TEACHER RESOURCE 2: A COLONIAL SETTLEMENT

SWAN RIVER 1827 to 1890s

Resources in this inquiry include:

1.    Links to year 5 Achievement Standards

2.    Reasons for the establishment of the Swan River Colony

3.    The Foundation of the Swan River Colony

4.    Reasons why people chose to migrate to the Swan River Colony

5.    Factors influencing the patterns of settlement in Western Australia

Student activities:
·         Compare Swan River settlement and Albany
·         Impressions – Using historical sources
·         Migration to the Swan River Colony – discussion and word match
·         Meet the Migrants – research one family
·         Population distribution
·         Mapping the patterns of exploration and settlement in Colony

1.    Links to Achievement Standards

·         Place people and events they have studied in chronological sequence.
·         Identify relevant sources and information for an inquiry.
·         Compare and record information from a range of sources and identify attitudes from the time.
·         Understand the causes and impact of events and developments, and motivations of individuals and groups in the 1800s.
·         Use appropriate terms and concepts in communication.

2. Reasons for the Establishment of the Swan River Colony

James Stirling, colonial botanist Charles Frazer (or Fraser), and artist Frederick Garling were among those who sailed on the Success to explore the south west of New Holland and the Swan River. Captain Stirling was already enthusiastic about claiming the western third of the country for Britain. He saw numerous advantages of establishing a British colony in New Holland even before he was granted permission by Governor Darling to undertake the mission. Captain Stirling was one of the officers placed on half-pay after the Napoleonic Wars. He was keen to create a career for himself and to convince the British government to establish a colony on the Swan River.

Suggested STUDENT ACTIVITY:
Frederickstown (Albany) or the Swan River? 
Stirling and Lockyer had differing views of the best place for a settlement in WA.
Students do online research to find the differences between the two places – for instance the landscape, rivers, quality of soil, proximity to other countries etc.
In small groups they create a PLUS, MINUS, INTERESTING chart for a settlement at both Frederickstown (King George Sound) and the Swan River. They decide which place they would prefer for a settlement and put their case to the rest of the class.

3. The Foundation of the Swan River Colony

The founding of the Swan River Colony, patterns of settlement and daily life of different groups of people in the colony can be explored through a rich variety of primary and secondary sources.
An essential skill required in the Australian Curriculum: History is for students to identify and classify primary and secondary sources, explore similarities and differences in these sources and learn from them.
The resources available through this course of study include primary documents such as extracts from diaries and letters, original maps, and artwork. Secondary sources are readily available through online search.
Background information about the early years of the Swan River Colony is available.

A visit to a heritage site will show items such as household, industrial and farming artefacts.
A visit to the National Trust sites of Peninsula Farm (Tranby) and the Colonial Cemeteries at East Perth is highly recommended for this section of the course.  Students will be able to explore stories about the daily life of colonial Western Australia through observation and engagement with the past.

See STUDENT ACTIVITY 2: Using Historical Sources: Impressions of the Swan River Colony
Using SOURCE 1: Where did Stirling locate the Capital and why?
Students work in small groups to choose the best site for a capital and future city (ie Perth). They discuss the criteria needed for a suitable settlement site for a city (eg geological features, proximity to water etc). They mark the location for their city on the blank map. They list why they have chosen this place.

After students have chosen the best site for themselves, bring up the documents on an electronic white board or print out: http://slwa.wa.gov.au/swan_river/community_icon .
This site shows some observations and maps made by James Stirling during his initial exploration as he was rowed up the Swan River in March 1827. Also, study the two maps and photograph taken in 1861 of the area around Claisebrook.

Using SOURCE 2: Students study a painting by the Colonial artist Frederick Garling, View from Mount Eliza, 1827 and answer questions.

Using SOURCE 3: Students use an extract from Captain Fremantle’s Diary to find out what he is saying.

Suggested STUDENT ACTIVITY
Students use a Perth Road Directory or online Directory (such as Google Earth) to find places (roads, parks, lakes, bays schools etc) in the Perth metropolitan area, and/or other regions of Western Australia, named after early settlers.
Students visit Mt Eliza (King’s Park) and take photographs that match the position of the artist’s impressions in the activity.

Some references to assist student research include:

• Johnston, R 1988 The Tranby Hardeys Parmelia Publishing, Serpentine
• Sue King, 1998 Tranby House. Secondary School Resource Package. National Trust of Australia (WA)
• Hardey, Joseph (1804 - 1875) Biographical Entry - Australian Dictionary of Biography Online http://adbonline.anu.edu.au/adbonline.htm
• http://explorationswa.com.au/Errata/Updated_Expanded_Bio_Notes.php

4. Reasons why people chose to migrate to the Swan River Colony

The Swan River Colony was a new venture in the colonisation of Australia. New South Wales and Van Diemen’s Land had been convict settlements, while other smaller colonial outposts at Melville Island, Norfolk Island, Westernport and King George Sound had also been founded by soldiers and convicts. The Swan River Colony was to be for free settlers only. The British Government was going to keep its costs very low by only supplying a Governor, some administrators and soldiers to protect the settlement. The new Colony was to be financed by private investors. These investors made money by encouraging people to immigrate to the Swan River Colony.

The causes of people migrating to a new country can be explained in terms of Push - Pull factors. People are pushed out of their homeland because of poor economic prospects, famine, family disputes and so on. They may be pulled towards another country by work opportunities, a better climate, health concerns or advertising. These two factors generally work together to motivate migration.

See TEACHER RESOURCE 2: Push - Pull Factors of Migration which summarises some of the reasons that pushed and pulled British people to the Swan River Colony at the end of the 1820s and into the 1830s.

Suggested STUDENT ACTIVITY:
A class discussion on student experiences of migration would reinforce these factors. Discussion points can include:
1.    Where were your parents born? 
2.    Why do families come to Australia?
3.    A brainstorm activity of push - pull factors influencing modern migration to WA could lead to a chart similar to the one below.
4.    On a large world map students mark with a symbol or their name, the country of origin of their family and the country of origin of their ancestors. Different colours should be used for the different generations eg a red symbol for themselves and a blue one for their ancestors.

The finished map will indicate the multi-national mix of the class.

See STUDENT ACTIVITY 2: Migration to the Swan River Colony
Researching the meaning of relevant words.

See STUDENT ACTIVITY 2:  Meet the Migrants
The Methodist (Wesleyan) families and those who came with them, who arrived on the ship Tranby, are an example of a group of free settlers who migrated to the Swan River Colony. The Hardey and Clarkson families migrated from England in 1829 and made outstanding contributions to the development of the new colony.

The research activity will help prepare for a visit to Peninsula Farm (Tranby).

5. Patterns of Settlement

Exploration and the expansion of settlement in Western Australia from 1826 – 1890

CHART 1: Population distribution of Swan River Colony, April 1832
The details provided will form the base of a detailed map showing the growth of settlement in the Colony up to 1890.

CHART 2: Population of Western Australia from 1829 to 1901
The advent of responsible government in Western Australia in 1890 as well as the discovery of gold in the Coolgardie/Kalgoorlie region began a new era for the West – a time when the character of the colony changed rapidly.

Suggested STUDENT ACTIVITY:
Graph the statistics of both charts choosing appropriate formats and keys. Teachers can be selective in the detail they require students to include on their map and graph.

Comment on the distribution of people for CHART 1 and make relevant comparisons such as, the population of York was the same as the number of people in this class. Discuss the implications of this for the people living in the region.

Round the figures to the nearest 1000 in CHART 2. Find other statistics or numbers to compare these with so that the numbers have more meaning for the students, for instance in 2011 Subiaco Oval holds 43 500 people – a bit less than the population of WA in 1891!

See STUDENT ACTIVITY 2: Patterns of Colonial Settlement 1829 to 1890s
Students map patterns of settlement, write a report explaining influences and graph population.