Stone was widely used in the construction of tools and weaponry: • Millstones: Large sandstone tools from western New South Wales, used to grind seeds from grasses, wattle and kurrajong trees. • Whetstones: Smaller, portable millstones with grinding surfaces on both sides. • Percussion stones: Also known as hammer stones, used for breaking and trimming stones, shredding bark, and pounding bones, seeds and shells. • Anvil stones: Flat or egg-shaped with a roughened centre, used to hold objects being shaped with hammer stones. • Chisels: Long axe heads attached with gum to a handle, used to split bark and timber. • Blades: Highly crafted stone implements used as spearheads and for carving and cutting hide. Wood was important for making things like canoes, weapons, message sticks and tools. Bark was used for canoes, huts, sleeping mats, clothing and sandals. People also used shells, bones, gum, grass, skins and hair in their daily lives.
SkillBuilder discussion Using historical sources 1. Look closely at SOURCE6 . What are some features of the boomerangs in the image? 2. How were hand axes used
SOURCE6 A collection of Aboriginal and Torres Strait Islander Peoples’ artefacts, tools and weapons, including boomerangs and hand axes
by Aboriginal and Torres Strait Islander Peoples?
3. What materials were
traditionally used to make these artefacts?
2.8 SkillBuilder activity USING HISTORICAL SOURCES Look at SOURCE1 to learn what ancient Australians traded and how they did it. Trade was part of daily life and important for ceremonies. As ancient Australia changed, so did the trade networks. 1. In small groups, use the text and sources to create a mind map. Show the goods traded, where they came from, and where they went. 2. Look at a map of Australia to identify one of the trade regions from this lesson. Research the following. • The geographic features and landforms of the area (e.g., rivers) • The climate (e.g., subtropical) • The natural resources available (e.g., seafood through being close to the sea) 3. Discuss the challenges of surviving in your location, like unreliable water or cold winters. Also, consider what natural resources could be traded with other groups. 4. List the three most valuable trade resources from your location. Then, trade or barter with other groups to get three more resources you need. 5. Look at your map to identify where the extra trade goods came from and how hard it was to move them. Present your list of six resources to the class, explaining why you chose them and the challenges of trading them.
TOPIC2 Deep Time to modern era 49
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