WESTERN AUSTRALIAN MUSEUM

SHIPWRECK GALLERIES

Cliff Street

TEACHER’S GUIDE K to 12

Other Western Australian Museum sites in Fremantle:

• The Maritime Museum on Victoria Quay • The Submarine Ovens on Victoria Quay

The three museum sites are key features of Fremantle’s Maritime Precinct.

They link the Fishing Boat Harbour and the Inner Harbour and include Arthur Head, the Round House and Bathers Beach.

Teacher’s Guide Shipwreck Galleries

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Contents Overview 3 Galleries and Themes 4 - 7 Activities (before and after visit) - Cross Curricular 7 - 9 Activities (before and after visit) - The Arts 10 - English 11 - 12 - Health and Physical Education 13 - L.O.T.E. 14 - Mathematics 15 - 16 - Science 17 - Society and Environment 18 - Technology and Enterprise 19 Activities for Upper School Students 20 Contact Details 20 Useful Web Sites 20 References 21 Pirate Books to Read Aloud 21 Information Sheets 21

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Overview The Western Australian Museum – Shipwreck Galleries provides a partnership with schools through: Inclusivity The WA Museum – Shipwreck Galleries provides all groups of students access to the range of knowledge, skills and values through the education programs. These programs value and include existing understandings and knowledge of different cultural groups, differing genders, and students with disabilities. Flexibility WA Museum – Shipwreck Galleries programs are adaptable to the particular needs of different schools and communities. We can tailor programs to meet the needs of students and teachers. These can include museum visits, guided walks and specific activities such as artefact lessons. The WA Museum – Shipwreck Galleries provides pre- and post-visit activities The activities in this guide are provided for teachers who wish to expand their visit to the WA Museum – Shipwreck Galleries into a more comprehensive unit of work. • Pre and post-visit activities relate to all Learning Areas. • Many of the activities can be elaborated to become fully cross-curricular. • Completing some of these activities before and/or after your visit, will enhance students’

understanding of the concepts covered in the programs. Learning areas relevant to each activity are suggested, although these are not prescriptive. All Western Australian Museum sites: The Western Australian Museum has six branches as listed below. For enquiries about education programs please contact: 1. Western Australian Museum – Perth 9427 2792 2. Western Australian Museum - Maritime 9431 8455 3. Western Australian Museum – Shipwreck Galleries 9431 8455 4. Western Australian Museum - Albany 9841 4844 5. Western Australian Museum - Geraldton 9921 5080 6. Western Australian Museum - Kalgoorlie / Boulder 9021 8533

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Shipwreck Galleries A. Galleries There are stories to be told outside the museum building itself as well as inside. There are five Galleries: The Entrance Gallery The Woodblock Floor Gallery The North Gallery The Batavia Gallery The Dutch Wrecks Gallery

B. Themes Outside the museum: 1. Brick “Shore line” When the first European settlers came here in 1829, they rowed their boats right up to this line before they stepped on to dry land. The grassy park over the road was reclaimed from the sea. 2. The Museum Building In 1850, the first convicts arrived in South Bay near the place where Fishing Boat Harbour is now. One of their first public works was to build this Commissariat (storehouse) building, starting in 1851. 3. Broad Arrows The Broad Arrow (BA) was the ownership or property mark of British Government property from c.1600 to the present day. The BA can be seen stamped on the iron bars on the windows and on the upstairs wooden pillars of the Dutch Wrecks Gallery. Iconic objects: Broad Arrow Stamps Commissariat building

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The Entrance Gallery: 1. Maritime Archaeology In this gallery is a wonderful collection of artefacts salvaged and restored from ships that were wrecked on the rugged and dangerous Western Australian coast. 2. Book and Gift shop Iconic objects: Objects from the following vessels: Rapid

Eglinton James Matthews Trial

The Woodblock Floor Gallery - Hartog to de Vlamingh: 1. The floor itself The wooden blocks in the floor of this gallery are made of jarrah, a local Western Australian timber and were part of the original building. 2. Discovery and Exploration This gallery shows the progress of Portuguese and Dutch discovery and exploration and the Western Australian coastline. Documents, maps, charts and books illustrate their groundbreaking mapping of The Great Southland Iconic objects: A replica of the original Pelsaert's journal, de Vlamingh’s plate A model of the Duyfken The North Gallery: 1. Steamship Visitors can view the 1848 English steam engine that powered a paddle steamer that was sailed from Scotland to our west coast by Charles Broadhurst in 1871. It has been rebuilt after over a century underwater and twenty years of conservation treatment. 2. Suffragettes Eliza Broadhurst, wife of Charles Broadhurst who bought the SS Xantho, was a feminist who was active in getting women the right to vote in England.

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Iconic objects: SS Xantho’s engine, condenser and propeller Broadhurst family photo Eliza Broadhurst’s diary extracts The Batavia Gallery: The Batavia Gallery is the centrepiece of the Shipwreck Galleries. It houses the reconstructed remains of the VOC ship Batavia which was excavated by Maritime archaeologists in the 1970s.

Iconic objects: The Batavia port / stern section Skeleton of one of the people murdered on the Houtman Abrolhos Portico facade that the Batavia was carrying as cargo for the Indies (replica) Coins and Beardman Jugs Cannon Ballast bricks The Dutch Wrecks Gallery: This gallery houses displays some of the recovered material from the wrecks of various Dutch ships that sunk off the Western Australian coast in the early 1600’s to the early 1700’s There is also some material on the Batavia and information on the VOC (Dutch East India Company). Iconic objects: Artefacts from Zuytdorp

Zeewijk Vergulde Draeck Batavia

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C. ACTIVITIES CROSS-CURRICULAR

Activity Description

Learning Area/s

Outcomes

1 Illustrated Guide to Navigation - ‘Guess to G.P.S’. Post Create an illustrated time line of the development of navigation instruments e.g. cross-staff, kamal, hour glass, compass, astrolabe, sextant, chronometer, Global Positioning System (G.P.S.). Describe briefly the strengths and weaknesses of each instrument, how it was used and its role in helping communities that were dependent on sea trade. Reference: http://library.thinkquest.org/C004706/contents/1stsea/nap/page/n-2.html

T and E Arts

Science S and E

Information (The Nature of Information) Arts Skills and Processes Arts Ideas Earth and Beyond Place and Space (People and Places) I.C.P. (All) T, C and C (Understanding the Past)

2 Archaeological Dig Post Conduct a mock archaeological dig. Students work in groups to research and make mock artefacts (e.g. silver coins, pottery), bury them in cardboard boxes of damp white or yellow sand at particular depths. Accurate records of depth measurements are kept as the artefacts are buried. The boxes are then excavated by different groups, who record the depth measurements and location at which the items were found. Accurate scale drawings are made of the objects in situ. Each student makes inferences about the history of the area based on the information gleaned from their excavation. Individuals compare their interpretation with that of other group members and modify their viewpoint if consensus is achieved. The groups set up a museum display of the objects and describe their significance and the inferred history they tell. Draw surface grids on overhead transparencies to lay on the surface

Science S an E Maths

Investigating (All) I.C.P. (All) T.C. and C. Measurement

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3 Spice it Up! Post Make an illustrated guide, or set up a display about the spices that the Dutch trading ships were so keen to get from the Spice Islands. Provide information in the guide or display, about what each spice was used for.

S and E T and E The Arts

Resources (Use of Resources) T, C and C (Understanding the Past) Information (The creation of information) Arts Skills and Processes

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Activity Description

Learning Area/s

Outcomes

4 Batavia Story in Pictures – Your Story During-Post Create, sequence and annotate a set of images depicting the main events of the Batavia story. The presentation could be a slide-show, PhotoStory, Power Point, ‘Claymation’, sculpture, sketches, paintings, book or poster.

English The Arts S and E

Reading Writing Viewing Arts Ideas Arts Skills and Processes (Visual Arts, Media) T. C. and C. (Understanding the Past)

5 A Sustainable Colony Pre-Post In small groups students collaborate to plan and design a new settlement on an imaginary coastline. They decide which elements are needed for the colony to be sustainable. Scale drawings of the settlement are produced. Groups of students then evaluate the plans of other groups to determine whether the settlement would succeed using criteria the class has agreed upon.

S and E Maths

H and P.E.

I, C and P. (All) Resources (All) Place and Space (Features of Places) Space (Represent Spatial Ideas) Knowledge and Understandings

6 Dramatic Recount Pre-Post Develop and present dramatic interpretations of events described in the Maritime Museum e.g. the return to Amsterdam of the fleet from the Spice Islands, depiction of your version of Batavia Story.

The Arts S and E

Arts Skills and Processes (Drama/Dance) T, C. and C. (All) Culture

7 Pirates Pre-Post Students read or listen to one of the books listed in the section titled ‘Pirate Books to Read Aloud’. The classroom could be redecorated as the deck of a pirate ship. Narratives could be written about the activities of the pirates and presented oral, multi-media (including photo-story), or dramatic interpretations with or without a soundtrack.

English The Arts S and E

Listening and Speaking Reading Writing Viewing Arts Skills and Processes (Drama, Media, Music, Visual Arts) T, C. and C. Culture

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8 Life Aboard Game Post Develop a board game or computer game about life on board a Dutch East Indiaman ship. Students brainstorm the types of events and conditions they might encounter e.g. fair winds, doldrums, sickness, pirates, mutiny, reefs.

T and E S and E The Arts English Maths

Information (The Creation of Information) Technology Process (All) T, C. and C. (Understanding the Past) I. C. and P. (All) Arts Skills and Processes Writing Viewing Chance and Data (Understand Chance)

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Activity Description

Learning Area/s

Outcomes

9 I’m SO Thirsty! Post Water activities. Students investigate the amount of drinking water that would be needed for 350 people travelling to the Spice Islands, when taking the slow route (hugging the coast), compared to a ship following Brouwer’s route. Students could research how much water is needed per day for an average person. They could further investigate the average amount of water needed by children, men and women. Ask students to invent a device for collecting rainwater off sails.

T and E H and P.E. Maths

Technology Process (All) Knowledge and Understandings Working Mathematically Number (Calculate) Measurement

10 Dutch Sailors Meet Aborigines Post Students imagine they are sailors from a Dutch ship meeting Aborigines for the first time on Australian shores. Students work in groups to identify the communication problems that would have arisen and try to solve them without confusing the Aborigines. Groups act out the scene for the class. Reference: Strangers on the Shore WA Maritime Museum Database http://www.museum.wa.gov.au/collections/databases/maritime/strangers/strange.asp

S and E

H and P.E. The Arts

T. C. and C. (Understanding the Past, Interpretations and Perspectives) Culture (All) Place and Space Resources Knowledge and Understandings Interpersonal Skills Arts Skills and Processes (Drama)

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11 Be a Shipwreck Detective Post Read an intriguing account, in Shipwreck at Madman’s Corner, of how maritime archaeologists followed a series of clues to discover the identity of a wreck. Students adapt these facts / processes to create a narrative of their own to be presented to an audience.

English Science S and E

Reading Writing Speaking and Listening Investigating I. C. and P. (Applying and Communicating Findings)

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LEARNING AREA SPECIFIC

i. THE ARTS

Activity Description

Outcomes

Appropriate Art Form / s

12 Artistic interpretation of Museum During-Post Draw, model or paint events or objects in the Maritime Museum like the Batavia or the Duyfken arriving at the coast of Australia in 1606. Works can be literal or interpretive (can include Batavia linocut theme).

Arts Ideas Arts Skills and Processes

Visual Arts

13 Promo During-Post Plan and present a media product highlighting an event described at the Maritime Museum. For example: the front page of a colonial newspaper could describe the importance to the community of the wreck of the James Matthews at Woodman’s Point near Fremantle : an advertisement to promote the adventure of passage on board the Batavia (past set in the future or vice versa) Students rate the product according to class-derived criteria (these ratings can be linked to a shared class online discussion board or to a cross-class/school online discussion board).

Arts Ideas Arts Skills and Processes Arts Responses

Music, Media, Visual Arts

14 Oh! What a Drama! During-Post Students dramatise an event described during their visit to the museum. The performance may include a sound-effects, singing and dance. It may be assessed for its script, costumes, props and sets, lighting and sound or performance.

Arts Ideas Arts Skills and Processes

Drama, Dance, Visual Arts

15 Timely Music During-Post Collaboratively or independently create a piece of music that is representative of the 17th or 18th centuries in England or Holland. Alternatively a piece of music could be constructed to convey particular emotions (or a dramatic recount) felt by those involved in events as described during their visit to the museum e.g. shipwreck, sighting land or indigenous people, camaraderie amongst sailors or the sickness on board a 17th century East Indiaman

Arts Ideas Arts Skills and Processes

Music

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16 Sound and Light Show During-Post Plan and present a media presentation using sound and light to recount the Batavia story. The complexity of the presentation and its content should be appropriate to the audience and could be a factor for assessment.

Arts Ideas Arts Skills and Processes

Media, Visual Arts

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ii. ENGLISH

Activity Description

Outcomes

Aspect (if appropriate)

17 Batavia Perspectives Post Students write a narrative recounting the story they heard about the Batavia during their visit, from the perspective of one of the characters e.g. Commander Pelsaert or Lucretia van der Mylen. The narrative could be in poetic, diary, script, photo-story or story form.

Reading

Writing

Processes and Strategies (research) Use of Texts Contextual Understandings Conventions Processes and Strategies

18 Reporter During-Post Students take on the role of a modern reporter at the scene of Batavia’s stranding on the reef. After choosing a medium (T.V. or radio) students write their script including ‘eye witness’ accounts and other interviews. The stories should be as dramatic as possible. Radio reports should include music and sound effects.

Reading

Writing Listening and Speaking

Processes and Strategies (research) Use of Texts Contextual Understandings Conventions Processes and Strategies Contextual Understandings

19 Zuytdorp Legend During-Post Students write a legend about the fate of the survivors of the Zuytdorp. Content and complexity will vary according to the set or perceived audience.

Writing Reading

Use of Texts Contextual Understandings Conventions Processes and Strategies Processes and Strategies (research)

20 Picture with Personality During-Post Create a picture, as a drawing, constructed photograph or painting, of a person involved in one of the stories told at the Maritime Museum. An understanding of elements of Conventions such as mood, focus, lighting, stereotypes and symbolism should be illustrated in the finished product.

Viewing Use of Texts Contextual Understandings Conventions Processes and Strategies

21 To Those At Home Post Write a letter from a passenger on one of the Dutch ships displayed at the Maritime Museum, describing the conditions experienced during the voyage. Using different communication mediums re-create this letter in modern communication formats (e.g. email, weblog, extended phone text, etc.) to further explain the conditions on board.

Reading Writing

Processes and Strategies (research) Use of Texts (research) All

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22 Sea Journal ‘Help I’m Shipwrecked’ Post Students prepare, write, read and reflect on a ‘Sea Journal’ activity, using three literary formats (ship’s log, personal journal and letter

Writing

Use of Texts Contextual Understandings Conventions

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writing). The journal will be like an imaginary voyage and students will keep a written account of their experiences along the way. Students read, reflect on their own and other students journals or create interactive journals with other students. http://www.nps.gov/safr/forteachers/upload/Lesson1_seajournal.pdf

Reading Listening and Speaking

Processes and Strategies Processes and Strategies (research)

23 VOC Debate Post Students prepare for and participate in a debate that illustrates the different priorities and principles of crew and owners in relation to the Dutch East India Company. The Batavia could be used as an example.

Listening and

Speaking Reading

Use of Texts Contextual Understandings Conventions Processes and Strategies Processes and Strategies (research)

24 Shipwreck Survivor Post Students write and present as a dramatic recount an account of surviving a shipwreck in a storm. Using CBC Shortlisted novel Black Water students detail via their story and recount a storm of magnitude, reasons for being out in a storm and for the shipwreck and an account of the mysterious survivors. http://www.penguingroup.com.au/puffin/Authors/title-notes.cfm?SBN=9780143005612&Author=Metzenthen%20David

Writing Reading Listening and Speaking

Use of Texts Contextual Understandings Conventions Processes and Strategies Processes and Strategies (research)

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iii. HEALTH AND PHYSICAL EDUCATION

Activity Description

Outcomes

Aspect (if appropriate)

25 Hard Tack Post Students make their own ‘hard tack’ to eat. Because normal bread would go stale and mouldy very quickly at sea, much of the flour was carried as biscuits. Seamen called this hard, dry bread ‘hard tack’. (Ideally, it should be left in an uncovered container for a couple of months to get the full experience of eating hard tack 18th century style!). Email us for the recipe: freoedu@museum.wa.gov.au/maritime

Knowledge and Understandings

N / A

26 Maladies on the Sea Post Research the most common health problems that arose during the journey to the Spice Islands aboard European trading ships in the 1500s and 1600s. Collaboratively, in small groups, investigate the causes of these maladies and explain how the illnesses could have been prevented. The Shipwreck Galleries in Cliff Street explore this theme in detail. Reference: Cross-Sections Of A Man-of-war by Stephen Biesty, (1993). This book should be available in school libraries.

Knowledge and Understandings Interpersonal Skills

N / A N / A

27 A Sailors’ Supper - Salubrious or Sickening? Post Research a typical diet of a sailor on a Dutch ship in the 17th century. Evaluate the diet in terms of the Healthy Diet Pyramid. Identify deficiencies and suggest realistic improvements they could have made. Reference: Cross-Sections Of A Man-of-war by Stephen Biesty, (1993). This book should be available in school libraries.

Knowledge and Understandings

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28 An Orange a Day Keeps Scurvy Away Post Students take the role of a medical officer on board a Dutch ship in the 17th century and write a diagnosis listing the causes and symptoms of a patient with the dietary disease scurvy. The medical officer’s notes should include a suggested treatment. Reasons why this disease was so difficult to control in those times should be included. The barber often took on the role of surgeon. Barber/surgeons were often experienced at treating people, although they didn’t necessarily have any training.

Knowledge and Understandings Self-management Skills (planned for but not undertaken as it is a scenario)

N / A N / A

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iv. LANGUAGES OTHER THAN ENGLISH

Activity Description

Outcomes

Aspect (if

appropriate)

29 Picture / Description Sequencing During-Post Order a series of pictures that depicts the Batavia story. In a language other than English, write a brief description for each picture. Alternatively students could write and mix up the descriptions for a partner to sequence or sequence out-of-order descriptions written by the teacher.

Viewing, Reading and Responding Writing

N / A N / A

30 Passenger’s Letter Post Write a letter describing a passenger’s experiences aboard one of the ships described at the Maritime Museum.

Writing N / A

31 Oral Translation Pre-Post Orally translate a shipwreck story read by the teacher, briefly outline the plot and events or give a character description. References: Deep Blue: Stories of Shipwreck, Sunken Treasure and Survival Various Authors http://www.museum.wa.gov.au/oursites/maritime/shop/childrens.asphttp://www.librarything.com/tag/Shipwrecks

Listening and Responding, and Speaking

N / A

32 Rottnest Animals by de Vlamingh Post Describe the animals that de Vlamingh saw when he arrived at Rottnest Island.

Listening and Responding, and Speaking

N / A

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33 Ship-board Drama Post Write and / or perform a short drama about an aspect of being on a Dutch East Indiaman in the 17th Century.

Viewing, Reading and Responding Writing

N / A N / A

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v. MATHEMATICS

Activity Description

Outcomes

Aspect (if appropriate)

34 ‘Log Lines’ and Speed Pre-Post In the early 1600’s, speed was estimated using a log line. A log line was a length of thin line attached to piece of wood or “log”. The log was thrown off the stern of a ship to measure speed. The sailor operating the log ran out the line until 30 seconds had been estimated, and measured the amount of rope played out. Knots tied on the rope at intervals (5.2 m) were counted to determine the distance that would be travelled in an hour i.e. the number of nautical miles per hour, or “knots”. Students can test each other’s speed in knots by attaching the end of the log line (string / cord) to the runner’s waist. The runner stops when the student playing out the rope has counted out ten seconds - aloud. The knots played out are then tallied. Each student should run several trials to illustrate the variability that occurs because the time taken to count to ten seconds varies. This will show the kind of inaccuracies that might occur in ship’s navigation. Students could predict and test how many knots should be played out if time count is extended to 30 seconds.

Working Mathematically Number Measurement Chance and Data

Mathematical Strategies Apply and Verify Reason Mathematically Understand Operations Calculate Understand Units and Direct Measure Indirect Measure Estimate Collect and Process Data Interpret Data

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35 Speeding Ships Pre-Post Students do calculations involving ship speeds. Here are some examples: • If one knot equals 1.852 km/hr, estimate how long a ship sailing at a speed of 11 knots would take to sail from Amsterdam to Cape of Good Hope in Africa. • Working in groups and using loglines, find the speediest group of students by calculating the average speed in knots for each group. • Which ship would reach its destination first: the Batavia sailing at 8 knots from Perth to Geraldton or the Gulden Zeepaert travelling at 5 knots from Augusta to Fremantle?

Working Mathematically Number Measurement

Mathematical Strategies Apply and Verify Reason Mathematically Understand Operations Calculate Indirect Measure Estimate

Activity Description

Outcomes

Aspect (if appropriate)

MA

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Investigate the diet of passengers on board a Dutch ship. Draw a pie graph to illustrate the proportions of each food group consumed. Compare proportions to that recommended by CSIRO.

Working Mathematically Number

Mathematical Strategies Apply and Verify Reason Mathematically

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http://www.csiro.au/proprietaryDocuments/12345_Plan.pdf Chance and Data

Understand Operations Calculate Collect and Process Data Interpret Data

37 Artefact-in-a-Box Post Students use modelling clay to make a model of a small artefact displayed at the Maritime Museum. Students design the smallest possible storage box that would be required to store the object in the Museum’s stored collection. Students should produce accurate scale drawings of their box. Groups of students could then work together to calculate the size of a display cabinet that would be needed to display the group members’ artefacts. (Students need to take into account visual appeal, space for signage etc.) Students could build the cabinet and display their artefacts.

Working Mathematically Number Measurement Space

Mathematical Strategies Apply and Verify Reason Mathematically Understand Operations Calculate Indirect Measure Estimate Represent Spatial Ideas Reason Geometrically

38 Enlarged, Reduced, Distorted Artefacts Pre-Post On a piece of grid paper draw the scene of a 17th century shipwreck on the sea floor. Parts of the ship’s hull should be distinguishable along with several recognisable artefacts such as cannon, jugs, platters and clumps of concreted coins. 1. On another piece of grid paper the same size a) draw a scene twice as long and twice as high as the original b) draw another scene three times as long and the same height as the original c) flip the scene on a vertical axis 2. Using distorted grid lines draw the same scene 3. Modify one of the artefacts and draw it as a tessellated design.

Measurement Working Mathematically

Number Space

Understand Units and Direct Measure Apply and Verify Reason Mathematically Calculate Represent Spatial Ideas Reason Geometrically

39 Treasure Hunt Post ‘Hide’ a treasure chest, 3 cannon and 2 barrels (all of agreed dimensions) on a piece of grid paper in the manner of ‘Battleship’. In pairs, take turns in guessing coordinates to uncover the other person’s treasure, recording hits and misses on their own grid. The winner in each pair is the one who locates their opponent’s treasure first.

Working Mathematically Space

Apply and Verify Reason Mathematically Represent Spatial Ideas Reason Geometrically

vi. SCIENCE

Activity Description

Outcomes

Aspect (if appropriate)

SC

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40 Pulleys Pre-Post Investigate the effect of using single, double and triple pulley blocks on the effort and time required to lift cargo.

Investigating Energy and Change

Planning Conducting Evaluating Concepts

Compare modern pulleys with those of the 17th and 18th centuries

41 Conservation and Chemistry Post Investigate and report on how chemistry is applied to the conservation of maritime artefacts. References: See web sites listed in the reference section of this guide. The Titanic site www.imacdigest.com/archrepo.html has information on using sonar to map artefact scatter.

Investigating Energy and Change Natural and Processed Materials

Planning Concept of Energy, Sources, Patterns and Uses Transfer and Transformation Interactions and Changes Structures, Properties and Uses

42 Terrible Toredos Pre-Post Research the effects that the Toredo Worm and other marine borers had on the timbers of Dutch East Indiaman vessels. Find out what the VOC used to minimise the damage. What damage is done to modern-day sea-faring vessels and how is it dealt with?

Investigating Life and Living Natural and Processed Materials

Planning Conducting Evaluating Structure and Function Interactions and Changes

43 A Mixed Bag for Conservation Pre-Post Students research the specific procedures used to conserve maritime artefacts made out of some or all of the following: wood, ceramics and glass, silver, gold, iron, bronze. Problems that arise with conservation of objects made from two or more materials could be investigated.

Investigating Energy and Change Natural and Processed Materials

Planning Transfer and Transformation Concept of Energy, Sources, Patterns and Uses Interactions and Changes

44 Batavia Salvage Pre-Post Read the fascinating account of how the Batavia was discovered and salvaged and how inferences were drawn from observations in the book Islands of Angry Ghosts.

Investigating Energy and Change Natural and Processed Materials

Planning Transfer and Transformation Interactions and Changes Structures, Properties and Uses

45 Salt Bath Post Immerse various materials (fabric, metal, paper, coins, wood, ceramics etc.) in salt water for about 6 months. Describe the effects of immersion on each material. Display artefacts (e.g. use lemon juice for cleaning coins) and explain how submersion might impact on the ability of scientists to preserve the artefacts found on shipwrecks.

Investigating Energy and Change

All Concept of Energy, Sources, Patterns and Uses Transfer and Transformation

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vii. SOCIETY AND ENVIRONMENT

Activity Description

Outcomes

Aspect (if appropriate)

46 Holiday in the Great South Land! Post Develop a travel brochure on a holiday voyage around Australia before European settlement. Describe the weather, climate type, natural attractions and the landform characteristics of the places visited.

I, C and P Place and Space

Planning Conducting Processing and Translating Applying and Communicating Findings Features of Places People and Places

47 Un-Settling Effects Post Report on the way that the place in which new arrivals to Fremantle settled and the natural elements they found, affected the way families lived and worked. Research reasons why they initially chose to come here and state them in a historical perspective (at the time) and using hind-sight.

I, C and P Place and Space T, C and C

Planning Conducting Processing and Translating Applying and Communicating Findings Features of Places People and Places Understanding the Past Interpretations and Perspectives

48 Sent Back in Time Post Hold a fancy dress day on which children wear costumes representing Dutch seafarers of the 16th and 17th century. Students will locate illustrations on which to base their costumes and present a short talk about themselves in character.

I, C and P Culture Place and Space

Planning Conducting Processing and Translating Applying and Communicating Findings Personal, Group and Cultural Identity People and Places

49 Trade Maps Post Draw maps of the original trade route to the Spice Islands and Brouwer’s route drawing in the natural features to illustrate the journey.

Resources Place and Space

Use of Resources Features of Places

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50 Impact on Aboriginals Post Students prepare a report on the impact of European ships arriving between 1606 and 1770 on Aboriginal populations of Australia. Reference: Strangers on the Shore (WA Maritime Museum Database)

Natural and Social Systems Culture

Economic Systems Natural Systems Political and Legal Systems Beliefs and Culture

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http://www.museum.wa.gov.au/collections/databases/maritime/ Resources

Cohesion and Diversity Use of Resources Management and Enterprise

51 Map It! Pre-Post On a world map find these places: Holland, England, France and colour them in on the map. Use the same colours to show which parts of Australia were visited by early explorers from each of these places. Mark in the routes they travelled.

I, C and P Place and Space

All Features of Places People and Places

viii TECHNOLOGY AND ENTERPRISE

Activity Description

Outcomes

Aspect (if appropriate)

52 Attention all Sail Makers! Post Design and produce a sail that can be used to propel a person on roller blades or on a skateboard. Criteria can include manoeuvrability, speed over a set distance

Technology Process Systems

Investigating Devising Producing Evaluating All

53 Event Portrayal During-Post Choose a medium (Power Point, digital slide-show, series of models, animation) to portray an event described at the Maritime Museum e.g. the Zuytdorp hitting the base of the cliffs north of the Murchison River. A scene could be included showing the survivors escaping, possibly by climbing the mast onto the cliff-top as the ship lay on its side.

Information Systems Technology Process

The Nature of Information The Creation of Information The Nature of Systems All

54 Sail Posters Pre-Post Draw a series of posters to show how the changes in navigation and/or communication technology during the age of sail, affected the duration and conditions of the journey to Australia.

Materials Systems Information

The Nature of Materials The Selection and Use of Materials All The Creation of Information

55 Build-A-Boat Post Design a marine vessel capable of supporting a 1kg load (cargo) on water - without sinking. Restrictions on building materials and joining techniques could be set to allow for comparability and the ability of the students. Appearance of the vessel and its cargo (passengers, treasure, crew, trade goods) may be assessable

Technology Process Materials

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56 Ship’s Equipment Post Research, design, create and assess one piece of equipment used on a ship e.g. rigging, navigation or

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propulsion. The piece must work, be to scale or life sized and can be contemporary, historical or innovative.

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57 Event Sequence ‘Photo-Story’ During-Post Using the Woodcut Batavia images provided, choose a medium (Photo-Story, Power Point - digital slide-show) to sequence images to convey your own version of the story (you can include images, sound, voice-over, text and music).

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ACTIVITIES FOR UPPER SCHOOL STUDENTS Many of the activities in this guide can be elaborated to suit upper school curricula. Several activities best suited to Year 11 and 12 students are: Arts – Activities 13, 16 and 22 English – Activities 17 and 19 Science – Activity 40 Society and Environment – Activities 46 and 491 Technology and Enterprise – Activities 54 and 55 D. CONTACT US For other activities tailored to your curriculum needs and booking enquiries: -Email freoedu@museum.wa.gov.au -Phone 9431 8455 -Fax 9431 8490 -Web http://www.museum.wa.gov.au/maritime/edu/education.asp F. USEFUL WEBSITES WA Maritime Museum - http://www.museum.wa.gov.au/maritime/ Data bases - http://www.museum.wa.gov.au/collections/databases/databases.asp National Maritime Museum (Greenwich, England) - http://www.nmm.ac.uk/ Batavia - http://www.bataviawerf.nl/en/batavia.html http://www.museum.wa.gov.au/collections/maritime/march/shipwrecks/Batavia/batavia.html Mary Rose - http://maryrose.org Pandora - http://www.qm.qld.gov.au/features/pandora/pandora.asp Vasa - http://hem.bredband.net/johava/WASAe.htm Titanic - http://imacdigest.com/archrepo.html http://www.britannica.com/titanic/ Historical navigation instruments - http://library.thinkquest.org/J002760/ Conservation of maritime artefacts sites - http://nautarch.tamu.edu/ http://www.arq.de/

http://www.underwaterarchaeology.com/ htpp://imacdigest.com/conserve.html

http://www.museum.wa.gov.au/services/conservation/conservation.asp

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Dutch East India Company - http://www.voc.iinet.net.au/ http://www.nla.gov.au/exhibitions/southland/Trade-The_rise_of_VOC.html G. REFERENCES Biesty. S. (1993). Cross Sections Man of War. Dorling Kindersley Ltd. London. Biesty, S. (1995). CD ROM: Cross Sections Stowaway, Dorling Kindersley Ltd. London. Edwards, H. (1966). Islands of Angry Ghosts. Harper Collins, Sydney. Jacob T. K. & Velios J. (1987). Southland: The Maritime Exploration of Australia. Ministry of Education, Western Australia. Lefroy, M. (1999). Shipwreck at Madman’s Corner. Omnibus Books H. PIRATE BOOKS TO READ ALOUD i. PICTURE BOOKS Allen, P. (1991). I Wish I Had a Pirate Suit, Puffin. Fox, M. (1998).Tough Boris, Puffin. Mahy, M. (1996).The Man Whose Mother was a Pirate, Puffin. ii. 6 – 8 YEARS Bodsworth, N. (1999). Peg Leg Meg (Aussie Bites series), Puffin. Mahy, M. (1985). The Great Piratical Rumbustification, Puffin. Mahy, M. (1985). The Librarian and the Robbers, Puffin. iii. 9-12 YEARS Fienberg, A. (1996). Pirate Troubles for Wiggy and Boa. Allen & Unwin. Fienberg, A. (1996). Dead Sailors Don’t Bite. Allen & Unwin. Mahy, M. (1994). The Pirate Uncle. Overlook Press. McNaughton, C. (1994). Jolly Roger and the Pirates of Abdul the Skinhead. Walker Books. I. INFORMATION SHEETS The following information sheets are available from the Western Australian Museum - Maritime in the Education Department: The VOC Story Dirk Hartog and the Eendracht The Vlamingh Plate The Batavia Story The Batavia Lace Zuytdorp the Search Continues Australia’s Oldest Shipwrecks Sailing Ships The Mariner’s Astrolabe Conservation Treatment of Small Waterlogged Wooden Objects Ceramics and the Dutch Shipwrecks History of the Commissariat Building Convict Uniform in Western Australia C.Y. O’Connor SS Xantho: W.A.’s First Coastal Steamer