The Frontier Wars
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 critically reflect on the way in which various people and groups are remembered throughout history, and how we commemorate those who fought in the Frontier Wars.
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? For example, why do some people celebrate? 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?
- How did local Aboriginal people respond when Captain Arthur Phillip and the First Fleet arrived on Australian shores?
- Were European explorers welcome on Aboriginal Land before British colonisation? How might you find this out?
- Was land acquired in Australia through negotiation, treaty or war? How might this differ from other countries around the world that were colonised for British expansion?
- There are several war memorials in Australia which honour those who have fallen in various wars or peacekeeping missions. Are there any war memorials acknowledging those fallen through colonial violence or the Frontier Wars?
Links to Resources
Cultural Protocols
Teacher Resources
The Frontier Wars 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?
- Explore a number of written, visual and mixed media texts regarding the Frontier Wars.
- Watch this clip from The Feed on SBS Demand or YouTube. NB (Please be aware that the clip comes with a coarse language warning at 2:34-2:36.)
- Watch the interview with Rachel Perkins on Studio 10.
Task
- In a yarning circle, facilitate a class discussion about the films. 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? Uncle Rick refers to visitors passing through the land with good intentions. What were the intentions of Captain Arthur Phillip and others on the First Fleet?
- What are some things you learned after viewing and engaging with the texts/films? What surprised you? What challenged your thinking? What does this suggest about our community in general? What would you like to know more about?
Reflection
- What is one word you would use to describe your feelings about the Frontier Wars?
- Why do you think the Frontier Wars are not a well-known part of Australian history?
The Frontier Wars Lesson 2
- To begin this lesson, ask students to list the wars and peacekeeping missions that Australia has been involved in. World War I and the Vietnam War are examples. This can be written in notebooks or on the whiteboard/chalkboard.
- Facilitate a class discussion or ask students to write their responses. Some questions to support the conversation are as follows: 'How do you know about these wars?' 'Have you ever been to a memorial service for any of the wars you listed? If so, why?' 'Has our school ever done anything to commemorate these important historical events?' 'Have you ever visited a monument or statue? If so, who or what was it? Where was it located?'
- Explain to the students that the following lessons are about the first wars in Australia and the significance of what took place on January 26th.
Task
- Students complete the first two columns of a KWL chart to explore the topic 'What are the Frontier Wars - the First Wars to take place in Australia?'
- Watch episode 1 of Australian Wars on SBS On Demand.
- Stop the program wherever necessary, to clarify information or discuss points of interest or concepts that might be challenging. Students continue working on the KWL chart throughout the lesson.
- In a yarning circle, facilitate a debrief about the film. Some questions to support the conversation are as follows:
- After watching the episode, did anything interest, surprise or shock you? Had you heard about the Frontier Wars before today? How many people were killed in the Frontier Wars?
- World War I lasted for four years. How long did the Frontier Wars go for?
- How did local Aboriginal people respond when Captain Arthur Phillip and the First Fleet arrived on Australian shores? Why do you think this slowly changed in the months and years to follow?
- If Captain Arthur Phillip was the Commander of the First Fleet, who was Captain James Cook and what was he famous for? Who was Bennelong and how did he come to learn English? Why was Captain Arthur Phillip speared?
This discussion can continue across as many lessons as required.
Reflection
- Have you ever celebrated on the 26th January? If so, why? If not, why not?
- Do you think that the Frontier Wars were a significant event in Australian history? Ensure that students justify their responses.
The Frontier Wars Lesson 3
- Following on from the last lesson, explain to young people that there are many perspectives within a story, an event or a moment in history. Share the background to the class before continuing.
BACKGROUND INFORMATION
Due to rapid industrialisation leading to overcrowded cities in Britain, many experienced poor living conditions, disease and poverty. People resorted to theft and burglary in order to survive and were subsequently sentenced to death and other harsh forms of punishment, including being sent to the American colonies.
Following the American War of Independence, America would no longer accept British convicts and so, in 1786 Lord Sydney appointed Captain Arthur Phillip to lead a Fleet of 11 ships to start a new colony in Australia. Many explorers had visited this continent prior to the First Fleet, including Captain James Cook, who assumed ownership of the land on the 22nd of August, 1770.
The First Fleet arrived in Botany Bay on January 18, 1788, after 252 days of travel. The convicts and crew suffered harsh conditions and many died. When the Commander, Captain Arthur Phillip, arrived in Botany Bay he felt the conditions were not suitable and led the ships to Port Jackson, which would later be named Sydney.
- Watch Chapter 1 of the Museums of History NSW Child convicts of Australia - Chapter 1 Transportation and the First Fleet
- Facilitate a class discussion about the First Fleet's crew and the varying perspectives of all involved on the homefront. Questions to support the conversation: Who was on the First Fleet? How do you think those involved would have felt about their journey and the first contact with the Traditional Custodians in Australia? Look at the convicts, the Commander, marines, sailors and civil officers. How do you think the Traditional Custodians felt when they saw Captain Arthur Phillip raise the British flag and assume ownership of their land?
Task
- Plan, create, edit and publish a letter home in character as either a convict, Commander Arthur Phillip, a sailor or civil officer or a First Nations Elder, warrior or child. What did they see? What were they thinking? Make reference to the landscape, what people were wearing, and how they interacted. Ensure that the language is reflective of the chosen character.
Reflection
- There are many primary and secondary sources of evidence exploring the stories of those on the First Fleet, but fewer accounts of First Nations perspectives such as Elders, warriors, women and children. Why do you think this is?
