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CURRICULUM LINKSKnow It Alls – History is suitable viewing for primary students in the Australian Curriculum learning area of HASS. The series can also be used to teach the Australian Curriculum cross-curriculum priority – Aboriginal and Torres Strait Islander Histories and Culture. Teachers should consult curriculum outlines relevant to their state or territory for further information.

The learning activities in this study guide have been written for students in Years 2 – 5. Teachers may need to adjust activities to meet the demands of their curriculum programs and the literacy levels of their students.

! AUSTRALIAN CURRICULUM: HASSYEAR 2

Pose questions about past and present objects, people, places and events (ACHASSI034)

Collect data and information from observations and identify information and data from sources provided (ACHASSI035)

Sequence familiar objects and events (ACHASSI037)

Explore a point of view (ACHASSI038)Compare objects from the past with those from

the present and consider how places have changed over time (ACHASSI039)

Interpret data and information displayed in pictures and texts and on maps (ACHASSI040)

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)

Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)

Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)

The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past (ACHASSK044)

The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved (ACHASSK045)

How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046)

The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)

The connections of people in Australia to people in other places in Australia and across the world (ACHASSK050)

YEAR 3

Pose questions to investigate people, events, places and issues (ACHASSI052)

Locate and collect information and data from different sources, including observations (ACHASSI053)

Sequence information about people’s lives and events (ACHASSI055)

Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)

Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)

Draw simple conclusions based on analysis of information and data (ACHASSI058)

Interact with others with respect to share points of view (ACHASSI059)

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)

Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)

The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area (ACHASSK062)

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)

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 (ACHASSK063)

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YEAR 4

Pose questions to investigate people, events, places and issues (ACHASSI073)

Locate and collect information and data from different sources, including observations (ACHASSI074)

Sequence information about people’s lives and events (ACHASSI076)

Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)

Draw simple conclusions based on analysis of information and data (ACHASSI079)

Interact with others with respect to share points of view (ACHASSI080)

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)

Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)

The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHASSK084)

Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085)

The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments (ACHASSK086)

The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK089)

The differences between ‘rules’ and ‘laws’, why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples (ACHASSK092)

YEAR 5

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)

Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)

Sequence information about people’s lives, events, developments and phenomena using a variety of

methods including timelines (ACHASSI097)Examine primary sources and secondary

sources to determine their origin and purpose (ACHASSI098)

Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)

Evaluate evidence to draw conclusions (ACHASSI101)

Work in groups to generate responses to issues and challenges (ACHASSI102)

Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800 (ACHASSK106)

The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed (ACHASSK107)

The impact of a significant development or event on an Australian colony (ACHASSK108)

The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)

The role that a significant individual or group played in shaping a colony (ACHASSK110)

There are 13 episodes in Know it Alls – History. Each episode of Know It Alls has a run time of eight minutes. Teachers should preview each episode before screening in the classroom and/or asking students to watch episodes for homework. The series is suitable for online learning.

It is envisaged that teachers will ask students to complete the worksheet before watching the quiz sequence of each episode. Students can then play along during the quiz sequence recording their answers to the quiz questions. Alternatively, quiz cards have been provided for the class to host their own quiz about each episode. ©

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SERIES ONE EPISODE SYNOPSESEPISODE 1 – GADIGAL PLACE

Comedian Dane Simpson and Gemma set out on a fact-finding mission around the Museum of Sydney to learn all about Sydney’s Gadigal land and the Custodians of this land.

EPISODE 2 – MAKING A COLONY

Julia and comedian Dane Simpson prepare for a crash course on what makes a colony a colony at the Museum of Sydney.

EPISODE 3 – CONVICTS 1

Comedian Carlo Ritchie and Evan embark on a fact-finding mission through Hyde Park Barracks of Sydney to learn about the convicts of New South Wales.

EPISODE 4 – CONVICTS 2

Luke and comedian Carlo Ritchie need to be on their best behaviour if they want to get out of Hyde Park Barracks. Together, they take a crash course in all things convicts.

EPISODE 5 – WOMEN’S DEPOT

Comedian Carlo Ritchie and Luke journey through time to the 1800s at Hyde Park Barracks to learn about Australia’s big push to bring women from Britain to boost the colony’s population.

EPISODE 6 – SOUTHERN SKIES

Comedian Gen Fricker and Eleni journey across the Torres Strait, Arnhem Land and Papua New Guinea as they view some of the Australian National Maritime Museum’s artworks.

EPISODE 7 – MIGRATION

Tahlia and comedian Gen Fricker take a trip through time at Australian National Maritime Museum as they explore facts about Australian migration, to be declared the captain of the high seas.

EPISODE 8 – ROUSE SCHOOL HOUSE

Get ready to get schooled in facts as comedian Danielle Walker and Ollie take a lesson back in time at Sydney Living Museums, Rouse Hill Schoolhouse.

EPISODE 9 – ROUSE FAMILY

Comedian Danielle Walker and Sophie take a trip through time as they learn about the six generations of Rouses who lived at Rouse Hill Estate from the 1800s.

EPISODE 10 – CONSERVATION

Comedian Danielle Walker and Calantha stroll through time at the Rouse Hill Estate as they learn facts to battle it out in the ultimate quiz on conservation.

EPISODE 11 – ONSLOW (ANZAC)

Comedian Sam Campbell and Kate squeeze their way through a fact-finding mission below deck on the submarine, HMAS Onslow, at Australian National Maritime Museum.

EPISODE 12 – DUYFKEN

Ella and comedian Sam Campbell scrub up on their Dutch and navigate their way around the Duyfken at Australian National Maritime Museum.

EPISODE 13 – FIRST FLEET

Hoist up the anchors and pull on the ropes as comedian Sam Campbell and Kabir set sail upon a fact-finding mission about the First Fleet at Australian National Maritime Museum.

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! ACTIVITY 1: THINK – PAIR – SHARE

Spend some time thinking about your answers to the following questions. Next of all, share your answers with a peer. Then, share your answers with the class.

- What is a museum?

- What museums have you visited? Why did you

decide to visit these museums? What did you

see at these museums?

- What is a museum collection?

- Why are museums important?

ALL WORKSHEETS CAN BE COMPLETED IN ACROBAT

! ACTIVITY 2: KWL

Are you interested in Australia’s history?

Complete the KWL chart about Australia’s history. Add your answers to the ‘Know’ and ‘Like to know’ columns before you watch Know It Alls. Add your answers to the ‘Learnt’ column after you have watched Know It Alls and thought about the subjects discussed in the series.

GETTING STARTED

What do you know about Australia’s

history?

What would you like to know about Australia’s history?

What have you learnt about

Australia’s history?

YOUR NAME

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Series OneEPISODE

! TEACHER NOTES

Focus: Convicts. Key learning intention: Students will learn about the transportation of convicts to Australia.

Teacher resources: Episode 3 features exhibition material about the transportation of convicts to Australia at Hyde Park Barracks.

- https://hydeparkbarracks.sydneylivingmuseums.com.au/the-barracks-story/

- https://hydeparkbarracks.sydneylivingmuseums.com.au/period/aboriginal-experience/

- https://hydeparkbarracks.sydneylivingmuseums.com.au/period/convict-colony/

- https://hydeparkbarracks.sydneylivingmuseums.com.au/period/control/

- https://hydeparkbarracks.sydneylivingmuseums.com.au/period/fear/

! STUDENT WORKSHEET

Know It Alls Episode 3 is about the convicts of New South Wales. Host: Adelaide. Kid: Evan. Adult: Carlo Ritchie. Museum: Hyde Park Barracks

1. Use a dictionary and the Internet to help you write the meaning of words used in Episode 3.

BarracksA building or group of buildings designed to house a certain group of people, such as soldiers or prisoners.

Transportation

Convict

Sentence

Ration

03Convicts 1

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2. ‘When the first English settlers took over this land, They were looking for ways for their Empire to expand. From 1787 to 1868, They sent convicts to Australia at a surprising rate.’

How many convicts were sent to Australia from 1787 to 1868?

3. ‘Judges in England could punish a crime With ‘transportation’ to new lands for a period of time.’ Why were England’s criminals sent to Australia?

What were some of the crimes that were punishable by transportation?

4. ‘Once convicts arrived they were put straight to work If they did not misbehave, and were not total jerks. They received rations of food, with beef, corn and flour And lived somewhat free (out of work hours).’

What was life like for the first convicts to arrive in the Colony of New South Wales?

5. ‘When Lachlan Macquarie was in charge of the town He came with a plan to help manage the crowd. These new barracks would house a large group of men That could be sent out to work, and brought back again.’

Why did Governor Macquarie decide to build Hyde Park Barracks?

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Who was Francis Greenway? What role did he play in Australia’s history?

6. Draw a Hyde Park Barracks brick. Why was each brick marked with an arrow?

7. Very few convicts returned to England.

Why do you think many convicts decided to settle in Australia once they were free men?

8. Making history. Working with a partner, your task is to make a three minute multimedia presentation and archive box about Australia’s convict past.

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Series OneEPISODE

! TEACHER NOTES

Focus: Convicts. Key learning intention: Students will learn about the transportation of convicts to Australia.

Teacher resources: Episode 4 features exhibition material about the transportation of convicts to Australia at Hyde Park Barracks.

- https://hydeparkbarracks.sydneylivingmuseums.com.au/the-barracks-story/

- https://hydeparkbarracks.sydneylivingmuseums.com.au/period/aboriginal-experience/

- https://hydeparkbarracks.sydneylivingmuseums.com.au/period/convict-colony/

- https://hydeparkbarracks.sydneylivingmuseums.com.au/period/control/

- https://hydeparkbarracks.sydneylivingmuseums.com.au/period/fear/

! STUDENT WORKSHEET

Know It Alls Episode 4 is about the transportation of convicts to Australia. Host: Adelaide. Kid: Luke. Adult: Carlo Ritchie. Museum: Hyde Park Barracks

1. Use a dictionary and the Internet to help you write the meaning of words used in Episode 4.

Penal ColonyA remote location used to separate convicts from the rest of the population.

Routine

Ticket of leave

Punishment

Royal Pardon

04Convicts 2

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2. ‘Transported for life was the longest sentence. No Ticket of Leave despite your repentance. Their only way out that would often dishearten Was a Conditional or a Royal Pardon.’

What was a ticket of leave?

What happened when a convict had served their sentence?

3. ‘Hard work was the focus of a convict’s day. They sweated and toiled in many a way.’

Who did the convicts work for?

What type of work did convicts do?

Why was their work important?

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4. ‘Life at the Barracks was full of routine.’

Writing as a convict, describe a day in your life.

5. Writing as the superintendent of Hyde Park Barracks, describe what happened to convicts who broke the rules.

6. Making history. Working with a partner, your task is to make a three minute multimedia presentation and archive box about Australia’s convict past.

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Name one game that convicts played in their down time.

True or False? For almost 30 years, Hyde Park Barracks housed

approximately 50,000 convicts.

What meal did convicts usually have for lunch?

Flogging punishment would occur with the cat o’ nine WHAT?

Here is a list of convict jobs. Name the odd one out.

A. BlacksmithB. CarpenterC. RapperD. Cobbler

Whose job was it to make sure the convicts behaved and did their work?

! SERIES ONE QUIZ QUESTIONSMake a set of Episode 4 Quiz Cards. Use the blank cards to add your own quiz questions and answers.

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Question 1

Question 2

Question 4

Question 3

Question 5

Question 6

Question 7

Question 9

Question 8

Question 10

! QUIZ ANSWERS

TRUE

CARDS

CHESS

DRAUGHTS

MEAT STEW AND BREAD

CAT O’ NINE TAILS

C

DEPUTY SUPERINTENDENT

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Answer 10 Answer 5

Answer 9 Answer 4

Answer 8 Answer 3

Answer 7 Answer 2

Answer 6 Answer 1

E p I s O d E #

Series OneEPISODE

! TEACHER NOTES

Focus: Female migration. Key learning intention: Students will learn about the emigration of women to New South Wales beginning in 1848.

Teacher resources: Episode 5 features exhibition material about the emigration of women to New South Wales beginning in 1848 and the use of Hyde Park Barracks as a female immigration depot at Hyde Park Barracks.

- https://hydeparkbarracks.sydneylivingmuseums.com.au/the-barracks-story/

! STUDENT WORKSHEET

Know It Alls Episode 5 is about the emigration of women to New South Wales beginning in 1848.Host: Adelaide. Kid: Luke. Adult: Carlo Ritchie. Museum: Hyde Park Barracks

1. Use a dictionary and the Internet to help you write the meaning of words used in Episode 5.

Immigration The process of moving to a new country.

Poverty

Famine

Depot

Domestic servant

05Women’s Depot

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2. Complete the 5Ws and 1H about the Earl Grey Scheme.

Who? What?

When? Where?

Why? How?

3. Writing as one of the Irish female emigrants, explain your decision to start a new life in the Colony of New South Wales.

4. Why were the female emigrants housed at Hyde Park Barracks?

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5. ‘In the six months it took from Ireland to here. Training and lessons went into high gear. Girls were taught maths, and to read and to write. To make them employable, and start them off right. With their ‘servant’s box’ ready, the women would wait For their future employer to walk through the gate. Once wages and terms of the role were agreed. A domestic servant she’d finally be.’

Writing as the same Irish female emigrant, describe your new life as a domestic servant in the Colony of New South Wales.

6. The space under the Hyde Park Barracks floorboards were home to an infestation of rats.

Write a short conversation between two Hyde Park Barracks rats about the objects that they have recently found and brought home to their nests.

7. Making history. Working with a partner, your task is to make a three minute multimedia presentation and archive box about female migration to Australia beginning in 1848.

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In the mid 1800s, Australian colonies had a shortage of WHAT?

True or False? Many items in the Hyde Park Barracks exhibitions

were recovered from rats’ nests.

Sharing its name with a type of tea was the WHAT scheme of assisted migration?

The word ‘girt’, which features in “Advance Australia Fair”, is an Irish or Gaelic word meaning ‘surrounds’.

What starting with ‘F’ caused millions of people in Ireland to

starve during the 1840s?

True or False? It took six months to sail from Ireland to Australia.

Which of these were NOT given to women migrating to Australia?

A. ClothingB. A songbookC. Discount travelD. Education

! SERIES ONE QUIZ QUESTIONSMake a set of Episode 5 Quiz Cards. Use the blank cards to add your own quiz questions and answers.

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Question 1

Question 2

Question 4

Question 3

Question 5

Question 6

Question 7

Question 9

Question 8

Question 10

! QUIZ ANSWERS

TRUE WOMEN

TRUE THE EARL GREY SCHEME

FAMINE

TRUE

B

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Answer 10 Answer 5

Answer 9 Answer 4

Answer 8 Answer 3

Answer 7 Answer 2

Answer 6 Answer 1

E p I s O d E $

Series OneEPISODE

! TEACHER NOTES

Focus: The Past in the Present. Key learning intention: Students will learn about education in the late nineteenth century.

Teacher resources: Episode 8 features exhibition material about education in the late nineteenth century at Rouse Hill Estate.

! STUDENT WORKSHEET

Know It Alls Episode 8 is about education in the late nineteenth century.Host: Marianne. Kid: Ollie. Adult: Danielle Walker. Museum: Rouse Hill Estate

1. Use a dictionary and the Internet to help you write the meaning of words used in Episode 8.

Slate A framed piece of slate stone used for writing.

Quill

Hessian

Tutor

Punishment

08Rouse Schoolhouse

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2. Would you have liked to be student at the Rouse Hill schoolhouse?

3. Writing as a Rouse Hill student from the 1880s, describe a typical day at school.

4. ‘In 1880, the government ruled That all kids from 6-14 must be schooled.’

Why did education become compulsory in 1880?

5. A punishment book was found under the floorboards at Rouse Hill schoolhouse when the building was being turned into a museum. Teachers would record the crimes and punishments of the students in the book. Use the Internet to research the consequences for students who broke school rules. Make notes in the space on the right.

Use your notes to make a page from the Rouse Hill schoolhouse punishment book. ©

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6. Imagine that you could time travel back to Rouse Hill schoolhouse in the 1880s, what would you tell the students from time past about how learning has changed?

To help you plan what you would say, complete the ‘Then and Now’ chart

7. Making history. Working with a partner, your task is to make a three minute multimedia presentation and archive box about being a child growing up in Australia in the late nineteenth century.

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Then

Now

What did the Government make compulsory in 1880?

True or False? The Rouse family children did not attend this school.

What would you have once found in the holes of the Rouse Hill school desks?

True or False? Rouse Hill School hosted a student versus teacher

ostrich race each year.

Students at Rouse Hill did most of their schoolwork on WHAT?

A. A plateB. A tabletC. A slate

What food starting with ‘B’ would you mostly find in a packed lunch

of a student at Rouse Hill?

Where was the ‘punishment book’ found when the schoolhouse was restored?

! SERIES ONE QUIZ QUESTIONSMake a set of Episode 8 Quiz Cards. Use the blank cards to add your own quiz questions and answers.

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Question 1

Question 2

Question 4

Question 3

Question 5

Question 6

Question 7

Question 9

Question 8

Question 10

! QUIZ ANSWERS

TRUE SCHOOLING FOR CHILDREN AGED 6 –14

TRUE INK

C

BREAD

UNDER THE FLOORBOARDS OF THE SCHOOLHOUSE

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Answer 10 Answer 5

Answer 9 Answer 4

Answer 8 Answer 3

Answer 7 Answer 2

Answer 6 Answer 1

E p I s O d E %

Series OneEPISODE

! TEACHER NOTES

Focus: The Past in the Present. Key learning intention: Students will learn about life in the Colony of New South Wales.

Teacher resources: Episode 9 features exhibition material about the life and times of the Rouse family at Rouse Hill Estate.

- https://sydneylivingmuseums.com.au/rouse-hill-estate/stories

- https://sydneylivingmuseums.com.au/stories/talk-of-the-town

! STUDENT WORKSHEET

Know It Alls Episode 9 is about life in the Colony of New South Wales.Host: Marianne. Kid: Sophie. Adult: Danielle Walker. Museum: Rouse Hill Estate

1. Use a dictionary and the Internet to help you write the meaning of words used in Episode 9.

EstateA large area of land with a large house owned by one person or family or organisation.

Toll

Kerosene

Free settler

Generation

09Rouse Family

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2. The Rouse family were free settlers

What were free settlers?

3. Six generations of the Rouse family have occupied Rouse Hill Estate from the early 1800s until the late 1990s.

Who were the original Rouse family?

4. What did you see as Sophie and Danielle scoured the Rouse Hill Estate for clues? What did you think? What did you wonder?

5. Use the ‘Then and Now’ chart to compare day to day life in the 1880s with day to day life today.

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Then

Now

YOUR NAME

6. Who was Margaret Catchpole? Why was she transported to Australia? Why did the Rouse family employ her as a domestic servant?

7. Making history. Working with a partner, your task is to make a three minute multimedia presentation and archive box about ordinary life in the Colony of New South Wales.

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Beginning with ‘T’, what was collected from people using Windsor Road?

How many generations of Rouses have lived at Rouse Hill Estate?

The single female servants slept upstairs but what building did the

single male servants sleep nearby?

True or False? Kathleen Rouse’s social life was so awesome that she moved to London during the war to launch

herself as an old fashioned influencer.

Bessie Rouse became well known as WHAT?

A. Livestock handlerB. Charity QueenC. Competitive hotdog eater

Before electricity, how was Rouse Hill Estate lit?

Name the ship that the Rouse family and Margaret Catchpole

travelled to Sydney on?

A. HMS HooliganB. NileC. RMS Queen Mary

! SERIES ONE QUIZ QUESTIONSMake a set of Episode 9 Quiz Cards. Use the blank cards to add your own quiz questions and answers.

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Question 1

Question 2

Question 4

Question 3

Question 5

Question 6

Question 7

Question 9

Question 8

Question 10

! QUIZ ANSWERS

6 TOLLS

TRUE THE STABLES

B

KEROSENE LAMPS and CANDLES

B

! QUIZ ANSWERS©

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Answer 10 Answer 5

Answer 9 Answer 4

Answer 8 Answer 3

Answer 7 Answer 2

Answer 6 Answer 1

E p I s O d E & '

Series OneEPISODE

! TEACHER NOTES

Focus: The Past in the Present. Key learning intention: Students will learn about life in the Colony of New South Wales.

Teacher resources: Episode 10 features exhibition material about the life and times of the Rouse family and the conservation of their estate at Rouse Hill Estate.

- https://sydneylivingmuseums.com.au/rouse-hill-estate/stories

- https://sydneylivingmuseums.com.au/stories/talk-of-the-town

! STUDENT WORKSHEET

Know It Alls Episode 10 is about life in the Colony of New South Wales.Host: Marianne. Kid: Calantha. Adult: Danielle Walker. Museum: Rouse Hill Estate

1. Use a dictionary and the Internet to help you write the meaning of words used in Episode 10.

GeorgianAn architectural style known for its symmetry.

Sandstone

Symmetry

Refurbishment

Antique

10Conservation

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2. The Rouse Hill Estate is in Western Sydney, on the land of the Dharag people.

Who were the traditional owners of the land now occupied by Rouse Hill Estate?

3. The original house at Rouse Hill Estate is an example of Georgian architecture.

Make a list of the features of Georgian architecture.

Why do you think Australia’s early settlers built houses in this style?

Behind one of the upstairs window shutters is a brick wall and not a window. Why?

Your task is to write a very short (and entertaining) story about the window shutter titled ‘The mystery of Rouse Hill Estate’ that might have once been told to curious visitors.

4. Use the ‘Then and Now’ chart to compare the house and its fittings with a modern home.

Then

Now

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5. Why do you think it is important to turn historic homes like Rouse Hill Estate into museums?

6. During the late 1800s, the Rouse family were known as breeders of fine racing and carriage horses. In his ballad ‘A Bushman’s Song’, Australian poet, Banjo Patterson wrote that there were no better horses than the ones that wore the ‘Crooked R’.

What was the ‘Crooked R’?

Who was Banjo Paterson?

Read ‘A Bushman’s Song’. What is the poem about?

7. Making history. Working with a partner, your task is to make a three minute multimedia presentation and archive box about ordinary life in the Colony of New South Wales.

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With which type of stone was the Rouse family house built?

Rouse Hill Estate is home to the oldest living WHAT?

A main feature of Georgian house design is symmetry. In keeping with this

style, what part of the house is fake?

True or False? As part of the conservation effort, organic material

such as paper and textiles were steam cleaned to banish any odours.

The oldest piece of furniture at Rouse Hill Estate is:

A. Four post bedB. Rocking chairC. Television

The Rouse family were renowned horse breeders. Their brand

was a crooked WHAT?

True or False? The Rouse family fortunes went from boom to bust.

Limited funds restricted renovations and contributed to the poor general

maintenance of the house.

! SERIES ONE QUIZ QUESTIONSMake a set of Episode 10 Quiz Cards. Use the blank cards to add your own quiz questions and answers.

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Question 1

Question 2

Question 4

Question 3

Question 5

Question 6

Question 7

Question 9

Question 8

Question 10

! QUIZ ANSWERS

COLONIAL GARDEN SANDSTONE

TRUE THE WINDOW SHUTTER

A

R

TRUE

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Answer 9 Answer 4

Answer 8 Answer 3

Answer 7 Answer 2

Answer 6 Answer 1

E p I s O d E ' &

SERIES TWO

Series TwoEPISODE

01 ! EPISODE SYNOPSIS

Sienna and award winning pastry chef Anna Polyviou visit the Museum of Sydney to learn about what was on the menu for the first European settlers.

! TEACHER NOTES

Focus: First Contacts Key learning intention: Students will learn about the role food played in the First Fleet.

Teacher resources: Episode 1 features exhibition material about first contacts at the Museum of Sydney.

• https://www.records.nsw.gov.au/archives/magazine/galleries/food-glorious-food

• https://www.abc.net.au/news/2018-07-29/what-did-sydneys-early-settlers-eat/10038296

• https://dictionaryofsydney.org/entry/phillips_table_food_in_the_early_sydney_settlement

• https://www.youtube.com/watch?v=7fGujzOmvpI

• https://sydneylivingmuseums.com.au/plant-your-history/arthur-phillips-gardener

FOOD

! STUDENT WORKSHEET

Know It Alls Episode 1 is about the role food played in the First Fleet. Host: Chenelle Kid: Sienna Adult: Anna PolyviouMuseum: Museum of Sydney

1. Use a dictionary and the Internet to help you write the meaning of words used in Episode 1.

Food sources

A plant, animal, bird or fish from which food is obtained.

Food practices

Ration

Native food

Farmed food

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2. The Museum of Sydney is located on the land of the Gadigal people.

Who are the Gadigal people?

4. What did they eat on the First Fleet?

6. What happened to the supply ship bringing more food supplies to the Colony of New South Wales?

3. What was the First Fleet?

5. Make a list of food supplies that the First Fleet brought to Australia.

7. You are a settler who arrived on the First Fleet and are living in the Colony of New South Wales.

Make a list of your weekly rations.

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9. MAKING HISTORY: Working with a partner, your task is to make a three minute multimedia presentation and archive box about what was on the menu for the First Fleet settlers.

How were the food supplies of the Gadigal people affected by the arrival of the First Fleet?

What did the First Fleet settlers learn from the Gadigal people about food sources and food practices?

8. What were the food sources and food practices of the Gadigal people at the time of colonisation?

Make a list of the farmed food that is part of your diet.

Make a list of the native food that you have added to your weekly menu.

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The colonists use of seafood led to the name of WHICH place?

How many years’ worth of food did the colonists bring to get them started?

A. Two B. Five C. Eight

True or false?

The livestock that escaped died in the wild.

What exotic fruits could be found in the Governor’s garden,

besides oranges and limes?

Why did the sheep struggle in their new surroundings?

Why did the British not like the taste of bread when they first

started growing crops?

What was it about Sydney soil that made it hard to grow the grain crops brought by the settlers?

! SERIES TWO QUIZ QUESTIONSMake a set of Episode 01 Quiz Cards. Use the blank cards

to add your own quiz questions and answers.

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Question 1

Question 2

Question 4

Question 3

Question 5

Question 6

Question 7

Question 9

Question 8

Question 10

! SERIES TWO QUIZ ANSWERS©

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THEY DID NOT HAVE WINDMILLS TO GRIND THE CORN. TOO SANDY

LEMONS

MANDARINS

GRAPES

STRAWBERRIES

THE HEAT

FALSE

FALSE

COCKLE BAY

Answer 10 Answer 5

Answer 9 Answer 4

Answer 8 Answer 3

Answer 7 Answer 2

Answer 6 Answer 1

E p I s O d E ' (

Series TwoEPISODE

02 ! EPISODE SYNOPSIS

Joe and award winning pastry chef Anna Polyviou expand their knowledge of the history of Sydney Cove and the first Government House at the Museum of Sydney.

! TEACHER NOTES

Focus: First Contacts Key learning intention: Students will learn about New South Wales’ first Government House.

Teacher resources: Episode 2 features exhibition material about at the Museum of Sydney.

• https://sydneylivingmuseums.com.au/stories/first-fleet-ships/ambition-and-adventure-early-life-arthur-phillip

• https://sydneylivingmuseums.com.au/stories/modelling-first-government-house

• https://sydneylivingmuseums.com.au/stories/firm-foundations

• https://sydneylivingmuseums.com.au/stories/demolished-first-government-house

• https://sydneylivingmuseums.com.au/stories/first-government-house-foundation-plate

• https://www.awe.gov.au/parks-heritage/heritage/places/national/first-government-house

GOVERNMENT HOUSE

! STUDENT WORKSHEET

Know It Alls Episode 2 is about New South Wales’ first Government House. Host: Chenelle Kid: Joe Adult: Anna Polyviou Museum: Museum of Sydney

1. Use a dictionary and the Internet to help you write the meaning of words used in Episode 2.

Governor A person who leads a government.

Government House

Gadigal people

Governor Phillip

Colonists

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2. The traditional owners of the location of the Museum of Sydney are the Gadigal people of the Eora Nation.

Locate the Museum of Sydney using Google Earth and Google Maps. Find images of this sight online.

Using your research, write a description of what you think this location looked like before the First Fleet arrived.

3. The Museum of Sydney is located on the site of the first Government House.

Imagine that you are Governor Phillip, explain why you think the site is suitable for the colony’s first Government House.

4. What you know as Circular Quay was once called Sydney Cove. The traditional owners know the location as Warrane.

Do you think we should use Aboriginal and Torres Strait Islander place names? Give your reasons why.

5. Complete a 5Ws and 1H chart about the first Government House.

* Who?* What?

* When?* Where?

* Why?* How?

Using your research, design a plaque that tells visitors to the Museum of Sydney about the first Government House. Use the space on the right to write the text.

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6. Arthur Phillip was the first Governor of New South Wales. What was his role?

Use your knowledge to write his job description.

7. Who was Bennelong?

Writing as Bennelong, describe your relationship with the First Fleet settlers.

8. In 1836, construction began on a new government house. Where is this government house located? Who was the first Governor of New South Wales to live in the new government house? Who lives there today?

9. MAKING HISTORY: Working with a partner, your task is to make a three minute multimedia presentation and archive box about.

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Which of these was not a reason the site was chosen for Government House?

A. Prominent position that commanded respect.

B. Close to the fresh water supply of the tank stream.

C. Close to public transport.

True or false?

The first nine governors of New South Wales lived in the first Government House.

Government House was the first building in Sydney to have more than one WHAT?

Who was Bennelong?What did the English colonists call the bay now known as Circular Quay?

What did the Gadigal people call Sydney Cove?

Before the foundations of the first Government House were uncovered in

1983, WHAT was the site used for?

! SERIES TWO QUIZ QUESTIONSMake a set of Episode 02 Quiz Cards. Use the blank cards

to add your own quiz questions and answers.

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Question 1

Question 2

Question 4

Question 3

Question 5

Question 6

Question 7

Question 9

Question 8

Question 10

! SERIES TWO QUIZ ANSWERS©

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WARRANE CARPARK

An Aboriginal man who was one of the first Indigenous Australians to

connect with the First Fleet settlers.SYDNEY COVE

ONE STOREY

TRUE

C

Answer 10 Answer 5

Answer 9 Answer 4

Answer 8 Answer 3

Answer 7 Answer 2

Answer 6 Answer 1

YOUR TURN TO BE THE KNOW IT ALLS!Your task is to create your own Know It Alls quiz. Work in a small group to complete all parts of the task.

* STEP 1: Choose a Sydney Living Museum from the following list:- Elizabeth Bay House- Elizabeth Farm- Justice and Police Museum- Meroogal- Susannah Place- The Mint- Vaucluse House

* STEP 2: Visit the museum online.

* STEP 3: Choose a subject featured at the museum as the focus of your Know It Alls quiz.

* STEP 4. Make an entertaining slides presentation about this subject. Try to use the information on the museum’s website. If you like, you might try to write in rhyming verse like the creators of Know It Alls! You can use other relevant websites. Make sure that

you provide your audience with the links to these websites and that the websites are ‘kid friendly’.

* STEP 5. Make a set of 10 quiz questions about the subject. Make sure that you have included the answers to the quiz questions in your slides presentation.

* STEP 6. Ask some of your peers to play your Know It Alls quiz.

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Question 10Question 5

Question 9Question 4

Question 8Question 3

Question 7Question 2

Question 6Question 1

! QUIZ ANSWERS

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Answer 10 Answer 5

Answer 9 Answer 4

Answer 8 Answer 3

Answer 7 Answer 2

Answer 6 Answer 1