Incorporating 8 ways
ACTIVITY 1: BUSHFIRES
Land Links
Land means different things to non-Indigenous and Indigenous people. The latter have a spiritual, physical, social and cultural connection to the land. Land management and care are vital for Aboriginal health and provide various jobs to economically support the community. This activity allows students to investigate the cultural links Indigenous people have to the land and how they look after the land, in order to promote sustainable farming. |
ACTIVITY 2: ARTEFACTS
Indigenous culture is one which shares knowledge and passes down information from generation to generation. Indigenous children learnt everything they needed to know from their family. They learnt about the Dreaming, the land, sacred sites, catching and collecting food and finding water through watching, listening and doing.
This activity allows students to investigate the cultural links through the exploration of traditional Indigenous artefacts.
This activity allows students to investigate the cultural links through the exploration of traditional Indigenous artefacts.
ACTIVITY 3: CULTURAL EXCURSION
Excursions allow students to gain a full understanding of Indigenous culture.
Through this excursion students have access to:
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Image retrieved from: http://www.berbaybooks.com/assets/Uploads/WHATSYOURSTORYTEXTFINAL200dpi16-17.jpg
Ways of integrating English
- Story - Local Dreaming and oral history stories - written and even painted or drawn.
- Deconstruct/Reconstruct - whole-to-part breakdown of community - town, then groups, then families, then key individuals.
KLA: ENGLISH
LITERACY LINK
ACARA (ACELT1613) - LITERATURE
Make connections between students own experiences and those of characters and events represented in texts shown form different historical, social and cultural context.
Comparison
It is obvious that the Aboriginal and Torres Strait Islander peoples and the British settlers were from two very different worlds. One came from an age of industry, the other lived off the land. But how different were they?
Throughout the book ‘What’s your Story?’ by Rose Glannone, we can see the differences between Leonard and Milba in the areas of cultural beliefs, housing, food, family structures. Several links have been provided to aid you in your research but you can look for your own information if you wish.
With using the bio cubes students are to fill in the areas of Personal Background, Personality Traits, Significance, Obstacles and Important Quote writing a bio on both characters in the book (Milba and Leonard).
This activity can be a follow up from the excursion listed above.
Make connections between students own experiences and those of characters and events represented in texts shown form different historical, social and cultural context.
- Recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events
Comparison
It is obvious that the Aboriginal and Torres Strait Islander peoples and the British settlers were from two very different worlds. One came from an age of industry, the other lived off the land. But how different were they?
Throughout the book ‘What’s your Story?’ by Rose Glannone, we can see the differences between Leonard and Milba in the areas of cultural beliefs, housing, food, family structures. Several links have been provided to aid you in your research but you can look for your own information if you wish.
With using the bio cubes students are to fill in the areas of Personal Background, Personality Traits, Significance, Obstacles and Important Quote writing a bio on both characters in the book (Milba and Leonard).
This activity can be a follow up from the excursion listed above.
Image retrieved from: http://covers.booktopia.com.au/big/9780980671155/what-s-your-story.jpg
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