Social and Spiritual Development Social Science Unit 3: Transition and Change Module 3.4 Power, Control and Change Lecturer Support Material ii Module 3.4 Power, Control and Change Acknowledgements Materials written and compiled by Matei Yass (GTC), Francis Mahap (MTC), Markis Caleb (BTC) and Sue Lauer (PASTEP). Cover photograph: Thomas Kasiko, a pupil-teacher of the Anglican mission, and his class at Wanigela on Collingwood Bay, c.1908. Kasiko received a wage of fourpence a week in addition to food, according to the Rev. A. K. Chignell, the missionary at Wanigela. He usually taught a class of about thirty-five big boys and girls. 'His class had read and re-read all the printed matter that is available, and now he has got them translating form Ubir into Wedauan and back into Ubir, with a running commentary of his own in the English he so persistently affects and so intelligently uses.' Chignell commented on mission education generally: ' … The establishment of schools is no easy matter. We have taken it for granted, apparently, that what is supposed to be good for English children must also of course be suitable for children in Papua, and so, we have been trying to give everywhere along this coast, a sort of European primary education, consisting of the "three Rs" with the addition of a fourth "R" – Religion.' Gash and Whittaker (1975) Plate 345 p 169. Layout and diagrams supported by Nick Lauer. Date: 28 March 2002 PASTEP Primary and Secondary Teacher Education Project Australian Agency for International Development (AusAID) GRM International Papua New Guinea-Australia Development Cooperation Program Lecturer Support Material Module 3.4 Power, Control and Change iii Unit outline 3.1 Skills for Investigating Change (Core) 3.2 Independence (Core) Unit 3 3.3 PNG History – an Overview (Optional) Transition and Change 3.4 Power, Control and Change (Optional) 3.5 PNG at War (Optional) 3.6 Technological Change (Optional) 3.7 Pre-history and Archaeology (Optional) Icons & Read or research @ Write or summarise F Activity or discussion Suggestion for lecturer i Lecturer Support Material iv Module 3.4 Power, Control and Change Table of contents Module 3.4: Power, Control and Change...............................................................1 Objectives .................................................................................................................1 Teaching Module 3.4: Power, control and change...................................................1 Module 3.4: Content.....................................................................................................3 Topic 1: First Contact..................................................................................................3 Traders ......................................................................................................................3 Scientists ...................................................................................................................4 Missionaries ..............................................................................................................5 Explorers ...................................................................................................................9 Sustained contact and exploration..........................................................................11 Resistance to contact .............................................................................................12 Topic 2: Colonial administration............................................................................. 14 The work of Dr Albert Hahl ......................................................................................14 The legacy of colonialism........................................................................................15 Topic 3: Changing communities............................................................................. 18 The development of towns ......................................................................................19 References................................................................................................................ 21 Appendix – German, British and Australian Administration........................... 22 German New Guinea................................................................................................ 22 British control............................................................................................................ 24 Australian administration......................................................................................... 26 Lecturer Support Material Module 3.4 Power, Control and Change 1 Module 3.4: Power, Control and Change This module aims at developing an understanding of the powers of colonial administration, companies, churches and individuals and control mechanisms used by each in Papua New Guinea and other colonial countries Objectives By the end of this module students will be able to: 1. Identify the different colonial powers and their administrative practises in PNG. 2. Compare and contrast the influences and impact of different colonial powers and their administration on PNG and other countries. 3. Compare different aims, functions, and responsibilities of colonial administrations, missionaries and companies. 4. Critically analyse the negative and positive effects of change in PNG and other parts of the world. Teaching Module 3.4: Power, control and change · It is important to read through the module first, to decide what materials you will use, and what tasks and activities you will set for the students. It is also important to see how this module fits within the complete unit. · The material is written as a resource for the teaching of this module. · Do not expect students to work through the total module alone. There may be too much material and they will need assistance in determining the tasks required. · Many of the activities have a number of questions to discuss and tasks to do. They are included to provide some ideas and stimulus, not necessarily to complete every part of each activity. · The activities provide a focus for learning, and some may be suitable for developing into assessment tasks, but the activities are not written to be used as the assessment program. · The Lecturer Support Material is the same as the Student Support Material, with additional notes included in the text boxes. · Materials included as an appendix are included as additional information for lecturers. These may be photocopied for students where appropriate. · Assessment tasks should be developed at unit level, recognising the development of knowledge, skills and attitudes across this module and others which make up the unit. Lecturer Support Material 2 Module 3.4 Power, Control and Change i Often history is only recorded from a male perspective, with stories of male achievement in war, exploration, government and development. The role of women is ignored or forgotten. This module provides an opportunity to examine gender roles in class discussions and research activities in each of the sections. It is important also that participants selected for interviews, surveys and as guest speakers are both male and female so that students are aware of different perspectives. The main emphasis in the teaching of each topic is to include a range of activities and to develop skills which will be useful for beginning teachers in their own classrooms. The strategies and activities listed below may be used instead of those included in the module. · Research e.g., establishment of colonial empires by European countries · Seminars e.g., impact of colonial governments on economic development · Research e.g., commercial company influences in PNG and the world · Interview e.g., missionary, elderly village leader on methods used to enforce change · Use primary sources such as diaries and photographs to reconstruct earlier times · View videos such as ‘First Contact’ · Research e.g., European settlement in the highlands, islands region · Group discussions e.g., the influence of groups such as missionaries · Debate e.g., ‘The kiaps destroyed local customs’ · Oral history e.g., experiences of older relatives or old teachers in missions · Models e.g., traditional village structure, artefacts Lecturer Support Material Module 3.4 Power, Control and Change 3 Module 3.4: Content Topic 1: First Contact i This module provides an opportunity to focus on the development of key historical skills and concepts such as the use of primary sources and oral history. There are many people in the community who have memories of first contact with Europeans, of mission education and of major changes to village life. Encourage students to talk to such people, to record their stories, or to invite them as guest speakers to class sessions. In the three hundred years preceding permanent European settlement in New Guinea, only the fringes of the mainland and the adjacent islands were examined. By the end of the eighteenth century enough had been discovered by European navigators about the shores of New Guinea, New Britain, New Ireland and adjacent islands, reefs and waters to enable commercial sea traffic to sail through the region with a fair degree of safety. Contact between European ships’ crews and the people of the coasts and islands close to shipping routes changed from an occasional to a sustained form. Until 1870 there was no thought of pushing into interior or of establishing any sort of permanent settlement. However, for almost a century of time before