The First Fleet
Overview
Acknowledgement
At the heart of the Jajoo Warrngara are the communities that lead our work on Country. We pay our respects to the Elders past and present. We would like to acknowledge both the Jaara and Bangerang communities, Custodians and Elders for their input into these resources.
Although the Jaara and Bangerang communities have worked with SharingStories to produce this content, we acknowledge that all Traditional Custodians across our continent have been impacted by colonisation. Jajoo Warrngara pay our respects to all affected, particularly the Eora Clans, who inhabited the east coast of New South Wales during first contact, and all First Nations people who died defending their land in the Frontier Wars.
Protocols
First-person Cultural knowledge has been shared by the Jaara and Bangerang Traditional Custodians as part of these resources. Classroom Teaching Protocols have been developed to support the cultural safety of both educators and students while sharing knowledge throughout this unit. It is strongly recommended that the Classroom Teaching Protocols are read prior to teaching this unit.
NB The ongoing trauma caused by colonisation continues to impact the health and wellbeing of many First Nations peoples through inequality, racism and disruption to culture and Language. The content of this unit may cause distress for First Nations students and their families. SharingStories strongly suggests that families are advised that you will be studying this unit of work. An example letter can be accessed here.
Overview
In this unit, students explore the many perspectives surrounding the significance of the 26th of January in Australia. They hear from Traditional Custodians about the laws, protocols and welcoming practices that existed for thousands of years before colonisation, and understand that these practices were not observed nor respected by the British colonists when they arrived on the First Fleet. Students investigate the reasons for British expansion and how the European convicts found themselves to be in Australia, critically reflecting on the many perspectives regarding the Frontier Wars and British invasion.
Essential Questions
- Why is the 26th of January a public holiday in Australia? What is it remembered for? Why are there various opinions about the day? Why do some people refer to this day as ‘A Day of Mourning’, ‘Survival Day' or 'Invasion Day’?
- Before Europeans arrived in Australia, who lived here? What practices existed on this land before colonisation, in relation to laws, protocols and land ownership?
- What is the cultural perception of land ownership for First Nations peoples? How was this viewed at the time of colonisation?
- Who appointed Captain Arthur Phillip Commander of the First Fleet and who was on it?
- What other countries were colonised as part of the British expansion? In which ways was this different from or similar to Australia?
Links to Resources
Cultural Protocols
Teacher Resources
Unit
The First Fleet Lesson 1
- Watch the film Tanderrum with the class.
- Using the Map of Indigenous Australia | AIATSIS, identify where Jaara Country is in relation to your school. What Country is your school on? Please note that the AIATSIS Map is not accurate in capturing all Language Groups and the VACL Map is more accurate.
- In a yarning circle, facilitate a class discussion about the film. Some questions to support this discussion are: What does Tanderrum mean? What is the language word for a Welcome Ceremony in your local area, or in your own mob? What Country is Uncle Rick from? Do these practices exist in other First Nations communities? How could you find this out? Uncle Rick refers to visitors passing through the land with good intentions. What do you think were the intentions of British colonists when they came to Australia? How can we find this out? Has your school invited local custodians to perform Welcome to Countries?
Tasks
- Watch Behind the News (BTN) 'Child Convicts of Australia - Chapter 1 Transportation and the First Fleet' (4.35 minutes)
- In your notebooks, write a response to the following questions:
- What was life like in Britain in the 1700s?
- Choose a convict from the film and list the details of their crime and punishment. Do you think this was a fair sentence?
- Who was on the ships in the First Fleet? Describe their living conditions.
- Why did Captain Arthur Phillip choose to come to Australia?
- Was land acquired in Australia through treaty, battle or did Aboriginal people simply give it to the colonists? How can you find this out? How might this differ from other countries around the world that were colonised for British expansion? Consider what happened in New Zealand between British colonists and Māori peoples.
Reflection
- What did you know about 26th January before today? Why do you
think people celebrate this day? What is something new that you
learnt that you could share with your family and friends?
The First Fleet Lesson 2
- Following on from the last lesson, explain to the students that while the stories of the convicts are very important and significant to the foundation of Australia as it is today, there are many perspectives to be explored from all sides of history, both that of the British colonists, convicts, and the Eora, the traditional name for the Country given to the area along the east coast inhabited the Eora coastal clans.
- Watch Child Convicts of Australia - Chapter 1 on YouTube (3:41 minutes)
- Watch episodes 3, 4 and 5 of the the video about Bennelong
Episode 3 - Bennelong the Wangal (2:34 minutes)
Episode 4 - First Encounters - Strangers (3:02 minutes)
Episode 5 - First Encounters - Abduction (4:47 minutes)
Task
After engaging with the texts above, how do they represent the ideas and perspectives of British convicts and First Nations peoples? In a written response, compare the information shared within both texts. How is it similar or different? How is language used? How do the visuals support these perspectives?
Reflection
- Were you surprised or challenged by any of the information you learned today? Why? Why not?
The First Fleet Lesson 3
- Read the Common Ground Article 'Invasion Day (Australia Day)'
- Watch the BuzzFeed Aboriginal clip 'Aboriginal People Respond to Australia Day' (2:56 minutes)
- Please be aware there is a coarse language warning (at 0.42 seconds to 0.46 seconds)
Task
NB Note that William Cooper's letter refers to Aboriginal people as 'Aborigines' and 'the dark people', as well as non-First Nations peoples as 'whites'. Please ensure that students understand that these are offensive terms and should not be used in any circumstances today.
- As a class, read William Cooper's letter about January 26th being observed as a Day of Mourning for his people.
- Imagine you are one of the many church and advocacy groups to have received this letter from William Cooper.
- In pairs, discuss what you now know about January 26th and the many perspectives that surround this significant day.
- Write a letter addressed to William Cooper and the Australian Aborigines League responding to his request.
Reflection
- Students share their justifications for their responses to William Cooper and The Australian Aborigines League.
