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Cockman House Cockman House Teacher’s Resource HISTORY HUNTER PROGRAM Background information Curriculum links Pre- and post-excursion activity suggestions Revised June 2018 31 The story of Cockman House involves three generations of one family and demonstrates the conditions of the residents for much of the 130 years of habitation. With the 13 children of the second generation and 6 children of the third having been raised in this house, there is plenty for today's children to compare their own lives with. As the first permanent settlers of the area in the 1850s, the Cockman family has left us with a significant example of simple colonial farmhouse as well as a place to focus on the changes to domestic technology (including no electricity, running water or sewage connection) and the importance of retaining such heritage places. 32 CONTENTS Introduction pg 3 Curriculum links pg 4 History Hunter vocabulary pg 6 Theme 1 – The Family 1.1 The Beginnings pg 7 1.2 Family History – Genealogy pg 11 Pre/post excursion activities pg 11 1.3 Family Heritage pg 13 Pre/post excursion activities pg 14 1.4 Family Structure pg 15 Pre/post excursion activities pg 16 1.5 The effect of World War I on the family pg 17 Pre/post excursion activities pg 20 Theme 2 – Work 2.1 Establishing at Wanneroo pg 21 2.2 Farm work and food production pg 22 2.3 Family work pg 24 2.4 Gender roles pg 26 2.5 Changes in work opportunities into 20th century pg 27 Pre/post excursion activities pg 27 Theme 3 – The House 3.1 The Building of Cockman House pg 28 3.2 Design, additions and adaptations pg 29 3.3 Isolation, Self-sufficiency and Re-cycling pg 30 3.4 The Road and the beginnings of local Government pg 31 Pre/post excursion activities pg 33 Theme 4 – The Environment 4.1 The original wetlands environment pg 34 4.2 Adapting the area for market gardens& livestock pg 35 4.3 The Water Cycle and Cockman House pg 35 Pre/post excursion activities pg 38 Theme 5 – Heritage and Change 5.1 The ideas of history and Heritage pg 39 5.2 The ‘significance’ of Cockman House pg 39 5.3 Technological change – domestic environment t pg 40 Pre/post excursion activities pg 42 33 INTRODUCTION This History Hunter Teacher Resource Kit provides additional background information along with Australian Curriculum linked pre- and post-excursion activity suggestions to build on the Cockman House History Hunter experience. Here students discover the story of Cockman House, the families that lived there and life in old Wanneroo. With the story of the Cockman family beginning at the very start of the Swan River Colony in 1829, the program at Cockman House touches on the concept of immigration and the land use of the farm. It suggests the beginnings of local government in Wanneroo with the use of Cockman House for the early meetings of the Wanneroo Road Board, the precursor to the Shire and later City of Wanneroo, and considers the impact of World War 1 on this family with one of the four Cockman sons who enlisted to fight in WW1 dying in the fields of France. The resource kit has been divided into five themes providing five different perspectives of the house as a home, farm and as one of the starting points of the Wanneroo community: Theme 1 – The Family Theme 2 – Work Theme 3 – The House Theme 4 – The Environment Theme 5 – Change and Heritage For more information please contact the Education Officer – Museums at the City of Wanneroo on 9405 5906. 3 History Hunter program - curriculum links Summary The program is designed for lower and middle primary. The program material applies most specifically to the Australian Curriculum–History for Years 1-3 and 5. The curriculum information for these years is provided below: Year 1: Present and Past Family Life Year 2: The Past in the Present The Year 1 curriculum provides a study of The Year 2 curriculum provides a study of present and past family life within the context local history. Students explore, recognise and of the students’ own world. Students learn appreciate the history of their local area by about similarities and differences in family examining remains of the past and life by comparing the present with the past. considering why they should be preserved. They begin to explore the links and the changes that occur over time. Historical Knowledge and Understanding strand focus: Historical Knowledge and Understanding strand focus: The history of a significant person, building, site and/or part of the natural environment Differences in family structures and roles in the local community and what it reveals today, and how these have changed or about the past (ACHASSK044) remained the same over time (ACHASSK028) The importance today of an historical site of Differences and similarities between cultural or spiritual significance in the local students' daily lives and life during their area, and why it should be preserved parents’ and grandparents’ childhoods. (ACHASSK045) (ACHASSK030) How changing technology affected people’s lives (at home and in the ways they worked, Key inquiry questions: travelled, communicated, and played in the past) (ACHASSK046) 1. How has family life changed or remained the same over time? Key inquiry questions: 2. How can we show that the present is different from or similar to the past? 1. What aspects of the past can you see today? 3. How do we describe the sequence of time? What do they tell us? 2. What remains of the past are important to the local community? Why? 3. How have changes in technology shaped our daily life? 4 Year 3: Community and Remembrance Key inquiry questions: The Year 3 curriculum provides a study of identity and diversity in both a local and broader context. Moving from the 1. Who lived here first and how do heritage of their local area, students we know? explore the historical features and 2. How has our community changed? diversity of their community as What features have been lost and represented in symbols and emblems of what features have been retained? significance, and celebrations and 3. What is the nature of the commemorations, both locally and in contribution made by different other places around the world. groups and individuals in the community? 4. How and why do people choose to Historical Knowledge and remember significant events of the Understanding strand focus: past? How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community (ACHASSK0632) Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day and National Sorry Day) and the importance of symbols and emblems. (ACHASSK064) Celebrations and commemorations in other places around the world (for Example, Chinese New Year in countries of the Asian region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia such as, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHASSK065) 5 The impact of a significant development or event on a colony. (ACHASSK108) Year 5: The Australian Colonies The reasons people migrated to Australia The Year 5 curriculum provides a study of from Europe and Asia, and the experiences colonial Australia in the 1800s. Students and contributions of a particular migrant look at the founding of British colonies and group within a colony. (ACHASS109) the development of a colony. They learn about what life was like for different groups The role that a significant individual or of people in the colonial period. They group played in shaping a colony. examine significant events and people, (ACHASS110) political and economic developments, social structures, and settlement patterns Key inquiry questions: Historical Knowledge and Understanding 1. What do we know about the lives of people strand focus: in Australia’s colonial past and how do we know? Reasons (economic, political and social) for 2. How did an Australian colony develop over the establishment of British colonies in time and why? Australia after 1800. (ACHASSK106) 3. How did colonial settlement change the environment? The nature of convict or colonial presence, 4. What were the significant events and who including the factors that influenced were the significant people that shaped patterns of development, aspects of the Australian colonies? daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment History Hunter vocabulary changed. (ACHASSK107) Here are some words in the text at Cockman House the students may need a little help with before they visit: artefact inherited Coolgardie kerosene embroidery museum enlist procedure heritage verandah hessian volunteer history washboard 6 THEME 1: THE FAMILY 1.1 The Beginnings James Cockman and his wife Mary Ann Although a small penal settlement had been Roper came to Western Australia to be part established at King George Sound (Albany) of the new Swan River Colony in 1829. in 1826 by Major Edmund Lockyer with 52 James had been contracted as an indentured convicts and military escort, the servant in England to the merchant, George colonisation of the western side of the Leake and Mary Ann had travelled with her country really began when Captain James brother as a servant to the Waddell family. Stirling (pictured), accompanied by the botanist Charles Fraser, explored the Swan So how and why was this colony established River area in the ship HMS Success in 1827. on the coast of Western Australia so far from Britain? After this expedition, Stirling arrived back in England in July 1828, and reported with A useful place to start is to define what a wild enthusiasm of the agricultural colony is.
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