hsie assignment 3. cultures darug people of sydney. assignment 3. cultures darug people of sydney....

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HSIE Assignment 3. Cultures Darug People of Sydney. Rationale. The rationale of this Unit of Work is to have Stage 3 students achieve certain outcomes of the HSIE KLA. Those outcomes are concentrated in the Cultures strand of the syllabus but also in other strands. Specifically those outcomes are CCS3.1, CUS3.3, CUS3.4, ENS3.5 and ENS3.6. This unit of Work hopes to give students a thorough respect, appreciation and knowledge of the Darug people of Sydney and their culture at the time of the arrival of the First Fleet. It also wishes to place that time firmly in the context of change and continuity making reference to the present day Sydney. The culture, social systems and structures of mainly the Darugs, but also the First Fleet are presented and their interaction with the environment is a strong focus and perspective of the Unit of Work. The teaching and learning strategies are a strong mix of auditory, visual and written stimuli. The Unit of Work relies heavily on group work and role play. A series of background information is presented and the students are engaged by working together 'in role' to solve problems that the Darugs and British First Fleeters would have to face. After this engagement, historical information is supplied and the students asked to assess their group ideas with the realities of decisions made by the Darug and British. In this way students are engaged in a fun and expressive way, learning from eachother but also strongly understanding the material presented to them as it relates directly to their group role play. Students are encouraged to share ideas and thoughts about the different activities and history. They are also encouraged several times to revisit past lessons to help them in their current tasks which should foster a greater intake of knowledge and ideas. The students will be exposed to conflict situations and taught the importance of understanding and respecting different cultural experiences and viewpoints in order to solve and avoid conflict. Students will both think critically about the past and also enjoy the experience of being their own clan in their table groups. Students will do literacy activities of writing their own Dreamtime stories and Clan diaries and well as creating their own Darug dance and introductory clan poster. Students will engage with the ICT in watching Aboriginal dance movies and finding exisiting Sydney suburbs named after different Darug and other Aboriginal clan names on a current Sydney map. Students will use mathematical and life skills when put in the role of First Fleet planners who will need to plan food and equipment supplies for the 1373 people who arrived on the First Fleet. Assessment will be based on an informal and formal method. The Unit of Work requires much participation, expression and critical discussion throughout so that the teacher can informally assess. The teacher could more formally assess the written 1 day Darug life diaries the students write. There are many activities with a large preponderance of open questions that the teacher could also easily assess. My preferred model would be to have 50% of assessment based on informal teacher observation of participation and worksheets completed and to have the remaining 50% assessed in a formal test. This test however would also largely be based on open questions so that the students can display a mix of knowledge, critical thinking and creativity that they have gained from the Unit of Work.

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HSIE Assignment 3. Cultures Darug People of Sydney.

Rationale.

The rationale of this Unit of Work is to have Stage 3 students achieve certain outcomes of the HSIE KLA. Those outcomes are concentrated in the Cultures strand of the syllabus but also in other strands. Specifically those outcomes are CCS3.1, CUS3.3, CUS3.4, ENS3.5 and ENS3.6. This unit of Work hopes to give students a thorough respect, appreciation and knowledge of the Darug people of Sydney and their culture at the time of the arrival of the First Fleet. It also wishes to place that time firmly in the context of change and continuity making reference to the present day Sydney. The culture, social systems and structures of mainly the Darugs, but also the First Fleet are presented and their interaction with the environment is a strong focus and perspective of the Unit of Work. The teaching and learning strategies are a strong mix of auditory, visual and written stimuli. The Unit of Work relies heavily on group work and role play. A series of background information is presented and the students are engaged by working together 'in role' to solve problems that the Darugs and British First Fleeters would have to face. After this engagement, historical information is supplied and the students asked to assess their group ideas with the realities of decisions made by the Darug and British. In this way students are engaged in a fun and expressive way, learning from eachother but also strongly understanding the material presented to them as it relates directly to their group role play. Students are encouraged to share ideas and thoughts about the different activities and history. They are also encouraged several times to revisit past lessons to help them in their current tasks which should foster a greater intake of knowledge and ideas. The students will be exposed to conflict situations and taught the importance of understanding and respecting different cultural experiences and viewpoints in order to solve and avoid conflict. Students will both think critically about the past and also enjoy the experience of being their own clan in their table groups. Students will do literacy activities of writing their own Dreamtime stories and Clan diaries and well as creating their own Darug dance and introductory clan poster. Students will engage with the ICT in watching Aboriginal dance movies and finding exisiting Sydney suburbs named after different Darug and other Aboriginal clan names on a current Sydney map. Students will use mathematical and life skills when put in the role of First Fleet planners who will need to plan food and equipment supplies for the 1373 people who arrived on the First Fleet. Assessment will be based on an informal and formal method. The Unit of Work requires much participation, expression and critical discussion throughout so that the teacher can informally assess. The teacher could more formally assess the written 1 day Darug life diaries the students write. There are many activities with a large preponderance of open questions that the teacher could also easily assess. My preferred model would be to have 50% of assessment based on informal teacher observation of participation and worksheets completed and to have the remaining 50% assessed in a formal test. This test however would also largely be based on open questions so that the students can display a mix of knowledge, critical thinking and creativity that they have gained from the Unit of Work.

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Sticky Note
1.1.11 of 4 Knowledge of content is shown in following 10 worksheets.
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Sticky Note
1.1.12 of 4 Knowledge of different modes of enquiry will be demonstrated in following 10 lessons.

HSIE Assignment 3. Cultures - Darug People of Sydney.

Lesson Plans in point Format.

Lesson 1

Display Darug Aboriginal informational maps, posters and artefacts around the classroom. Introduce the unit of work theme and lead a brainstorming session with students on what they know of Sydney Darug Aboriginal society before the British settlement of Sydney. Have students use imagination to place themselves in a past Darug Aboriginal setting by first identifying what in the current landscape is not there and then on what might be there. Provide a simple verbal timeline for students taking them back to what the landscape was in the past. If possible refer to some recent change in the landscape the students can relate to. Announce to students that each table will become expert in one of 4 facets of Darug Aboriginal culture and present their expert findings to the class. Teacher hands out appropriate resources and worksheets to the class. Have students in their table groups (assumed to be sitting in 4 tables) each read a different activity worksheet and discuss together how best to present their information to the class. The teacher roams around the classroom and discusses the worksheet information and planned presentations with each table. Each group, one at a time presents their activity to the class. At appropriate times, the teacher encourages questions from the students or themselves to be expressed to the performing group. Students receive all four worksheets and attach them to the HSIE books and highlight any information of interest to them. The ‘Darug Poster’ created is displayed in the room with the other Aboriginal posters, maps and artefacts. After worksheets have been attached the teacher again asks students to imagine themselves back in a traditional Darug Aboriginal setting and asks a series of questions related to the activities just completed. The teacher brings the students back to the present by adding concrete roads, buildings, cars and finally the classroom. The teacher then questions the students on what interesting information, or questions they now have from the first lesson. These responses can be a clue to how the teacher might introduce new material in future lessons.

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Sticky Note
1.1.13 of 4. Demonstrating knowledge of modes of enquiry in following 10 lessons.

Lesson 2

The teacher announces to the students that they will each in their tables compose and perform a Darug hunting dance. Items such as wooden clapping sticks, boomerangs, headbands, simple spears and shields are shown to the students that can be incorporated in their dance. Simple coloured chalk that easily rubs off can also be made available for decoration of faces. For stimulus an aboriginal hunting dance is shown on the ICT and students are encouraged to look back over the ‘Hunting and Cooking’ worksheet from the first lesson. Teacher asks students to say what they think the ICT dance was about. Teacher then asks a range of questions about the components of the dance including the music used, the characters in the dance, the social setting, the decorations on the dancers and what the students might think some reasons for performing the dance are. The students break into groups to discuss and practice their own performances. The teacher roams around each group giving advice on possible subjects of what dances they can perform and the different components of each dance. Students can use hand clapping for practice if not enough clapping sticks are available. Each group first introduces and explains their dance and then performs their dance composition to the class. At the end of all performances the teacher again questions students on the reasons for dance looking for answers of having fun; being sociable; the handing on of tradition; telling past stories and teaching everyone in the tribe, especially the young, what is involved in hunting (and dance). Teacher asks students to name what other occurrences Darug Aboriginals might have danced about and why they might use dance for those occurrences. Students fill in worksheet and attach to their HSIE books. Aboriginal dancing items are returned or added to HSIE items displayed around room.

Lesson 3

Announce to students that they will each write their own Darug dreamtime story today in class. Read with the class the information worksheet on The Dreaming Time stories. Read to the class a simple picture book Dreaming story on How the Echidna got His Spikes on his back. Discuss with the class the characteristics of the Dreaming story including the aspect of spirits and animals taking on human abilities of speech and interacting together in the land to explain something. Compare the use of Dreaming Stories to the use of dance from the last lesson. Give each of the 4 tables a topic to write a Dreaming story about. 1. How the sun ended the darkness.

2. How the kangaroo learned to stand up. 3. Why the biggest bird could not fly. 4. The rain that would not come. Students write their own stories in their HSIE books but can work together to discuss ideas within their groups. Aim for a minimum of 10 lines for the story. Teacher roams around groups giving feedback and listening to thoughts. Have more story books for stimuli and early finishers. At the end of the writing activity ask each table to relate their Darug Dreamtime explanations for their writing topic. Stories don’t have to be read just a brief explanation given. Ask students who would have liked to have been a story teller and writer in the Sydney Darug tribe 200 years ago. If time, have students read their own or another picture book Dreamtime story to the class.

Lesson 4

Ask the class to imagine that they are a Sydney Darug clan of 200 years ago and they will have to decide how the tribe should function. The tribe will have to agree on how to structure the tribe, what weapons to use, what foods to eat, how to create fire, how to keep themselves warm, how to carry water, where to live and how to catch their food. On their tables are ‘help cards’ that other friendly Darug groups have provided to help them in their decisions. On the top of the cards are the 8 different categories and on the face down side are the helpful hints of the Darug people. Each group reads the initial category and then discusses amongst themselves how they plan to organise their clan. After an initial discussion period the teacher allows the class to turn over the helpful hint card and read and discuss what the Darug people say. The teacher then asks the groups to discuss the helpful hint and decide whether they will take some or all of the advice and report back to the class (clan) their decisions. This process repeats through all the 8 different categories and then the teacher collects all the cards. The students are asked to work in their tables to fill out the worksheet on structuring the Stage 3 Darug tribe. The teacher may give help and reproduce the cards if needed. After worksheets have been attached to the HSIE book the teacher leads a discussion with the students and asks for a vote on what the clan has decided to do and what advice from the Darug help cards that they found helpful and which advice they would prefer not to take and why.

Lesson 5

Teacher hands out a worksheet containing selected Sydney Aboriginal clan names. The worksheets also list Darug Aboriginal words and their English equivalent meanings. The teacher explains the name meanings of the different clans in the Darug language. The teacher announces that many place names today are named after Darug and other Aboriginal clan names and displays a current Sydney map on the ICT. Each group works together to try and find and then write on the worksheet each current day suburb that they think may be named after an Aboriginal clan name. The first table to successfully finish are declared the Darug Dreamteam Champions and are each awarded the prize of a bag of “Rainbow Serpent” snake sweets. At the end of the exercise the teacher asks for volunteers, one at a time to come up and circle the placenames on the ICT Sydney map. The teacher may wish to hand out individual “Rainbow Serpent” snake sweets for correct answers. Have tables choose which Darug or other Aboriginal clan name they wish their table to be called. Have them explain the meaning of their place name and identify their area on the map. Have students read the list of Darug words on the second part of their worksheet and identify any that they recognise. Have students work in pairs to create a message of two or three sentences using a mix of English and Darug words that they wish to send to another Darug clan table in order to ask them some questions. The messages are exchanged and the task of the receiving pair is to decipher the meaning of the message and reply to the question similarly using a mix of English and Darug words. The messages are then returned and both the original message and the reply are converted to English by the first pair and similarly written in their HSIE books.

Lesson 6

Tables are reminded of their Darug or Aboriginal clan names from last lesson and asked to come out to the ICT smart board and write their table clan name on a blank Sydney map and remind the class what their name stands for and the present day suburb named after them. Students are brought back into role of being in their Clan groups and are asked to each create a clan poster to help describe who they are and to present it to the class. The teacher reminds students that they can look back over their first 6 lessons for help in creating the poster. The teacher displays a suggested list on the board for writing or drawing including : clan name and meaning, map, dreamtime stories, sacred places or animals, language, hunting or cooking methods, weapons, local animals, stories happening to the clan, rituals ceremonies, dances or musical instruments used etc. Teacher roams around groups and helps students work together efficiently and decide best ways to create their poster.

Students present their posters to the class introducing themselves and explaining what and why certain things are on their introductory clan poster. Posters are displayed around the class near each table if possible.

Lesson 7

Each student is asked to briefly look over the information again in the first 5 lessons regarding Darug Sydney and also their group poster. Each student is to pretend they are an 11 or 12 year old member of their respective clan and to write a short description in their HSIE books of a normal day in the life of the tribe. On the whiteboard are written suggestions for the students to include such as to introduce themselves and describe their family and where they live and what may have happened to them that day. They might want to mention how they cook or entertain themselves or if they have gone hunting or seen any wildlife. Students are reminded that other table members are in their clan and they may want to include them in their story for that day. Students are also encouraged to use some Aboriginal words they have learned from the previous lesson. Teacher roams around the different clans and helps students with their writings and being able to set the scene for the time and place of the writings. Students can help each other in their groups. Teacher asks the different clans to swap their stories with someone in their clan and to read each other’s stories. Stories are swapped and read a second time by another member of the clan. The Teacher then enquires from each table for a consensus description of what they think life is like in their clan.

Lesson 8

The teacher then sets the scene of the arrival of the British First Fleet and hands out an information sheet that is then read by the students together. The teacher questions the clans on what might be their impressions about first seeing the new people. Students are asked to work in groups to consider what the main differences with the settlers are regarding appearance, clothing, tools used, food and animals, weapons and how the newcomers structure themselves etc. Students are asked to discuss in their groups and then write in their worksheets at least 5 things that they think would be very different or strange or puzzling about the new settlers to the Darug clans. Clans then discuss with the class what they think the main differences are. Students are asked to discuss in groups and then write in their books three things about the new people that might scare the clan and then share with the class. The teacher then asks the students to put themselves in the position of the British First Fleeters and discuss in their groups what things the British may be scared about regarding the Darug clans and the

new environment. The students write three things the British may be scared of and share with the class. The teacher then asks the students to discuss in their tables any problems that they think may arise between the two groups and to write those down and attach worksheets in their HSIE books and discuss with the class.

Lesson 9

Students are handed out a worksheet given more information on the background of the First Fleet which is read together in class. Students are asked to work in groups in the role of planners for the First Fleet in order to ensure that the settlement is successful. Students are asked to discuss some major areas that need to be planned for. The first few are taken on a whole-class basis and written by the teacher on the board in order to get each table correctly focused on the task. Possible answers might be food, transport, clothing, water, farming tools, animals, protective security, building materials etc. When a few major areas are announced, and written on the board the tables discuss amongst themselves some more major areas and then the teacher brings back the focus to the whole class and writes new suggestions on the board. Each table is then designated to be in control of two major areas and to list as many things that need to be brought with them in order to look after those areas. The numbers of each item (or personnel) should be related to the number of First Fleeters that are planned to arrive. The lists are to be written in their HSIE books under appropriate headings. The teacher then discusses with the class one major area at a time and has the groups list their top 5 expert recommendations on what the First Fleet need to bring with them in order to give the Fleet the best chance of surviving. Each table similarly copies down these recommendations under appropriate headings. When all the recommendations are made and written down then a list of the actual items the First Fleet brought with them is displayed on the ICT and discussed by the teacher who is open to class questions and comments about anything that surprises the class. A worksheet naming some of the items is handed out by the teacher and attached into the HSIE books. Students are asked to highlight two of the most important items on the list and write in their HSIE books why they think they are important. Students then also highlight 2 items that surprised them from the list and explain in their HSIE books why they are surprised by those items.

Lesson 10

The teacher asks students to read out some of the problems they thought might arise between the Darug tribes and the First Fleeters that they wrote down at the end of lesson 8. The teacher then writes these on the board and adds any more likely problems the students might think. The teacher announces

that there were conflicts between the two groups and that we will investigate the reasons how this could have occurred. The teacher then asks for two tables to be in the role of their table clans and two tables to be in the role of the First Fleet. The two groups are then separated to opposite sides of the room and each given and asked to read one of two worksheets with descriptions of different scenarios as seen from the different viewpoints. The teacher roams to both groups and asks students what they think of each scenario. The two groups then resume their normal seating and the teacher initiates discussion on each of the scenarios and asks students to say which side is in the wrong and to discuss the situation together looking for a resolution. After the initial introduction the teacher should focus on being only a facilitator and have the students lead the discussions. After the discussions the teacher asks the students how conflicts can occur and can be compounded with different languages, lifestyles and traditions. The students are then given a copy of the other side’s view of the scenarios and asked to read them. Students are asked to comment about how both sides view the same occurrences and how cultural differences need to be understood. Finally, to bring the students out of a conflict role the teacher asks the whole class how problems in general could be resolved and what are some things that each of the groups could do to help the other group. Five each of these are written also into the worksheets and attached to their HSIE books. If time the students could complete a worksheet highlighting the different help each side can give to each other. Possible answers are :

Darug help with : Directions, local medicine herbs, information about hunting, which foods and animals are

poisonous or dangerous, traditions and languages of other tribes that the First Fleeters will meet, what farming techniques might destroy the local habitat, how best to survive in local weather conditions. Best places for fresh water. How to make weapons and canoes from local materials. How to make fire. Sharing of culture. Teach how to use fire in regenerating the bush.

British help with : Information about the world outside Australia, new farming and building techniques and tools,

new foods and animals, new use of transport using large ships of coaches with horses, new medicines, European styled clothing, how to make metal tools, use of kerosene Lighting, heating and cooking, shooting weapons, storage of food, sharing of culture, razor blades, scissors, western science.

HSIE Assignment 3. Cultures Darug People of Sydney.

Lesson Worksheets and selected suggested answers.

Lesson 1 Worksheet

Male youth Initiation Ceremony. Male Darug youths underwent an initiation ceremony at the age of about 14 to be formally accepted as men of the tribe. Preparations often took several months and ceremonies involved not just one but many clans who would agree a meeting place between them. It was often held in the summer months when shellfish was abundant. Leading up to the ceremony there were nights of traditional dancing and festivities. On the day of the ceremony the youths were assembled together with a guardian or sponsor. They were marched away and painted in ochre and grease and had a belt of possum skin fastened around them. A bone of a rock wallaby was inserted beneath the belt which was to be used to scratch themselves. Powdered charcoal and a skin cloak was then placed over the initiates head. Elders conducted ancient Dreaming ceremonies that were kept secret. The elders gave each boy an animal totem name which then stayed with them for the rest of their lives. They were not allowed to injure or eat that animal and believed that they were joined in union with the animal spirit who had human qualities. Then each boy had a tooth removed by being punched out. The tooth was then passed to family members and it was believed to have magical properties. Finally, the last step in becoming a man of the tribe was to receive the ceremonial scars on the chest, arms and back from broken pieces of shell that were often used as the tip of spears.

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Sticky Note
1.1.14 of 4. Demonstration of knowledge of subject content.

Activity: In your group, re-enact a youth initiation ceremony using the resources available. Be prepared to afterwards explain to the class the different parts of the ceremony that you have performed.

Darug Language Darug is the name of an ancient Aboriginal group of languages. Darug was spoken for thousands of years within the Sydney area by the different Darug clans. There were two main dialects of the Darug language, one for the Sydney coastal region and one that was west of Parramatta and Baulkham Hills. Even though there were two Darug dialects, they still could both understand each other. Aboriginal tribes outside of Sydney didn't speak Darug and it was difficult for those tribes to communicate with the Darugs. Some Darug words are mentioned below. See how many you can recognise. Boomerang hunting stick Boree log Dilly bag Witchetty bush grubs and insects Womerah throwing device Burra food, or mouth or eel Burra kangaroo Mari big, many Mara Marra very big Yarra fast river Nowee forest Mogo stone axe Narrung little or small Dooral gully and tree on fire Kobbera head Bado fresh water Berril finger Dooral Dooral many trees on fire Maru pathway or track Matta place of water Tuga dense forest Cattai swamy land Deerubbin hawkesbury river Wattungulle wattle tree Can snakes and lizards Binyang birds Mogra fish Dingo dog Dubing mosquito Karuk magpie Kula koala Kung-gung frog Wirriga goanna Wombat wombat Burraga bandicoot Murri-yanaa long walk Gal man Galleon woman Eora here Corroboree dance Wiana mother Dooral Dooral very thirsty Marayong emu Bardo two Goalong animals such as wallabies, kangaroos, possums etc.

Activity : In your group, try write a short play using mainly Darug words and then act it out in front of the class. Have someone in your group act as an interpreter who can tell the rest of the class what is being said by the Darug actors. Try to use the Aboriginal props in the classroom in your play.

Hunting and Cooking Most of the Darug people that lived on the coast and Parramatta River had a varied diet of fish and shellfish. Mainly the women fished from canoes with line and a curved shell for a hook. Darug women would also lay hollow logs across the river to attract eels that they could then catch. Besides fish and eels, Darug people would eat oysters, muscles, crayfish, shellfish and stranded whales but would not eat sharks or stingrays. A rich range of fruits and vegetables was available to the Aborigines, but many of them were poisonous unless specially treated. The Burrawang is highly poisonous, and before the seeds could be eaten, they were pounded and placed in running water for up to two weeks to remove the toxin. After this time, they were collected, pounded again to produce a kind of flour, and baked into flat cakes which were safe to eat.

The men would hunt kangaroos, wombats, lizards, bats and snakes as well as witchetty grubs. Possums were smoked out of trees by lighting a fire at the base of hollow trees and catching it as it came up the tree to escape. Fire was also used to force land animals into nets where they would be clubbed by the clan. Birds were also hunted such as magpies, ducks, kookaburras and rosellas as well as their eggs taken. Spears were about 3 to 4 metres long with sharp pieces of bone or shell tied to the tip. Spears were made from the stalks of the grass tree that was straightened and heated and often glued to other stalks with the macrozamia gum. Shields were made of bark or hardwood and males were very good at defending themselves with practice from a young age. Clubs were carved from the roots of hard trees and smooth flat stone was taken from river beds to make stone axes for cutting bark to make canoes and for fighting and also in hunting and cooking. The Darug didn't have a boomerang for throwing but did have a curved boomerang like stick that was used as a sword in fighting. Food was cooked on the embers of fires and the animal skinned if it could be used for clothing. Fish

were thrown on the fire and when the skin was warmed the scales were rubbed off. Bowls were made from eucalypt timber and fire made from rubbing sticks together.

Activity : Pretend that your table is a Darug tribe. Decide among yourselves whose responsibility it is to the the different tasks of fishing, hunting, cooking and making weapons. Present to the class what your individual responsibilities are and describe how you perform it.

Lillypilly Burrawang Yams Shellfish

Darug People and Geography. The Darug people were a group of different Aboriginal clans that covered most of the Sydney area from the eastern ocean to the Blue Mountains in the west. The Darug were the first Aboriginal people to have contact with the British First Fleet in 1788. The Darug had their own language which was different from the people who lived beyond the Sydney area. The Darugs were organised into different clans who were related by a common ancestor. These clans were typically large families of between 15 to 60 who had well defined boundaries for their own territory. These clans would move around their own territory according to the seasons of the year. In this way they didn't take all the food in any one area and allowed animal and fish numbers to increase.

The different clans would intermarry and come together to celebrate certain occasions such as for youth initiations. The Darug would often go around naked in the hot summer months. In the colder winter months the Darug would rub fish oil on themselves to keep warm. The Darug didn't have scissors so when they wanted to trim their hair they would burn the edges of their hair with a lighted brush. The Darugs had no concept of items or land being owned by anyone but was there for all to use. If someone in another clan injured or killed one of their own clan then they would demand justice by having the same thing happen to the guilty party. If the other clan would not agree then the injured clan believed they could injure or kill any member of the guilty clan in order to have justice and then the matter would be forgotten. The Darug used many native trees for medicines but had not before seen some of the diseases that were present in Europe.

Activity : Using the resources provided, draw and label a map of the Sydney area showing the different tribal areas including the Darugs. After reading the worksheet, present to the class some of the interesting things that you have learned about the Darugs and be ready to answer any questions about the Darug people and how they live.

Lesson 2 Worksheet

Darug Dancing Describe the story behind your groups Darug Hunting Dance. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What are some of the reasons that you think Darug people dance ? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

What are some of the decorations, tools and music that Darug people use in dancing ? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ How is Darug dancing different from some other dancing that you have seen ? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Lesson 3 Worksheet

Aboriginal Dreamtime Stories. A typical feature of Aboriginal life was the Dreamtime Stories. These stories involved animals and spirits of long ago that interacted with each other on the land. The animals and spirits had human abilities such as being able to talk. The animals and spirits were involved in many stories and the result of their adventures were used to explain the great unknowns of how things came to be. Listen to the Dreamtime Story of 'How the Echidna got his Spikes' and be ready to explain the meanings from that story to the Aboriginal population. After the story, your table group will be given one of the following 4 topics and you will work together to create your own Dreamtime Story. Dreamtime Topics.

1. How the sun ended the darkness. 2. How the kangaroo learned to stand up. 3. Why the biggest bird could not fly. 4. The rain that would not come.

Lesson 4 Worksheet

How will you organise your own clan ? Describe what your clan has decided to do regarding : Weapons to use. ______________________________________________________________________________ ______________________________________________________________________________ Foods to eat. ______________________________________________________________________________ ______________________________________________________________________________ How to create fire. ______________________________________________________________________________ ______________________________________________________________________________ How to keep warm. ______________________________________________________________________________ ______________________________________________________________________________ How to carry water. ______________________________________________________________________________ ______________________________________________________________________________

Where to live. ______________________________________________________________________________ ______________________________________________________________________________ How to structure the tribe. ______________________________________________________________________________ ______________________________________________________________________________ How to catch food. ______________________________________________________________________________ ______________________________________________________________________________

Lesson 4 Darug Helpful Hint Cards

Weapons to use. Tie sharpened bone and shells to the end of long wooden spears. Collect large flat stones and sharpen the edge against rocks to creat a good axe head. Foods to eat. Eat all types of fish that can be caught in nets. Collect bird eggs from nests. How to create fire. Take a long thin stick with a sharpened tip and continually rotate the stick between both palms so that the tip twirls around on a wooden base. Have some brush near the tip and wait for a spark to ignite the brush. It may take a lot of time so be ready to take turns with your clan. How to keep warm. Skin the fur off posums, wombats and kangaroos and use for clothing. Rub fish oil on yourselves in winter to keep the cold out. How to carry water. Find a rounded tree trunk and use the outer curve rim to carry water. Where to live. Live near the rivers and oceans so that you can do lots of fishing. If food is scarce in the area then continually move around so that you don't use it all. How to structure the tribe. Have men do the hunting of land animals and women do the fishing in the water. Have the elders in positions of deciding things for the tribe and travel in small groups. How to catch food. Float hollow logs onto rivers so that eels will go inside and you can catch them. Look for possums in hollow trees and light fires at the base and force them out. Burn a patch of thick brush so that shoots of green grass will grow and attract wombats.

Lesson 5 Worksheet

Darug tribes were often named after the places where the people lived. The clan name often ended with the word 'gal' (meaning man) to identify them as a people. For example the Burramattagal clan translates as Burra - place; Matta - lying eels; gal - man (or people). So the Burramattagal clan were 'the people from the place where eels lie down'. Today we call that place - Parramatta. A lot of the Darug and Aboriginal names are still found in the names of the different suburbs of Sydney. Also, some of the original places have kept a similar name to their Darag original names such as for the Aboriginal places of Mooroobra and Boondi.

Activity : Try to find the present day suburbs on the Sydney map for Mooroobra and Boondi

Mooroobra ______________ Boondi _________________

do the same for the following Aboriginal clans :

Toogagal ______________ Cabrogal _________________

Kurrajong ______________ Mulgoa _________________

Burramattagal ______________ Terramerragal ________________

Dharug ______________ Cammeraigal _________________

Cattai ______________ Bidjigal _________________

Answers (not shown on worksheet).

Maroubra Bondi

Toongabbie Cabramatta Kurrajong Mulgoa

Parramatta Turramurra Dharruk Cammeray

Cattai Bidwell

Here are some common Darug words : Boomerang hunting stick Boree log Dilly bag Witchetty bush grubs and insects Womerah throwing device Burra food, or mouth or eel Burra kangaroo Mari big, many Mara Marra very big Yarra fast river Nowee forest Mogo stone axe Narrung little or small Dooral gully and tree on fire Kobbera head Bado fresh water Berril finger Dooral Dooral many trees on fire Maru pathway or track Matta place of water Tuga dense forest Cattai swamy land Deerubbin hawkesbury river Wattungulle wattle tree Can snakes and lizards Binyang birds Mogra fish Dingo dog Dubing mosquito Karuk magpie Kula koala Kung-gung frog Wirriga goanna Wombat wombat Burraga bandicoot Murri-yanaa long walk Gal man Galleon woman Eora here Corroboree dance Wiana mother Dooral Dooral very thirsty Marayong emu Bardo two Goalong animals such as wallabies, kangaroos, possums etc.

Activity : Working with a partner in your own clan, create a message using Darug and English that asks two or three questions you have for members of another clan table. Write this message in your HSIE books and be ready to swap your books with another Darug clan table and to similarly answer their questions in Darug. After you have written your answers and swapped your HSIE book back, translate both your original questions and the other clans Darug answers back into English in your HSIE books.

Lesson 8 worksheet

The Arrival of the British First Fleet

The planning of Britain's colonisation of New South Wales was based on the transportation of criminals, or convicts from British overcrowded gaols. Convicts were no longer able to be sent to America as a result of the American War of Independance. It was decided to establish a Penal Colony in the lands of New South Wales which Captain James Cook had discovered for the British in 1770. Captain Arthur Philip was chosen to lead the fleet and became the first Governor of the British settlement when it arrived in Sydney in 1788. After such a long and crowded journey the people were infected with fleas and lice. When the British landed the soldiers guarded the prisoners who were usually chained and put to work clearing land to create housing, roads and farms. It was quickly discovered that the soil on the coast was not good for farming and an expedition sailed down the Parramatta River until they found good fertile soil at Parramatta. There the British set up a second settlement.

The Fleet consisted of six convict ships, three store ships, two men -o-war ships with a total of 756 convicts (564 male, 192 female), 550 officers/soldiers/ship crew and their families.

The six convict ships were: Other ships of the Fleet were:

Alexander H.M.S. Sirius Charlotte H.M.S. Supply Lady Penrhyn The Fishburn Friendship The Borrowdale Prince of Wales The Golden Grove Scarborough

What are 5 things that the Darug people might find strange or puzzling about the First Fleet arrivals ?

1. _______________________________________________________________________ 2. _______________________________________________________________________ 3. _______________________________________________________________________ 4. _______________________________________________________________________ 5. _______________________________________________________________________ What are 3 things that the Darug people might be worried or fearful about the First Fleet ? 1. _______________________________________________________________________ 2. _______________________________________________________________________ 3. _______________________________________________________________________ What are 3 things that the First Fleeters might be worried or fearful about the Darug people or the new environment ? 1. _______________________________________________________________________ 2. _______________________________________________________________________ 3. _______________________________________________________________________ What are some of the problems that might arise between the Darug people and the British First Fleet arrivals ? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Lesson 9

First Fleet Planning and Personel.

The departure of the fleet must have been greeted with fear and trepidation by the convicts and soldiers. They were embarking on the longest voyage ever attempted by such a large group. They were heading for a destination that was little explored by Europeans, and whose conditions were only to be guessed at. Few would have had any confidence in seeing Britain, their families and friends, ever again. The planning for both the voyage and the settlement had to be very thorough to give the people of the First Fleet the best chance to survive.

People of the First Fleet who arrived in Sydney to start the new colony.

• Officials and passengers: 14

• Ships' crews: 306

• Soldiers: 245

• Soldiers' wives and children: 54

• Convicts (males): 543

• Convicts (females): 189

• Convicts' children: 22

• Total landed: 1373

First Fleet Fellowship

1List of Livestock and Provisions

Plants and Seeds 1Banana Cocoa Coffee Cotton Eugenia 2 3Guava Lemon Orange Prickly Pear Spanish Reed 4 5Tamarind Ipecacuanha

• 10 Forges • 175 Steel Hand Saws • 700 Iron Shovels • 700 Garden Hoes • 700 West Indian Hoes • 700 Grubbing Hoes • 700 Felling Axes • 700 Hatchets • 700 Helves for Felling Axes • 747,000 Nails • 100 Pairs of Hinges and Hooks • 10 Sets of Cooper's Tools • 40 Corn Mills • 40 Wheel Barrows • 12 Ploughs • 12 Smith's Bellows • 30 Grindstones • 330 Iron Pots • 6 Carts • 4 Timber Carriages • 14 Fishing Nets • 14 Chains for Timber Carriages • 5,448 Squares of Crown Grass • 200 Canvas Beds • 62 Chauldrons of Coal • 80 Carpenter's Axes • 20 Shipwright's Axes • 600 lbs of Coarse Sugar • 1001 lbs of Indian Sago • 1 Small Cask of Raisins • 61 lbs of Spices • 3 Hogsheads of Vinegar • 2 Barrels of Tar • 1 Dozen Tin Saucepans • 1 Printing Press • Type Fonts for DO • 3 Dozen Flat Irons • Candlesticks • 3 Snuffers • 48 Spinning Brasses • 7 Dozen Razors • Bible Prayer Book etc. • 6 Bullet Moulds • 9 Hackies for Flax • 9 Hackies Pins • 3 Flax Dresser Brushes • 127 Dozen Combs • 18 Coils of Whale line • 6 Harpoons • 12 Lances • Shoe Leather • 305 Pairs of Women's Shoes • 40 Tents for Women Convicts

• 700 Steel Spades • 175 Claw Hammers • 140 Augurs • 700 Gimlets • 504 Saw Files • 300 Chisels • 6 Butchers Knives • 100 Pairs of Scissors • 30 Box Rules • 100 Plain Measures • 50 Pickaxes • 50 Helvers for DO • 700 Wooden Bowls • 700 DO Platters • 5 Sets of Smith's Tools • 20 Pit Saws • 700 Clasp Knives • 500 Tin Plates • 60 Padlocks • 50 Hay Forks • 42 Splitting Wedges • 8,000 Fish Hooks • 48 Dozen Lines • 8 Dozen lbs of Sewing Twine • 12 Brick Moulds • 36 Masons Chisels • 6 Harness for Horses • 12 Ox-Bows • 3 Sets of Ox Furniture • 20 Bushels of Seed Barley • 1 Piano • 10 Bushels of India Seed Corn • 12 Baskets of Garden Seed • Coarse Thread (Blue/White) • Transport Jack • Ventilators for Water and Wine • Hoses • Windsails • 24 Spinning Whorls • 1 Set of Candlestick Makers • Carbins • Bulkheads • Beds • Hammocks • Marines Clothes • Fig Trees • Bamboos • Sugar Cane • Quinces • Apples • Pears • Strawberries • Oak and Myrtle Trees

• 6 Bundles of Ridge Poles • 11 Bundles of Stand Poles • 2 Chests of Pins ans Mallets • 1 Portable Canvas House (Gov. Philip) • 18 Turkeys • 29 Geese • 35 Ducks • 122 Fowls • 87 Chickens • Kittens • Puppies • 4 Mares • 2 Stallions • 4 Cows • 1 Bull • 1 Bull Calf • 44 Sheep • 19 Goats • 32 Hogs • 5 Rabbits • Gov. Philip's Greyhounds • Rev. John's Cats • Mill Spindles with 4 Crosses • 2 Cases of Mill Bills and Picks • 1 Case of Mill Brashes • 589 Womens Petticoats • 606 Womens Jackets • 121 Womens Caps • 327 Pairs of Womens Stockings • 250 Womens Handkerchiefs

• 135 Tierces of Beef • 165 Tierces of Pork • 50 Puncheons of Bread • 116 Casks of Pease • 110 Frinkins of Butter • 8 Bram of Rice • 10 Pairs of Handcuffs and Tools • 1 Chest of Books • 5 Puncheons of Rum • 300 Gallons of Brandy • 15 Tons of Drinking Water • 5 Casks of Oatmeal • 12 Bags of Rice • 140 Womens Hats • 1 Machine for Dress Flax • 252 Dozen lbs of Cotton Candles • 168 Dozen lbs of Mould Candles • 44 Tons of Tallow • 2 Millstones Spindles etc. • 800 Sets of Bedding • 1 Loom for Weaving Canvas • 2,780 Woollen Jackets • 5,440 Drawers • 26 Marquees for Married Officers • 200 Wood Canteens • 40 Camp Kettles • 448 Barrels of Flour • 60 Bushels of Seed Wheat • 381 Womens Shifts

Lesson 10 worksheet

Darug Complaints against the First Fleeters 1. Gift of seeds. A group of our women spent all day collecting some Burrawang seeds to give to the British as a gift so they could make cakes. The gifts were received with smiles but later the white people came looking for the women and wanted to beat them and so they are in hiding now. 2. Strange Smells and Scars. We like to be friendly but the British are just too strange. They are covered with flees with lice in their hair and they rarely take a bath. They wear a lot of clothes that start to smell and they attract the insects such as mosquitoes. Some walk around with chains on their ankles and sometimes their necks which leave terrible scars. Why do they do these silly things. 3. Logs on the water. We keep leaving hollow logs out on the water to catch some eels but the British keep breaking them up with their ships and deliberately destroy them so they can't be used again. It takes a long time to hollow out the logs and evertime we put them on the water the British destroy them. We think maybe they are wanting all of the eels for themselves. 4. Burning the bush. Every time we try and burn the bush so as to let the grass grow and attract the wombats the British farmers come and attack us with their guns. How are we supposed to attract the wombats for food when the British won't let us burning the bush ? We think they want to try and starve our clan. 5. The Fishing Spot. When we came back to our regular river fishing spot in the summer we found the British there who have taken the best places and do not look like they are moving on. This is our territory and we can't fish here any more and the British are taking too many fish from the river. We don't see why they can't go back to their own place and leave us in peace. 6. Forcing a Fight. The British are chopping down all the trees where the possums live. How can we catch possums to eat if there are no trees for the possums to live in. Why do the British want to take away all the food ? We are trying to stop them by throwing spears but they keep knocking down trees. We think they will force us into fighting very soon. 7. Violence at the large Rock with the captain. Some weeks ago a Darug from another clan came to our clan telling how their people have died of disease that the British have brought with them. Other Darugs too tell of the same story of how the disease is killing their people. We met our first British people yesterday at our sacred big rock meeting place. We tried to force them away by acting very angry. We can't understand their language so we threw some spears at their captains feet as a warning. His response was to fire on us with his gun and he injured one of our clan. Since he has injured one of us we need to injure him back but the other British soldiers won't allow justice so then today we found and injured another one of their clan instead according to the law.

First Fleeters complaints against the Darugs 1. Gift of seeds. A group of Darag women came to our settlement and gave us some strange looking seeds as a gift. They seemed friendly enough. We gave them some tea and later when they left some of us tried to eat the seeds but fell violently ill and are close to death. We think the women may have tried to poisen us. 2. Strange Smells and Scars. We like to be friendly but the Darugs are just too strange. They rub fish oil on their bodies in winter which smells very bad and in summer they run around in the nude. When they want to shorten their hair they set fire to it. They cut their own boys in initation ceremonies which leaves terrible scars. Why do they do these silly things. 3. Logs on the water. We keep on travelling up the river in our boats and the Darug people try to block our way by putting logs in the water that get caught in our rudder and breaks it. We keep removing the logs but the Darugs keep putting more logs in the water to block our way. We think they are trying to cut the Parramatta settlement off from the Sydney settlement and wreck our boats. 4. Burning the bush. We have worked hard trying to create our farms and raise some crops and the local Darug people keep coming up to the edge of our farms and lighting fires which risk our new buildings and the crops. If our crops catch on fire and are destroyed then we won't have anything to eat. We think the Darug people are trying to starve us. 5. The Fishing Spot. When we came to this fishing spot six months ago there were no Darug people here. Now that we have created a successful settlement some Darug people have arrived and want to push us off this land. We don't know where they came from but they should go back to their own place and leave us in peace. 6. Forcing a Fight. We are trying to clear the land by chopping down trees so we can plant some crops for the colony but the Darugs won't let us. Why will they not let us plant some crops so we can eat. They have been throwing spears at us and i think they will force us into fighting very soon. 7. Violence at the large Rock with the captain. Yesterday one of our expeditions led by a young captian tried to befriend some new Darugs at a rocky hilltop. They got very aggressive for no reason at all. They threw spears at him and so he fired back hitting one of their group in self defense. Then they were really angry and tried to kill him but thankfully the soldiers helped him. Today we have found that a group of their clan has also attacked another one of our group with spears. He was completely defenseless and did not do anything wrong either but now he is in hospital with a badly cut leg. Why would they keep attacking us for no reason at all ?

Working together and Helping Each Other What are some of the ways that you think the Darug and the British First Fleet could co-operate to resolve any problems that might arise ? 1. ____________________________________________________________________________ 2. ____________________________________________________________________________ Name 4 things the Darugs could do to help the British. 1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ 4. ____________________________________________________________________________ Name 4 things the British could do to help the Darugs. 1. ____________________________________________________________________________ 2. ____________________________________________________________________________ 3. ____________________________________________________________________________ 4. ____________________________________________________________________________

Possible Answers : (not on worksheet).

Darugs could help with : Directions, local medicine herbs, information about hunting, which foods and animals are poisonous or dangerous, traditions and languages of other tribes that the First Fleeters will meet, what farming techniques might destroy the local habitat, how best to survive in local weather conditions. Best places for fresh water. How to make weapons and canoes from local materials. How to make fire. Sharing of culture. Teach how to use fire in regenerating the bush. British could help with : Information about the world outside Australia, new farming and building techniques and tools, new foods and animals, new use of transport using large ships of coaches with horses, new medicines, European styled clothing, how to make metal tools, use of kerosene lighting, heating and cooking, shooting weapons, storage of food, sharing of culture, razor blades anf scissors, European science. This exercise could also be presented with the answers on the workpage all interspersed and the task would be for the students to separate which help the Darugs or the British are better placed to provide.

What are some of the ways we can co-operate and help each other today ? 1. ____________________________________________________________________________ 2. ____________________________________________________________________________

HSIE Assignment 3. Cultures. The Darug People of Sydney.

Bibliography.

Board of Studies. New South Wales. Syllabus. Human Society and its Environment K-6. 2007. Board of Studies. New South Wales. Units of Work. Human Society and its Environment K-6. 2007. Bourke, Jane. Book 1. Famous Australians. Ready-Ed Publications. Greenwood WA, 2001. Clutterbuck, Peter & Gaff, Camilla. Australia's Past. Years 4-7. Hawker Brownlow Education. Cheltenham, VIC, 2002. Clutterbuck, Peter & Gaff, Camilla. Australia's Profiles and Peoples. Years 4-7. Hawker Brownlow Education. Cheltenham, VIC, 2002. Elkin, A. P. Australian Aborigines, 1974. Gabrovec, Judy & Bourke, Jane. Book 2. Australia's History. Ready-Ed Publications. Greenwood WA, 2001. Kennedy, Jillian. EDSS503 Human Society and Its Environment. Book 1. Australian Catholic University Ltd. 2009. Kennedy, Jillian. EDSS503. Human Society and Its Environment. Book 2. Australian Catholic University Ltd. 2009. Kennedy, Jillian. EDSS503. Lecture Notes at Australian Catholic University. 2009. Kohen, James. The Darug and their Neighbours. Sydney. Available from The Darug link and Blacktown & District Historical Society, 1993. New South Wales Society and Environement Teachers Guide. Book E. R.I.C. Publications. New South Wales Society and Environement Teachers Guide. Book G. R.I.C. Publications. Turbet, Peter. The Aboriginals of theSydney District before 1788. Kenthurst. Kangaroo Press, 1989.