SECONDARY EDUCATION KIT€¦ · Every object in the exhibition is part of an entangled relationship...

SECONDARY EDUCATION KIT

Eharo mask, Papua New Guinea, c. 1913x

3SECONDARY EDUCATION KIT

200 TREASURES OF THE AUSTRALIAN MUSEUM

VISITING THE AUSTRALIAN MUSEUMBRIEFINGA Museum staff member will be on hand to greet your group when you arrive. They will brief your groups about how to move around the Museum and direct you to areas of the Museum you intend to visit.

BAG STORAGEThere is limited bag storage available on site. It is recommended that students just bring a small carry bag with the essentials for the day, however if required, storage can be provided depending on availability.

EXHIBITIONSIn addition to any booked educator-led sessions, students and teachers may explore the Museum’s exhibitions in their own time. Some special exhibitions may incur an additional charge. It is suggested that students visit the galleries in small groups to prevent overcrowding.

LUNCH AND BREAKSIt is recommended that students bring their recess and lunch and eat in Hyde Park or Cook & Phillip Park, both of which are across the road from the Museum. Alternative arrangements will be provided in the case of wet weather.

BYOD AND PHOTOGRAPHYStudents are encouraged to bring their own devices to take photos, video and/or audio to record their excursion. Some temporary exhibitions do not allow photography but you will be advised of this on arrival.

FREE WIFIThe Museum offers free Wi-fi for onsite visitors. It is available in 30 minute sessions. Students and teachers can log on for more than one session.

PHOTOCOPYING Please photocopy the following materials for students and accompanying adults prior to your visit.

SUPERVISIONTeachers and supervising adults are required to stay with their groups at all times. Disciplining of students remains the responsibility of teachers and supervising adults accompanying the group.



200 TREASURES OF THE AUSTRALIAN MUSEUMEXHIBITION GUIDESpread over two floors of the resplendent Westpac Long Gallery, 200 treasures await your discovery. One hundred are objects carefully selected from the Museum’s 18 million collection items, another hundred are people chosen for the way they shaped Australia. Through these treasures, fascinating stories are revealed not only about our Museum but our nation – its people, history and role on the world’s stage.

WHAT IS A TREASURE?What do you treasure? An object, a person, a memory? We define our precious things with words like ‘rare’, ‘loved’, ‘beautiful’ and ‘priceless’. These values can be personal, communal or objective. The 100 object treasures displayed, reflect the varying significance we attach to the things that touch our lives. A treasure’s value also lies in its context. A further 100 objects from the Museum’s collections are displayed with the treasures to provide context and depth, revealing untold stories and powerful connections. Every object in the exhibition is part of an entangled relationship with people, nature and culture. Discover these complex connections through a series of displays – each a means to frame a time, or a place or a tale.

AUSTRALIA’S FIRST MUSEUMAustralia’s first public museum was established in Sydney in 1827 with the aim of procuring ‘many rare and curious specimens of Natural History’. In 1829, William Holmes was appointed the first custodian of the fledgling collection, then located in the old post office building in Macquarie Place. Initially known as the Sydney or Colonial Museum, it was formally named the Australian Museum in 1836. Ten years later, construction began on its permanent home.

THE WESTPAC LONG GALLERYThe first gallery in Australia’s first museum, The Westpac Long Gallery encompasses three levels in the original William Street wing of the museum. Officially opened to the public in 1857, this architectural marvel has remained a continuously evolving showcase of exhibits. The top floor, with its impressive curved ceiling, was added in the early 1890s.



100 OBJECTSGROUND FLOOREach showcase starts with a key treasure and unravels entanglements with other objects, people and places. Treasures are detailed in the following pages.

AUSTRALIA’S FIRST BANK NOTEThis bank note, printed in 1817, was integral to establishing the foundations of the Australian economy. Until the Bank of New South Wales was established in 1817, there were no local bank notes in circulation in the colony. The issue of currency (guaranteed legal tender) was one of the foundation purposes of the Bank of New South Wales. The note represents stability, uniformity and trust. Only a limited number of these notes were produced; the exact number is unclear as records did not survive. This note was retrieved from Scotland. It is believed the Governor at the time, Lachlan Macquarie, sent it to his homeland as a souvenir for his family.

MAITLAND BAR GOLD NUGGETThe Maitland Bar gold nugget, originally discovered in 1887 at Meroo Creek near Gulgong, New South Wales, is a priceless historical specimen with value far beyond its gold content. It is the only surviving example of a large gold nugget (10.7 kilograms) from the early gold mining years of New South Wales. This state treasure was initially used by the fledgling colony as a display of its wealth at international expositions in London and Chicago. It was also known as the Jubilee Nugget as the NSW Department of Mines purchased it during Queen Victoria’s Golden Jubilee (1887). Lost in the 1930s, it resurfaced in 1956 in a box that Treasury officers had unwittingly used as cricket stumps.

KREFFT’S CHAIR | CASE 1The chair of Gerard Krefft, Australian Museum curator from 1864 to 1874, is centre stage along with his loyal pet piglet and surrounded by many specimens he described. Krefft’s tenure 1860-74 marked a transition in the role of museum collections in science, debates on Darwinian evolution and the first collections of Indigenous Australian culture.

PLATYPUS RUG | CASE 2Against a backdrop of Platypus skins stands an Australian menagerie with a difference. We humans have collected, named, trained, shot, feared and loved our native animals. In return, they have scavenged from, befriend and injured us. Relationships with our unique and often quirky wildlife are complex and deep.



SIR HERCULES SKELETON | CASE 3Affectionately dubbed ‘The Bone Ranger’ by Australian Museum staff and visitors, this horse and rider have been together since 1983. Sir Hercules was bred in 1843, and although he never raced, he sired the winner of the 1866 Melbourne Cup and has been on display since 1873.

RAINFOREST SHIELDS | CASE 4The vibrant Indigenous shields from the rainforests of far north Queensland were created as tools for survival. These and other objects demonstrated how we humans mould and use elements of the environment to find food and water, defend our lives and preserve our homes.

MORNING STAR POLE | CASE 5The Morning Star is Venus, called Banumbirr by Yolngu, rising in the east to renew creation. Aboriginal knowledge of country is science, systematically recorded and passed on through art, performance and memory – the entanglements of all things sky, sea and land.

CROCODILE TURTLE MASK | CASE 6This incredibly striking and rare mask was collected by AM biologists during their stay on Mer Island in 1907. Part turtle, crocodile, bird, plant, human – this mask says much about entanglements in Torres Strait Islands.

MOTU FEATHER HEADDRESS | CASE 7Made by the Motu people, this striking headdress hails from the highlands of Papua New Guinea. Papua New Guinea abounds with cultural and biological diversity and, as our closest neighbour, has long attracted Australian Museum researchers.

STONE BIRD PESTLE | CASE 8This ancient stone bird witnessed the birth of agriculture. A tool for pounding plants, it reminds us that for most early farmers producing food was as much about survival as it was about ritual and religion. New Guinea has one of the oldest histories of food production in the world.

UPE HATS | CASE 9These sacred hats hold many secrets of Buka youth, elders’ knowledge and the Buka forests – an area of Papua New Guinea now lost to mining.

MALAGAN FIGURES | CASE 10The Museum has a large and remarkable collection of Malagan ceremonial carvings. The artefacts reveal rich stories of the New Ireland people of Papua New Guinea – their connection with the environment and later with a world of traders, collectors and missionaries.



MOTHER AND CHILD | CASE 11This enigmatic figure of mother and child from the Solomon Islands seems to represent the world in profound transition. These objects come from the Solomon Islands, New Caledonia and Vanuatu.

KIRIBATI ARMOUR | CASE 12Kiribati armour, when part of a fully-decked warrior, was once a fearsome sight. As well as its cultural significance, today it is being used to reveal the evidence of past ecosystems.

KALUNI OPU’U’S CAPE | CASE 13Alli’i (chief) Kaluni opu’u presented this superb feathered cape to Captain Cook on his final voyage to Hawaii. Surrounding the cape are other objects of power and prestige and those that reflect a sense of identity, many collected by Cook.

FIGURE OF ARJUNA | CASE 14This ritualistic piece from South-East Asia demonstrates how people use objects to draw closer to their gods. Such representations reveal beliefs and hopes, particularly for the afterlife, of the cultures that made and used them.

ZULU SHIELDS | CASE 15Made from the hides of Nguni cattle, these impressive shields were collected during the Anglo-Zulu Wars of the 1880s. In contrast to the masculine objects are the delicate beadwork of South African women.

THEBAN COFFIN AND MUMMY | CASE 16For Westerners, Egypt was a country steeped in mystery and archaeological adventure. This was reinforced in the early 20th century by spectacular rediscoveries of tombs laden with mummies and artefacts and the subsequent competition to acquire such objects by both museums and private collectors.

RAVEN HEAD MASK | CASE 17Masks made by Canada’s First Nations people often show spirit beings represented in animal forms. When used in ceremonies, the wearer of the mask enters the supernatural world – forging a connection between human, nature and spirits. In later years, masks tell the stories of dispossession and cultural revival, themes familiar to many indigenous cultures.

MAWSON’S SLEDGE| CASE 18Douglas Mawson’s team hauled wooden sledges like this one on numerous expeditions across Antarctica’s icy surface between 1907 and 1931. Survival in this harsh and unpredictable environment required as much ingenuity and good fortune as it did preparation and physical prowess.



ERIC THE PLIOSAUR | CASE 19‘Eric’ the Pliosaur swam in a vast inland sea during the Cretaceous, about 110 million years ago. As the sea retreated about 10 million years later, perfect conditions were created for Australia’s national gemstone, opal to form.

CANOWINDRA FISH FOSSILS | CASE 20In 1955, a rock slab with spectacularly preserved fish fossils was uncovered during roadworks at Canowindra. Since then 4000 fossils of eight fish species have been discovered at the site which is now part of Australia’s National Heritage.

LORD HOWE ISLAND DIORAMAIn one of the world’s first expeditions of its kind, the Australian Museum Trustees dispatched a team to Lord Howe Island in 1921 to collect photographs, sketches, specimens, rocks and grasses for three new dioramas. Lord Howe Island, a World Heritage site off the coast of New South Wales, is the remnant of an extinct shield volcano. The island has long been a subject of study by Australian Museum scientists - the first expedition visited the island in 1869 and research trips continue today.This diorama, opened to the public in 1923, is the only one that remains. Still residing in its original position at the entrance of the Long Gallery, it is the oldest surviving natural history diorama in Australia and a masterpiece of its time.

IRISH ELK SKELETON, MEGALOCEROS GIGANTEUSStanding about two metres tall, with antlers spanning more than three metres, the Irish Elk was one of the most impressive megafauna of the Pleistocene epoch. Unlike many other megafauna, it survived the Ice Age but became extinct, probably due to habitat loss, around 7700 years ago.

Despite its name, it’s neither an elk nor exclusively Irish – specimens have been found across Europe and in northern Asia and Africa. It is not closely related to any living species, but it is suspected that the animal was the foundation for the folkloric aurochs of German mythology. This specimen, registered in 1886, is from the Middle Pleistocene to Early Holocene, 780,000–8000 years ago. The bones are dark, rather than the usual white, because they were preserved in the peaty bogs of Ireland.

CANOEThis canoe’s distinct figures are from a tradition of relief carving done in northern parts of North Bougainville and Buka, Papua New Guinea. A central feature is a spirit figure motif called kokorra. These spirit figures are generally shown squatting or sitting with knees drawn up, and with arms raised and almost touching the elongated ears. The head is typically as big as or larger than the body, a classic feature of Oceanic sculpture. The canoe is made from wood with natural pigments.



100 PEOPLE AND MUSEUM COLLECTION SHOWCASESFIRST FLOORThese 100 people have, in many extraordinary ways, shaped Australia. There are athletes, politicians, writers and performers, doctors and explorers, entrepreneurs, media moguls, aviators, agriculturalists, activists and architects. There are also researchers who transformed the lives of millions, novelists, poets, painters, photographers, an outlaw and, a saint. Their lives span four centuries, from the eighteenth to the twenty-first. Many, through drive, persistence or favourable circumstances, have achieved something remarkable that has enriched Australia’s story. Others have deployed their talents and advantages to push the boundaries of knowledge and human achievement. The 100 people are organised into six groups:

THE SPIRITEDThose who reveal a typical quality, mood or attitude that is considered Australian.

THE INNOVATORS Ground-breaking pioneers whose impact or achievements have influenced future generations.

THE REVOLUTIONARIES People who have caused a complete or dramatic change in history or direction.

THE RESILIENT Those who have proven their ability to survive despite adversity.

THE CURIOUS Inquisitive individuals who have challenged the status quo to learn and discover.

THE UNDERDOGS Those who have displayed that much-loved Australian quality of having succeeded against unlikely odds.

COLLECTION SHOWCASESThese showcases display specimens from each Museum collection area:

Anthropology – West African objects Malacology – Diversity of researchIndigenous Australians – Sports and games Minerals – Broken Hill collectionPacific - Currency Palaeontology – Triassic fossils of the Sydney

BasinArchaeology – Lake Mungo World Heritage Site

Birds – Australian raptors

Archives – Collecting Nature in the 19th century

Fish – Fish skeletons

Marine Invertebrates – Diversity of the collection

Herpetology – Freshwater turtles

Mammals – Marine mammals and bizarre teeth Entomology – Christmas beetlesArachnology – Australian spiders



200 TREASURES OF THE AUSTRALIAN MUSEUMSYLLABUS LINKS | HISTORY

STAGE 4 STAGE 5

OUTCOMES Describes nature of history and archaeology and explains their contribution to an understanding of the past HT4-1Describes major periods of historical time and sequences events, people and societies from the past HT4-2 Describes and assesses the motives and actions of past individuals and groups in the context of past societies HT4-3 Identifies meaning, purpose and context of historical sources HT4-5 Uses evidence from sources to support historical narratives and explanations HT4-6 Locates, selects and organises information from sources to develop an historical inquiry HT4-8 Uses a range of historical terms and concepts when communicating an understanding of the past HT4-9 Selects, uses appropriate oral, written, visual and digital forms to communicate about past HT4-10

Explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-1 Sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HT5-2 Explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-4 Uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-6 Applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-9 Selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10



200 TREASURES OF THE AUSTRALIAN MUSEUMSYLLABUS LINKS | HISTORY

STAGE 4 STAGE 5

CONTENT THE ANCIENT WORLDDS1: Investigating the Ancient PastHow historians and archaeologists investigate history (ACDSEH001) Range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029) Nature of the sources for ancient Australia and what they reveal about Australia’s past in the ancient period, e.g. use of resources (ACDSEH031) Importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander peoples (ACDSEH148) DS2: The Mediterranean World - Egypt Significant beliefs, values and practices of the ancient society - death and funerary customs (ACDSEH033, ACDSEH036, ACDSEH039) THE ANCIENT TO THE MODERN WORLDDS5: The Asia-Pacific World 5c: Polynesian expansion across Pacific (700–1756) Theories about origin and spread of Polynesian settlers throughout the Pacific (ACDSEH013) Way Polynesian societies used environmental resources (sustainably and unsustainably), (ACDSEH068) Life in ONE Polynesian society - social, cultural, economic, political features, (ACDSEH066) DS6: Expanding Contacts Topic 6d: Aboriginal and Indigenous Peoples, Colonisation and Contact History The nature of British colonisation of Australia

MAKING OF THE MODERN WORLDDS1: Making a Better World? 1c: Progressive ideas and movements (1750–1918) Emergence and nature of key ideas in the period, with a particular focus on ONE of following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism (ACDSEH019) Role of an individual or group in the promotion of ONE of these key ideas, and the responses to it from, for example, workers, entrepreneurs, land owners, religious groups (ACDSEH087) DS2: Australia and Asia2a: Making a nation Extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander peoples (ACDSEH020)



200 TREASURES OF THE AUSTRALIAN MUSEUMSYLLABUS LINKS | GEOGRAPHY

STAGE 4 STAGE 5

OUTCOMES Discusses management of places and environments for their sustainability GE4-5 Acquires and processes geographical information by selecting and using geographical tools for inquiry GE4-7 Communicates geographical information using a variety of strategies GE4-8

Assesses management strategies for places and environments for their sustainability GE5-5 Acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry GE5-7 Communicates geographical information to a range of audiences using a variety of strategies GE5- 8

CONTENT LANDSCAPES AND LANDFORMSLandscape management and protectionnvestigate ways people, including Aboriginal and Torres Strait Islander Peoples, manage and protect landscapes, for example: (ACHGK052)

ENVIRONMENTAL CHANGE AND MANAGEMENTEnvironmental management Investigate environmental management, including different worldviews and the management approaches of Aboriginal and Torres Strait Islander Peoples (ACHGK071, ACHGK072)



200 TREASURES OF THE AUSTRALIAN MUSEUMPRE VISIT ACTIVITIESHere are some ideas for student activities before visiting the Australian Museum.

1. HISTORY OF THE AUSTRALIAN MUSEUMFind out about the history of the Australian Museum. When was it established? What type of museum is it? How many scientific specimens and cultural artefacts are in its collections? How significant is the Australian Museum on a global scale?https://australianmuseum.net.au/australian-museum-as-a-site-study-am-history-for-teachershttps://australianmuseum.net.au/gallery-architecture-of-the-australian-museumhttps://australianmuseum.net.au/australian-museum-history

2. HISTORY OF THE LONG GALLERYResearch the history of the Long Gallery. What is its significance in the history of Sydney and Australia?https://australianmuseum.net.au/a-short-history-of-the-australian-museumhttps://australianmuseum.net.au/blogpost/science/dear-mr-darwinhttps://australianmuseum.net.au/lord-howe-island-dioramahttps://australianmuseum.net.au/gallery-architecture-of-the-australian-museumhttps://australianmuseum.net.au/the-museums-first-exhibition

3. TIMELINE OF THE HISTORY OF THE AUSTRALIAN MUSEUMConstruct a timeline of the history of the Australian Museum showing significant events relating to its buildings, its staff and its collections.https://australianmuseum.net.au/australian-museum-as-a-site-study-am-history-for-teachershttps://australianmuseum.net.au/gallery-architecture-of-the-australian-museumhttps://australianmuseum.net.au/australian-museum-history

4. A CLASS DEBATEConduct a class debate. Your topic could be:a. Museums should give man-made artefacts in their collections back to the cultures of their originb. Museums perform an important role in conserving cultural objects.

5. WHAT IS A TREASURE?Students can think about the following questions:a. What makes an object valuable? It may be its monetary value or it may be something else. Write your definition of a treasured object? This is your opinion and everyone in the class may have different ideas.b. What do you think may be some of the treasures of the Australian Museum? What kind of objects do you expect to see?



200 TREASURES OF THE AUSTRALIAN MUSEUMPRE VISIT ACTIVITIES6. AUSTRALIA’S ANCIENT PAST: ABORIGINAL AND TORRES STRAIT ISLANDER CULTUREThere are 3 ways we know about ancient Aboriginal and Torres Strait Islander culture:a. Archaeological evidenceb. Human observations of the culture at first contactc. Information passed down through generations.What are the positives and negatives of each of these three different ways of acquiring accurate information?

7. ANCIENT EGYPT: DEATH AND BURIALFind out about death and burial in ancient Egypt. What did they believe happened to them after they died? Why did they have grave goods buried with them? Why did they want their body preserved? How were bodies preserved? https://australianmuseum.net.au/ancient-egypt

8. DARWINISMWho was Charles Darwin? When did he live? What is his major contribution to science and history? Why were his views about evolution so controversial during his lifetime? What are the differing views about Darwinism today? What was his connection to the Australian Museum?https://australianmuseum.net.au/blogpost/science/dear-mr-darwinhttps://australianmuseum.net.au/image/gerard-krefft-curator-and-secretaryhttps://australianmuseum.net.au/blogpost/museullaneous/dear-mr-darwin-evolutionhttps://australianmuseum.net.au/image/charles-darwinhttps://australianmuseum.net.au/image/charles-darwins-signature

9. POLYNESIAN EXPANSION ACROSS THE PACIFIC (C. AD 700 - C. 1758)What are the theories about the colonisation of the Pacific Islands? In which direction is it believed humans colonised the Pacific Islands? When is it believed to have occurred? How did they navigate?https://australianmuseum.net.au/pacific-collectionshttps://teara.govt.nz/en/pacific-migrations



200 TREASURES OF THE AUSTRALIAN MUSEUMIN-EXHIBITION ACTIVITY INQUIRY CARDSBEFORE YOUR EXCURSIONThe Inquiry Cards are designed to be done in groups. Select the appropriate Inquiry Cards for your areas of study and photocopy one Inquiry Card for each group. The whole class could do the same Inquiry Card or the groups could do different ones. It is ideal if students, where possible, have a choice in the topic they will study.

IN THE EXHIBITIONStudents explore the objects on the Ground Level of the Westpac Long Gallery. They record their findings by writing or drawing on paper or with a mobile device to record audio, video or images.

BACK AT SCHOOLStudents do more research about their group’s topic to put their findings into context. They then organise their information into a logical sequence. They can share their information with the other students in the class in an engaging way such as a presentation, a short play, a poster, a storyboard, audio, a TV newsflash or another appropriate format.

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ditio

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ndig

enou

s Au

stra

lian

cere

mon

ial a

nd a

rtist

ic

arte

fact

s su

ch a

s m

asks

, hea

ddre

sses

, pai

ntin

gs, j

ewel

lery

. Wha

t do

they

tell

us a

bout

bel

iefs

and

cus

tom

s in

Aus

tralia

’s a

ncie

nt

past

?Ap

art f

rom

arc

haeo

logi

cal fi

nds,

col

lect

ing

obje

cts

and

mak

ing

obse

rvat

ions

at fi

rst c

onta

ct h

ow e

lse

do w

e kn

ow a

bout

Aus

tralia

’s

anci

ent p

ast?

How

is th

e Au

stra

lian

Mus

eum

con

tribu

ting

to c

onse

rvin

g th

e pa

st?

Do

you

belie

ve th

at A

borig

inal

and

Tor

res

Stra

it Is

land

er a

rtefa

cts

shou

ld b

e re

turn

ed to

thei

r cul

ture

of o

rigin

? G

ive

reas

ons

for y

our

view

s.

SHA

RE

Do

furth

er re

sear

ch. C

oord

inat

e th

e fa

cts,

pho

tos,

ske

tche

s, a

udio

s or

vid

eos

you

have

col

lect

ed. S

hare

you

r obs

erva

tions

, tho

ught

s an

d le

arni

ng w

ith th

e re

st o

f you

r cla

ss in

an

enga

ging

way

.

INQ

UIR

Y C

AR

D 4

AU

STR

ALI

A A

FTE

R

CO

LON

ISA

TIO

N

200

TR

EA

SU

RE

S O

F

TH

E A

US

TR

ALI

AN

M

US

EU

M

SEA

RC

HLo

ok a

t Kre

fft’s

pai

ntin

g of

a c

orro

borre

e, th

e st

one

poin

ts a

nd th

e Ki

mbe

rley

poin

ts in

Sho

wca

se 1

. Lo

ok a

t the

Pap

unya

pai

ntin

gs in

Sho

wca

se 1

9.

Rec

ord

your

find

ings

on

pape

r or w

ith a

mob

ile d

evic

e.

DIS

CO

VE

RLo

ok a

t Kre

fft’s

pai

ntin

g of

a c

orro

borre

e. W

hen

was

it p

aint

ed?

How

use

ful i

s th

is p

aint

ing

in te

lling

us a

bout

trad

ition

al A

borig

inal

lif

e?

Wha

t are

the

issu

es w

ith u

sing

sou

rces

suc

h as

thes

e as

evi

denc

e ab

out t

he p

ast?

How

do

peop

le’s

vie

ws

and

expe

rienc

es a

ffect

th

eir a

rt?W

hat o

ther

obj

ects

wou

ld b

e us

eful

to h

elp

us e

stab

lish

if th

e pa

intin

g is

an

accu

rate

repr

esen

tatio

n of

Abo

rigin

al p

eopl

e?Th

e Ki

mbe

rley

poin

ts a

nd th

e Pa

puny

a pa

intin

gs s

how

a c

hang

e in

te

chno

logy

due

to c

onta

ct w

ith E

urop

eans

. Wha

t is

the

chan

ge in

te

chno

logy

?H

ow d

oes

bein

g ad

apta

ble

to c

hang

e he

lp h

uman

s an

d an

imal

s su

rviv

e?H

ow is

the

Aust

ralia

n M

useu

m c

ontri

butin

g to

con

serv

ing

the

past

? D

o yo

u be

lieve

that

Abo

rigin

al a

nd T

orre

s St

rait

Isla

nder

arte

fact

s sh

ould

be

retu

rned

to th

eir c

ultu

re o

f orig

in?

Giv

e re

ason

s.

SHA

RE

Do

furth

er re

sear

ch. C

oord

inat

e th

e fa

cts,

pho

tos,

ske

tche

s, a

udio

s or

vid

eos

you

have

col

lect

ed. S

hare

you

r obs

erva

tions

, tho

ught

s an

d le

arni

ng w

ith th

e re

st o

f you

r cla

ss in

an

enga

ging

way

.

INQ

UIR

Y C

AR

D 5

SUST

AIN

AB

ILIT

Y

200

TR

EA

SU

RE

S O

F

TH

E A

US

TR

ALI

AN

M

US

EU

M

SEA

RC

HLo

ok a

t tra

ditio

nal o

bjec

ts m

ade

by P

acifi

c cu

lture

s in

Sho

wca

ses:

7,

8, 9

, 10,

11,

12,

13

and

mad

e by

Abo

rigin

al a

nd T

orre

s St

rait

Isla

nder

peo

ples

in S

how

case

s: 1

, 4, 5

, 6, 1

9, 2

0.

Rec

ord

your

find

ings

on

pape

r or w

ith a

mob

ile d

evic

e.

DIS

CO

VE

RW

hat n

atur

al re

sour

ces

have

bee

n us

ed to

mak

e cu

ltura

l obj

ects

? W

rite

a lis

t of r

esou

rces

for t

he P

acifi

c cu

lture

s an

d a

list f

or

Aust

ralia

n cu

lture

s.W

hich

reso

urce

s ca

n be

man

aged

so

they

nev

er ru

n ou

t and

whi

ch

can

not?

H

ow d

id In

dige

nous

Aus

tralia

n pe

ople

s m

anag

e th

e re

sour

ces

used

to m

ake

thes

e cu

ltura

l arte

fact

s an

d liv

e su

stai

nabl

y fo

r ov

er 6

0 00

0 ye

ars?

(Wha

t suc

cess

ful s

usta

inab

ility

stra

tegi

es d

id

Indi

geno

us A

ustra

lian

peop

les

use

to m

inim

ise

envi

ronm

enta

l im

pact

s?)

Wha

t mat

eria

ls a

re u

sed

toda

y th

at w

ere

not u

sed

in tr

aditi

onal

Au

stra

lian

cultu

re?

Are

thes

e m

ater

ials

rene

wab

le o

r not

?

SHA

RE

Do

furth

er re

sear

ch. C

oord

inat

e th

e fa

cts,

pho

tos,

ske

tche

s, a

udio

s or

vid

eos

you

have

col

lect

ed. S

hare

you

r obs

erva

tions

, tho

ught

s an

d le

arni

ng w

ith th

e re

st o

f you

r cla

ss in

an

enga

ging

way

.

INQ

UIR

Y C

AR

D 6

AN

CIE

NT

EG

YP

T:

INV

EST

IGA

TIN

G T

HE

PA

ST

200

TR

EA

SU

RE

S O

F

TH

E A

US

TR

ALI

AN

M

US

EU

M

SEA

RC

HLo

ok a

t sou

rces

from

Egy

pt’s

anc

ient

pas

t in

Show

case

16.

Rec

ord

your

find

ings

on

pape

r or w

ith a

mob

ile d

evic

e.

DIS

CO

VE

RW

hat k

ind

of in

form

atio

n do

hum

an re

mai

ns s

uch

as th

e m

umm

y gi

ve u

s ab

out a

ncie

nt s

ocie

ties?

Wha

t do

the

arte

fact

s te

ll us

abo

ut b

elie

f and

cus

tom

s in

this

an

cien

t soc

iety

?W

hat m

oder

n te

chno

logy

has

bee

n us

ed to

sci

entifi

cally

in

vest

igat

e th

e m

umm

y w

ithou

t unw

rapp

ing

it?W

hich

of t

he o

bjec

ts m

ay b

e fo

rger

ies?

Why

wer

e th

ey p

rodu

ced?

Wha

t do

arch

aeol

ogis

ts d

o to

test

whe

ther

obj

ects

are

aut

hent

ic?

How

hav

e th

ese

anci

ent o

bjec

ts b

een

cons

erve

d by

the

Mus

eum

?H

ow d

oes

this

mus

eum

dis

play

con

tribu

te to

you

r int

eres

t in,

and

un

ders

tand

ing

of, t

he p

ast?

How

do

you

feel

whe

n yo

u lo

ok a

t the

m

umm

y?D

o yo

u be

lieve

thes

e ar

tefa

cts

shou

ld b

e re

turn

ed to

thei

r pla

ce o

f or

igin

? G

ive

reas

ons

for y

our v

iew.

SHA

RE

Do

furth

er re

sear

ch. C

oord

inat

e th

e fa

cts,

pho

tos,

ske

tche

s, a

udio

s or

vid

eos

you

have

col

lect

ed. S

hare

you

r obs

erva

tions

, tho

ught

s an

d le

arni

ng w

ith th

e re

st o

f you

r cla

ss in

an

enga

ging

way

.

INQ

UIR

Y C

AR

D 7

AN

CIE

NT

EG

YP

T: D

EA

TH

AN

D B

UR

IAL

200

TR

EA

SU

RE

S O

F

TH

E A

US

TR

ALI

AN

M

US

EU

M

SEA

RC

HFi

nd T

heba

n m

umm

y an

d co

ffin

in S

how

case

16.

Look

car

eful

ly a

t the

mum

my,

its

coffi

n an

d th

e ot

her a

rtefa

cts

on

disp

lay.

Rec

ord

your

find

ings

on

pape

r or w

ith a

mob

ile d

evic

e.

DIS

CO

VE

RW

hat i

s th

e ag

e an

d ge

nder

of t

he p

erso

n m

umm

ified

? H

ow lo

ng a

go w

as th

e pe

rson

mum

mifi

ed?

Wha

t is

the

coffi

n m

ade

from

? W

hat d

o th

e sc

enes

on

the

coffi

n te

ll us

abo

ut E

gypt

ian

belie

fs?

Wha

t Egy

ptia

n go

ds a

re re

pres

ente

d on

the

coffi

n?W

hich

obj

ects

hav

e be

en fo

und

in a

ncie

nt E

gypt

ian

tom

bs?

Why

did

anc

ient

Egy

ptia

ns h

ave

grav

e go

ods

burie

d w

ith th

em?

Wha

t did

Egy

ptia

ns b

elie

ve w

earin

g am

ulet

s di

d fo

r the

m?

Wha

t did

anc

ient

Egy

ptia

ns b

elie

ve s

habt

is w

ould

do

for t

hem

in

the

afte

rlife

?W

hy w

ere

anim

als

mum

mifi

ed?

How

do

you

feel

whe

n yo

u se

e th

e m

umm

y?

Wou

ld y

ou li

ke to

be

mum

mifi

ed?

Giv

e re

ason

s fo

r you

r ans

wer

.

SHA

RE

Do

furth

er re

sear

ch. C

oord

inat

e th

e fa

cts,

pho

tos,

ske

tche

s, a

udio

s or

vid

eos

you

have

col

lect

ed. S

hare

you

r obs

erva

tions

, tho

ught

s an

d le

arni

ng w

ith th

e re

st o

f you

r cla

ss in

an

enga

ging

way

.

INQ

UIR

Y C

AR

D 8

PO

LYN

ESI

AN

EX

PAN

SIO

N

AC

RO

SS T

HE

PA

CIF

IC

200

TR

EA

SU

RE

S O

F

TH

E A

US

TR

ALI

AN

M

US

EU

M

SEA

RC

HFi

nd S

how

case

s: 7

, 8, 9

,10,

11,

12,1

3 an

d lo

ok a

t the

obj

ects

from

Pa

cific

cul

ture

s re

latin

g to

dai

ly li

fe, e

cono

mic

act

iviti

es (fi

shin

g,

hunt

ing,

trad

e) a

nd p

oliti

cal f

eatu

res

(sta

tus,

chi

efs,

war

fare

).

Rec

ord

your

find

ings

on

pape

r or w

ith a

mob

ile d

evic

e.

DIS

CO

VE

REv

eryd

ay li

fe –

obj

ects

use

d fo

r foo

d pr

epar

atio

n, c

arry

ing,

cl

othi

ng?

Wha

t are

they

mad

e fro

m?

How

wer

e th

ey u

sed?

Who

w

ould

hav

e us

ed th

em?

Do

you

use

sim

ilar o

bjec

ts?

If so

, how

si

mila

r and

diff

eren

t are

they

?Ec

onom

ic a

ctiv

ities

– l

ook

at o

rnam

enta

l obj

ects

that

may

be

trade

d, fi

shin

g an

d hu

ntin

g to

ols.

Wha

t are

they

mad

e fro

m?

How

w

ere

they

use

d? W

ho w

ould

hav

e us

ed th

em?

Polit

ical

feat

ures

– lo

ok a

t obj

ects

that

indi

cate

the

stat

us o

f a

pers

on in

a tr

ibe,

item

s fo

r war

fare

. Wha

t are

they

mad

e fro

m?

How

wer

e th

ey u

sed?

W

ho w

ould

hav

e us

ed th

em?

Wha

t do

peop

le in

you

r cul

ture

wea

r to

indi

cate

they

hav

e hi

gh s

tatu

s?N

ame

all t

he m

ater

ials

use

d by

the

soci

ety

to m

ake

obje

cts.

Whi

ch o

f the

se m

ater

ials

are

rene

wab

le a

nd w

hich

are

not

?

SHA

RE

Do

furth

er re

sear

ch. C

oord

inat

e th

e fa

cts,

pho

tos,

ske

tche

s, a

udio

s or

vid

eos

you

have

col

lect

ed. S

hare

you

r obs

erva

tions

, tho

ught

s an

d le

arni

ng w

ith th

e re

st o

f you

r cla

ss in

an

enga

ging

way

.

INQ

UIR

Y C

AR

D 9

DA

RW

INIS

M

200

TR

EA

SU

RE

S O

F

TH

E A

US

TR

ALI

AN

M

US

EU

M

SEA

RC

HFi

nd S

how

case

1 re

latin

g to

Ger

ard

Kreff

t. Lo

ok c

aref

ully

at K

refft

’s

chai

r and

the

othe

r cul

tura

l obj

ects

and

sci

entifi

c sp

ecim

ens

in th

e sh

owca

se.

Look

in d

etai

l at t

he s

cien

tific

spec

imen

s co

llect

ed in

the

1800

’s.

Rec

ord

your

find

ings

on

pape

r or w

ith a

mob

ile d

evic

e.

DIS

CO

VE

RW

as G

erar

d Kr

efft a

sup

porte

r or a

n op

pone

nt o

f Dar

win

’s v

iew

s on

evo

lutio

n?W

hat w

as G

erar

d Kr

efft’s

rela

tions

hip

with

the

Aust

ralia

n M

useu

m

and

how

and

why

did

it e

nd?

Wha

t is

the

sign

ifica

nce

of ‘K

refft

’s

chai

r’.H

ow d

o yo

u th

ink

Kreff

t’s id

entifi

catio

n of

the

Aust

ralia

n Lu

ngfis

h as

a

spec

ies

affec

ted

peop

les’

vie

ws

on D

arw

in’s

The

ory

of E

volu

tion?

H

ow d

o fo

ssils

of e

xtin

ct A

ustra

lian

mam

mal

s co

ntrib

ute

to th

e su

ppor

t or o

ppos

ition

of D

arw

in’s

idea

s?W

hat i

s th

e re

leva

nce

of th

e ch

impa

nzee

sku

ll ne

xt to

the

book

s ab

out D

arw

in’s

The

ory

of E

volu

tion?

SHA

RE

Do

furth

er re

sear

ch. C

oord

inat

e th

e fa

cts,

pho

tos,

ske

tche

s, a

udio

s or

vid

eos

you

have

col

lect

ed. S

hare

you

r obs

erva

tions

, tho

ught

s an

d le

arni

ng w

ith th

e re

st o

f you

r cla

ss in

an

enga

ging

way

.



200 TREASURES OF THE AUSTRALIAN MUSEUMPOST VISIT ACTIVITYCREATE YOUR OWN EXHIBITIONStudents could design and/or construct their own ‘Treasures’ exhibition about:A. the history of their school using objects or B. their class’ treasures.

PHASE 1: SELECT THE TREASURESA. Find objects that have special meaning for your school and show what makes it the special place it is. Objects such as old photos, newsletters, letters, cards, trophies, badges and uniform. You could record videos or audio interviews with people who know the stories behind the objects. Research the history of your school. Look at the school website and use the school library. Speak with teachers and parents who know the school well. B. Each student brings in a treasure that has special value and significance to them. They do research about their object: What is it? How old is it? What is it made from? Where did it come from? Why is it significant to you?

PHASE 2: DECIDE THE SECTIONS OF THE EXHIBITIONDecide how many sections your exhibition will be divided into. It is usually between 3 and 6. What are the themes of each section?

PHASE 3: DESIGN YOUR EXHIBITIONWhat is your exhibition going to look like? Draw a floor plan of the whole exhibition and do sketches showing how you will display the objects.

PHASE 4: WRITE THE INTRODUCTION TEXT PANELWrite one introductory text panel about the whole exhibition to explain what the exhibition is about. This should be no more than 50 words.

PHASE 5: WRITE THE SECTION INTRODUCTION TEXT PANELSWrite an introductory text panel for each section of the exhibition to explain the theme of the section. These panels should be no more than 100 words each.

PHASE 6: WRITE THE OBJECT LABELSEach object on display needs its own exhibition label. An object label should be: 1) 25 words or less, 2) written in 18-point font size, 3) in landscape orientation, and 4) in a frame.It should include: 1) title and date of artefact, 2) a description - What is it? What is it made from? 3)the significance of the object – why is it so important to your school?

PHASE 7: CONSTRUCT YOUR EXHIBITIONGet your exhibition ready for display for other students, teachers and parents. You could have a special event to ‘launch’ your exhibition as museums and galleries do.

CA

SE

1:

KR

EF

FT

’S

CH

AIR

AU

ST

RA

LIA

’S F

IRS

T

BA

NK

NO

TE

&

MA

ITLA

ND

BA

R

GO

LD N

UG

GE

T

200

TR

EA

SUR

ES

OF

THE

AU

STR

ALI

AN

MU

SEU

MG

RO

UN

D F

LOO

R

CA

SE

2:

PLA

TY

PU

S

RU

G

CA

SE

3:

SIR

HE

RC

ULE

S

SK

ELE

TON

CA

SE

4:

RA

INF

OR

ES

T

SH

IELD

S

CA

SE

5:

MO

RN

ING

S

TAR

PO

LE

CA

SE

6:

CR

OC

OD

ILE

T

UR

TLE

M

AS

K

CA

SE

7:

MO

TU

F

EA

THE

R

HE

AD

DR

ES

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Date post:	26-Jul-2020
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SECONDARY EDUCATION KIT€¦ · Every object in the exhibition is part of an entangled relationship...

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