Queenstown resources

?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? 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? 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? 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? 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=218208937857547595145.00049e00fc0367df97847> 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/station.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&wnb=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=U7YQ5vwaL98&feature=related http://www.youtube.com/watch?v=F-h7G0h9Ip0&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/gondwan.gif&imgrefurl=http://www.mobot.org/mobot/madagascar/image.asp%3Frelation%3Dfirstmap%26nextorder%3D5%26referringcategory%3Dwhy&h=377&w=565&sz=43&tbnid=roRqi_AnNuMDyM:&tbnh=89&tbnw=134&prev=/images%3Fq%3Dmap%2Bof%2BGondwanaland&zoom=1&q=map+of+Gondwanaland&usg=__xkLyPKGzxhqaSDBwHtwUng2Tvcw=&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 Pseudolycushaemorrhoidalis 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.gov.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 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 47 Plomley, N.J.B. (1993). The Tasmanian Aborigines. Launceston: State Government of Tasmania

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 LiaPootah people http://www.tasmanianaboriginal.com.au/liapootah/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 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 These images of Aboriginal and European shelters are taken from the LiaPootah 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

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?zoomLevel=1&searchTerm=Notwithstanding%20the%20hostility%20which%20has%20so%20long%20prevailed%20in%20the%20breasts%20of%20the%20Natives%20of%20this%20Island%20towards%20Europeans&searchLimits=l-textSearchScope=*ignore*|*ignore*|||frommm=04|||fromyyyy=1818|||tomm=04|||toyyyy=1818|||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/mobile_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/aboriginalculture/people/aboriginal-identity.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 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 Friday 1 December 1826 comment in Colonial Times and Advertiser http://trove.nla.gov.au/ndp/del/article/2448994/679192?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 Group 2: 2. Governor Arthur’s Proclamation Board 1830 (National Museum of Australia) http://nma.gov.au/blogs/education/2010/12/20/governor-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

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