?Which town am I?
Officially declared a town on
Valentines Day in 1896 …
1
?Which town am I?
• One of the richest towns in Australia at the
beginning of the 20th century …
• I am famous for wild weather, challenging
terrain and a lunar landscape
2
?Which town am I?
3
?Which town am I?
• This moss frog is found in my region and
nowhere else in the world
• Some species of plant in my region are found
only here and in South America
(Department of Primary Industries, Parks, Water & Environment for all
illustrations of fauna and flora)
http://www.dpiw.tas.gov.au/inter.nsf/WebPages/LJEM-6A2VYG?open
4
?Which town am I?
5
?Which town am I?
• Most of the area surrounding me is World
Heritage Area (WHA)
• I am rich in mineral resources and
hydroelectric power
6
?Which town am I?
7
?Which town am I?
My map coordinates are:
42° 04’ 50” S (latitude)
(Lines of latitude are also known as parallels:
Why?)
145° 33’ 23” E (longitude)
(Lines of longitude are also known as meridians)
Want to refresh your memory about latitude and longitude?
http://www.utas.edu.au/spatial/locations/spalatit.html
8
?Which town am I?
9
?Which town am I?
• Let’s visit this location: Individually: Enter in your
browser
• <http://maps.google.com.au/maps/ms?ie=UTF8
&hl=en&msa=0&ll=42.187829,146.601563&spn=2.942752,4.927368
&t=h&z=8&msid=218208937857547595145.000
49e00fc0367df97847>
And the town is … Queenstown, Tasmania! (Image of
Mt Lyell ABT No.5 arriving at Queenstown between 1950-1959)
http://nla.gov.au/nla.pic-vn3422003
10
Queenstown: 42°S
• Use the line draw tool to draw a line across
Tasmania through the 42nd parallel S
• Fly over the line using the arrow keys and
name three other geographic features or
towns that lie at approximately 42°S
11
Queenstown: Map Overview
• What does the terrain look like along 42°S on
the West Coast compared to the Central
Plateau? The East Coast of Tasmania?
• In your groups consider: What sort of
conditions create this kind of terrain? (Think
climate and geology)
12
Queenstown: Climate
Were you right?
http://www.weatherzone.com.au/climate/statio
n.jsp?lt=site&lc=97034
Look at the bar and line graph and answer the
following questions individually:
13
Queenstown: Climate
• What are the mean maximum and minimum
temperatures for February: For July?
• Which months have approximately 250mm
rainfall?
• What do you think the purple shading in the
background of the graph represents?
14
Queenstown: Climate
• Compare with other group members. Now have
a look at this site as a group. Discuss: Does the
data look different? Is it actually different? Does
one represent the data better? Why?
http://maps.bonzle.com/c/a?a=p&p=253&d=w&wn
b=91927990&cmd=sp&c=1&x=145.55645&y=42.0805&w=40000&mpsec=0
• Individually, scroll down to the topographic map
near the bottom of the page. Use the button just
above the map to get the height, depth and
position of Queenstown.
15
Queenstown: Topography
• An altitude of 146m! Were you surprised?
Why?
• Now look at a topographic slice of
Queenstown:
http://maps.bonzle.com/c/a?a=p&p=253&d=ter
&cmd=sp&c=1&x=145%2E55645&y=%2D42%
2E0805&w=40000&mpsec=0
16
Queenstown: Topography
• Draw a compass demonstrating the direction
of each terrain slice.
• What is the differential between the highest
and lowest points in the North-South slice?
East-West?
• Use the buttons to view 20km and 50km
slices.
17
Queenstown: Geology
• As a class brainstorm:
• How does the climate help explain the
terrain?
• What sort of geological/environmental
processes are responsible for creating high
mountains, deep valleys, and many lakes?
18
Queenstown: Geology
Here are a couple of clues:
http://www.youtube.com/watch?v=U7YQ5vwaL
98&feature=related
http://www.youtube.com/watch?v=Fh7G0h9Ip0&NR=1 (good music, shame about
the spelling)
19
Queenstown: Geology:
Gondwanaland
20
Queenstown: Gondwanaland and
Geology
•
http://www.google.com.au/imgres?imgurl=http://www.mobot.org/mobot/research/madagascar/images/gondwa
n.gif&imgrefurl=http://www.mobot.org/mobot/madagascar/image.asp%3Frelation%3Dfirstmap%26nextorder%3D
5%26referringcategory%3Dwhy&h=377&w=565&sz=43&tbnid=roRqi_AnNuMDyM:&tbnh=89&tbnw=134&prev=/i
mages%3Fq%3Dmap%2Bof%2BGondwanaland&zoom=1&q=map+of+Gondwanaland&usg=__xkLyPKGzxhqaSDBw
HtwUng2Tvcw=&sa=X&ei=q-FsTYHvKoXovQPLhoHYBA&ved=0CCMQ9QEwAw
• Bring up Gondwanaland on your browser …
• The Gondwanaland map shows the
orientation of the continents of the Southern
Hemisphere before they separated. Imagine
the forces involved in shuffling continents as
they collided and separated!
21
Queenstown: Geology
• Recall that rocks are designated Palaeozoic,
Mesozoic, Tertiary and Quaternary in order of
decreasing age.
• Western Tasmania consists of Palaeozoic
formations: schists, slates, shales, quartzites,
limestones and conglomerates. Ancient rocks
exposed by the weather conditions.
22
Queenstown: Geology
• Of particular interest are tubicolar sandstones
– so called because they have annelid casts in
them. (Worms!)
• Examine the rocks on the table. Now you’ve
watched the videos, see if you can also
determine which are igneous, sedimentary
and metamorphic. Classify each rock by its
number into the table on the board.
23
Queenstown: Geology
• The high elevation of the West Coast was caused
by tectonic activity. Erosion by water and
glaciation etched deep valleys along fault lines
or where rocks were weaker..
• Quaternary glaciation created much of the
topography you saw in the terrain slices. See
how:
http://www.youtube.com/watch?v=XOGbOOaPHsw
&feature=related
24
Queenstown: Geology
• ‘Intrusions’ of molten ‘ore-bearing material’
led to ‘contact metamorphism’ … Try and
guess what these terms mean now you’ve
seen the animations.
• What metal was contained in the ore-bearing
material near Queenstown, which led to the
creation of the town itself?
25
Queenstown: Geology
• SUMMARY: High rainfall and glaciation caused
erosion of towering mountain ranges created
through tectonic activity, exposing ancient
rocks and making accessible ore-bearing
formations, including commercially valuable
elements such as copper.
26
Assessment Option 1
• In Pairs: Create an original animation or
powerpoint of the West Coast. Detail rock
formations and depict geological processes.
Provide an oral or written narration to help
explain what is happening over time. Include
maps and graphs to depict and summarise
information. (See criteria)
27
Remember this? Gondwanaland
28
Gondwanaland
• As a class: Identify the pieces of the jigsaw
puzzle of Gondwanaland …
• So that’s why Tasmania shares many species
with the mainland, and also why some flora
and fauna on the West Coast resemble those
in temperate rainforests in Patagonia, South
America
29
Queenstown: Flora and Fauna
• Tasmania separated from mainland Australia at
the end of the last Ice Age, around 10 000 years
ago, or 8 000 BCE.
• When it did so and became an island, species
evolved independently, so many are native only
to Tasmania.
• Plus, Tasmania has geographic regions that vary
greatly in terrain and climate and are separated
by natural barriers, such as mountain ranges.
What effect may this have on speciation?
30
Queenstown: Flora and Fauna
• In your groups, list 10 animals native to the West
Coast. You can include vertebrates or
invertebrates … (Which category do birds belong
to?)
• How about 10 plants … Here’s a clue
31
Queenstown: Flora and Fauna
• Pseudolycus haemorrhoidalis beetle on a Leatherwood
flower!
• Native plants include: Sassafrass, blackwood, myrtle,
leatherwood, huon pine, button grass, tree ferns, etc.
Have a look at this website and complete your list:
• http://www.dpiw.tas.gov.au/inter.nsf/WebPages/
LJEM-6A2VYG?open (Department of Primary Industries, Parks,
Water & Environment for all illustrations of fauna and flora)
32
Queenstown: Fauna: Case study
• In Pairs: Discover and record: What does a
broad-toothed rat eat? What sort of habitat
does it live in? What is its lifestyle and
lifecycle – breeding, etc? (You will need to
consult other sources, so choose reliable
ones…How can you tell?)
Broad-toothed rat
33
Queenstown: Fauna: case study
• What databases will you initially search?
• What search terms will you use?
• Document your search so that you can see what
worked and what didn’t; what/where you have already
checked and where you need to go next, which sources
are reliable, which not, which need further checking
• Document your results (eg. tabulated under ‘habitat’,
etc, creating new categories if needed)
• What other sources of information may be able to
help? (Libraries, scientific and conservation
organisations, WIRES, etc)
34
Queenstown: Fauna: case study
http://www.publish.csiro.au/paper/AM01163.htm
http://www.threatenedspecies.environment.nsw.go
v.au/tsprofile/profile.aspx?id=10510
www.tasfieldnats.org.au/TasNatArticles/TasNat128
/TN128-DRIESSEN.pdf
Stuck? Try these sites for starters for information
about broad-toothed rats
35
Queenstown: Flora and Fauna
• As a class: Share what we have discovered. Itemise
successful search terms and compare categories.
Consider what effect differing forms of land use such as
hunting, gathering, firestick farming, logging, mining or
World Heritage Area status (WHA) may have on food,
habitat and breeding for the broad-toothed rat.
• SUMMARY: Western Tasmania has many unique native
species which have evolved in, and depend upon,
specific, isolated environments. WHA exist to conserve
the variety and size of interdependent species
populations
36
Assessment Option 2
• In Pairs: Choose a species endemic to the
West Coast. Describe its particular
appearance, habitat, lifestyle, lifecycle, etc.
Explain how this information is necessary to
conserve it. Consider using using maps,
graphs, tables and images to help summarise
data. Present as a blog, poster or play. (See
criteria)
37
Remember this (again)?
Gondwanaland
38
Queenstown: Human occupation and
Land use
• As a class: Before Tasmania separated from
the mainland, it was still a distinct region …
• When was the region we now call Tasmania
first occupied?
• What was it called?
39
Queenstown: Human occupation and
Land use
• Archeological evidence suggests
Trowener/Tasmania has been occupied for
between 35-40 000 years
• Ancient stone tools and artworks near Macquarie
Harbour form part of that evidence
• Tasmanian Aboriginal people became separated
from their mainland cousins at the end of the last
Ice Age when Tasmania became an island, around
8 000 BCE
40
Queenstown: Human occupation and
Land use
• Due to this separation, Tasmanian Aboriginal
people developed distinctive physical and
cultural characteristics:
• Physically they were characterised by ‘fuzzy
hair’ and reddish-brown skin
• Culturally, they discontinued the use of bone
tools and consumption of scale fish. (Or did
they …?)
41
Queenstown: Human occupation and
Land use
• Over the subsequent 10 000 years until
European migration, Aboriginal people
dispersed throughout Tasmania and formed
discrete groupings, occupying different
geographic niches, developing different
languages and different lifestyles, and utilising
the land differently
42
Queenstown: Human occupation and
Land use
• In groups: Examine the following table and
map of Tasmanian Aboriginal groupings.
• Which group/s occupied the West Coast
region?
43
Queenstown: Human occupation and
Land use
44
Queenstown: Human occupation and
Land use
45
Queenstown: Human occupation and
Land use
• Consider the source of this map and table:
Lyndall RYAN (1996). The Aboriginal Tasmanians.
2nd ed. Allen & Unwin: St Leonards, NSW
• What do you think: primary or secondary
source? Why? How did they work it out?
• Now look at another map: Is it similar/different?
46
Queenstown: Human occupation and
Land use
Plomley, N.J.B. (1993). The Tasmanian Aborigines. Launceston: State Government
of Tasmania
47
Queenstown: Human occupation and
Land use
• Because we lack many primary sources and
there was a lot of variation in lifestyle
between different groups, we need to
triangulate information from as many
different sources as possible to describe the
life of West Coast Aboriginal Tasmanians
• Much of what we ‘know’ comes from the
following sources
48
Queenstown: Human occupation and
Land use
• Plomley, N.J.B. (1993). The Tasmanian
Aborigines. Launceston: State Government of
Tasmania
• Plomley, N.J.B. (1976). A word-list of the
Tasmanian Aboriginal languages. Launceston:
State Government of Tasmania
• Robinson, G.A. (2008). Friendly Mission: The
Tasmanian journal and papers of George
Augustus Robinson 1829-1834. Ed. N. Plomley.
Hobart: Quintus, University of Tasmania
49
Queenstown: Human occupation and
Land use
• Where does Plomley get his information
from?
• As a class brainstorm: What other ‘voices’
would you like to hear to try to understand
what life was like for Tasmanian Aborigines?
• What sources can provide that voice?
50
Queenstown: Human occupation and
Land use
• Have a look at the website for the Lia Pootah
people
http://www.tasmanianaboriginal.com.au/liapoo
tah/liapootah.htm
• Now look at this site
http://www.parks.tas.gov.au/file.aspx?id=6357
51
Queenstown: Human occupation and
Land use
• Note that ‘Toogee’ people are not included in
Ryan’s table
• Note that the National Parks document
disputes the ‘empty’ space inland from the
coast itself on the tribal maps we looked at
before
• In pairs: What other differences can you find?
52
Queenstown: Human occupation and
Land use
• So when you read the following in pairs, remember it is
based primarily on secondary sources. These in turn
are based upon, and interpret, just two or three
primary sources - principally the documents of 19th
century Friendly Mission Leader George Augustus
Robinson. Consider as you read:
• Was it really like this?
• What evidence are estimations/opinions based on?
• What information is missing?
53
Queenstown: Human occupation and
Land use
POPULATION
• 3-4 000 statewide, equating to a density of 1
individual per13-23kmsq on average
• A higher density of 2 per1kmsq was possible
on the West Coast. Why?
54
Queenstown: Human occupation and
Land use
KINSHIP: domestic, social & political divisions
• Domestic: Hearth group, 2-11 members:
family grouping of monogamous couple and
children, +/- other close relations
55
Queenstown: Human occupation and
Land use
KINSHIP: domestic, social & political divisions
• Social: Band, 40-50 members (depending on
local food abundance): several hearth groups
sharing a name and a geographic region of
500-750kmsq
56
Queenstown: Human occupation and
Land use
KINSHIP: domestic, social & political divisions
• All bands were exogamous: What does this
mean?
• Usually women joined their husband’s band,
but the reverse also occurred
57
Queenstown: Human occupation and
Land use
KINSHIP: domestic, social & political divisions
• Political: Tribe, 250-700 members: consisting
of affiliated bands within a geographic region.
• Boundaries between neighbouring tribes were
maintained more or less amicably or violently.
58
Queenstown: Human occupation and
Land use
KINSHIP: domestic, social & political divisions
• Eg. North West coast tribes had most contact
with other tribes - both Tasmanian and
mainland – and allegedly kidnapped women
and children from other Tasmanian tribes to
trade with mainlanders, and latterly European
sealers
59
Queenstown: Human occupation and
Land use
KINSHIP: domestic, social & political divisions
• Tribes along the North West and West coast
interacted regularly, as their migration routes
overlapped and they had common ochre
mining sites.
(Following slides from Ryan, 1996, secondary
source discussed previously)
60
Queenstown: Human occupation and
Land use
61
Queenstown: Human occupation and
Land use
62
Queenstown: Human occupation and
Land use
SHELTER
• Similar to other Tasmanian Aborigines, West
Coasters lived a migratory lifestyle to exploit
seasonal food sources. However, as local food
sources were plentiful and the climate harsh,
they built permanent dwellings from tea tree
branches and bark and grasses (with the
lifespan of a weatherboard house)
63
Queenstown: Human occupation and
Land use
64
Queenstown: Human occupation and
Land use
• These images of Aboriginal and European
shelters are taken from the Lia Pootah
website. Have another look at the site, and
record:
• Who were the Palawa?
• What foods did they eat?
• How were these foods obtained?
• Compare this with information from the
National Parks site
65
Queenstown: Human occupation and
Land use
FOODS
• Foods included seals, penguins, shellfish and crayfish,
wombats, wallabies, kangaroos, birds and their eggs,
including muttonbirds (shearwaters)
• Plants were used extensively for building shelter and
equipment such as rafts, ropes, baskets and weapons.
Various roots, berries and stems were also consumed.
Look at your food, clothing and technology handout
(handout 1): Can you work out some of the plants they
ate? Explain your thinking
66
Queenstown: Human occupation and
Land use
LIFESTYLE
• Food sources were exploited through a
hunter-gatherer lifestyle and firestick
manipulation of vegetation, creating cleared
areas to attact browsers such as wallabies
• Hunting was carried out with implements such
as throwing stones and rocks (preferably
rounded), wooden spears, waddies (clubs),
and snares
67
Queenstown: Human occupation and
Land use
LIFESTYLE
• A debate exists over whether Tasmanian
Aboriginal peoples made fire, or permanently
carried fire. Why carry fire?
• Seasonal variations in availability of food such
as muttonbirds created a pattern of regular
migrations centred around the home base
68
Queenstown: Human occupation and
Land use
LIFESTYLE
• Ochre (clay and iron oxide) was dug from the
ground using wooden chisels, then mixed with
animal grease and rubbed into hair and onto skin.
(What colour is iron oxide (rust)? What might
this explain about observations of skin colour?)
• Ochre mines therefore became meeting locations
for different tribes and groups
69
Queenstown: Human occupation and
Land use
LIFESTYLE
• Skins were worn by both sexes
• Men had ‘mop’ hairstyles, women had crew
cuts, and both sexes performed ceremonial
scarification (see Plomley, 1993, illustration
next slide)
70
Queenstown: Human occupation and
Land use
71
Remember this? Queenstown:
Human occupation and Land use
72
Queenstown: Human occupation and
Land use
DEBATE A: Groups 1 and 2
• Women mined the ochre, dived for shellfish,
gathered plant materials for food, manufactured
items such as baskets and kangaroo-skin carrying
bags, maintained dwellings and cared for
children. Men posed.
• Discuss this statement, using your current
sources as well as the following primary and
secondary source (Which is which? Why?):
73
Queenstown: Human occupation and
Land use
DEBATE A: Groups 1 and 2
Source 1: French naturalist Jacques
Labillardiere (1755-1834) assayed the flora of
the West Coast as part of a 5 year study of
Australian flora. He viewed Tasmanian
Aboriginal peoples as living an Eden-like
existence, in equality and simplicity. Except:
74
Queenstown: Human occupation and
Land use
DEBATE A: Groups 1 and 2
men should fulfill their “proper” role as providers
by developing agriculture. Then women could
“taste the pleasure of not being obliged to dive in
search of their food at the risk of being devoured
by sharks … The women who were condemned to
this toilsome occupation will be much more
sensible to the value of such a present than the
men”. (Laballadiere in Ryan, p.51)
75
Queenstown: Human occupation and
Land use
DEBATE A: Groups 1 and 2
Source 2: Now read a precis of Konishi’s opinion
(see handout 2)
Place the documents in chronological order,
consider the reliability and viewpoint of the
authors, and briefly summarise the opinions of
Labillardiere and Konishi
Defend your position
76
Queenstown: Human occupation and
Land use
DEBATE 2: Groups 3 and 4
‘Relations between European and Tasmanian
Aboriginal people were destined to be hostile’
Discuss this statement, using your current sources as
well as the following:
Source 1: Read the paragraph commencing
“Notwithstanding the hostility … which we enjoy” near
the top of the second column at the following link:
77
Queenstown: Human occupation and
Land use
(Copy and paste this enormous link!)
• http://trove.nla.gov.au/ndp/del/page/40627?zoo
mLevel=1&searchTerm=Notwithstanding%20the
%20hostility%20which%20has%20so%20long%20
prevailed%20in%20the%20breasts%20of%20the
%20Natives%20of%20this%20Island%20towards
%20Europeans&searchLimits=ltextSearchScope=*ignore*|*ignore*|||frommm
=04|||fromyyyy=1818|||tomm=04|||toyyyy=18
18|||l-word=*ignore*|*ignore*
78
Queenstown: Human occupation and
Landuse
DEBATE 2: Groups 3 and 4
Source 2: Now read more Labillardiere:
http://epress.anu.edu.au/aborig_history/axe/m
obile_devices/ch07.html
79
Queenstown: Human occupation and
Land use
DEBATE B: Groups 3 and 4
• Place the documents in chronological order;
state whether primary or secondary; name
the authors and assess their viewpoint;
consider the source reliability, and briefly
summarise each opinion
• Defend your position
80
Queenstown: Human occupation and
Land use
CONCLUSIONS FROM THE DEBATES
• Voting is in and the winners are …
• In fact, relations varied enormously between
Aboriginal and European people, just as they had
between different bands.
• In the North West, frequent, generally friendly
contact between mainlanders, Tasmanians and
sealers was facilitated by existing cordial relations
and sufficient resources to supply all needs
81
Queenstown: Human occupation and
Land use
CONCLUSIONS FROM THE DEBATES
• In contrast, in the South East, European
introduction of pastoralism and shortage of
labour placed them in direct
competition/conflict with Aboriginal people
for food resources. Why?
• What is generalising? What is stereotyping?
82
Remember this: Queenstown: Human
occupation and Land use
What stereotypes exist today about Aboriginal
people?
http://www.creativespirits.info/aboriginalcultur
e/people/aboriginalidentity.html#ixzz0xL2DzUxj
Have a browse on this website and test yourself
on the quiz!
83
Queenstown: Human occupation and
Land use
• Got a bit of time?
• Think up a slogan and cartoon you would use
in 2011 to counter stereotyping.
84
Remember this? Queenstown:
Human occupation and Land use
85
Queenstown: Human occupation and
Land use
THE BLACK WAR: 1828-1832
• The conflict deepened and became known as the
Black War, with loss of life on both sides, with the
Aborigines outgunned and the Europeans
outmanoevred
• The government decided to resolve the conflict
by relocating southern Tasmanian Aboriginal
people elsewhere
86
Queenstown: Human occupation and
Land use
BLACK LINE: 1830
• The Black Line was a sweep of Tasmania to ‘persuade’
Aboriginals to move to their own separate village
• Between February and May 1830, George Augustus
Robinson, later the Protector of Aborigines in their
custom-village, went to the West Coast as part of the
Friendly Mission” to invite them to relocate to (an
unspecified) new home
87
Queenstown: Human occupation and
Land use
FRIENDLY MISSION
• Individually, read Robinson’s account of his
meeting with Towterrer on the following slide
(p.132-133 Ryan, 1996).
88
Queenstown: Human occupation and
Land use
89
Queenstown: Human occupation and
Land use
FRIENDLY MISSION
• In fact, few chose to join Robinson, and many
who did so left shortly afterwards
• What would you have done if you lived on the
West Coast?
90
Queenstown: Human Occupation and
Land use
MOVE OR STAY?
Consider the following sources to help you
decide: Group 1
1. Friday 1 December 1826 comment in Colonial
Times and Advertiser
http://trove.nla.gov.au/ndp/del/article/2448
994/679192?zoomLevel=3
91
Queenstown: Human occupation and
Land use
• Whose views are presented in the article?
• Who would have read it at the time?
• Who could have read it at the time?
• How would you access the information if you
couldn’t read?
92
Queenstown: Human occupation and
Land use
93
Queenstown: Human occupation and
Land use
Group 2:
2. Governor Arthur’s Proclamation Board 1830
(National Museum of Australia)
http://nma.gov.au/blogs/education/2010/12/20/go
vernor-arthurs-proclamation-board/
What does the board say?
Could it be interpreted differently by people with
diverse languages and cultures?
Present an alternative message portrayed by the
board.
94
Queenstown: Human occupation and
Land use
Group 3
• Look at your handout of George Augustus
Robinson’s diary record for Macquarie
Harbour. List the sort of factors you think
influenced West Coasters to move or stay?
95
Queenstown: Human occupation and
Land use
• Examine your evidence and think-pair-share.
Then discuss as a group, briefly documenting
your results
• Rotate through each source of information
• Draw straws to discover which source you will
present to the class : Each presentation 5-10
minutes long
96
Assessment Option 3
• Locate two or three sources regarding the Black
War
• Include at least one primary source.
• Establish their chronology, author and reliability
and evaluate their viewpoint
• Summarise facts and opinions, and weigh the
evidence, stating key issues, their significance,
and implications for Australian society today.
• Present as an information essay or 5-10 minute
presentation to the class (see criteria)
97
OR
• Write a ‘Day in the Life’ of a West Coast
Aboriginal Tasmanian around 1832 from the
perspective of the young person themselves. Use
primary and secondary sources to give yourself a
name and provide detail including rituals, specific
meals for the day, clothing, work activities, leisure
activities, spiritual beliefs, friends and family
members, dwelling, etc.
• Compose as a diary entry with a separate list of
your references (See criteria)
98