Introduction - State Library...

Lesson 1: Background to the ExpeditionAimTo become familiar with the basic facts and background of the Victorian Exploring Expedition.

IntroductionThis lesson is designed to equip students with a basic understanding of the context and purpose of the Victorian Exploring Expedition. Students will gain an understanding of the main characters involved, the goals of the Expedition, and an outline of the events. This general information can be explored further if desired, by following themes such as colonial rivalry, exploration, and the growth of Melbourne.

In this lesson students will answer questions provided in Lesson 1 worksheet ‘Burke and Wills: the basics’, by researching the information on websites about the Expedition.

VELS & VCE outcomesLevel Domain Dimension Key connections5 The Humanities –

HistoryHistorical reasoning and interpretation

use a range of primary and secondary sources including visual sources that record features of the societies in their investigations

6 The Humanities – History

Historical reasoning and interpretation

identify, comprehend and evaluate a range of primary and secondary sources, including visual sources

Resources State Library of Victoria Burke and Wills website: http://burkeandwills.slv.vic.gov.au/ (access for

each student) Lesson 1 worksheet ‘Burke and Wills: the basics’ for each student

Learning process1. Introduce the topic in general terms. What was the Victorian Exploring Expedition?2. Distribute Lesson 1 worksheet ‘Burke and Wills: the basics’ and introduce the activity.3. Students use the website to research answers to the questions on the worksheet. Students could

work individually or in pairs. Allow students sufficient time to research the information and then answer the questions.

4. Class discussion. Focus on the questions below.

Discussion points Who were Burke and Wills? When did they live? Why should we care about them? Where did the Expedition go? What was the purpose of the Expedition? Did the Expedition achieve its goals? Was the Expedition successful? Why or why not? Should we remember these explorers?

Assessment suggestions Collect and assess work sheets. Assess students’ knowledge of the basics of the Expedition during the discussion. Students submit written justification for the success or otherwise of the Expedition.

Extension activities Create a timeline of other major events in Australia and the world around that time. Explore the history of Melbourne around the time of the Expedition. Write short biographies of significant members of the Expedition.

EXPEDITION: BURKE AND WILLS EDUCATION RESOURCE – STATE LIBRARY OF VICTORIA © 2010 LESSON PLANS PAGE 1

http://burkeandwills.slv.vic.net.au/

Lesson 1 worksheetBurke and Wills: the basics

Use the State Library of Victoria Burke and Wills website: http://burkeandwills.slv.vic.gov.au/ to research answers to the following questions.

1. What was the group that organised the Victorian Exploring Expedition?

2. How much money did they raise? How much was donated by Ambrose Kyte?

3. When did Victoria become a separate colony from New South Wales?

4. List at least four of the goals of the Expedition.

5. What kind of pack animal was used on the Expedition?

6. Who brought these animals to Australia?

7. Robert O’Hara Burkea. Where was he born?

b. What was his job before the Expedition?

c. What was his position on the Expedition?

d. How did he get this job with the Expedition?

e. How did he fare on the Expedition?

8. George Landellsa. Where was he born?




e. How did he fare on the expedition?

9. William John Willsa. Where was he born?





10. Ludwig Beckera. Where was he born?





11. Hermann Becklera. Where was he born?

b. What was his job before the Expedition?EXPEDITION: BURKE AND WILLS EDUCATION RESOURCE – STATE LIBRARY OF VICTORIA © 2010 LESSON PLANS PAGE 2





12. Who were the ‘sepoys’ and what was their role?

13. How many men in total were on the Expedition?

14. What equipment did they take with them?

15. Why did Burke argue with Landells?

16. What was a result of this disagreement?

17. Where did Burke first split the party?

18. Who was left in charge of the second group?

19. Who accompanied Burke onward?

20. Where did Burke split his party for the second time?

21. Why was Burke so anxious to move quickly?

22. Who did Burke take with him to the Gulf?

23. Did Burke reach the Gulf?

24. How long did the depot party wait for Burke to return?

25. What date did the depot party leave the depot?

26. What date did Burke arrive back at the depot?

27. What did Burke find there?

28. What did Burke decide to do?

29. What had happened to the relief expedition?

30. How did Burke relate to the Yandruwandha?

31. What food were Burke and his companions forced to rely on?

32. What was the problem with this food source?

33. When did Burke and Wills die?

34. Who was the only survivor of the Gulf dash?

35. How did he survive?

36. Where were Burke and Wills finally buried?


37. Lesson 2: Applications for leadershipENGLISH

AimTo explore the criteria used to select the leader for the Expedition.

IntroductionLeadership is a key issue in any collective endeavour, particularly in potentially life-threatening situations such as exploration. The Exploration Committee decided to take open submissions for the role of leader. An advertisement was placed in the newspaper. Over 700 applications were received for general positions, but only 14 for the leadership. One candidate was considered who did not submit a written application: the eminently well qualified, but sadly South Australian, Peter Warburton.

In this lesson students will read transcriptions of the original letters of application to the post of leader of the Expedition. The original letters are now in the State Library of Victoria collection. This activity allows students to engage with primary sources and to think about what qualities make a good leader.

VELS & VCE outcomesLevel Domain Dimension Key connections5 Communication interpret complex information and evaluate the

effectiveness of its presentationCivics and Citizenship Civic knowledge

& understandingidentify and discuss the qualities of leadership through historical and contemporary examples

6 English Reading read, view, analyse and discuss a wide range of informative and persuasive texts and identify the multiple purposes for which texts are createdexplain how texts are shaped by the time, place and cultural setting in which they are created

Writing compose a range of other texts

Resources Lesson 2 resource: letters of application for leadership of the Expedition

Learning process1. Set the scene. Outline the goals of the Expedition, and the decision to advertise for a leader.2. Students are to play the role of the Exploration Committee and select a leader for the Expedition.

Ask students to brainstorm what sort of person they should be looking for, and what they think are the important selection criteria for this position.

3. Distribute copies of the application letters to the students.4. Working individually or in small groups, students should produce a shortlist of applicants (no more

than four) who they think should be interviewed by the Exploration Committee for the position. They will need to justify their choices in terms of experience, qualifications and personal attributes.

5. Gather the class together and compare lists. Discuss. Were there any surprising choices, and why were these applicants chosen?

6. Compile a class shortlist of the most popular four applicants.7. Lead a discussion about why these candidates seem to be best suited.

Discussion points What qualifications would be suitable for this job? In what style were the applications written? (Note that Burke did not even write his own letter!) What details did applicants choose to include? Do these letters allow us to make good judgements about the applicants? Did some applicants damage their chances with a bad application?

Assessment suggestionStudents’ selection criteria and choices of applicants for interview can be assessed formally or informally for their understanding of the requirements of the Expedition.

Extension activities If the ideal person for this leadership job walked through the door, what qualities would they have?

Describe the ‘perfect’ candidate. Compare these leadership candidates with successful explorers from other expeditions in Australia

or around the world. What personal qualities did these explorers have?


Lesson 3: Expedition goalsENGLISH

AimTo build an understanding of the range of sometimes-conflicting goals of the Expedition.

IntroductionThe goals of the Expedition were shaped by many forces other than the scientific intentions of the Royal Society. Once public funding was involved, the stakes changed completely and the number of stakeholders increased. This greatly affected the decision making and the eventual fate of the Expedition. There was also of course a range of personal considerations that influenced decisions. Perhaps the best example is the choice of leadership. Warburton was without a doubt the best-qualified applicant, but he was a South Australian and it was a time of great inter-colony rivalry. Burke was a favourite of many powerful and influential men.

This lesson will include a discussion in which students play the roles of characters involved in the planning of the Expedition, and will debate the goals, leadership and equipment necessary for the Expedition.

VELS & VCE outcomesLevel Domain Dimension Key connections5 English Speaking and Listening use a variety of multimodal texts to support

individual presentations in which they inform or persuade an audience

Communication Listening, viewing and responding

consider their own and others’ points of view, apply prior knowledge to new situations, challenge assumptions and justify their own interpretations

6 English Speaking and Listening make effective use of the structures and features of spoken language to deal with complex subject matter in a range of situations

Resources Lesson 3 resource: Character descriptions. These can be cut up into single-role character cards.

Learning Process1. Introduction. Highlight the public nature of the Expedition, and the high level of public interest in it. 2. Distribute role cards. If there are any students who do not get a character, they should act as

Questioners. The Moderator’s and Questioners’ cards include the questions for discussion.3. Give students time to become familiar with their character. You could use name tags or find images

for added interest. Ensure that the Moderator understands the importance of their role to introduce questions, elicit responses and facilitate debate.

4. Introduce the procedure for the discussion. The Moderator should ask the questions and lead the discussion, assisted by the Questioners.

5. Try to allow the debate to evolve naturally. If necessary, encourage particular students to have a say, especially on issues where you know their character has a strong opinion.

6. Wrap up the discussion, and ask the Moderator to call for a final vote on the key questions.7. Discuss. How does this class discussion compare with the real discussions that would have

happened at the time? Did the class reach the same conclusions?

Discussion points What were the goals of the Expedition? What factors affected the decisions made about the Expedition? To what extent was poor decision making at the planning stage responsible for the problems the

Expedition encountered later?

Assessment suggestionsThe discussion could be used for a peer-assessment activity: consider who made the most of their role in the discussion, and who showed a real understanding of their character’s point of view and perspective?

Extension activities Find out more about the person your role is based on. Explore other major projects, current or historical, that seem to have suffered from poor planning.


Lesson 3 worksheetCharacter descriptions

NameRobert BurkePositionApplicant for Expedition leader What you wantThis expedition is a great chance for you to make your name. The first man to cross Australia will be famous, and quite possibly rich. Let’s face it, you’ve been getting a bit sick of being a country policeman. It doesn’t compare with the glamorous life you had as an officer in Europe. You really don’t care about the scientific goals of the expedition – it’s all about getting there and being the first. Those scientists just slow things down! You’d just as soon throw the scientific apparatus in the next creek. It’s all about the glory – for Victoria, and for yourself. Oh, you may never have been to the outback before, and maybe you get lost occasionally, but you’re brave, and you know how to command troops, and you have some important friends. You’re sure you’ll be fine.

NameLudwig BeckerPositionMember of the Royal SocietyWhat you wantYou love discovering things – you always have. You collect everything from shells to books to artwork. You were the first European to raise a lyrebird chick. You have traded with the Aborigines you meet on your trips to the bush. If anything, you’re a bit easily distracted. Where was I? Oh yes, the expedition! They will certainly need a scientific artist to record all the discoveries they will make on the way. The primary goal of the expedition is scientific discovery, after all! How exciting! Of course, the scientists on the expedition must be meticulous, and make sure their observations are perfect. They will need a full range of scientific equipment. This is for posterity! As to the leader, you think this Warburton sounds like a fine fellow. Oh, and camels! The only logical form of transport in the desert – they are native to desert regions after all. Yes.

NamePeter WarburtonPositionNominated for Expedition leader What you wantExploration is a tough thing. It requires discipline, planning and forethought. Otherwise you’ll end up dead. You’ve seen it happen. You’ve been in the outback, leading successful exploration expeditions for the South Australian government, and you know what it’s like. It’s important to travel light, and to travel smart. It’s impossible to anticipate every problem, so it’s better to just be flexible. You have already had to rescue one expedition. Benjamin Babbage moved far too slowly, and nearly died before you not only caught up and rescued him, but discovered even more than he had in his expedition. You have had some enquiries from the Victorians about leading their expedition, but you’re not convinced they’re taking it seriously enough. There are no experienced explorers associated with the expedition. Advertising for a leader in the newspaper was just about the last straw – a gentleman does not answer advertisements! It’s vulgar.

NameJohn StuartPositionSouth Australian explorerWhat you wantYou can do this, you know you can. You came close last time. You nearly died, sure, but you came close! This next expedition will be the one, you know it. You have had plenty of experience in the outback, and you know there are many ways it can kill people, from thirst to starvation to hostile natives. You’re pretty sceptical of the Victorians’ chances of a successful expedition – they know nothing about the desert. You’re not even sure how useful the camels will be. Horses have served you well in the past – they’re quick, reliable, and you know how they perform. You’ve always travelled light, relying on your wits rather than having a tool for every job. You are setting off very soon to finally cross the continent, and there will be no stopping you this time. The distinction of being first across the continent will be yours. Your route could even lay the grounds for a future telegraph line.


NameSir Henry BarklyPositionGovernor of Victoria (and President of the Royal Society of Victoria)What you wantAs Governor of the new Colony of Victoria, you naturally want to see your realm grow in size and in fame. Melbourne is already one of the fastest growing cities in the world, thanks to the gold rush. But for all of its wealth, Victoria has done little to advance the world of science. This expedition is a chance to really put Melbourne on the map! The South Australians have sent many expeditions into the outback, and Melbourne has not sent any. This will not stand! Victoria is the greatest colony in Australia, and this expedition will prove it. Being the first to cross the continent would bring real prestige to Victoria, and possibly a settlement on the north coast of Australia. This might lead to new land being opened to the Colony, and could eventually become a landing point for a telegraph line, which would be a great thing for Victoria. There is also the chance to make discoveries for the Royal Society as well.

NameJohn MacadamPositionSecretary of the Exploration Committee, Royal Society of VictoriaWhat you wantThe expedition is in many ways a fantastic opportunity for the Colony. The opportunities for scientific investigation are of course foremost in the minds of the members of the Royal Society, but there are so many more. The possibilities of new grazing lands certainly need to be considered, as does a permanent Victorian presence on the north coast. Luckily, budget should not be a problem, and the expedition will be very well equipped indeed. William Stawell has told you many good stories about this Burke chap, and he will therefore have your support for the position of leader.

NameAmbrose KytePositionProminent Melbourne businessmanWhat you wantYou came here with nothing 20 years ago, and now you’re one of the richest men in the Colony. Victoria has been good to you, and now’s your chance to give something back. You’ve kicked in a thousand pounds to equip this expedition. You really hope that this will help bring Melbourne some respect and some recognition around the world. There’s no reason for this expedition not to be the best equipped ever! Whatever the members need, they can have. Of course, if it happens that the expedition leads to a future telegraph line through Melbourne, this will certainly be good for business …

NameGeorg NeumayerPositionHead of the Melbourne ObservatoryWhat you wantYou came to Australia to pursue your scientific interests. As head of the Melbourne Observatory you have been able to make many important advances in knowledge of this new land. This expedition is of course a great chance to advance our knowledge of the interior of this continent. A fully equipped scientific expedition would be of incredible value for learning more about the natural history of Australia. It seems that some people are only interested in a race to the coast, but this is scientifically irresponsible! Such an expedition would have no time for proper scientific observations, sampling, collecting, labelling, illustrating and recording! It is vital that this expedition be as fully equipped as possible, and that it proceeds at a pace that is suitable for scientific investigation. In fact, you have someone in mind for the position of surveyor for the expedition: that lovely young man William Wills, who is your assistant at the Observatory. As for a leader, the Governor seems to favour this Burke fellow, and he seems quite suitable.

NameWilliam StawellPositionAttorney General of VictoriaWhat you wantYou have been an important man in this Colony for many years now, and you have been very happy to see it grow in size and wealth. In your government position, you were able to approve 6000 pounds for equipping the exploration party. This party will be the best equipped ever – it shall want for nothing. The exploring party will open up new land for grazing, and will establish Victoria as a presence in the centre of the continent. As it happens, you know a man from your club who would be perfect as the leader: Robert Burke. He is a forceful, dashing man, and of course a gentleman, meaning he knows how to lead.


NameGeorge LandellsPositionHorse merchant with contacts in IndiaWhat you wantYou have been shipping horses to Australia from India for years now. This expedition gives you the chance to do something really different. You know some camel traders on the Indian sub-continent, and apparently this expedition is keen to try using camels! You could import them yourself, at a slight mark-up, perhaps. Then they’ll also need to employ someone for the expedition who knows how to handle the animals, won’t they? Who will the best candidate be? Why, Master George Landells! Of course, while you’re over there, you’ll probably also need to hire some locals from the sub-continent to be the real experts. But still, imagine the opportunities this could bring for wealth and fame!

NameSir Richard Graves MacDonnellPosition Governor of South AustraliaWhat you wantHow funny that these Victorians think they’re explorers all of a sudden! They have no-one with any real experience, and they think that throwing all of that money from gold around is going to solve everything. As Governor of South Australia you have sponsored several expeditions into the interior, and you know how tricky they can be. You have every confidence that your man John Stuart will certainly reach the north coast first, bringing both prestige and hopefully the eventual telegraph line through to Adelaide.

NameGeorge SmithPositionEditor of The AgeWhat you wantWell, this will be interesting. Of course, as a newspaper editor, you love nothing more than a spectacle. And this will be a spectacle! It looks like this expedition is going to be a huge circus, not like the small expeditions run by people like John Stuart. Now there’s an idea – let’s make this a race between this Victorian expedition and Stuart! That will sell a few papers! Now if they do succeed, and they manage to make a telegraph link across the ocean to Melbourne, that would be a great thing indeed. The Age would have the news before any other paper in the colonies. No more following the Adelaide papers – we’d be a leader.

NameJohn BarrowPositionEditor of The South Australian AdvertiserWhat you wantThis will certainly be interesting. Of course, John Stuart will reach the coast first. The Victorians have no experienced explorers, and seem to think simply that money is the answer. No doubt the Melbourne papers will try to turn this into some sort of race. That’s fine. You know they’ll lose. As long as there’s a controversy, newspaper circulation will be up, and that’s the important thing after all.

NameJohn Bruce PositionProminent businessmanWhat you wantWell, there’s to be an expedition then, finally? Excellent. Any expansion of Victoria could lead to an expansion of your railway business in the coming years. In fact, any new business is good for you. And you know a very good candidate for the leadership too. Your friend Burke would be just the man. He’s from a very good family, and has experience in the army, so he knows how to command. You’ve been introducing him to your friends here in Melbourne. Hopefully he can make the most of it!


NameJohn Watson (Note: not a real person)PositionBusinessmanWhat you wantYou paid a few shillings into a fund to help supply the expedition, so you should have some say in how it runs, right? Well, they’ll need provisions, and your company sells horseshoes. Surely the expedition will need horseshoes, and you should be their supplier! Your best mate owns a stockfeed store, so he could supply food for their livestock. And you have a mate who makes saddles, and another who makes canvas tents. This expedition has the potential to be a great thing for business!

NameRoger Rogerson (Note: not a real person)PositionConcerned member of the publicWhat you wantYou have a great interest in exploration, and have read many books on the subject. You may not have much practical experience outside of the city, but that’s not really the point, is it? You think that the expedition should really be going form the north to the south, not south to north, so that the winds will be behind them, helping push them on!

NamePatrick O’Leary (Note: not a real person)PositionGold minerWhat you wantOh, this will be a grand old game! It’s going to be a race to reach the north coast first! You want to see Victoria really hand it to those crow-eaters from Adelaide, and rub their noses in it when they get there first. Ha! And would it not be grand to see an Irishman leading the expedition?

RoleModeratorAs the Moderator, you need to lead this discussion by introducing these key questions, encouraging responses from the various characters and facilitating the discussion and debate.

1. What should the goals of the expedition be? Put possible goals, such as these, in order of priority: Scientific research Finding a telegraph route Being the first to reach the north coast Opening up new land

2. What equipment should they take on the expedition? Should they travel light (and fast)? What vital supplies will they need? Should camels be used, or horses?

3. Who should lead the expedition? Burke, Warburton, or someone else? Why?

RoleQuestionerAs a Questioner, you need to assist the moderator to ensure that the discussion focuses on these questions:

1. What should the goals of the expedition be? Put possible goals, such as these, in order of priority: Scientific research Finding a telegraph route Being the first to reach the north coast Opening up new land

2. What equipment should they take on the expedition? Should they travel light (and fast)? What vital supplies will they need? Should camels be used, or horses?

3. Who should lead the expedition? Burke, Warburton, or someone else? Why?


Lesson 4: Burke as leaderENGLISH

AimTo identify the qualifications and personal qualities of Burke and explore the nature of leadership.

IntroductionThe choice of Burke as leader has been widely criticised ever since the time of the Expedition. Why then was he chosen? This lesson will examine some primary sources both supporting and condemning Burke. It will also examine his personality traits and how these influenced his strengths and failings as a leader.

VELS & VCE outcomesLevel Domain Dimension Key connections5 Civics and

CitizenshipCivic knowledge and understanding

identify and discuss the qualities of leadership through historical and contemporary examples

6 English Reading read, view, analyse and discuss a wide range of informative and persuasive texts and identify the multiple purposes for which texts are created


consider alternative views, recognise multiple possible interpretations and respond with insight

Resources Lesson 4 resource: The reputation of Robert O’Hara Burke

Learning process1. Set the scene. Even at the time, there were people who criticised the appointment of Burke. 2. Distribute the list of primary source comments and articles about Burke’s reputation. 3. Read the comments and articles through with students, or allow them time to read silently. Ask

students to note the sources of these quotes.4. Ask each student to write their own list of Burke’s positive and negative personality traits using the

information in the quotes. Are there any traits that don’t seem to be relevant to the leadership?5. Compile the students’ lists of traits to produce a class list. 6. Lead a discussion about Burke’s suitability as leader. How well suited does Burke seem to have

been to lead the Expedition? How important were his personal connections?

Discussion points Who wrote the comments in the primary source documents about Burke? Are the media portrayals of Burke balanced? How and why might these sources be biased? What makes a good leader? What traits of a good leader did Burke have? What traits of a good leader did Burke not have? What other factors affected the selection of Burke as leader?

Assessment suggestions Students write either an acceptance letter or a rejection letter to Burke in response to his

application. Students write a short essay on Burke’s suitability for the leadership.

Extension activities Students choose another famous explorer to research and contrast with Burke. Examine current or historical media profiles of famous and influential people. How do the articles

portray their subject?


Lesson 5: Orders to the Expedition officersENGLISH

AimTo examine the orders issued to the officers of the Expedition and explore them as a possible source of conflict.

IntroductionThe Committee issued extensive written orders to each of the officers employed by the Expedition, that is, to Burke, Wills, Becker, and Beckler. These instructions varied between being very detailed and fairly vague. If they had followed them to the letter, Wills and Becker in particular would not have had time to sleep!

The orders were also to some extent conflicting, with Burke’s being mainly concerned with forward progress, and those of the scientific officers concerned with detailed observations at every opportunity. Such conflicts arose from confusion about the broader goals of the Expedition. Landells, who was second-in-command at the start of the Expedition, had no official orders. His insistence that he was to have full control of the camels was a major source of tension between him and Burke. However, the orders were hardly followed to the letter. Burke was particularly guilty of this, having direct instructions to establish a depot on the Cooper, and then splitting his party 400 kilometres early at Menindee.

VELS & VCE outcomesLevel Domain Dimension Connections6 English Reading read, view, analyse and discuss a wide range of

informative and persuasive texts and identify the multiple purposes for which texts are created

Writing compose a range of other texts6 Communication Listening, viewing and

respondingidentify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication

Resources Copies of the orders to the officers of the Expedition. These are available from Burke & Wills Web:

http://www.burkeandwills.net.au/Instructions/index.htm

Learning process1. Introduction. Outline the roles of the officers of the Expedition and their duties.2. Distribute copies of the Expedition orders to the class. Either give the complete set to each student

or group, or give each student or group the orders for one of the officers.3. Students read and summarise the orders. What are the priorities for each officer, according to their

orders? Are there any specific instructions?4. Collate a class list of the instructions and indicate the priorities. 5. Class discussion. Do these orders seem to work well together? Are there any conflicts between

them? Based on what you know of the Expedition, how were these conflicts resolved?6. Activity. Students create their own list of instructions for the Expedition officers. The instructions

need to be reasonable, and to work well together as a set. This requires students to carefully consider the most important goals and priorities of the Expedition.

Discussion points Do you think that the orders issued to the officers were reasonable? Did the orders contradict each other? Did the officers follow the orders they were given? Did these orders end up being effective in the context of the events of actual the Expedition?

Assessment suggestion Assess the students’ own lists of instructions for the Expedition officers (from step 6 above) for their

understanding of the important goals and priorities of the Expedition.

Extension activities Examine Sarah Murgatroyd’s idea of ‘secret orders’ for Burke as outlined in The Dig Tree (2002).

Do you think that she makes a reasonable case for Burke having secret orders, or do you think he simply did what he thought was best?


http://www.burkeandwills.net.au/Instructions/index.htm

Lesson 6: Choosing the Expedition routeGEOGRAPHY

Aim To explore the practical and political issues involved with selecting a route for the Expedition.

IntroductionThere was debate at the time over the route that the Victorian Exploring Expedition should take. Much attention was given to Cooper’s Creek as a logical point to proceed from, but there were even disagreements about this. Once the Cooper was settled on as the departure point, debate continued. Should a ship meet the Expedition in the Gulf? Should they even start from the north and proceed south? Should they proceed as far as possible by steamer up the Murray and Darling rivers before striking out on their own?


GeographyGeographic knowledge and understanding

demonstrate knowledge and understanding of the characteristics of the regions of Australia and those surrounding it

6 The Humanities – Geography

Geospatial skills

accurately interpret information on different types of maps and photographs at a range of scales, and use map evidence to support explanations, draw inferences and predict associated outcomes

Resources Copies of a map of Australia from 1859, available from http://burkeandwills.slv.vic.gov.au/ Lesson 6 resource: Planning the route John Frizzell’s letter of application for the leadership role (in Lesson 2 resource) could also be

used. It includes his detailed case for a route from north to south. Online access to Google Maps (optional)

Learning process1. Introduction. The centre of Australia remained almost completely unknown by the continent’s

European population until the time of the Victorian Exploring Expedition. 2. Distribute copies of the 1859 map and the Lesson 6 resource articles about planning the route.

Allow time for students to absorb the information.3. Class discussion. How much of the continent of Australia was known at the time? Where were the

largest gaps in knowledge? What routes were proposed for the Expedition, and which was finally chosen?

4. Ask students to each plot on the 1859 map a possible route for the Expedition and consider the reasons for their choice. This activity could be done online and shared through a service such as Google Maps.

5. Presentations. Students present their proposed route and their reasoning.6. Class vote. Which of these routes would have been the best?

Discussion points What factors were important in choosing a route? What were some alternative route plans, and how practical were they? Did the Exploring Committee’s chosen route present the best possibility at the time?

Assessment suggestionAssess students’ suggested Expedition routes and their reasoning behind it.

Extension activities Why did early explorers think Australia had an inland sea? What merit did the alternative suggested Expedition routes have?



Lesson 7: Exploring the landscapeGEOGRAPHY

Aim To explore the landscape along the route of the Expedition in a visual and interactive way.

IntroductionThis lesson can be used as an introduction to the Expedition, or can be integrated with other lessons in this resource. Google Earth is an online interactive map of the earth, produced by Google. It shows many prominent landmarks, and can include overlays such as political borders and even street maps. Users can also produce their own plugins to overlay the globe with any information they wish. Paul Dorsey, a journalist working in Thailand, has produced an excellent Google Earth overlay about the Victorian Exploring Expedition. It is a rich source of information, and an excellent way to introduce the students to the Expedition, and in particular to the route taken and the landscapes encountered.

VELS & VCE outcomesLevel Domain Dimension Key Connections5 The Humanities –

GeographyGeospatial skills construct overlay theme maps using map conventions

of scale, legend, title, and north pointInformation and Communications Technology

ICT for visualising thinking

select and apply ICT tools and editing functions that support the filtering, classifying, representing, des-cribing and organising of concepts, issues and ideas


Geospatial skills accurately interpret information on different types of maps and photographs at a range of scales, and use map evidence to support explanations, draw inferences and predict associated outcomes

Information and Communications Technology


use a range of ICT tools and data types to visualise their thinking strategies when solving problems and developing new understanding

Resources Online access to Google Earth, with at least one computer between two students Google Earth plugin ‘Across Australia with Burke & Wills’ (KMZ file) by Paul Dorsey. Download the

plugin before the lesson: http://www.burkeandwills.net.au/Expedition_Map/google_earth.htm

Learning processMake sure you set aside some time to explore this resource yourself before introducing it to the students! The KMZ file will appear under ‘Temporary locations’ or (if pre-loaded) ‘Locations’ in your ‘Places’ tab. As you click on a waypoint, the map will zoom automatically to the location and mark it with a camel icon. A pop-up window displays related text and sometimes images. Each of the waypoints can be checked individually, showing a chronological outline of the Expedition’s progress and its history.

This online resource is a great way to start exploring the Expedition, but it is best to start by defining the structure of the activity and setting some expectations. Use these questions to guide the exploration:

1. What types of terrain and landscapes did the Expedition pass through?2. What landscape features have not changed much since the time of the Expedition?3. What landscape features have changed significantly?4. Choose a few points along the Expedition route. What human modifications to the landscape are

visible within 100m? Within 1000m? 5. Zoom in and out to see the landscape at different levels. What is the smallest thing you can see?

What large natural or introduced features can you clearly identify?6. Once you have completed the series of waypoints, zoom all the way out. How does the path of the

Expedition look on the scale of the continent? How does it look on a world scale?

Discussion points What can we learn from an interactive map such as this one? Does this map overlay improve your understanding of the physical elements encountered in the

Expedition?

Assessment suggestions Students create a quiz for other students about the Expedition route, or a part of the route. Students are assigned a section of the route to describe and present to the class.


Extension activitiesStudents could produce their own Google Maps overlay to give information about an area of their choice. Tools such as Google Map Maker (http://www.google.com/mapmaker Note that a Google account is required to save content.) and Aardvark Map (http://www.aardvarkmap.net/) can be used for this. Keen students could try the Google Earth maps overlay, which requires some experience with software coding.


http://www.google.com/mapmaker

Lesson 8: Climate zonesGEOGRAPHY

Aim To understand the range and variability of climates encountered by the Expedition.

IntroductionThe Expedition explorers travelled across a range of climate zones, experiencing conditions from torrential rain to searing heat. Despite the immense store of supplies at departure, they were in many ways ill-equipped to handle the climatic conditions they encountered. This was exacerbated by Burke abandoning most of the Expedition supplies in his haste to reach the coast before John Stuart’s expedition. The ‘race’ element of the Victorian Exploring Expedition also influenced the timing of Burke’s dash for the coast. Would leaving Cooper’s Creek at a different time of year have increased their chances of survival?

VELS & VCE outcomesLevel Domain Dimension Key connections5 The Humanities

– GeographyGeographic knowledge and understanding

demonstrate knowledge and under-standing of characteristics of the regions of Australia and those surrounding it


ICT for visualising thinking select and apply ICT tools and editing functions that support the filtering, classifying, representing, describing and organising of concepts, issues and ideas


Geospatial skills accurately interpret information on different types of maps and photographs at a range of scales; use map evidence to support explanations, draw inferences and predict associated outcomes


ICT for visualising thinking use a range of ICT tools and data types to visualise their thinking strategies when solving problems and developing new understanding

Resources Climate map of Australia: http://www.bom.gov.au/climate/environ/travel/map.shtml, and travel tips

for each zone: http://www.bom.gov.au/climate/environ/travel/. More detail on specific weather stations can be found at: http://www.bom.gov.au/climate/data/index.shtml

Map of the Victorian Exploring Expedition route (online or printed) with dates at various locations.

Learning process1. Introduce the route of the Victorian Exploring Expedition and the concept of climate zones. 2. Students are to observe the path taken by the Expedition and identify different climate zones it

passed through.3. Using the Bureau of Meteorology websites, students describe the characteristics of each climate

zone, including temperature, rainfall and humidity. Find detailed data about a specific site within each zone, as close as possible to the route. Good sites include Birdsville, Burketown, Cloncurry, Bedourie, Boulia, Moomba, Tibooburra, Menindee, Swan Hill, Bendigo and Wallan.

4. Use data on location and time of year to work out what conditions would have been like as the Expedition passed through. Would conditions have been more favourable in these regions at other times of year?

5. Class discussion. Should they have travelled at a different time of year? If so, why didn’t they?

Discussion points What climate zones did Burke and Wills encounter in their travels? Were they travelling at an appropriate time of year? Could travelling at a different time have improved their chances of survival?

Assessment suggestionAssess students’ participation in the discussion or their written descriptions of the climate regions.

Extension activities Examine the climatic conditions along other routes that the Expedition could have taken. Explore how other expeditions have dealt with the climatic conditions encountered. Examine the effects of extreme climates on the human body.


http://www.bom.gov.au/climate/data/index.shtml

http://www.bom.gov.au/climate/environ/travel/

http://www.bom.gov.au/climate/environ/travel/map.shtml

Lesson 9: Telegraphic communicationsHISTORY

Aim To understand how politics and economics of new telegraphic communications influenced the Expedition.

IntroductionOne of the main motivations for the Victorian Exploring Expedition was to find a route inland from the north coast of Australia for the telegraph. The use of telegraphic communications was exploding around the world at the time, with most European cities and several colonial capitals already connected. Telegraph lines were beginning to extend across the British Empire, and early attempts at a transatlantic cable were underway.

A telegraph link to Australia seemed inevitable, but where would it run? New South Wales favoured a route across the Pacific, but no undersea line of that length had ever been attempted. South Australia supported a route across the continent, then by sea to Java. Victoria saw it as an opportunity to supplant Adelaide as the main colonial news hub. Prior to the arrival of the telegraph, all news from England and the rest of the world had come to Australia by ship, taking weeks or months. Adelaide was the first port of call for most ships from Europe, as they had come around Cape Horn and across the Indian Ocean. This meant most news arrived in Adelaide first before being sent on to the other colonies. In an era of increasing worldwide connections and trade, the advantages of being the continent’s telegraph hub were apparent to all.

VELS & VCE outcomesLevel Domain Dimension Key connections6 The

Humanities – History

Historical knowledge and understanding

analyse events which contributed to Australia’s social, political and cultural development

analyse changes in technology, medicine and communication

Resources Maps of Australia and maps of the world (atlases would suffice – one per student or in pairs) Lesson 9 resource: Development of telegraphy timeline worksheet

Learning process1. Introduce the idea of the telegraph as a new means of communication.2. Telegraphy timeline. Distribute Lesson 9 resource worksheets and allow students time to complete.3. Examine the worldwide spread of telegraphy over time. Put the Victorian Exploring Expedition in

the context of this timeline. 4. Outline the state rivalry over the choice of landing place for the telegraph line.5. Class discussion. Why would a city want to host the telegraph link?6. Using the world maps, examine possible telegraph routes to Australia. Ensure that students pay

attention to the practical implications of features such as landforms and lengths of ocean crossings.7. Using the maps of Australia, examine possible routes across the continent. 8. Class discussion. Which of the suggested routes would be the most practical?9. Wrap-up. How important was scouting an overland telegraph route as a goal for the Expedition?

Discussion points What was the telegraph? How had news previously come to Australia? Why were particular cities anxious to be the first port of call for the telegraph? What superseded the telegraph? How do we now communicate across long distances?

Assessment suggestions Students peer-assess in the class discussion about choice of telegraph routes. Collect students’ work on possible telegraph routes and assess their choices for plausibility. Assess students’ telegraphy timeline worksheet activity.

Extension activities Research a detailed history of telegraphic communications. Investigate the technology of telegraphy. Make a comparison of the technology of telegraph cables and modern fibre optics. Explore the communications revolution that was inspired by telegraphy. Research the history of the Australian overland telegraph. Find out about the history and use of Morse Code.


Lesson 9 worksheetDevelopment of telegraphy timeline

Unscramble this history of long-distance communication and put the sequence of events in chronological order.

1861 Transcontinental telegraph links the east and west coasts of the United States of America (New York to San Francisco)

1860 Victorian Exploring Expedition sets out to cross the Australian continent

1839 World’s first commercial telegraph, 21 km in length, in Britain

1653 English Royal Navy uses flags to send coded messages between ships

1870 9,158,000,000 telegraph messages sent in the United States of America within a year

1858 (October) Melbourne and Sydney linked by telegraph

1802 Early electrical telegraph design, using one wire for every letter. This was very slow and impractical.

1860–61 The Pony Express carries mail across the United States of America. Soon superseded by the telegraph.

1877 Perth and Adelaide linked by telegraph

1838 Samuel Morse and Alfred Vail (USA) develop Morse Code: a practical way to transmit messages by telegraph

1845 Much of Britain connected by telegraph by this time

1870 India connected to Britain by telegraph

1833 1 km length of telegraph built in Germany from Gottingen Observatory to the Physics Institute

1856 First transatlantic cable from Europe to America, but the cable broke after a few days

1902 Telegraph across Pacific Ocean completed

1792 Semaphore system set up in France by Claude Chappe

1858 (July) Melbourne and Adelaide linked by telegraph

1872 Australia connected to international telegraph network at Darwin. Cable then runs across the continent to Adelaide

1850 First telegraph link between England and France

Prehistoric times Signal fires, drums and horns used to communicate over long distances

1866 Successful transatlantic cable links Europe and America

405 BC Ancient Greeks use reflections of the sun from polished shields to send messages during battles

1862 John Mcdouall Stuart successfully crosses Australia south to north. His route is later used by the telegraph.

1854 Australia’s first telegraph line links Melbourne and Williamstown

1861 Sydney and Brisbane linked by telegraph


Key

Semaphore: a system of codes based on the position of poles and flags on visual signal towers Requires clear weather for visibility Needs stations no further than 30 km apart Equipment bulky and needs several people to operate each station Transmission rate is slow: 2 words per minute at the most Very expensive to build and maintain stations and send messages

Electrical telegraph: a way of sending messages by electrical signals carried through wires Not easily affected by weather conditions Signals can travel hundreds of kilometres Only one operator required at each end Transmission rate is 30 or more words per minute (using Morse code). The world record is

72 words per minute. Although expensive to build, sending messages became very cheap.

Morse code: a code of patterns of dots and dashes representing letters, numbers and symbols The dots and dashes are represented by short and long sounds transmitted by electricity flow Allows fast transmission of information


Lesson 10: The cameleersHISTORY

Aim To understand the role the cameleers played not only in the Expedition, but also in bringing new cultural practices.

IntroductionWith the decision to import camels for use on the Victorian Exploring Expedition, it also became necessary to bring in expert handlers to care for them. George Landells brought 24 camels from India to be used on the Expedition and for a breeding program. The cameleers of the arid regions of northern India, Pakistan and Afghanistan had centuries of experience in using camels as pack animals. The cameleers who came to Australia, many of whom were Muslim, brought their own religious faiths and practices with them.

There were four cameleers who set off with the Expedition. One man, Samla, left after two days as he was a Hindu and unable to eat the beef rations. Esau Khan was discharged ill at Swan Hill. Paradoxically, Burke chose to leave Belooch (whose religion, according to Becker, was Parsi) behind at Menindie, and then Dost Mohammed at Cooper’s Creek, and rely on John King’s experience working with camels as a military officer in India. It is an open question whether a more experienced cameleer would have made a difference to the fate of the party.

Cameleers, later often called ‘Afghans’ regardless of their national origin or ethnicity, went on to play a major role in the early days of exploration of the outback. Their role in the history of opening up the outback was for a long time largely ignored.

VELS & VCE outcomesLevel Domain Dimension Key connections6 The

Humanities – History

Historical knowledge and understanding

analyse events which contributed to Australia’s social, political and cultural development


Geospatial skillsaccurately interpret information on different types of maps and photographs at a range of scales, and use map evidence to support explanations, draw inferences and predict associated outcomes

Civics and Citizenship Civic knowledge and

understanding

explain the development of a multicultural society

Resources Map of British India and surrounds in 1860 (e.g. http://www.davidrumsey.com/maps2886.html) Maps showing the demographics and climate regions of India (e.g. a current atlas, or websites

such as http://en.wikipedia.org/wiki/File:Muslim_percent_1909.jpg and http://en.wikipedia.org/wiki/File:Indiahills.png)

Profiles of the cameleers and images of William Strutt’s portraits of cameleers and their equipment, from the State Library of Victoria Burke and Wills website http://burkeandwills.slv.vic.gov.au/

Basic background information about Islam (e.g. http://www.bbc.co.uk/religion/religions/islam/practices/fivepillars.shtml)

Learning process1. Explain the need for having cameleers to handle the camels on the Expedition. 2. Distribute the materials and allow students time to examine the profiles and images of the

cameleers and the information about Islam. 3. What is a sepoy? What is the origin of the word? What were cameleers later known as?4. Class discussion. How would the people of Melbourne have responded to the cameleers? How

would the cameleers have reacted to the people of Melbourne?5. Class discussion: the cameleers’ origins. Show the map of 1860s India and surrounds. What parts

of the sub-continent did the cameleers come from? Why? What is the predominant religion in this area?

6. Class brainstorm. What do you know about Islam? What aspects of the faith would have been difficult to practise in Australia in the mid-19th century?

7. According to Becker, Belooch’s religion was Parsi. Do you know anything about this religion?

Discussion pointsEXPEDITION: BURKE AND WILLS EDUCATION RESOURCE – STATE LIBRARY OF VICTORIA © 2010 LESSON PLANS PAGE 19

http://www.bbc.co.uk/religion/religions/islam/practices/fivepillars.shtml


http://en.wikipedia.org/wiki/File:Indiahills.png

http://en.wikipedia.org/wiki/File:Muslim_percent_1909.jpg

http://www.davidrumsey.com/maps2886.html

What present-day countries are included in the area that was covered by ‘British India’? What part of this region did the cameleers come from, and what is the prevalent religion there? What other countries did cameleers come from? Why were the cameleers important to the Expedition? What particular difficulties would these men have faced on the Expedition?

Assessment suggestionStudents write diary entries or letters from the perspective of the cameleers. How do the cameleers they find life in Australia? How do they get along with the locals?

Extension activities Research the history of Muslim cameleers in Australia. What role did these men play in opening up

the Australian outback? If possible, visit the exhibition Australia’s Muslim Cameleers that has been touring Australia, or refer to the catalogue of the exhibition, by Philip Jones and Anna Kenny (2007) (see bibliography).

Find out more about the religion of Islam. What difficulties would the cameleers have faced in Australia?

Investigate the Parsi religion. Some information can be found at http://en.wikipedia.org/wiki/Parsi When and on what grounds was India divided? What consequences have followed from the

partition of India?


http://en.wikipedia.org/wiki/Parsi

Lesson 11: Contact with Indigenous peoplesHISTORY

Aim To observe the nature of the contact between members of the Expedition and the Indigenous people they encountered.

IntroductionThe various parties of the Expedition had different types of contact, both positive and negative, with the Indigenous peoples of the areas they travelled through. The nature of these communications was naturally shaped by the personalities as well as the culture of those involved.

In this lesson students will read and assess accounts of contact with Indigenous people written by members of the Expedition.


HistoryHistorical knowledge and understanding

evaluate the impact of colonisation on Aboriginal and Torres Strait Islander communities


identify, comprehend and evaluate a range of primary and secondary sources



Resources Extracts of journals written by the explorers, which include records of contact with Indigenous

peoples, from Burke & Wills Web: http://www.burkeandwills.net.au/Journals/index.htm. Look under ‘Explorer's Diaries & Journals’.

Lesson 11 resource: Indigenous contacts record worksheet

Learning process1. Introduction. The Expedition travelled through the lands of a number of Indigenous peoples, and

the explorers had a range of different sorts of contact with them.2. Distribute the Lesson 11 Indigenous contacts record worksheet. Using the explorers’ journal

extracts from the Burke and Wills website, students find information about their contact with Indigenous people and complete the contacts record sheet. For speed, they could search for the words most commonly used to refer to the Indigenous people, such as ‘black’ and ‘native’. Students could be assigned different sections of the website to research, but note that some entries are much shorter than others.

3. Compile class information so that students can add to their worksheet information found by others.4. Discussion. Did different individuals have different sorts of interactions? What factors affected the

types of interactions?

Discussion points What types of contact did members of the Expedition have with Indigenous peoples? How did the Indigenous locals react to the Explorers? How much did the explorers learn from the local Indigenous people? What else could they have

learned from them? Did the explorers make any attempts to understand the cultures they encountered? How successful

were they? How were these encounters shaped by the personalities of the individual explorers?

Assessment suggestions Assess the Indigenous contacts record worksheets. Informally assess students in the class discussion.

Extension activities Compare the encounters with Indigenous people on the Burke and Wills expedition with those of

other Australian explorers, such as Ludwig Leichhardt, Charles Sturt or John Stuart. Expanded project on attitudes toward the Indigenous people of Australia at the time of the

Expedition.


http://www.burkeandwills.net.au/Journals/index.htm

Lesson 11 worksheetRecord of contact between explorers and Indigenous people

Contact:participants, date

and place

Main purpose of contact

Who initiated

the contact?

Outcomes of the contact (positive, negative or neutral)

For the explorers For the Indigenous people


Lesson 12: Indigenous perspectivesHISTORY

Aim To gain an understanding of Indigenous cultural perspectives, and the importance of oral and folk histories.

IntroductionWe have many surviving written records from the explorers in the Expedition, but there are few accounts of the events from Indigenous peoples’ perspectives. Indigenous cultures have oral traditions of story-telling, but oral histories that have been passed down through generations are often overlooked.

This lesson introduces some Indigenous perspectives of the Expedition. It focuses in particular on the Yandruwandha people, who spent four months in close proximity to William Brahe, the leader of the depot party, at the Cooper’s Creek depot, and later saved the life of John King after the deaths of Burke and Wills.

VELS & VCE outcomesLevel Domain Dimension Key connections6 History Historical knowledge and

understandingevaluate the impact of colonisation on Aboriginal and Torres Strait Islander communitiescompare different perspectives about a significant event


recognise that in history there are multiple perspectives and partial explanations



Resources Lesson 12 resource: Indigenous perspectives: a Yandruwandha story Video on Youtube: Burke and Wills Expedition – The Yandruwandha Perspective with Gloria

Paterson, an Elder from the Yandruwandha community http://www.youtube.com/watch?v=x5ryfQdeZpc

Video on Youtube: Burke and Wills – Interview with historian Tom Gara http://www.youtube.com/watch?v=9KccP9_gCss

Learning process1. Introduce the Yandruwandha people and their interactions with members of the Expedition.2. Distribute Lesson 12 resource: Indigenous perspectives: a Yandruwandha story. Allow time for

students to read. Note that this is an interpretation of their story, created from information in a secondary source (Tolcher, Seed of the Coolibah, 2003).

3. Class discussion. What did you learn from this story about the Yandruwandha? How is this view of the Expedition different from the ‘official’ one? Did anything surprise you?

4. View the video interview with Gloria Paterson who is an Elder from the Yandruwandha community.5. Class discussion. What did you learn about Gloria Paterson’s culture? What is important to her?

What became of her people after the time of the Expedition? Why are videos like this important? What do they add to our picture of history?

6. View the Youtube video interview of historian Tom Gara.7. Class discussion. What is this professional historian’s perspective on the story? Why do you think

historians try to understand a range of perspectives on events like this?

Discussion points How can historians represent the stories of cultures that have left no written record? Why is it important to at least attempt to do this?

Assessment suggestions Written response to the story about the Yandruwandha. Did it change your understanding of

possible Indigenous perspectives of the Expedition? Written response. Why is it important to understand various perspectives of an historical event?

Extension activities Find out about projects designed to preserve oral traditions around the world. Investigate Indigenous cultural resources in your area. Examine the history of ways that Indigenous stories have been represented in Australia.


http://www.youtube.com/watch?v=9KccP9_gCss

http://www.youtube.com/watch?v=x5ryfQdeZpc

http://www.youtube.com/watch?v=x5ryfQdeZpc

Lesson 12 resourceIndigenous perspectives: a Yandruwandha story

Note: The following is a modern interpretation of the perspective of a fictional mid-19th-century Yandruwandha person, written for this education resource (based on information from Tolcher, Helen M, Seed of the Coolibah: A History of the Yandruwandha and Yawarrawarrka People. Adelaide: HM Tolcher, 2003).

The Mura muras walked here. The Creation beings, in the Dreamtime. Our songs tell us their stories. Each mardu holds the songs of its totem, tells us where they walked, and what they did. They made the land as they walked: the waterholes, the stony land, the sand dunes. They became the landscape, and the animals and plants.

It was your uncles, your mother’s brothers, who taught you of your mardu. Your rights and your responsibilites. The secret songs and the ceremonies. The land and the law. You take your mardu from your mother, as everyone does. All mardu are either Kulpurru or Thinnawa. Kulpurru can only marry Thinnawa. This is just one of the rules that govern who you can talk to and associate with. Each mardu is the custodian for a part of the land. Their ceremonies preserve and renew the land, the wildlife, and the people.

Your people move often, from camp to camp and waterhole to waterhole. This is important, because it means no place is exhausted of food, and your travels follow the paths of the mura muras, renewing them. Everywhere you travel, you know the local resources, from water sources to rock quarries to where yams grow to the best hunting sites.

You have helped your relatives to make wells in the rocky country, by heating rocks in a hollow then pouring in cold water so the rock cracks, making the hollow deeper. Some of these wells are deeper than a man is tall. Sometimes you need to carry water, when it is very dry. If water runs out, it is very bad. You have to take good care of your water.

There is plenty to eat here, most of the time. Kangaroos you hunt with spears or boomerangs. Fish and ducks you catch with nets, and you catch yabbies and mussels by hand. Emus are tricky. You hide yourself under some bushes and then blow a bone whistle to attract their attention. When they come to see what made the noise, you smash them on the head with a boomerang. Smaller animals are tasty too: lizards, snakes, rats, bandicoots, birds, frogs and mice. Your wife gathers grubs and plants: yams, saltbush, portulac, nardoo, coolabah seeds, fruits like native pear and plum bush, pepper grass, beans and seeds of many different types. Some of these have to be prepared in special ways by roasting or rinsing them or they will make people sick when they eat them. Sometimes she finds honey or sweet nectar as well. You are always very careful not to take all of the plants or animals from a campsite, so that the next time you come here you can still eat. If there are still edible seeds left when you are ready to move to your next campsite, your wife will store them in a mud-lined container for later. Sometimes, if the drought goes on too long, food can be very hard to find.

Because you move so much, you always travel light. You generally make tools as you need them, and you know how to make plenty. Axes, knives, spears, straight or with barbs to stick in flesh, nets in a range of different designs for catching different types of fish, different nets again for stringing over water to catch ducks, several types of boomerangs, clubs, shields, sword-clubs shaped like long boomerangs, bone needles, and water bags made from the whole skin of a kangaroo. As a man, making fire is your job too. One of the few things you always have with you is your fire-making kit. Your wife makes string bags, digging sticks, wooden dishes, and other tools she needs to gather food, as well as toys for the children. You work with her to build and repair the wurleys you sleep in. Most of the time, all you wear is a string belt. On the cold nights, you sleep under rugs made from kangaroo skin.

Some things you can’t get locally. Red ochre and hard stone for grindstones comes from hundreds of kilometres away to the south, and pitchery, the dried leaf that men chew, comes from as far to the north. The best spears come from the east, and hardwood for boomerangs from the EXPEDITION: BURKE AND WILLS EDUCATION RESOURCE – STATE LIBRARY OF VICTORIA © 2010 LESSON PLANS PAGE 24

west. These things are passed between groups when they meet for major ceremonies. On these occasions hundreds of people gather together in the same place, to trade, to arrange marriages, and to share stories.

For years now you have heard stories of the new people. They came to Kinipapa once before, when you were too young to remember. Some people thought they were spirits, but they soon saw they were just humans, even though they were strangely pale. They brought gifts, as guests on our land should, and we showed them hospitality, as hosts should. Soon enough they moved on, as guests must.

But now, new strangers have arrived. They did not sit and wait to be met and greeted at the edge of our land, as guests should. They seemed upset when we met them with the traditional questions that we ask of guests, and knew none of the answers, in speech or even in the sign language that travellers use. Nevertheless, we brought them gifts of fish as hosts should. They don’t seem to know very much: they don’t fish, they can’t hunt – they seem to carry all of their food with them, and they refuse to share it, which would be only fair as they are guests here. Their giant animals drink the water and eat the plants.

There is another problem too. They look like they plan to stay.


Lesson 13: Why camels?SCIENCE

Aim To investigate the physiological adaptations of camels for life in the outback, and the place of camels in Australia as an introduced species.

IntroductionThe Victorian Exploring Expedition saw the first use of camels for exploration of the interior of Australia, even though camel use had been considered before, and there were already some camels in the country. The arrival of camels in Melbourne for the Expedition caused something of a sensation, and many people came to see them in their stables, first at Parliament House, and later at Royal Park. They played a major part in the confidence of many people in the success of the Expedition. The camels did indeed perform well on the Expedition, although Burke may have expected too much from them, and he even dismissed most of his camel experts before his dash to the Gulf. The suitability of the camel to the Australian environment is evident from the long existence of a feral camel population in outback Australia.

VELS & VCE outcomesLevel Domain Dimension Key connections5 Science Science knowledge and

understandinganalyse what is needed for living things to survive, thrive or adapt, now and in the future

6 Science Science knowledge and understanding

explain how the coordination and regulatory functions within plants and animals assist them to survive in their environments

Resources Lesson 13 resource: Treatment of camels Wiliam Strutt’s camel illustrations, which can be viewed at:

http://www.sl.nsw.gov.au/discover_collections/history_nation/exploration/strutt/strutt-album.html Video about camels on Youtube: BBC wildlife ‘Australian animal mating rituals: camel seduction in

the outback’: http://www.youtube.com/watch?v=WdnPQrqniIE A selection of book and online resources on the physiological adaptations of camels to arid

environments, such as: http://www.vtaide.com/png/camel-adaptations4.htm and http://en.wikipedia.org/wiki/Camel

Learning process1. Introduction. The use of camels on the Expedition.2. Distribute Lesson 13 resource: Treatment of camels, and copies of Strutt’s illustrations of camels3. Class discussion. Why were camels used on the Expedition? What would have been used

previously? What can we learn form Strutt’s drawings? How is the camel equipment different from a horse saddle and bridle?

4. Using the resources above, students find and list at least five adaptations that camels have to life in arid environments.

5. Class discussion. Discuss the information found on camel adaptations to arid environments.6. Show the two videos about camels. Discuss the current impact of camels on the outback.7. Given the suitability of camels for the work, why was the expedition still unsuccessful?

Discussion points Why did the expedition take camels? What adaptations do camels have for life in the desert? How did the use of camels fail in the overall scheme of the expedition goals?

Assessment suggestionStudents create a poster with a camel illustration that highlights the camel’s adaptations for arid environments and their suitability for the Expedition.

Extension activities Find out about the current camel population in Australia. Possible topics include the export of

camels to the Middle East, and problems with feral camels. Research the history and current use of camels in the Middle East.


http://en.wikipedia.org/wiki/Camel

http://www.vtaide.com/png/camel-adaptations4.htm

http://www.youtube.com/watch?v=WdnPQrqniIE

http://www.sl.nsw.gov.au/discover_collections/history_nation/exploration/strutt/strutt-album.html

Lesson 14: Celestial navigationSCIENCE

Aim To understand scientific navigational techniques used to determine position on the Earth’s surface.

IntroductionPrior to his promotion to the position of second-in-command, William Wills had been employed as a surveyor for the Expedition. This role was vital, as he was in charge of navigation and producing the maps. Wills was responsible for observing and describing the landscape as they went, and for taking latitude and longitude readings. These observations took up a large part of his time, and he kept meticulous records until just days before his death.

Wills plotted the Expedition’s position using two main methods. The first was simply dead reckoning: you can plot your current position in relation to your known starting point and the distance travelled. As this system isn’t always accurate, he also used celestial navigation. The principle of celestial navigation is a simple one: since the stars can be seen from anywhere, you can deduce your position by comparing what you see to that in a known location. However, the practice of this technique is a good deal more complex. This lesson provides a basic introduction to the principles of this technique.

VELS & VCE outcomesLevel Domain Dimension Key connections5 Science Science at work make and use models and images from computer

software to interpret and explain observationsInformation and Communications Technology


select and apply ICT tools and editing functions that support the filtering, classifying, representing, describing and organising of concepts, issues and ideas

6 Science Science at work describe the science base of science-related occupationsInformation and Communications Technology


use a range of ICT tools and data types to visualise their thinking strategies when solving problems and developing new understanding

Resources Lesson 14 worksheet: Calculating latitude and longitude Access to website: Longitude/LatitudeDemonstrator

http://astro.unl.edu/classaction/animations/coordsmotion/longlat.htmlor http://astro.unl.edu/naap/motion1/tc_both.html

Access to website: Rotating Sky Explorer http://astro.unl.edu/classaction/animations/coordsmotion/celhorcomp.html

Learning process1. Outline the importance of navigation for exploration.2. Demonstrate how latitude and longitude work using Lesson 14 worksheet and the above websites.3. Introduce techniques of navigation, including celestial navigation.4. Students complete Lesson 14 worksheet: Calculating latitude and longitude5. Class discussion. Longitude was very difficult to determine before advanced clocks were built.

Discuss problems with determining longitude, and the accuracy of chronometers. 6. Latitude. Using diagrams and the websites, demonstrate the technique of using stars to determine

distance from the equator.

Discussion points Why is determining position important for explorers? What is the system used for plotting points on the surface of the earth? What methods did Wills use to determine their position during the Expedition? How does the position of celestial bodies allow you to determine your position on the earth?

Assessment suggestion Collect and assess the worksheets.

Extension activities Explore the history of longitude. See Dava Sobel’s book Longitude (1995) and the television

program Longitude (ITV 1999) Investigate navigation methods used by other cultures, such as those of Polynesians.


http://astro.unl.edu/classaction/animations/coordsmotion/celhorcomp.html

http://astro.unl.edu/naap/motion1/tc_both.html

http://astro.unl.edu/classaction/animations/coordsmotion/longlat.html

Lesson 14 worksheetCalculating latitude and longitude

1. Glossary

ZenithThe point directly overhead from where you are standing

AltitudeThe angle of a star above the horizon

LatitudeDistance from the equator, measured as an angle

LongitudeDistance around the equator from a fixed point, measured as an angle

MeridianAn imaginary line running from the north to the south celestial poles, passing through the zenith

Celestial equatorAn imaginary line running halfway between the north and south celestial poles, such as the Earth’s equator

Local noonThe time when the sun is at its highest point in the sky (crossing the zenith)

2. Finding longitude

Longitude is a measure of how far around the earth you are from a certain point. By convention, this point is a line of longitude running through Greenwich, England (called the Prime Meridian).

The most direct way to measure this is chronometrically (by time). The Earth’s rotation means that the sun will appear at its highest point in the sky (local noon) once every 24 hours. This means it covers a full circle in this amount of time.

Activity: fill in the blanks

1. Full circle = ___ degrees, in 24 hours.

2. Therefore, one hour will be ___ /___, or ___ degrees.

3. So, if your local noon is 2 hours after noon at Greenwich, you are ___ degrees around the Earth.

4. What must you be able to do to use this method of calculating longitude?

3. Finding latitude

Latitude is a measure of how far north or south of the equator you are. There are many methods of determining this.

One method is celestially (by the stars), by looking at the elevation of stars. Each star has a known place in the sky in relation to the Celestial Equator, known as its declination. If you measure a star’s altitude, and know its declination, you can find your latitude.

William Wills had a book with him on the Victorian Exploring Expedition, called a nautical almanac, which listed the declination of stars.


The simplest example of this method is to consider a star that is directly overhead from Point A. If you now move a certain number of degrees around the globe and observe that star again, you can construct the following diagram:

As you can see, the sight lines to the star from both locations are parallel. This is because the star is so far away (although this is not 100% accurate, it is close enough). This means that the angle from zenith to the star sighting at point B is the same as the angle between Point A and Point B, which is the latitude between the two points.

4. Activity

In the northern hemisphere, the altitude of Polaris (the Pole Star) is equal to the latitude of that point. In the southern hemisphere, the altitude of the South Celestial Pole is equal to the latitude.

1. Given this, and your knowledge of Longitude, where in the world are the following locations?

a. Where local noon is 9am in Greenwich, and the pole star is 40° above the horizon

b. Where local noon is noon Greenwich time, and the pole star altitude is 51° 40'

c. Where local noon is midnight Greenwich time, and the pole star is on the horizon

d. Where local noon is 2am in Greenwich, and the South Celestial Pole is 30 degrees above the horizon.

e. Where local noon is 11.30pm Greenwich time, and the South Celestial Pole is directly overhead

Latitude can be determined from stars other than the north and south Celestial Poles, but these calculations are more complex.

2. Calculate the longitude of where you live.

3. What line runs on the opposite side of the world to the Prime Meridian?

a. What purpose does it serve?

b. Why is it not a straight line?


Lesson 15: Ludwig Becker’s scientific illustrationsSCIENCE

Aim To understand the nature of Becker’s role on the Expedition, and the importance of scientific illustration.

IntroductionLudwig Becker was the only member of the Royal Society to go on the Expedition. He was in his early 50s, and although he passed the physical test before departure, there was some question of his fitness for the rigours of the trip. Becker was a talented artist, a gifted and sympathetic observer, and an avid collector of just about anything he came across. He was appointed as Expedition artist and naturalist, with the task of collecting, describing and recording animals, minerals, fossils, and landscapes encountered on the way.

However, from the very start of the Expedition, he was thwarted and impeded by Burke, who saw him as an obstacle in the race against John Stuart. Burke issued explicit orders that Becker was to be treated as a general labourer, and remarked that he would rather throw the scientific supplies into the next creek. Despite being hampered at every turn, Becker submitted five written reports and produced a series of sketches and watercolours that remain some of the best records of the Expedition. He would lose hours of sleep to complete his work, as he was forbidden to work during the day. Becker was left with the supply party at Menindie, and sadly died during Wright’s relief attempt. This lesson is particularly concerned with the scientific aspects of his work.

VELS & VCE outcomesLevel Domain Dimension Key connections5 The Arts Exploring and responding observe, research and critically discuss, historical

examples of arts works6 Science Science at Work describe the science base of science-related occupations

construct visual aids that demonstrate scientific ideasArt Exploring and responding describe and discuss ways that their own and others’ arts

works communicate and challenge ideas and meaningResources

Lesson 15 resource: letters from Ludwig Becker to John Macadam Copies of the Royal Society Exploration Committee’s orders to Becker:

http://www.burkeandwills.net.au/Instructions/Instructions_to_Becker.htm Copies of some of Ludwig Becker’s sketched illustrations, from: http://burkeandwills.slv.vic.gov.au/ Drawing materials for students Nature specimens for students to draw (or students to find their own in the school grounds)

Learning process1. Introduction. Ludwig Becker and his role on the Expedition.2. Distribute copies of Lesson 15 resource: letters from Ludwig Becker to John Macadam, and copies

of Becker’s orders from the Committee. Discuss. Was this a reasonable workload? Was he sufficiently supported? How did Burke’s attitude contribute?

3. Distribute copies of Becker’s sketches to the class. Allow time for students to examine the sketches and record for each sketch their answers to the following questions: What is the illustration of? Is it more than just one simple image? What other information did he include with the image?

4. Discussion. What was Becker’s purpose for these illustrations? What information did he record? What technology replaced this practice by artists like Becker within the 20 years that followed?

5. Activity. Students produce their own scientific sketches in the style of Becker’s. Distribute specimens for students to use, or allow students to find their own in the school grounds. Ask students to pay careful attention to accuracy and annotations.

Discussion points What is the purpose of scientific illustration, particularly on an expedition like this one? Why was Becker one of the last artists to accompany a major Australian exploring expedition? How were Becker’s works scientific?

Assessment suggestionAssess students’ scientific illustrations, and particularly their attention to accuracy and annotations.

Extension activities Explore the history of scientific photography. Or explore the history of scientific illustration: you

could start with: http://www.bishopmuseum.org/special/rss/Myers/player.html


http://www.bishopmuseum.org/special/rss/Myers/player.html


http://www.burkeandwills.net.au/Instructions/Instructions_to_Becker.htm

Lesson 16: Nardoo and nutritionSCIENCE

Aim To investigate the deaths of Burke and Wills, and whether a better understanding of bush tucker might have saved their lives.

IntroductionBurke, Wills and King were stranded at Cooper’s Creek, having missed the relief party by just hours, and being too weak to follow it. Burke’s plan was to instead travel to Mount Disappointment, but they had few provisions. They learned of the fern called Nardoo from the Yandruwandha people, and this became their staple diet. Wills expressed some bewilderment in his later journal entries over the continuing physical deterioration of himself and his companions. He realised that although they were eating plenty of food, their conditions continued to deteriorate. Unfortunately, the food they were eating was responsible for their condition. They were suffering from beriberi, a condition caused by deficiency of vitamin B1. The nardoo paste that they ate contained an enzyme that broke down thiamine in their body. Although they had learnt about the bush tucker from this Yandruwandha, they had not learnt the correct way to prepare it.

VELS & VCE outcomesLevel Domain Dimension Key connections6 Science Science knowledge

and understandingexplain how the coordination and regulatory functions within plants and animals assist them to survive in their environments

Resources Lesson 16 resource: Wills’ last journal entries Lesson 16 worksheet: How did they die? Information about Nardoo, such as from:

http://www.abc.net.au/gardening/stories/s1386715.htmhttp://www.abc.net.au/science/articles/2007/03/08/2041341.htmhttp://asgap.org.au/APOL26/jun02-6.htmland about thiaminases: http://www.ansci.cornell.edu/plants/toxicagents/thiaminase.html

Learning process1. Introduction. Read for the class Wills’ last diary entry. 2. Class discussion. How is it possible to die of malnutrition while eating a lot of food?3. Distribute Lesson 16 resource: Wills’ last journal entries. Allow students sufficient time to read the

information and complete the activity in Lesson 16 worksheet: How did they die?4. Class discussion. What were likely causes of the deaths of Burke and Wills?5. Read the articles about Nardoo.6. Discussion. How did the explorers’ lack of understanding of thiaminase contribute to their deaths?

Discussion point Would a better understanding of Indigenous culture or Indigenous food preparation methods have

saved their lives?

Assessment suggestion The class discussion about likely causes of Burke and Wills’ deaths could allow an informal

assessment of the students’ grasp of the concepts.

Extension activities Explore other nutrition issues for exploration trips such as this one. Find out about the symptoms of beriberi and the history of experiences of this disease. Research the use and preparation of indigenous plants for food.


http://www.ansci.cornell.edu/plants/toxicagents/thiaminase.html

http://asgap.org.au/APOL26/jun02-6.html

http://www.abc.net.au/science/articles/2007/03/08/2041341.htm

http://www.abc.net.au/gardening/stories/s1386715.htm

Lesson 16 worksheet

How did they die?

Given that Burke and Wills died in the middle of such arid country, many people think that they must have died from thirst. But could the cause of death have been starvation? Or perhaps the heat? The disease that most worried Dr Beckler was scurvy. Many modern researchers blame the disease beriberi.

Compare the symptoms of the diseases and conditions listed below with those mentioned by Wills in his journal account of his last days.

Conditions and symptons

Scurvy (Vitamin C deficiency) spots on the skin soft gums bleeding mouth depression open sores loss of teeth

Beriberi (Vitamin B deficiency) leg pain difficulty walking shortness of breath muscle weakness heart problems

Starvation loss of fat and muscle lethargy weakness loss of appetite

Dehydration dry mouth sunken eyes headaches nausea rapid pulse fatigue

Heat stroke high body temperature the absence of sweating, with flushed dry skin rapid pulse difficulty breathing strange behaviour hallucinations disorientation


Lesson 17: Ludwig Becker as an artistART

Aim To investigate Ludwig Becker as an artist: his influences and his goals.

IntroductionIn addition to his scientific interests, Ludwig Becker had a strong artistic background. He had been employed as a portraitist and illustrator in Germany before moving to Australia. His work, and in particular his landscapes, show influences of the Romantic movement. The Romantic artists emphasised the power and majesty of nature in contrast to the subordinate position of humanity. They also had a fondness for indigenous cultures, embracing the idea of the ‘noble savage’ representing a truer expression of human nature. There is a constant tension in Becker’s works for the Victorian Exploring Expedition between his artistic instincts and his scientific observations. This lesson will place Becker in the artistic context of Australian landscape painting, and his artistic accomplishments.

VELS & VCE outcomesDomain Dimension Key connectionsThe Arts Exploring & responding observe, research and critically discuss historical examples of art works

analyse, interpret, compare and evaluate the stylistic, technical, expressive and aesthetic features of art worksdescribe and discuss ways that art works communicate ideascomment on the impact of art works, forms and practices on other art works and society in general

Creating & makingvary content, structure, form of their art works to suit a range of purposes

Resources Lesson 17 resource: Ludwig Becker’s letter about sand cliffs Access to a range of Becker’s paintings and illustrations, including Sand Cliffs. These can be found

on the State Library of Victoria Burke and Wills website: http://burkeandwills.slv.vic.gov.au/ Access to Country and Landscape on the National Library of Australia website (view either

individually or as a class): http://www.nla.gov.au/exhibitions/countryandlandscape/index.html Art materials for students to use for illustrations

Learning process1. Introduction. Ludwig Becker, and the Romantic art movement.2. Show Becker’s landscape works, and the website Country and Landscape. 3. Class discussion: Becker and landscape art. What themes do Becker’s artworks show? What are

the characteristics of the Romantic art movement? How does Becker fit into the history of landscape art? What similarities and differences can you see between Becker’s landscape works and the landscape art of the Romantic movement?

4. Show Becker’s scientific art. What is the purpose of this type of art? What information is included?5. Class discussion. Given the clear goals of his scientific sketches, what role do his landscape works

play? Were they more important or less important?6. Show Becker’s Sand Cliffs work and read extracts about it from his letter of October 1860. Is there

a scientific purpose to this illustration? 7. Class discussion. What technology virtually replaced scientific artists soon after this expedition? Do

artists still have a role in science?8. Students create a sketch or landscape artwork in the style of Ludwig Becker and explain its

purpose.

Discussion points Why did Becker produce the artworks he did on the Expedition, and who was his target audience? What techniques did Becker use? What materials did he have access to?

Assessment suggestionAssess students’ landscape or scientific sketches and their explanations of their purpose.

Extension activities Explore the Romantic movement and its notions about connection to the landscape. Research the history of landscape painting in Australia. Explore the history of scientific illustration and the use of art in science. Find unusual jobs for artists e.g. http://www.awm.gov.au/encyclopedia/war_artists/artists.asp


http://www.awm.gov.au/encyclopedia/war_artists/artists.asp

http://www.nla.gov.au/exhibitions/countryandlandscape/index.html


Lesson 18: Art about the ExpeditionART

Aim To explore representations of the Victorian Exploring Expedition in art.

IntroductionThe Victorian Exploring Expedition has inspired artists of all types since before the Expedition even set out, and the tragic fate of the explorers eventually provided even more material for artistic inspiration.

VELS & VCE outcomesLevel Domain Dimension Key connections5 Art Creating and making generate and develop ideas that explore particular

concepts, techniques and issues when making art works

6 Art Creating and making apply decision making skills to find the most effective way to implement ideas, design, create and make art works devised from a range of stimuli, demonstrating development of a personal style

Exploring and responding describe and discuss ways that their own and others’ art works communicate and challenge ideas and meaning

Resources Access to the State Library of Victoria online catalogue (use Pictures tab to search for images):

http://www.slv.vic.gov.au/ and Burke and Wills website: http://burkeandwills.slv.vic.gov.au/

Learning process1. Display some artworks from the State Library of Victoria Pictures Collection that are related to the

Expedition. These can be found in the Library’s online Pictures catalogue. Some examples are:

William Strutt, Burial of Burke, painting: oil on canvas, 1911 Monument to Burke Wills, Gray and King, photomechanical halftone print, Melbourne: David

Syme and Co., 1891 Henry Short, Our Adopted Country, To the Memory of the Lamented Heroes of the Victorian

Exploration, painting: oil on canvas,1861 (Short was a still-life artist – he included a memorial vase in this work!)

Photograph of Burke & Wills Monument, Collins Street, Melbourne, photograph on mount (this monument is currently on the corner of Swanston and Collins streets in Melbourne)

2. Class discussion. What purpose do these artworks serve? How did the public nature of the mourning for Burke and Wills affect their memorials? Are artworks like this important for making heroes?

3. Students select two artworks for close study. What symbols do they use? Are their depictions idealised or realistic?

4. Students design an artwork of their own (in a medium of their choice) to commemorate the Expedition.

Discussion points How does art of this nature fulfil a social need? How does it contribute to a society’s culture? Can art make someone a hero or icon?

Assessment suggestion Assess students’ designs for a commemorative artwork.

Extension activities Investigate other memorials to other explorers or notable individuals. How do they present their

subjects? How are they involved in myth-making? Explore more of the art of the Burke and Wills expedition. Tim Bonyhady’s catalogue of the From

Melbourne to Myth exhibition will be useful (see bibliography).



http://www.slv.vic.gov.au/

Bibliography: Resources on the Victorian Exploring ExpeditionBooks about the ExpeditionBeckler, Hermann (Translated by Stephen Jeffries and Michael Kertesz), A Journey to Cooper’s Creek. Melbourne: Miegunyah Press, 1993. Not translated until the 1990s, this is a first-hand account by the expedition doctor.

Bonyhady, Tim, Burke and Wills: From Melbourne to Myth. New South Wales: David Ell Press Pty Ltd, 1991. A well-researched exploration of the cultural impact of the Expedition.

Bonyhady, Tim, Burke and Wills: From Melbourne to Myth Exhibition Catalogue. Canberra: National Library of Australia, 2002. Excellent source for visual art related to the Expedition.

Clune, Frank, Dig: A Drama of Central Australia. Sydney: Angus and Robertson, 1937. A classic narrative of the Expedition, but now out of date.

Edmond, Martin, The Supply Party: Ludwig Becker on the Burke and Wills Expedition. South Australia: East Street Publications, 2009. A travel book and character study of the Expedition naturalist.

Moorehead, Alan, Cooper’s Creek. London: White Lion Publishers, 1963. Still common in public libraries, the illustrated edition has many great images.

Murgatroyd, Sarah, The Dig Tree: The Story of Burke and Wills. Melbourne: Text, 2002. A compelling read, and a very good general introduction.

Tipping, Marjorie, Ludwig Becker: Artist and naturalist with the Burke and Wills Expedition. Melbourne: Melbourne University Press, 1979. Definitive collection of Becker’s work on the Expedition, with a biography.

Books for younger studentsBrasch,N, Explorers of Australia in their own words: Burke & Wills. Melbourne:Heinemann Library 2006

Clark, Anna, Explored! The Unglorious World of Burke and Wills, Rotten Food and Getting Lost. Melbourne: Hardie Grant Egmont, 2008

Flynn, Randal, Burke and Wills: Crossing the Continent. South Melbourne: Macmillan Australia, 1991

French, Jackie, The Camel Who Crossed Australia. Angus and Robertson, Sydney, 2008

Harvey, Roland, Burke and Wills. Hawthorn: Five Mile Press, 1985

Greagg, David, It’s True! Burke and Wills Forgot the Frying Pan. Sydney: Allen and Unwin, 2005

Hocking, Geoff, Australia in History: Mr Burke and Mr Wills: Epic Journey to a Lonely Death. Sydney, Waverton Press, 2005

Sheppard, Barrie, Burke and Wills – Heroes or Fools? Melbourne: Echidna Books, 2004

Books about related topics Flannery, Tim, The Explorers. Melbourne: Text Publishing, 1998

Jones, Philip and Kenny, Anna, Australia’s Muslim Cameleers: Pioneers of the Inland – 1860s–1930s. Adelaide: Wakefield Press, 2007 This is the catalogue for the Australia’s Muslim Cameleers exhibition.

Sobel, Dava. Longitude: the true story of a lone genius who solved the greatest scientific problem of his time. New York: Walker, 1995

Indigenous Australians and European explorationDonaldson, Ian and Donaldson, Tamsin, eds. Seeing the First Australians. Sydney: Allen and Unwin, 1985

Perkins, Rachel and Langton, Marcia (Eds), First Australians: An Illustrated History. Melbourne: The Miegunyah Press, 2008

Tolcher, Helen M, Seed of the Coolibah: A History of the Yandruwandha and Yawarrawarrka People. Adelaide: HM Tolcher, 2003


Online resources State Library of Victoria online catalogue: http://www.slv.vic.gov.au/Access to extensive digitised resources relating to the Victorian Exploring Expedition

State Library of Victoria Burke and Wills website: http://burkeandwills.slv.vic.gov.au/A website about Burke and Wills and the Victorian Exploring Expedition

ergo: http://www.slv.vic.gov.au/ergo A State Library of Victoria website for students and teachers, with items relating to Burke and Wills and other explorers

Burke & Wills Web: http://www.burkeandwills.net.au/A rich range of primary and secondary sources relating to the Expedition

The Diary of William John Wills: http://www.nla.gov.au/epubs/wills/ Wills’ diary for 23 April–28 June 1861

Artist’s album: William Strutt: http://www.sl.nsw.gov.au/discover_collections/history_nation/exploration/strutt/strutt-album.html An interactive album of primary source images

Burke and Wills Historical Society: http://www.burkeandwills.org/Resources and reading lists

Project Gutenberg Australia: Journals of Australian Land and Sea Explorers and Discoverershttp://gutenberg.net.au/explorers-journals.htmlA collection of many major books by Australian explorers

Google Earth: http://earth.google.com/Interactive world globe with advanced capacity for overlays

Google Maps: http://maps.google.com.au/Google’s map and satellite image viewing website

Picture Australia: http://www.pictureaustralia.org/Search for images from Australia’s history

Indigenous Languages Map: http://www.abc.net.au/indigenous/map/Identifies Indigenous language or tribal groups in different areas of Australia

Reconciliation Australia: http://www.reconciliation.org.au/Resources for talking and thinking about reconciliation

Other media‘The Great Misadventure’ in Bush Tucker Man: Classic Stories of Survival with Les Hiddins, Disc 2, Australian Broadcasting Corporation, Sydney, 2004

Television program: Longitude (director Charles Sturridge), ITV Studios, 1999


http://www.reconciliation.org.au/

http://www.abc.net.au/indigenous/map/

http://www.pictureaustralia.org/

http://maps.google.com.au/

http://earth.google.com/

http://gutenberg.net.au/explorers-journals.html

http://www.burkeandwills.org/



http://www.nla.gov.au/epubs/wills/

http://www.burkeandwills.net.au/


http://www.slv.vic.gov.au/

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