History+Year+7

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 * What historians do **

Historians are trained to investigate the past. They show us what the past was like. To help them understand the past, historians:
 * search for and collect **__sources __** that have survived from the past
 * gather information about what other people have thought about these sources
 * using sources as evidence they come up with their own ideas about the past



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These factors might include: living and working conditions status within society governments and political situations economic issues attitudes and values of their societies.
 * <span style="font-family: 'Book Antiqua',serif; font-size: 16pt;">What is history **
 * <span style="font-family: 'Book Antiqua',serif; font-size: 16pt;">History is about people **

<span style="background-color: white; font-family: 'Book Antiqua',serif;">This knowledge helps us to understand how cultures and societies have developed to become what they are today. <span style="background-color: white; font-family: 'Book Antiqua',serif;">Show class sources on page 1.2.

<span style="color: #104e8b; font-family: 'Book Antiqua',serif; font-size: 11pt;">Chronological order
<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">History is about time in the past. To make sense of the past we need to put events into chronological order. <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">This is the order in which events happened, from the earliest to the most recent. <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">For example, once we know that something took place after an event, we cannot think of it as a cause of that event. <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Timelines help us to organise events chronologically. They show the order of events during a day, a year, a decade, a century or any other time frame that suits us. Timelines should have equal divisions to indicate how we are measuring time.

<span style="color: #104e8b; font-family: 'Book Antiqua',serif; font-size: 11pt;">Dividing time
<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Historians use different ways to divide time. For example, they use the labels Stone **<span style="color: #ee9a00; font-family: 'Book Antiqua',serif; font-size: 11pt;">Age ** <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">, Bronze Age and Iron Age to indicate the materials in common use during each of those periods of time.

<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Later periods like middle ages, modern age and post modern age

<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">are impacted by technology eg. steam, electricity, computers

<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Go through exercises 1.3. <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">See timeline of Canberra. []

History of Electricity. []

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=Types of Sources.=

watch this: []

<span style="font-family: 'Book Antiqua',serif;">Primary Sources.
<span style="font-family: 'Book Antiqua',serif;">- A primary source is one created during the period the historian <span style="font-family: 'Book Antiqua',serif;">is studying.

<span style="font-family: 'Book Antiqua',serif;">Secondary Sources.
<span style="font-family: 'Book Antiqua',serif;">- A secondary source is created after the historical period. Usually <span style="font-family: 'Book Antiqua',serif;">use primary sources as evidence. <span style="font-family: 'Book Antiqua',serif;">Exception: When someone who lives though an event writes about it.


 * __<span style="font-family: 'Book Antiqua',serif; font-size: 16pt;">Meaning, purpose and context in sources __**

<span style="font-family: 'Book Antiqua',serif; font-size: 12pt;">Historians search for the meaning of a source by thinking about the creator's purpose and the context in which the creator produced the source.

<span style="font-family: 'Book Antiqua',serif; font-size: 12pt;">The //__<span style="font-family: 'Book Antiqua',serif; font-size: 16pt;">context __//<span style="font-family: 'Book Antiqua',serif; font-size: 12pt;">of a source means where and in what circumstances someone created a source, and what the facts are surrounding the creation of a source.

<span style="font-family: 'Book Antiqua',serif; font-size: 12pt;">For example: the time period and also events and attitudes that preceded the creation of the source.

<span style="font-family: 'Book Antiqua',serif; font-size: 12pt;">The //__<span style="font-family: 'Book Antiqua',serif; font-size: 16pt;">purpose __//<span style="font-family: 'Book Antiqua',serif; font-size: 12pt;">of a source is what the creator intended it to achieve.

<span style="font-family: 'Book Antiqua',serif; font-size: 12pt;">The source creator may have been trying to inform people about something; trying to convince his or her audience to take certain action; or trying to convince the audience to agree or disagree with a particular viewpoint.

<span style="font-family: 'Book Antiqua',serif; font-size: 12pt;">(show a variety of sources and ask the class to determine whether they are primary, or secondary and then the context and purpose).

<span style="font-family: 'Book Antiqua',serif; font-size: 16pt;">Usefulness, reliability and perspective in sources
<span style="font-family: 'Book Antiqua',serif;">Historians are also interested in the **//__<span style="font-family: 'Book Antiqua',serif; font-size: 16pt;">perspective __//** <span style="font-family: 'Book Antiqua',serif;"> of a source. This means thinking about what might have influenced the way the creator presented and reported on a particular situation.

<span style="font-family: 'Book Antiqua',serif;">For example, the source could be affected by: gender, religion, class and outlook on life.

<span style="font-family: 'Book Antiqua',serif; font-size: 14pt;">Cause and effect
<span style="font-family: 'Book Antiqua',serif;">Historians are also interested in sources that help them work out links between one event and another. That means they are looking for cause-and-effect relationships — trying to find out whether a certain event or action might have been a cause of another event or action. They want to know the//reason//something happened. Historians also want to find the effects or//results//of something that happened in the past.

<span style="font-family: 'Book Antiqua',serif;">When historians complete their research, they hope to have enough evidence to prove their conclusions. They publish their research in order to share their knowledge with others. This also allows people to check that they have carried out their work honestly. They often tell people about the areas that historians still need to investigate to gain a more complete understanding of the topic.

=__1.6 Investigating history – digging up the past.__=

=__Archaeologists__ literally dig up the past to find buried objects. Some may have been buried deliberately, while others may have been buried as a result of volcanic eruptions, changing water levels, earthquakes, wars or simply the passage of time. Many cities are built on the ruins of older ones.=

Satellite photographs and magnetic surveys can be useful in showing the outlines of buildings in an area that was thought to have always been uninhabited.

The development of improved diving equipment and instruments has also meant that underwater archaeological investigations are possible. For example, the exploration of the Titanic and the HMAS Sydney.

Investigating Bodies
As well as uncovering objects from past eras, archaeologists investigate bodies that are uncovered accidentally. Sometimes these bodies are preserved. They might have been frozen for centuries in a remote mountain area or submerged in a bog (wet ground with soil made up mainly from decaying plant matter). If they are well preserved, they can provide interesting information on the beliefs, habits, work, clothing and even food of societies that existed as much as 5000 years ago.

__Dating the Past__ Tree-ring dating Tree-ring dating, or dendrochronology, to tell the age of wood. It is based on the fact that the timbers of a tree develop a new ring of growth each year. By comparing the pattern of rings found on an undated piece of timber with a pattern that has already been matched and dated, scientists can work out the age of a particular piece of timber in a specific region. By working out the age of the timbers in a boat, fence, staircase or the interior of a church, experts can estimate the period when the particular object or building was constructed. [] Radiocarbon dating Radiocarbon dating (also called carbon dating) relies on the fact that all living things absorb carbon. The radioactive carbon 14 forms a small part of this. After an organism has died and no longer absorbs carbon from the atmosphere. This means that the amount of carbon 14 left in wood, bone, charcoal or a fossil can be used like a clock to measure long periods of time. [] Thermoluminescence dating Scientists heat the objects to very high temperatures and then measure the light energy they give off. The greater the amount of light an object gives off, the older it is. []

**Australia 1788-1900: colonisation and contact.** Colonisation Overview From the sixteenth century, powerful European countries began to establish their rule in parts of the world they had recently explored and conquered. There are various reasons given by Europeans for establishing colonies. European nations such as Germany, France, Spain, Portugal, Holland and Britain were motivated by: Europeans justified taking land and establishing colonies by claiming that the native, or indigenous, people as uncivilised. The European colonisers saw the indigenous land as unproductive and indigenous people as obstacles to development. Europeans saw signs of their own ‘superiority’ in the construction of their grand buildings, towns and farms. Europeans believed that rule over other people and lands provided the most impressive evidence of European superiority. The impact of contact and colonisation Colonialism was typically destructive for indigenous society because it resulted in discrimination, disadvantage, disease and a struggle for survival. Traditional ways of life, which had supported indigenous communities for generations, came to an end when colonists took over the most productive land and pushed the indigenous people into harsh and inhospitable environments. Loss of land meant loss of livelihood, independence, culture and identity. It is estimated that the indigenous population of Central and South America fell from 30 million to 5 million over the first 50 years of Spanish colonial rule. The Dreaming
 * politics — colonies provided status, power and influence
 * religion — colonies provided an opportunity to spread Christianity
 * economics — colonies provided access to natural resources, goods for trade, new trade routes and markets.

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Indigenous people all around the world have a very close relationship to the land. The existence of indigenous communities depended on a close understanding of the seasons, the landforms and the types of foods available at different times and places.

In a society without writing, this knowledge and understanding was passed on through stories, song cycles, ceremonies, laws, dance and art.

Today, the closest English word for this knowledge is the Dreaming, but each indigenous language group had its own word.

Before British colonisation there were about 260 major Aboriginal language groups across Australia. Each language group had its own customs, laws and sacred sites that formed its own Dreaming.

The Dreaming of a particular group related to its traditional lands, explaining:


 * key features of their world and how it came to be
 * the particular significance of sacred sites
 * the laws and the rules governing how people should behave
 * kinship relationships determining the obligations people had to each other
 * the rituals and ceremonies that needed to be observed.

Each group's Dreaming told of how the ancestor spirits emerged from the ground, sky and seas. Many could change their form, from human to plant or animal. As they journeyed over what was then a flat land, they created both the landscape features and all life forms

Links with their ancestors are preserved by:


 * caring for the land and for living things
 * carrying out certain rituals and ceremonies
 * passing on Dreaming secrets to the next generation.

The following Dreaming story is told by Aunty Beryl Carmichael, from the Ngiyaampaa people of western New South Wales. It tells the story of Ngiyaampaa country and how the Darling River was created.

Now long, long time ago of course, in the beginning, when there was no people, no trees, no plants whatever on this land, ‘Guthi-guthi’, the spirit of our ancestral being, he lived up in the sky.

So he came down and he wanted to create the special land for people and animals and birds to live in.

So Guthi-guthi came down and he went on creating the land for the people — after he'd set the borders in place and the sacred sites, the birthing places of all the Dreamings, where all our Dreamings were to come out of.

Guthi-guthi put one foot on Gunderbooka Mountain and another one at Mt Grenfell.

And he looked out over the land and he could see that the land was bare. There was no water in sight, there was nothing growing. So Guthi-guthi knew that trapped in a mountain — Mt Minara — the water serpent, Weowie, he was trapped in the mountain. So Guthi-guthi called out to him, ‘Weowie, Weowie’, but because Weowie was trapped right in the middle of the mountain, he couldn't hear him.

Guthi-guthi went back up into the sky and he called out once more, ‘Weowie’, but once again Weowie didn't respond. So Guthi-guthi came down with a roar like thunder and banged on the mountain and the mountain split open. Weowie the water serpent came out. And where the water serpent travelled he made waterholes and streams and depressions in the land.

So once all that was finished, of course, Weowie went back into the mountain to live and that's where Weowie lives now, in Mount Minara … Old Pundu, the cod, it was his duty to drag and create the river known as the Darling River today …

So what I'm telling you — the stories that were handed down to me — all come from within this country.

The Australian Museum, [|www.dreamtime.net.au/creation] Site for Dreamtime stories.

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__ Keeping the knowledge __

Passing on practical and spiritual knowledge from one generation to the next was very important in Aboriginal society. Children gained a general spiritual knowledge by listening to stories told by their elders and by attending those corroborees and ceremonies that were open to everyone.

First Contact Introduction []

William Dampier []

Early visitors __Torres Strait Islanders and Macassan traders (people from eastern Indonesia) visited the Australian coastline for hundreds of years to fish for sea cucumber. The remains of campsites that they left on Australia's northern coast have been dated to 800 years before the present.__ Pedro Fernandes de Queirós ([|Spanish]: Pedro Fernández de Quirós), (1565–1614) was a [|Portuguese] navigator best known for his involvement with Spanish voyages of discovery in the [|Pacific Ocean], In March 1603 Queirós was authorized to return to [|Peru] to establish another expedition, with the intention of finding [|Terra Australis], the mythical "great south land," and claiming it for [|Spain] and the Church. Queirós's party of 160 men on three ships, San Pedro y San Pablo (150 tons), San Pedro (120 tons) and the tender (or launch) Los Tres Reyes left [|Callao] on 21 December 1605.[|[2]] In January 1606 the expedition discovered [|Henderson Island] and [|Ducie Island]. In May 1606 the expedition reached the islands later called the [|New Hebrides] and now the independent nation of[|Vanuatu]. Queirós landed on a large island which he took to be part of the southern continent, and named it Australia del Espiritu Santo.[|[3]] In some his later memorials, notably the Eighth, this was altered to Austrialia del Espiritu Santo (The Austrian Land of the Holy Spirit) to flatter King [|Philip III], who was of the House of Austria.[|[4]] __There is also evidence that other Portuguese sailors knew of the Australian continent. The evidence is in sixteenth-century maps that show a country called Java la Grande. The maps were drawn from Portuguese charts and represent a landmass indicating Australia.__ __In 1606, on a ship named the Duyfken, William Janz recorded the sighting of the Australian mainland. The Dutch were not interested in establishing a colony on the large arid land, because they found nothing of particular value to trade or conquer.__ __On 24 November 1642 Abel Tasman sighted the west coast of Tasmania__, north of Macquarie Harbour. [|[12]] __He named his discovery Van Diemen's Land after__ [|Anthony van Diemen] __,__ [|Governor-General of the Dutch East Indies]. Proceeding south he skirted the southern end of Tasmania and turned north-east, to New Zealand. English exploration __William Dampier was the first English person to visit Australian shores, landing on the west coast of Australia. He published an account of his journey in 1697. In A New Voyage Round the World, Dampier suggested that the coast of New Holland was worth further exploration.__ In January 1699, he was given command of HMS Roebuck and once again set sail from Britain to continue exploration of the coast of Papua New Guinea and Australia. On 26 July 1699, Dampier arrived at Shark Bay, Western Australia. Fresh water was in short supply, so he was forced to leave Australian waters and sail north towards Papua New Guinea. Dampier's record of this journey, A Voyage to New Holland 1699–1701, became a valuable guide for the explorers of the eighteenth century. __In 1770, Captain James Cook sailed his vessel, the Endeavour, on an exporation mission to the south seas. In May, the Endeavour sailed into Botany Bay. James Cook believed the east coast of Australia was important enough to claim for King George III. He named this land New South Wales.__ []

Paste in map of early exploration (see Dr Stoney or a copy).

__Cook noted the campfires of Aboriginal communities as he sailed the length of the east coast, but__ __he did not see European-style farming or ‘fix'd habitations’. To the British, therefore, the land was not occupied. Without any agreement from the indigenous people, Cook claimed possession of the continent.__ According to British law, if Australia was bought or conquered, the British would have to recognise the indigenous people's rights to the land. (In 1763, the British government had recognised the principle of native title with the declaration that native Americans owned their traditional hunting grounds.) Granting native title in Australia would have provided legal recognition of the existence of indigenous people's law and land ownership before European settlement in 1788. In denying the existence of the Australian Aboriginal people, Britain denied Aboriginal people the right to negotiate treaties or claim ownership of the land.

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 20pt;">'Protection of Aborigines'

Protectorate __Governor George Gipps establish local officials who would have the responsibility of befriending and protecting Aboriginal people. Gipps gave these protectors land grants and money to establish farms and schools for Aboriginal people and to ‘persuade’ them to ‘settle down’.__ Each protector was assigned a district in which to accommodate people. __These districts often brought together Aboriginal communities from different tribal groups, giving no consideration to the traditional links each community had to its own ‘country’.__ In present day Victoria, the most complete protection system was established in 1838 under George Augustus Robinson. Reserves __In 1849, George Robinson's Protectorate in Victoria was cancelled__ because it was regarded as ineffective. Robinson could find __no solution to the basic conflict between the welfare of Aboriginal communities and the European grab for land.__ The settlers continued to tighten their ownership of freehold land by moving into land with reliable water and the best pasture. __They built fences and increasingly regarded Aboriginal people as trespassers.__ __The Aboriginal claim to the land was discussed in Britain, and politicians attempted to pass laws in Australia that would recognise native title. Although the legislation was defeated, land in pastoral districts was set aside for Aboriginal reserves in the 1850s.__ __The New South Wales Aborigines Protection Board was established in 1883 and was responsible for implementing the government policy that all ‘full-blood’ Aboriginal people should live on the 25 New South Wales reserves.__ __P__eople were encouraged to establish farms on the reserves so that they would become self-sufficient. The reserves were located away from white towns and on areas too small to allow the population to support themselves. Establishing reserves was effectively separating Aborigines from white society. Missions As white expansion continued, Aboriginal survivors were left on the outskirts of white settlements. They worked on pastoral properties or took refuge on the reserves and missions (places for religious conversion or social improvement). __Missionaries, inspired to bring Christianity to the Aborigines, established the missions.__ They aimed to ‘save the souls’ of Aborigines by turning them away from their languages and cultural practices. __The missions did provide Aboriginal people with basic health and educational services and some protection from the cruelty and exploitation found on town fringes and pastoral properties.__ Between 1860 and 1910, laws were passed to ‘protect’ and separate Aboriginal people from the white population. The government forced many Aboriginal people onto reserves and missions, with the expectation that they would abandon their traditional way of life and embrace European culture and values.

Segregation __At the end of the nineteenth century, laws were passed that were designed to segregate (separate) what the government termed ‘full blood’ Aborigines from ‘half-castes’.__ People who had some European ancestry were only permitted to remain on the reserves until they reached a certain age. The __policies were designed to ‘merge the half-caste population into the general community’ and so ‘breed out’ Aboriginality.__ By isolating people on reserves, the Aboriginal ‘problem’ would supposedly come to an end.