL

IP S

TR

EE

T

G R O S V E N O R S T R E E T

E S S E X S T R E E T

A R G Y L E S T R E E T

W A T S O N S T R E E T

GE

OR

GE

ST

RE

ET

HI C

KS

ON

RO

AD

HI C

KS

ON

RO

AD

KE

NT

ST

RE

ET

KE

NT

ST

RE

ET

HI G

H S

TR

EE

T

H I G H S T R E E T

B R I D G E S T R E E T

B R I D G E S T R E E TD A L L E Y S T R E E T

ME

RR

I MA

N S

TR

EE

T

W I N D M I L L S T R E E T

CIR

CU

LA

R Q

UA

Y W

ES

T

G L O B E S T R E E T

S U R G E O N S W A L K

M I S S I O N S T E P S

C A P T A I N T E N C H A R C A D E

NU

RS

ES

WA

LK

S U E Z C A N A L

M I L L L A N E

GL

OU

CE

ST

ER

W

AL

K

PL

AY

FA

I R S

TR

EE

T

KE

ND

AL

L L

AN

E

Dawes Point(Tar-ra) Park Hickson

Road Reserve

FoundationPark

ObservatoryPark

Future BarangarooDevelopment

ArgylePlace Park

PottingerPark

ClyneReserve

Munn StreetReserve

BridgeClimb

The RocksSquare

Sydney TheatreCompany

Walsh BayHistory Walk

Sydney DanceCompany

Wharf

5Wharf

4Wharf

3Wharf

2

1

Wharf

Sydney Harbour Bridge Pylon

Lookout

SydneyTheatre

ParburyRuins

St Brigid’sChurch

no vehicular

access

HI C

KS

ON

RO

AD

UP

PE

R F

OR

T S

TR

EE

T

GL

OU

CE

ST

ER

ST

RE

ET

H I C K S O N R O A D

C U M B E R L A N DP L A C E

L O N G S L A N E

GE

OR

GE

ST

RE

ET

CA

MB

RI

DG

E

ST

RE

ET

KGVPark

Cadman’sCottage

Bligh and BarneyReserve

Harbour MastersSteps

Captain CookCruises

CommisionersSteps

PylonLookout

The RocksDiscoveryMuseum

ClocktowerSquare

DestinationNSW

GarrisonChurch

The Big DigArchaeology

Education Centre

Sydney Harbour

YHA

R U G B Y L A N E

UN

DE

RW

O O D S T R E E T

Metcalfe Arcade

Campbell’sStores

HA

RR

ING

TO

N S

TR

EE

T

LO

WE

R F

OR

T S

TR

EE

T

National Trust S H Ervin Gallery

PIT

T S

TR

EE

T

The Rocks Centre

Passenger TerminalForecourt

C U S T OM

OF F I C E R

S T A I R S

Pier

Pier

67

Pier

Pier

89

Pier

Pier

Pier

Pier

A T H E R D E N

S T R E E TP

LA

YF

AI R

S T R E E T

Fort Street Public School

A R G Y L EC U T

1Pier

OverseasPassenger Terminal

E L E V A T E D R O A D

P O

TT

I NG

ER

ST

RE

ET

B E T H E L S T R E E TS T E P S

The RocksMarkets

(Saturday –Sunday)

The Rocks Markets(Fri–Sun)

Jack Mundey Place

G E O R G E STR

EE

T

HI C

KS

ON

RO

AD

A R G Y L E P L A C E

A R G Y L ES T E P S

WIN

DM

I LL

ST

EP

S

N o r t h

B U L L E T I N P L A C E

RE I B

Y P L A

CE

D

AL G

ET

Y R

OA

D

JE

NK

I NS

ST

RE

ET

M O O R E S T E P S

EA

ST

ER

N P

ON

TO

ON

NSWGovernment

House

Dendy Cinema

Royal BotanicGardens

Conservatoriumof Music

Justice andPolice MuseumCustoms

House

Museum of Sydney

CustomsHouse

Forecourt

Sydney OperaHouse

Macquarie Place Park

Museum of Sydney

M A N O ’ W A RS T E P S

B e n n e l o n gP o i n t

C R I B B S L A N E

Walsh BaySculpture Walk

McM

aho

ns

Poin

t, D

arlin

g H

arb

ou

r, H

un

ters

Hill

, Par

ram

atta

Neu

tral

Bay

, Mo

sman

Bay

, Wat

son

s B

ay

Taro

ng

a Zo

o, M

anly

Jet

cat

Man

ly

Drawing SizeEIssue

04.01.13Date

For Approval not for productionStatus

SYDNEY HARBOUR FORESHORE AUTHORITY • Extend Rocks Map

4630_RME01Drawing No

1 of 1Sheet

MAP DRAWINGS • The Rocks Map Extension

Attention Due to this reproduction process the colours in this image are not exact representations of the final product.

With Sydney Harbour Foreshore Authority Tight Grid

A B C D E F G H I J K L M N O P Q R S T U V W

A B C D E F G H I J K L M N O P Q R S T U V W

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Places of InterestArgyle Cut J9

BridgeClimb J7

Cadmans Cottage M9

Captain Cook Cruises O11

Clocktower Square Shopping Centre K9

Dendy Cinema S8

Fort Street Public School G12

Garrison Church H9

Justice and Police Museum R13

King George V Recreation Centre I10

Metcalfe Arcade L6

Museum of Contemporary Art M10

National TrustS H Ervin Gallery G13

Overseas Passenger Terminal N7

Pylon Lookout L2

St Patrick’s Church J15

Susannah Place Museum K11

Sydney Dance Company H4

Sydney Observatory G11

Sydney Opera House T5

Sydney Theatre G7

Sydney Theatre Company H4

Sydney Visitor Centre L9

The Big Dig Archaeology Education Centre J11

The Rocks Discovery Museum L9

The Rocks Market (Friday – Sunday) L6 & L9

Walsh Bay Sculpture Walk I4

Walsh Bay History Walk I3

Parks & SquaresArgyle Place Park G9

Bligh and Barney Reserve M9

Dawes Point (Tar-ra) Park K3

First Fleet Park M12

Foundation Park K8

Hickson Road Reserve M3

King George V Park J9

Observatory Park G10

Royal Botanical Gardens V12

The Rocks Square L8

Public InstitutionsConservatorium of Music U14

Customs House P13

Foreshore House L11

NSW Government House U9

NSW State Records L11

Tourism NSW K10

Accommodation / Hotels

Australian Hotel J10

Bed and Breakfast Sydney Harbour J12

Harbour Rocks Hotel L10

Intercontinental Sydney R14

Mercantile Hotel K6

Old Sydney Holiday Inn L7

Park Hyatt M3

Quay West Suites Sydney J13

Shangri-La Hotel J13

Sir Stamford at Circular Quay Hotel S14

Sydney Harbour Marriott Hotel N15

Sydney Harbour YHA J11

Four Seasons Hotel Sydney L13

The Lord Nelson Brewery Hotel E9

The Observatory Hotel F12

The Russell Hotel L11

The Sebel Pier One Sydney Hotel J2

Rendezvous Stafford Hotel K10

Transport

Ferry Terminal

Water Taxis

Harbour Cruises

Parking Station

Bicycle Rack

Sydney Explorer Bus Stops

Services

Sydney Visitor Centre

Information

Police Station

Public Toilet

Baby Change

Accessible Toilet

Cafe

Restaurant

Harbour Bridge Pedestrian Way

Harbour Bridge Cycle Way

Websiteswww.therocks.com

www.shfa.nsw.gov.au

Taxis

Bus Stop

Train Station

Motorcycle Parking

Accessible Parking

The Rocks

Mail Box

ATM

Telephone

Shopping

Library

Photo Point

Bureau de Change

10. Map of The Rocks

2

3

1


11. Bibliography and suggested resources

Bibliography Attenbrow, V. (1992), Port Jackson Archaeological Project—Stage II. Unpublished report to the Australian Institute of Aboriginal and Torres Strait Island Studies

Attenbrow, V. (2002), Sydney’s Aboriginal Past. UNSW Press, Sydney

Challis, K. (2000), Tales from Sydney Cove. The Helicon Press, Sydney

Connah, G. (1998), Of the hut I builded—the Archaeology of Australia’s History. Cambridge University Press, UK

Coupe, S., Coupe, R. & Andrews, M. (1995), Their Ghosts May Be Heard—Australia to 1900. Longman, Australia

Curson, P. H. (1985), Times of Crisis—Epidemics in Sydney 1788–1900. Sydney University Press, Sydney

Evans, I. (1985), The Australian Home. The Flannel Flower Press, Sydney

Fitzgerald, S. (1992), Sydney 1842–1992, Hale & Ironmonger, Sydney

Godden Mackay Logan (1997), Angel Place Development, Sydney: Archaeological Assessment, Research Design and Archaeological Investigation. Report for City of Sydney Council

Harrison, M. D. (2009), My people’s dreaming. Finch Publishing, Sydney

Johnson, A. W. (1998), Dawes Point Battery Archaeological Excavations 1995—Dawes Point, The Rocks, Sydney. Volume I: Introduction and History. Sydney Cove Authority, Sydney

Johnson, A. W., Foundation Park: Excavation and interpretation of archaeological features. Sydney Cove Authority, Sydney

Karskens, G. (1997), The Rocks: Life in Early Sydney. Melbourne University Press, Melbourne

Karskens, G. (1999), Inside The Rocks: the Archaeology of a Neighbourhood. Hale and Ironmonger, Sydney

Karskens, G. (2009), The Colony: a History of Early Sydney. Allen & Unwin, Sydney

Kelly, M. (1997), Anchored in a Small Cove: A history and archaeology of The Rocks, Sydney. Sydney Cove Authority, Sydney

Koettig, M. (1995), Assessment of Aboriginal Sites Gladesville Hospital—South Campus. Unpublished report for Hughes Trueman Ludlow

Lampert, R. J. and Truscott, M. C. (1984), The Archaeological Investigation of the Bond Store, Moore’s Wharf, 1980. Report held by Sydney Harbour Foreshore Authority

NSW Department of Planning / Heritage Council of NSW (1993), Historical Archaeological Sites: Investigation and Conservation Guidelines. NSW Department of Planning, Sydney

NSW NPWS (1997), Aboriginal Cultural Heritage: Standards & Guidelines Kit. NSW National Parks and Wildlife Service, Hurstville, NSW

Sydney Cove Authority (c. 1995), Dawes Point, The Rocks: Archaeological Excavation June–August 1995. Sydney Cove Authority, Sydney

Turbet, P. (2001), The Aborigines of the Sydney District before 1788. Kangaroo Press, East Roseville, Sydney

Willey, K. (1979), When the Sky Fell Down: The Destruction of the Tribes of the Sydney Region, 1788–1850s. William Collins Pty Ltd, Sydney

Zarmati, L. & Cremin, A. (1998), Experience Archaeology. Cambridge University Press, UK

WebsitesInformation about The Rocks: www.therocks.com The Rocks Discovery Museum: www.rocksdiscoverymuseum.com City of Sydney Council www.cityofsydney.nsw.gov.au Information on Aboriginal Sydney www.cityofsydney.nsw.gov.au/barani National Library of Australia www.nla.gov.au NSW Heritage Office www.heritage.nsw.gov.au NSW Government (homepage) www.nsw.gov.au State Library of NSW www.slnsw.gov.au State Records of NSW www.records.nsw.gov.au Sydney Harbour Foreshore Authority www.shfa.nsw.gov.au Heritage on the NSW Board of Studies site www.teachingheritage.nsw.edu.au Sydney Learning Adventures www.shfa.nsw.gov.au/sla Tropman & Tropman Architects www.tropmanarchitects.com.au Louise Zarmati biography www.educ.mq.edu.au/staff_bio.aspx?sid=402


12. Contact us

Your BookingIf you have any questions regarding your booking or would like assistance in planning your day, we can help in combining programs with other education providers or customising packages to suit your needs.

Programs• All programs are held at the Archaeology Education Centre

at Sydney Harbour YHA.

• Programs run for 120 minutes unless otherwise stated.

• Risk assessments can be downloaded from our website.

• Toilet facilities are available at the Archaeology Education Centre.

• Bus drop-off and pick-up is on Cumberland Street in front of the Sydney Harbour YHA.

T 02 9240 8552

The Rocks Discovery Museum2-8 Kendall Lane, The Rocks, NSW 2000

• Entry is free.

• Information at the museum will compliment any Sydney Learning Adventures program.

• Recommended time allowance: 30 mins for Stages 1–3 / 45 mins for stages 4–6.

T 02 9240 8680

Accommodation at Sydney Harbour YHA 110 Cumberland Street, The Rocks, NSW 2000

T 02 8272 0900

E [email protected]

www.yha.com.au/hostels/nsw/sydney-surrounds/sydney-harbour/

groundwork: archaeology at the big dig...the groundwork program offers students a unique opportunity...

Documents