Sydney Learning Adventures
Cesspits and old rubbish
Secondary program | Years 7 – 10 history
Acknowledgements
The education and teachers’ learning materials for
The Big Dig Archaeology Education Centre were
designed for YHA and Sydney Learning Adventures
by education consultant Louise Zarmati.
We gratefully acknowledge the assistance
of Dr Grace Karskens and Dr Wayne Johnson.
Sydney Learning Adventures is an initiative
of Sydney Harbour Foreshore Authority.
Materials within this resource pack may only
be reproduced for educational purposes relating
to a program booked with Sydney Learning
Adventures. © 2010
Contents
Sydney Harbour Foreshore Authority
2
Sydney Harbour Youth Hostel (YHA)
2
Sydney Learning Adventures
3
The Big Dig site – 1994 to the present
3
The Big Dig Archaeology Education Centre
3
Experiencing the past at The Big Dig
4
Our approach to teaching and learning
5
Curriculum links
6
Background information
6
Pre-excursion activities
9
National curriculum
9
NSW curriculum
10
Materials to photocopy
11
The Rocks Map
11
Excursion activity sheet
12
Bibliography and suggested resources
13
Carved ivory fish
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Sydney Harbour
Foreshore Authority
Sydney Harbour
Youth Hostel (YHA)
Sydney Harbour Foreshore Authority owns and manages
some of the State’s most significant assets, including
Sydney’s heritage and cultural precincts at The Rocks
and Darling Harbour.
Youth Hostels Australia (YHA) worked in conjunction with
the site’s owners, Sydney Harbour Foreshore Authority,
to construct a youth hostel on the Cumberland and Gloucester
streets site. The innovative architectural design of a ‘floating’
building preserves the important archaeological remains
of the site. In addition YHA is committed to providing first-class
interpretation and education programs for school students
and the public to encourage people to explore the heritage
of The Rocks.
With more than $1.5 billion in assets, and around 240
employees, the Authority manages significant commercial
and retail leases, provides security, cleaning, building
maintenance and other facility management services, cares
for the public domain and more than 140 heritage items.
The Authority also operates education, tourism and marketing
services and holds significant events in The Rocks and Darling
Harbour each year. Between them, the precincts attract more
than 40 million visitors annually.
The Authority also owns sites at White Bay Power Station,
Rozelle railway yards and Ballast Point and manages other
major waterfront assets around Sydney Harbour on behalf
of other agencies.
Sydney Harbour Foreshore Authority was formed in 1999
under the Sydney Harbour Foreshore Authority Act 1998
to consolidate the work and functions of City West
Development Corporation, Darling Harbour Authority
and Sydney Cove Authority.
Sydney Harbour YHA stands above remnants and artefacts
dating back to the earliest days of European settlement. The
hostel is raised off the ground on pillars, allowing public access
along the re-established laneways to the archaeological site.
Interpretations panels, historic streetscape images, interpretive
brochures and the creation of special interpretation spaces
within selected excavated building footings have been
incorporated into the structure. Original artefacts are displayed
in museum cases positioned near their original find-spots.
During the planning of the hostel YHA realised that many
groups visiting the Big Dig site will not be from Sydney, and
that it was important to provide affordable hostel
accommodation for school groups. For this reason a special
wing was added to the hostel to accommodate up to 38
students and their teachers.
Sydney Harbour YHA
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Sydney Learning Adventures
Sydney Learning Adventures (SLA) is an initiative of Sydney
Harbour Foreshore Authority. The vision of Sydney Learning
Adventures is to create quality educational experiences that
are enriching, diverse, accessible and sustainable. SLA is
committed to bringing the history of Sydney, NSW and
Australia to life for thousands of students every year.
Designed for all stages of learning from kindergarten to year
12, SLA’s curriculum-linked programs provide an interactive,
multi-layered learning experience. All programs are developed
by teachers and implemented by SLA’s dynamic guide team.
The Big Dig site
– 1994 to the present
Following an outbreak of bubonic plague in The Rocks and
public protest against ‘slum’ housing conditions, the NSW
government resumed almost all the land in The Rocks,
including this site between Cumberland and Gloucester
Streets and demolished all the buildings here between 1902
and 1915. The land was then used for a variety of purposes,
including light industry and as a parking lot.
In 1994 Sydney Cove Authority engaged a team of
archaeologists to undertake an archaeological investigation
of the 2,675 square metre Cumberland Street site. Hundreds
of Sydneysiders came to watch and many volunteered to dig.
The site became a popular attraction during the six month dig
and soon became affectionately known as ‘The Big Dig’.
Evidence of the lives of people who lived, worked and died
in this small neighbourhood for over two centuries was slowly
and painstakingly uncovered. The remains of more than
40 houses and shops and hundreds of thousands of artefacts
used in the daily lives of the inhabitants of The Rocks have
since become an important resource for the study of Sydney’s
colourful past.
In 2008 additional archaeological excavations took take place
before construction of the Sydney Harbour YHA could begin
and further excavations are planned for the future.
The Big Dig Archaeology
Education Centre
The YHA’s Big Dig Archaeology Education Centre includes
two purpose-built classrooms, with clear views across
the foundations of houses and backyards of convicts
and free-settlers. Each classroom has the capacity for
up to 36 students to learn first-hand about the work of
archaeologists on the only authentic archaeological dig open
to the public in Sydney.
Sydney Learning Adventures, in conjunction with YHA,
conducts a range of exciting new education programs from
The Big Dig Archaeology Education Centre. A simulated dig,
set into the original archaeological remains of a small terrace
house now located inside the Education Centre, provides
Stage 1 and 2 students with the opportunity to excavate
artefacts recovered during the original 1994 archaeological dig.
Rear yard, The Rocks c.1900
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Hands-on, enquiry-based learning activities allow students
from years 1 to 11 to handle and examine authentic artefacts
and develop their own interpretations of the history and
archaeology of The Rocks. The experience includes a tour
of the archaeological ruins of some of the buildings, such
as the properties of convict butcher George Cribb, Richard
and Margaret Byrne and Berry’s bakery.
The chronological sweep on The Big Dig site fits neatly into
the current primary HSIE and secondary history syllabuses
in NSW: from the Aboriginal presence before 1788, to First
Fleet convicts and nineteenth century social history. The
education programs are designed to maximise students’
learning experiences beyond the classroom and have been
specially tailored to meet the needs of the National History
Curriculum by focusing on developing a suite of historical
skills and understandings.
Sydney Harbour Foreshore Authority, Sydney Learning
Adventures and YHA NSW are committed to providing high
quality education programs to support the teaching and learning
of history and archaeology in NSW and across Australia.
Experiencing the past
at The Big Dig
”When I touch things that belong to people who lived
centuries ago I feel shivers up and down my spine; I feel really
connected to them.”
This is a common reaction for students when they visit a historic
place like The Rocks or handle ‘old things’. A tactile, sensory
handling experience can awaken a child’s inquisitiveness and
sense of wonder, as well as give them an emotional link to the
people who owned, made or used the artefact.
Not only do we want children to feel physically connected
to the past, we want them to feel connected to the present,
to their own immediate experience when they visit The Big Dig
Education Centre. Research has shown that emotional
connections can have a profound effect on long-term memory
and learning.
Children’s memories of an experience can be triggered by
visual, aural and olfactory stimuli, as well as memories of the
social interactions that took place on the day: remembering
the fun of being with friends on the excursion, what they ate
on the day (‘when we went to McDonald’s’) and most
importantly, if they liked the educator.
Whalers Arm hotel 1901 – image courtesy of the Bertie family
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Quite often they will connect what they remember about the
history of a place to their memory of ‘that nice lady who told
us all about the convicts’ or ‘that archaeologist who dug up
the shark’s bone’.
While we don’t expect every student who participates in
The Big Dig programs to become a professional archaeologist
or historian when they grow up, we are aiming to provide them
with a fun learning experience they won’t forget.
If they enjoy the excursion, they might just remember
something about the people who once lived, worked, loved,
feuded, played and died in the houses, streets and laneways
between Cumberland and Gloucester streets, The Rocks.
It is this approach to teaching and learning history and
archaeology that forms the basis of our education programs.
We hope that students who participate in The Big Dig
programs are so impressed by their visit that they’ll ask their
parents to bring them back to The Rocks. Or maybe they’ll
remember their childhood experience with fondness and one
day bring their own children to visit and explore The Rocks.
Our approach to teaching
and learning
Over the past 20 years, the use of archaeological evidence
in historical enquiry has become integral to the teaching and
learning of history in NSW. Archaeology is part of the ‘What
is history?’ introduction to Year 7 history and is a major
component of the Stage 6 ancient history syllabus. The
popularity and effectiveness of this approach is evident in the
high numbers of students choosing to study ancient history
in Years 11 and 12. In 2009 12,000 students sat the NSW HSC
ancient history examination and numbers continue to grow
steadily. The Big Dig programs now offer primary school
students the opportunity to learn about Australian history
using the same approach.
Integrating The Big Dig’s experiential learning programs
into a teaching unit will provide kinaesthetic, haptic and
sensory learning experiences that have a profound effect
on students’ long-term memories and increase their
understanding of history.
Pre- and post-visit classroom activities have been designed
to familiarise students with relevant terms and concepts and
consolidate their learning experiences at The Big Dig. These
can be downloaded from our website
sydneylearningadventures.com.au.
Bog oak cross, Ireland, c.1830’s
Rimmel’s skin cream lid c.1850’s
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Curriculum links
The new national history curriculum is an exciting development
for history. For the first time history will be taught as a ‘standalone’ subject across Australia. While this is not new in NSW
secondary schools, it is an important change for primary
schools where history has been embedded in the Human
Society and its Environment (HSIE) syllabus since 1998.
A significant difference is that the term ‘outcomes’, as used
in all NSW syllabuses, will not be used in the Australian
Curriculum Assessment and Reporting Authority’s (ACARA)
K-10 history curriculum but will be replaced by the term
‘achievement standards’ which will be directly linked with
assessment items.
For this reason The Big Dig education programs have been
designed with both NSW and the national curricula in mind.
The outcomes below are a hybrid based on NSW-style
outcomes and National history curriculum historical
understandings and skills.
Background information
What is archaeology?
Archaeology is derived from two Greek words: ‘archaeo’
meaning ‘ancient’ and ‘logos’ meaning ‘the study of’.
Archaeology is the study of objects from past human
societies. By studying archaeology we can gain some
understanding of how people lived in the past.
Historical archaeology is a term hotly debated by academics
in historical and archaeological circles. However, it is generally
accepted to refer to ‘the study of remains from any historic
period’ with ‘historic period’ referring to those periods which
have generated written records. In this sense, historical
archaeology represents a partnership in which written records
are used to extend or confirm archaeological observations, or
in which the validity of written records is tested archaeologically.
Why is conservation of the past important?
Conservation of the past helps to contextualise our cultural
heritage and provide an explanation of our identity and place
in the world. It also enables people to apply knowledge and
understandings from the past to the present and future.
The conservation and preservation of written and oral
communications, as both primary and secondary sources,
provides clues about the roots of modern ways of life.
Archaeology also provides a tangible connection with the past
as it is concerned with material culture. Archaeology is about
seeing, holding, touching, feeling and experiencing things
made and used by previous generations. It is vitally important
that archaeological and historical fragments attesting to the
past survive, as they will help to inform future generations
about the cultural heritage of their ancestors.
Historians and archaeologists
Historians study and interpret written records that document
significant cultures and events from the past. However, written
records are not always accurate representations of the past and
many historians find there are significant gaps in information
in such records. Written records often present the subjective
viewpoint of their author. Such viewpoints are moulded and
shaped by a host of internal and external factors. These factors
include the life experiences, gender, knowledge, values and
attitudes of the author. In turn, these factors are influenced by
the prevailing beliefs and social traditions of the era when the
author was writing. For example, most surviving historical
records were written by literate, elite men whose opinions
usually represent the values and attitudes of the minority
of the population.
Archaeologists use artefacts and other evidence, from the
material culture of past societies to interpret and record
history. Archaeological evidence is the only source of
information available concerning human life and society
before people developed writing approximately 5,000 years
ago. Moreover, archaeological findings based on the
interpretation of artefacts ensure that many aspects of daily
life are examined and interpreted; giving a more holistic idea
of what life was like across all social spectra.
Staffordshire pottery ornament c.1840 – 70
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Aboriginal inhabitants of The Rocks
Development of The Rocks
It is important to acknowledge the traditional owners of the
land upon which this excursion takes place. The Cadigal were
the Aboriginal people who lived in and around The Rocks area
at the time of first contact with the British. Their land stretched
from South Head to Darling Harbour along the south side of
the city.
On 26 January 1788 the First Fleet, commanded by Captain
Arthur Phillip, arrived in Sydney Cove. The fleet carried 736
convicted prisoners transported ‘beyond the seas’ to the
far-flung continent of Australia. The convicts had been exiled
by the British Government in the hope of relieving overcrowded
conditions in many of Britain’s jails. Survival in the infant
convict colony was not easy and the convicts and gaolers
relied heavily on Britain for food, supplies and instructions.
It’s impossible to say for certain how long the Cadigal and
their ancestors had been living here. The oldest archaeological
sites in the Sydney region are around 15,000 years old—more
than four times older than the Pyramids of Egypt. However, it’s
likely that the area was occupied long before that—up to
50,000 years ago—but these older sites may have been
flooded by rising sea levels.
Most pre-1788 archaeological sites in Sydney are near the
harbour, suggesting that life for the Cadigal people was
centred on the water. However, all parts of the land were used
at different times and for different purposes. Most engraved
and painted images, for example, are on rock platforms on
ridge tops with views of the surrounding country, well away
from permanent water sources.
Three Aboriginal sites have been identified near The Rocks—
one in Cumberland Street, another at Moore’s Wharf (Bond
Street), and a third in Angel Place (George Street). Some
others may have been destroyed by urbanisation however it’s
also likely that Aboriginal people did not leave much in the way
of archaeological traces.
Convict Francis Fowkes, transported to Sydney Cove for
stealing a greatcoat and a pair of shoes, was probably
responsible for the first sketch map of the colony. Believed
to have been drawn approximately three months after the First
Fleet landed, the map shows a rudimentary settlement heavily
reliant upon the supply of fresh water afforded by a permanent
creek, which later become known as the Tank Stream.
The settlement sprawled across the cove and was comprised
of various tents housing convicts and soldiers, a bakery,
a stone quarry, a farm, garden plots and a store to hold the
food supplies brought from Britain, Rio de Janeiro and the
Cape of Good Hope. The sketch map also shows the location
of Governor Phillip’s residence and the positions of shingle
cutting convict chain gangs.
Cadigal knowledge was passed on orally and through ritual.
With the great loss of life and social upheaval caused by the
arrival of Europeans, much of that knowledge has been lost.
The earliest documentary evidence we have of the Cadigal
people is in the letters, diaries, drawings, paintings and official
records of the First Fleet. Such records are far from complete
and they are perspectives of a culture that the new settlers did
not understand. Much of the Cadigal way of life would have
also been hidden from these strangers.
In the book Anchored in a Small Cove historian Max Kelly
describes how, within months of the First Fleet’s arrival,
the Aboriginal people of the Sydney region had become
‘fringe-dwellers in their own land’. It is estimated that within
a year of settlement nearly half the Aboriginal population
of the Sydney area had died of smallpox.
The cultural beliefs of the military officials who ran the British
colony assumed the superiority of white Christian ideals. The
newcomers could not comprehend Aboriginal law and customs
and most were convinced that they had a right to bring
‘civilisation’ and the methods of modern land management
to the new colony. Aboriginal people were increasingly made to
feel unwelcome in the growing settlement of Sydney Town.
But, as historian Grace Karskens points out in her book
The Colony: a history of early Sydney (2009), the Aboriginal
people of Sydney did not disappear entirely from the
landscape. Even after the decimation of disease they came
back into the town and mixed freely with the new inhabitants.
Francis Fowkes map of Sydney Cove 1788. Image courtesy of State Library
From the sketch it is apparent that the physical appearance
and ecology of Sydney Cove were already undergoing
changes. Governor Phillip was concerned that the changes
should be orderly—an extension of the British civilising
influence prevalent at the time. However, most of his grandiose
plans were not realised for a combination of factors, including
lack of labour and scarcity of building materials.
By 1792, the western slopes of Sydney Cove were lined with
convict-built, timber framed, thatched or shingle-roofed
dwellings. Initially the rows of dwellings followed the contours
of the natural rock ledges. Described as being ‘on the rocks’,
the area has been referred to as ‘The Rocks’ ever since. The
streets of The Rocks were not formally named until 1810
although many of the myriad alleys and laneways were known
by nicknames to the locals.
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As the colony grew larger and became more economically
viable, modest sandstone houses slowly replaced rough
convict huts and even a few mansions were constructed for
the more prosperous inhabitants. Many of The Rocks’
inhabitants were convicts who had been tradespeople or Irish
political prisoners before they were transported. Some were
savvy enough to take advantage of the burgeoning business
opportunities offered by the growth of the settlement. The free
settlers who migrated to Australia were also encouraged to
make the most of the opportunities offered in the new colony.
During the 1840s the area changed considerably. The large
plots of land were subdivided and rows of commercial
buildings were constructed along George Street. Many public
houses and terraces were built throughout the area. In the
second half of the 19th century, as the density of the dwellings
increased, overcrowding, sub-standard dwellings and
inadequate sanitation resulted in the formation of slum
conditions. The Rocks became notorious as the haunt of ‘The
Rocks Push’, larrikin gangs of mischief-makers who beat and
robbed unsuspecting passers-by.
In January 1900, bubonic plague reached Sydney. It was
carried into port by fleas on shipboard rats. Of the 103 plague
deaths in Sydney, only three occurred in The Rocks. However,
the damage was done and for the following four months the
buildings of The Rocks were cleansed, fumigated and
disinfected. The Rocks was barricaded and the rest of Sydney
considered the area a disease-ridden slum.
In an attempt to eradicate the plague, The Sydney Harbour
Trust, acting on behalf of the State Government, was formed in
1901. It resumed the wharves and land between Sydney Cove,
Darling Harbour, Millers Point, Observatory Hill and The
Rocks. The proposed waterfront clean-up aimed to create
CAD drawing of dig site
a ‘working man’s paradise’. More than 900 houses,
commercial buildings and wharveswere demolished
at a cost of one million pounds. The original vision for the
redevelopment of The Rocks was never fully realised due
to the outbreak of World War I. After the war, redevelopment
resumed at a much slower pace—in effect saving much
of The Rocks from wholesale demolition.
The construction of the Harbour Bridge, from 1923–32,
changed the face of The Rocks dramatically. Whole streets
disappeared under the Bridge’s southern approach. However,
the construction of the bridge created much-needed
employment for many families in the area during the
Depression years.
Public protests in the 1970s culminated in a series of ongoing
‘Green Bans’, which saved the area from complete demolition.
Subsequently the government’s aim was to revitalise the area
and to preserve the remaining buildings. The archaeological
and historical implications associated with preserving The
Rocks precinct are of national significance.
Archaeological sites in The Rocks
Much of Sydney’s early colonial and some of its Aboriginal
heritage are preserved in the land and foreshore areas of The
Rocks. Some of the richest archaeological sites are located in
Cumberland and Gloucester streets, Foundation Park and
Dawes Point (Tar-ra) Park. Artefacts and remains
of structures uncovered at these sites reveal a wealth of
information about their inhabitants and their lifestyles. When
all this archaeological information is combined with detailed
historical records held in a variety of national institutions, such
as the State Library and Museum of Sydney, it provides a
fascinating snapshot of the lives of Sydney’s earliest inhabitants.
Children in Caraher’s Lane 1901 – Image courtesy of the Bertie family
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Years 7 – 10 Cesspits and Old Rubbish
Pre-excursion activities
Big Dig activities 2 hours
Post-excursion activities 1 to 2 lessons
1. View The Rocks Beneath Our Feet
video
1.PowerPoint presentation
2.Site tour –
1.Enter information about your artefact
into an artefact recording sheet.
(10 mins)
• Byrne
OR
2.Imagine you are Mrs Foy who lives
in 1 Caraher’s Lane with her six
• Berry
children. You have just received notice
• Cribb
that you must vacate your house
3.Hands-on artefact analysis
because it is ‘unsanitary’ and needs
to be demolished. Write a letter to
4.Interpretation and discussion of findings
Sydney Council explaining why the
5.Review.
house should not be demolished.
• 1 Caraher’s
Note: Video available to download at:
www.sydneylearningadventures.com.au
National curriculum
Understandings
Skills
Students will learn about
Students will learn to
1.1 Historical terms and concepts
1.5 Use historical terms and concepts in oral and written forms.
– expressions and measurements of time, such as ‘century’,
‘17th and 18th centuries’.
- ‘colony’, ‘colonial’, ‘convict’, ‘Indigenous’.
1.2 M
ethods used by archaeologists and historians to find out
about the past.
1.6 Retrieve, sort, examine and record archaeological artefacts
from a simulated excavation.
1.3 S
ources of evidence – artefacts, photographs, diaries and
other written accounts.
1.7 E
xamine primary sources to find out about what happened
in the past.
1.8 Draw conclusions about the past from primary sources of
evidence.
1.4 Changes over time – social and technological changes.
1.9 D
raw conclusions about differences between present
and past.
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NSW curriculum
Stage 4 knowledge and understanding
A student will:
Stage 4 skills
A student will:
Topic: introducing history
Areas of study:
• M4.1 describe the main features of
past societies and their legacy
• M4.4 sequence events and persons
within specific periods of time
• The purpose of historical study
• M4.3 explain the ways in which
indigenous and non-indigenous
people have responded to contact
with each other.
• M4.5 identify the meaning, purpose
and context of historical sources
• Exploring heritage issues through
a site study.
• M4.6 draw conclusions about the
usefulness of sources as evidence in
an inquiry
Inquiry questions:
• M4.7 identify different contexts,
perspectives and interpretations of
the past.
• The nature of historical study
• How do historians investigate the past?
• How do historians record the past?
• How does the historian relate the
past to the present?
• Why is history valued?
• Why is conservation of the past
important?
Section B: Australia.
Inquiry questions:
• What is colonisation?
• Why and how did it occur?
• What were some of the key aspects
of the contact between indigenous
and non-indigenous peoples?
• How did indigenous peoples
respond to colonisation?
Stage 4 knowledge and understanding
A student will:
Stage 4 skills
A student will:
Topic: Australian social and political
M5.1 explain social, political and cultural
developments and evaluate their impact
on Australian life.
• M5.4 sequence major historical
events to show an understanding
of continuity, change and causation
• Living and working conditions Inquiry
questions:
life to 1914. Areas of study:
• M5.5 identify, comprehend and
evaluate historical sources
• M5.6 use sources appropriately
in a historical inquiry
• M5.7 explain different contexts,
perspectives and interpretations
of the past.
• What was life like in Australia at the
beginning of the 20th century?
• Was Australia a working-man’s
paradise?
Stage 5 history students are required to
complete a compulsory site study. This
excursion fulfils syllabus objectives in the
following areas:
• Archaeological site
• Heritage buildings
• Memorials and statues
• National parks and historic sites
• Streets and streetscapes
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Village
weekday only
’s
ell
pb
m
Ca
Materials to photocopy
es
or
St
The Rocks map
80-84
The Rocks
Markets
(weekends only)
55
The Rocks
Walking Tours
69
106
Sydney Visitor
Centre
3
Cadman’s
Cottage
89
110
140
2
143
1
DFS Galleria
1 Big Dig Archaeology education centre (meeting spot)
2 Sydney Harbour YHA entry
3 The Rocks Discovery Museum
199
Jacksons
on George
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Cesspits excursion activity sheet – touching the past at the Big Dig
How to examine an artefact
I keep six honest serving-men
(They taught me all I knew);
Their names are What and Why and When
and How and Where and Who.
I send them over land and sea,
I send them east and west;
But after they have worked for me,
I give them all a rest.
– Rudyard Kipling
What is it?
How was it
made?
Where was it
made?
When was it
made
or used?
Who made it?
Who used it?
Why was the
artefact made?
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Bibliography and suggested resources
Bibliography
Attenbrow, V 1992, Port Jackson Archaeological Project – Stage II, Report to the Australian Institute of Aboriginal and Torres Strait
Island Studies
Attenbrow, V 2002, Sydney’s Aboriginal Past, UNSW Press, Sydney
Challis, K 2000, Tales from Sydney Cove, The Helicon Press, Sydney
Connah, G 1998, Of the hut I builded – the Archaeology of Australia’s History, Cambridge University Press, UK
Coupe, S, Coupe, R & Andrews, M 1995, Their Ghosts May Be Heard – Australia to 1900, Longman, Australia
Curson, P H 1985, Times of Crisis – Epidemics in Sydney 1788-1900, Sydney University Press, Sydney
Dawes Point, The Rocks: Archaeological Excavations, June–August 1995
Sydney Cove Authority: Sydney
Department of Planning Heritage Council of NSW, Historical Archaeological site Investigation and Conservation guidelines
Evans, I 1985, The Australian Home, The Flannel Flower Press, Sydney
Fitzgerald, S 1992, Sydney 1842–1992, Hale & Ironmonger: Sydney
Godden Mackay Logan 1997, Angel Place Development, Sydney, Archaeological Assessment, Research Design and
Archaeological Investigation. Report for Sydney Council
Harrison, M D 2009, My Peoples Dreaming, Finch Publishing, Sydney
Johnson, W A, Dawes Point Battery – Archaeological Excavations 1995, Dawes Point, The Rocks, Sydney: Volume I: Introduction
and History, Sydney Cove Authority, Sydney
Johnson, W A, Foundation Park: Excavation and interpretation of archaeological features, Sydney Cove Authority, Sydney
Karskens, G 1997, The Rocks, Melbourne University Press, Melbourne
Karskens, G 1999, Inside The Rocks, Hale and Ironmonger, Sydney
Karskens, G 2009, The Colony, a history of early Sydney, Allen & Unwin, Sydney
Kelly, M 1997, Anchored in a Small Cove, Sydney Cove Authority, Sydney
Koettig, M 1995, Assessment of Aboriginal Sites Gladesville Hospital – South Campus, Report for Hughes Trueman Ludlow
Lampert, R J and Truscott, M C 1984, An Archaeological Investigation of the Bond Store, Moore’s Wharf, Report held by Sydney
Harbour Foreshore Authority
NSW National Parks and Wildlife Service 1997, Aboriginal Cultural Heritage: Standards and Guidelines Kit, NPSW Hurstville
Turbet, P 2001 The Aborigines of the Sydney District before 1788, Kangaroo Press, East Roseville
Willey, K 1979 When the Sky Fell Down: The Destruction of the Tribes of the Sydney Region, 1788–1850s,
William Collins Pty Ltd, Sydney
Zarmati, L & Cremin, A 1998, Experience Archaeology, Cambridge University Press, UK
Websites
www.therocks.com
Information about The Rocks
www.slnsw.gov.au
State Library of NSW
www.rocksdiscoverymuseum.com
The Rocks Discovery Museum
www.records.nsw.gov.au
State Records of NSW
www.cityofsydney.nsw.gov.au
City of Sydney Council
www.shfa.nsw.gov.au
Sydney Harbour Foreshore Authority
www.cityofsydney.nsw.gov.au/barani
Information on Aboriginal Sydney
www.teachingheritage.nsw.edu.au
Part of the NSW Board of Studies site
www.nla.gov.au
National Library of Australia
www.shfa.nsw.gov.au/sla
Sydney Learning Adventures
www.heritage.nsw.gov.au
NSW Heritage Office
www.tropmanarchitects.com.au
Tropman and Tropman Architects
www.nsw.gov.au
NSW Government homepage
www.educ.mq.edu.au/staff_bio.aspx?sid=402
Louise Zarmati biography
CONTACT US
Bookings and information
Once you have chosen a program(s), you can book online www.shfa.nsw.gov.au/sla or call us on (02) 9240 8552.
Please note:
• Programs run for 120 minutes unless stated.
• All groups must be pre-booked
• Risk assessments can be downloaded from our website.
• School holiday programs and birthday parties are available for groups on request.
Let us help you make the most of your day
If you would like advice on combining programs, lunch/morning tea options or assistance putting together
a customised package to suit your needs, just let us know.
We would be delighted to help!
Great deals are available on joint packages with other education providers.
Visit: www.shfa.nsw.gov.au/sla
T 02 9240 8552
Accommodation bookings
Sydney Harbour YHA
110 Cumberland Street
The Rocks NSW 2000
P: + 61 2 8272 0900
E: [email protected]
W: www.yha.com.au