SECONDARY EDUCATION KIT

Eharo mask, Papua , c. 1913x

VISITING THE AUSTRALIAN BRIEFING A 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 STORAGE There 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. EXHIBITIONS In 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 BREAKS It 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 PHOTOGRAPHY Students 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 WIFI The 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. SUPERVISION Teachers 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.

3 SECONDARY EDUCATION KIT 200 TREASURES OF THE 200 TREASURES OF THE AUSTRALIAN MUSEUM EXHIBITION GUIDE Spread 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 . 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 MUSEUM Australia’s first public museum was established in 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 GALLERY The 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.

4 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM 100 OBJECTS GROUND FLOOR Each 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 NOTE This bank note, printed in 1817, was integral to establishing the foundations of the Australian economy. Until the Bank of 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 NUGGET The 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 ’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 1 The chair of , 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 and the first collections of Indigenous Australian culture. PLATYPUS RUG | CASE 2 Against 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.

5 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM SIR HERCULES SKELETON | CASE 3 Affectionately 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 4 The vibrant Indigenous shields from the rainforests of far north 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 5 The 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 6 This 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 7 Made 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 8 This 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 9 These 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 10 The 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.

6 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM MOTHER AND CHILD | CASE 11 This 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 12 Kiribati 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 13 Alli’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 14 This 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 15 Made 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 16 For 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 and private collectors. RAVEN HEAD MASK | CASE 17 Masks 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 18 Douglas 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.

7 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM 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. FISH FOSSILS | CASE 20 In 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. DIORAMA In 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 GIGANTEUS Standing 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. CANOE This 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.

8 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM 100 PEOPLE AND MUSEUM COLLECTION SHOWCASES FIRST FLOOR These 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 SPIRITED Those 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 SHOWCASES These showcases display specimens from each Museum collection area: Anthropology – West African objects Malacology – Diversity of research – Sports and games Minerals – Broken Hill collection Pacific - Currency Palaeontology – Triassic fossils of the Archaeology – Lake Mungo World Heritage Birds – Australian raptors Site Archives – Collecting Nature in the 19th Fish – Fish skeletons century Marine Invertebrates – Diversity of the Herpetology – Freshwater turtles collection Mammals – Marine mammals and bizarre teeth Entomology – Christmas beetles Arachnology – Australian spiders 9 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM 200 TREASURES OF THE AUSTRALIAN MUSEUM SYLLABUS LINKS | HISTORY STAGE 4 STAGE 5 OUTCOMES Describes nature of history and Explains and assesses the historical archaeology and explains their forces and factors that shaped the contribution to an understanding of the modern world and Australia HT5-1 past HT4-1 Sequences and explains the significant Describes major periods of historical patterns of continuity and change in time and sequences events, people and the development of the modern world societies from the past HT4-2 and Australia HT5-2 Describes and assesses the motives and Explains and analyses the causes and actions of past individuals and groups in effects of events and developments in the context of past societies HT4-3 the modern world and Australia HT5-4 Identifies meaning, purpose and context of Uses relevant evidence from sources historical sources HT4-5 to support historical narratives, Uses evidence from sources to support explanations and analyses of the historical narratives and explanations modern world and Australia HT5-6 HT4-6 Applies a range of relevant Locates, selects and organises historical terms and concepts when information from sources to develop an communicating an understanding of historical inquiry HT4-8 the past HT5-9 Uses a range of historical terms and Selects and uses appropriate oral, concepts when communicating an written, visual and digital forms to understanding of the past HT4-9 communicate effectively about the past for different audiences Selects, uses appropriate oral, written, HT5-10 visual and digital forms to communicate about past HT4-10

10 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM 200 TREASURES OF THE AUSTRALIAN MUSEUM SYLLABUS LINKS | HISTORY STAGE 4 STAGE 5 CONTENT THE ANCIENT WORLD MAKING OF THE MODERN WORLD DS1: Investigating the Ancient Past DS1: Making a Better World? How historians and archaeologists 1c: Progressive ideas and investigate history (ACDSEH001) movements (1750–1918) Range of sources that can be used in Emergence and nature of key ideas an historical investigation, including in the period, with a particular focus archaeological and written sources on ONE of following: capitalism, (ACDSEH029) socialism, egalitarianism, nationalism, Nature of the sources for ancient Australia imperialism, Darwinism, Chartism and what they reveal about Australia’s (ACDSEH019) past in the ancient period, e.g. use of Role of an individual or group in resources (ACDSEH031) the promotion of ONE of these key Importance of conserving the remains of ideas, and the responses to it from, the ancient past, including the heritage for example, workers, entrepreneurs, of Aboriginal and Torres Strait Islander land owners, religious groups peoples (ACDSEH148) (ACDSEH087) DS2: The Mediterranean World - Egypt DS2: Australia and Asia Significant beliefs, values and practices of 2a: Making a nation the ancient society - death and funerary Extension of settlement, including customs (ACDSEH033, ACDSEH036, the effects of contact (intended and ACDSEH039) unintended) between European THE ANCIENT TO THE MODERN settlers in Australia and Aboriginal WORLD and Torres Strait Islander peoples (ACDSEH020) DS5: 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

11 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM 200 TREASURES OF THE AUSTRALIAN MUSEUM SYLLABUS LINKS | GEOGRAPHY STAGE 4 STAGE 5 OUTCOMES Discusses management of places and Assesses management strategies environments for their sustainability GE4-5 for places and environments for their Acquires and processes geographical sustainability GE5-5 information by selecting and using Acquires and processes geographical geographical tools for inquiry GE4-7 information by selecting and using Communicates geographical information appropriate and relevant geographical using a variety of strategies GE4-8 tools for inquiry GE5-7 Communicates geographical information to a range of audiences using a variety of strategies GE5- 8

CONTENT LANDSCAPES AND LANDFORMS ENVIRONMENTAL CHANGE AND Landscape management and protection MANAGEMENT nvestigate ways people, including Environmental management Aboriginal and Torres Strait Islander Investigate environmental Peoples, manage and protect landscapes, management, including different for example: (ACHGK052) worldviews and the management approaches of Aboriginal and Torres Strait Islander Peoples (ACHGK071, ACHGK072)

12 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM 200 TREASURES OF THE AUSTRALIAN MUSEUM PRE VISIT ACTIVITIES Here are some ideas for student activities before visiting the Australian Museum. 1. HISTORY OF THE AUSTRALIAN MUSEUM Find 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-teachers https://australianmuseum.net.au/gallery-architecture-of-the-australian-museum https://australianmuseum.net.au/australian-museum-history 2. HISTORY OF THE LONG GALLERY Research the history of the Long Gallery. What is its significance in the and Australia? https://australianmuseum.net.au/a-short-history-of-the-australian-museum https://australianmuseum.net.au/blogpost/science/dear-mr-darwin https://australianmuseum.net.au/lord-howe-island-diorama https://australianmuseum.net.au/gallery-architecture-of-the-australian-museum https://australianmuseum.net.au/the-museums-first-exhibition 3. TIMELINE OF THE HISTORY OF THE AUSTRALIAN MUSEUM Construct 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-teachers https://australianmuseum.net.au/gallery-architecture-of-the-australian-museum https://australianmuseum.net.au/australian-museum-history 4. A CLASS DEBATE Conduct a class debate. Your topic could be: a. Museums should give man-made artefacts in their collections back to the cultures of their origin b. 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?

13 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM 200 TREASURES OF THE AUSTRALIAN MUSEUM PRE VISIT ACTIVITIES 6. AUSTRALIA’S ANCIENT PAST: ABORIGINAL AND TORRES STRAIT ISLANDER CULTURE There are 3 ways we know about ancient Aboriginal and Torres Strait Islander culture: a. Archaeological evidence b. Human observations of the culture at first contact c. 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 BURIAL Find 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. DARWINISM Who was ? 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 theAustralian Museum? https://australianmuseum.net.au/blogpost/science/dear-mr-darwin https://australianmuseum.net.au/image/gerard-krefft-curator-and-secretary https://australianmuseum.net.au/blogpost/museullaneous/dear-mr-darwin-evolution https://australianmuseum.net.au/image/charles-darwin https://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-collections https://teara.govt.nz/en/pacific-migrations

14 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM 200 TREASURES OF THE AUSTRALIAN MUSEUM IN-EXHIBITION ACTIVITY INQUIRY CARDS BEFORE YOUR EXCURSION The 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 EXHIBITION Students 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 SCHOOL Students 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.

15 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM SEARCH Visit the 200 Treasures of the Australian Museum exhibition on Ground Level. Record your findings on paper or with a mobile device. DISCOVER Select the treasure that your group think is the most valuable. The individuals in the group may all have different opinions so you need to listen to each other and come to an agreement. You may value the object for many different reasons such as: - scientific importance - cultural or spiritual connections - what it looks like - monetary value - its rarity or uniqueness - intangible values inspired by fear, love, curiosity - association with a person, a place or an event - its significance to community INQUIRY CARD 1 Record your object and the information about it. Explain why you think it is the most valuable object. OUR TREASURE SHARE Research any topics you would like to find out more about. Coordinate the facts, photos, sketches, audios or videos you have collected. Share your observations, thoughts and learning with the 200 TREASURES OF rest of your class in an engaging way. THE AUSTRALIAN MUSEUM SEARCH Find a primary source from the past that was made by a human. Record your findings on paper or with a mobile device. DISCOVER Find out information about your source and analyse it using these questions: What is the object? What is its size, features? What is it made from? Does it have any identifying marks on it? Who made it? Who would have used it? When was it made? Where was it found? What was found with it? What does this object tell us about the who produced it or used it? How has the object been interpreted by archaeologists or INQUIRY CARD 2 historians? ANALYSING SOURCES SHARE Do further research. Coordinate the facts, photos, sketches, audios or videos you have collected. Share your observations, thoughts and learning with the rest of your class in an engaging way. 200 TREASURES OF THE AUSTRALIAN MUSEUM SEARCH Find sources made by Aboriginal and Torres Strait Islander peoples such as tools, ceremonial artefacts and artwork. Record your findings on paper or with a mobile device. DISCOVER Look at the objects used in the traditional daily life of Indigenous Australians such as food preparation, storage, hunting and fishing equipment, carrying implements, tools. What do these objects tell us about the use of resources in the ancient Australian past? Look at traditional Indigenous Australian ceremonial and artistic artefacts such as masks, headdresses, paintings, jewellery. What do they tell us about beliefs and customs in Australia’s ancient past? Apart from archaeological finds, collecting objects and making observations at first contact how else do we know about Australia’s ancient past? INQUIRY CARD 3 How is the Australian Museum contributing to conserving the past? Do you believe that Aboriginal and Torres Strait Islander artefacts ANCIENT AUSTRALIA: should be returned to their culture of origin? Give reasons for your INVESTIGATING THE PAST views. SHARE Do further research. Coordinate the facts, photos, sketches, audios or videos you have collected. Share your observations, thoughts 200 TREASURES OF and learning with the rest of your class in an engaging way. THE AUSTRALIAN MUSEUM SEARCH Look at Krefft’s painting of a corroborree, the stone points and the Kimberley points in Showcase 1. Look at the Papunya paintings in Showcase 19. Record your findings on paper or with a mobile device. DISCOVER Look at Krefft’s painting of a corroborree. When was it painted? How useful is this painting in telling us about traditional Aboriginal life? What are the issues with using sources such as these as evidence about the past? How do people’s views and experiences affect their art? What other objects would be useful to help us establish if the painting is an accurate representation of Aboriginal people? The Kimberley points and the Papunya paintings show a change in INQUIRY CARD 4 technology due to contact with Europeans. What is the change in technology? How does being adaptable to change help humans and animals AUSTRALIA AFTER survive? COLONISATION How is the Australian Museum contributing to conserving the past? Do you believe that Aboriginal and Torres Strait Islander artefacts should be returned to their culture of origin? Give reasons. SHARE 200 TREASURES OF Do further research. Coordinate the facts, photos, sketches, audios or videos you have collected. Share your observations, thoughts THE AUSTRALIAN and learning with the rest of your class in an engaging way. MUSEUM SEARCH Look at traditional objects made by Pacific cultures in Showcases: 7, 8, 9, 10, 11, 12, 13 and made by Aboriginal and Torres Strait Islander peoples in Showcases: 1, 4, 5, 6, 19, 20. Record your findings on paper or with a mobile device. DISCOVER What natural resources have been used to make cultural objects? Write a list of resources for the Pacific cultures and a list for Australian cultures. Which resources can be managed so they never run out and which can not? How did Indigenous Australian peoples manage the resources used to make these cultural artefacts and live sustainably for over 60 000 years? (What successful sustainability strategies did Indigenous Australian peoples use to minimise environmental impacts?) What materials are used today that were not used in traditional INQUIRY CARD 5 Australian culture? Are these materials renewable or not? SHARE SUSTAINABILITY Do further research. Coordinate the facts, photos, sketches, audios or videos you have collected. Share your observations, thoughts and learning with the rest of your class in an engaging way. 200 TREASURES OF THE AUSTRALIAN MUSEUM SEARCH Look at sources from Egypt’s ancient past in Showcase 16. Record your findings on paper or with a mobile device. DISCOVER What kind of information do human remains such as the mummy give us about ancient societies? What do the artefacts tell us about belief and customs in this ancient society? What modern technology has been used to scientifically investigate the mummy without unwrapping it? Which of the objects may be forgeries? Why were they produced? What do archaeologists do to test whether objects are authentic? How have these ancient objects been conserved by the Museum? How does this museum display contribute to your interest in, and understanding of, the past? How do you feel when you look at the INQUIRY CARD 6 mummy? Do you believe these artefacts should be returned to their place of ANCIENT EGYPT: origin? Give reasons for your view. INVESTIGATING THE PAST SHARE Do further research. Coordinate the facts, photos, sketches, audios or videos you have collected. Share your observations, thoughts and learning with the rest of your class in an engaging way. 200 TREASURES OF THE AUSTRALIAN MUSEUM SEARCH Find Theban mummy and coffin in Showcase 16. Look carefully at the mummy, its coffin and the other artefacts on display. Record your findings on paper or with a mobile device. DISCOVER What is the age and gender of the person mummified? How long ago was the person mummified? What is the coffin made from? What do the scenes on the coffin tell us about Egyptian beliefs? What Egyptian gods are represented on the coffin? Which objects have been found in ancient Egyptian tombs? Why did ancient Egyptians have grave goods buried with them? What did Egyptians believe wearing amulets did for them? INQUIRY CARD 7 What did ancient Egyptians believe shabtis would do for them in the afterlife? Why were animals mummified? ANCIENT EGYPT: DEATH How do you feel when you see the mummy? AND BURIAL Would you like to be mummified? Give reasons for your answer. SHARE Do further research. Coordinate the facts, photos, sketches, audios or videos you have collected. Share your observations, thoughts 200 TREASURES OF and learning with the rest of your class in an engaging way. THE AUSTRALIAN MUSEUM SEARCH Find Showcases: 7, 8, 9,10, 11,12,13 and look at the objects from Pacific cultures relating to daily life, economic activities (fishing, hunting, trade) and political features (status, chiefs, warfare). Record your findings on paper or with a mobile device. DISCOVER Everyday life – objects used for food preparation, carrying, clothing? What are they made from? How were they used? Who would have used them? Do you use similar objects? If so, how similar and different are they? Economic activities – look at ornamental objects that may be traded, fishing and hunting tools. What are they made from? How were they used? Who would have used them? Political features – look at objects that indicate the status of a person in a tribe, items for warfare. What are they made from? How were they used? INQUIRY CARD 8 Who would have used them? What do people in your culture wear to indicate they have high status? POLYNESIAN EXPANSION Name all the materials used by the society to make objects. ACROSS THE PACIFIC Which of these materials are renewable and which are not? SHARE Do further research. Coordinate the facts, photos, sketches, audios or videos you have collected. Share your observations, thoughts 200 TREASURES OF and learning with the rest of your class in an engaging way. THE AUSTRALIAN MUSEUM SEARCH Find Showcase 1 relating to Gerard Krefft. Look carefully at Krefft’s chair and the other cultural objects and scientific specimens in the showcase. Look in detail at the scientific specimens collected in the 1800’s. Record your findings on paper or with a mobile device.

DISCOVER Was Gerard Krefft a supporter or an opponent of Darwin’s views on evolution? What was Gerard Krefft’s relationship with the Australian Museum and how and why did it end? What is the significance of ‘Krefft’s chair’. How do you think Krefft’s identification of the Australian Lungfish as a species affected peoples’ views on Darwin’s Theory of Evolution? INQUIRY CARD 9 How do fossils of extinct Australian mammals contribute to the support or opposition of Darwin’s ideas? What is the relevance of the chimpanzee skull next to the books DARWINISM about Darwin’s Theory of Evolution?

200 TREASURES OF SHARE Do further research. Coordinate the facts, photos, sketches, audios THE AUSTRALIAN or videos you have collected. Share your observations, thoughts MUSEUM and learning with the rest of your class in an engaging way. 200 TREASURES OF THE AUSTRALIAN MUSEUM POST VISIT ACTIVITY CREATE YOUR OWN EXHIBITION Students 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 TREASURES A. 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 EXHIBITION Decide 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 EXHIBITION What 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 PANEL Write 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 PANELS Write 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 LABELS Each 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 EXHIBITION Get 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. 25 SECONDARY EDUCATION KIT 200 TREASURES OF THE AUSTRALIAN MUSEUM CASE 6: CASE 7: CASE 1: CASE 2: CASE 3: CASE 4: CASE 5: CROCODILE MOTU CASE 8: CASE 10: CASE 11: CASE 12: KREFFT’S PLATYPUS SIR HERCULES RAINFOREST MORNING TURTLE FEATHER STONE BIRD CASE 9: MALAGAN MOTHER KIRIBATI CHAIR RUG SKELETON SHIELDS STAR POLE MASK HEADDRESS PESTLE UPE HATS FIGURES AND CHILD ARMOUR

1 2 4 5 6 7 3 8 9 10 11 12 CASE 13: KALUNI OPU’U’S 13 CAPE

AUSTRALIA’S FIRST BANK NOTE & MAITLAND BAR WILD GOLD NUGGET PLANET

CRYSTAL HALL

14 CASE 14: FIGURE OF 19 ARJUNA LORD HOWE ISLAND 20 DIORAMA 18 17 16 15

CASE 20: CASE 19: CASE 18: CASE 17: CASE 16: CASE 15: CANOWINDRA ERIC THE MAWSON’S RAVEN THEBAN ZULU FISH FOSSILS PLIOSAUR SLEDGE HEAD MASK COFFIN AND SHIELDS MUMMY

200 TREASURES OF THE AUSTRALIAN MUSEUM GROUND FLOOR MARINE MINERALS PALAEONTOLOGYM AMMALS HERPETOLOGY ORNITHOLOGY MALACOLOGY ICHTHYOLOGY INVERTEBRATES ENTOMOLOGY ARACHNOLOGY

1 2 3 4 5 6 7 8 9 10

15 14 13 12 11

ARCHAEOLOGY ARCHIVES ANTHROPOLOGY PACIFIC ABORIGINAL AND TORRES STRAIT ISLANDER

200 TREASURES OF THEAU STRALIAN MUSEUM FIRST FLOOR