Summary: Students will analyse an Aboriginal Image. They will use their detective skills to work out what is happening in each image.
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Maree Whiteley's curator insight,
February 26, 2013 10:09 PM
March is Women in History month...stories of six women of the Stolen Generation.
Jamie Mitchell's curator insight,
March 8, 2016 1:12 AM
Stories of the Stolen Generation you will not find in the New Norcia exhibition
Agnes Kharshiing's curator insight,
October 19, 2013 1:19 AM
A very Humble Gesture which few would do...Thank You...and thanks for sharing...
Catherine Smyth's curator insight,
February 26, 2013 8:13 PM
Primary teachers need to embed Aboriginal and Torres Strait Islander perspectives in their teaching. Use the ideas in this website to frame planning.
Clare O'Connor's curator insight,
April 2, 2013 2:32 AM
This is going to be a Cross-curricular priority, so I thought it useful to add for our RMLP teachers and in-house education providers. |
Dean Dray's curator insight,
March 28, 2014 7:02 PM
This stimulus could be used in a stage 3 classroom, to encourage the students to participate in personal reflection (Hinett, 2008). It could be used as a lead up activity towards Harmony Day or to get students to think about the cultural cohesiveness of Australia. Students can brainstorm as a group, why they think Australia is a popular location for people to live. Here the teacher can introduce new factual information to stimulate student thinking. Introducing words such as education, health, to seek refuge, employment ect.
Brainstorm and list the birthplace of children in the class and their parents or grandparents. Graph these results and discuss the outcomes, e.g. country where most were born, reasons why there are so many different groups represented in the graph. Use ABS data to compare own class or school to the Australia in general. This numeracy strategy will assist students in comparing class, school or local community with Australia. Does the community have a similar multicultural make-up as other parts of Australia?
This activity will get students to visually understand that there are many people living in Australia whom have a connection to another country. This will support students in understanding that other nations have assisted in shaping the Australian people of today.
Hinett, K. 2008. Improving learning through reflection – part one. [online] Available at: http://www.heacademy.ac.uk/assets/documents/resources/database/id485_improving_learning_part_one.pdf [Accessed: 28 Mar 2014].
Catherine Smyth's curator insight,
February 10, 2013 11:05 PM
This website gives a sense of the people, land, language and traditional technologies and knowledge of the Burarra people of Arnhem Land, in Australia's Northern Territory. Visit the Burarra PeopleQuestacon's Burarra Gathering Online Adventure let's you learn about Burarra traditional technology.Visit the Burarra People Online AdventureYou can take a virtual trip to the land of the Burarra people, and be guided by Danaja, a young Burarra man, and his grandfather, Wala Wala. You will need to complete a permit to travel onto Aboriginal land. You will also have to decide whether to travel in the wet or the dry season.
Jasmine Chan's curator insight,
April 5, 2016 8:43 AM
Outcome: - describe features of places and the connections people have with places GE1-1 Inquiry question: How are people connected to places? What factors affect people’s connection to places? This is a fantastic interactive resource to help students gain a deeper understanding of Aboriginal land and the connection between Burarra people with their land; Arnhem Land, sea and animals. It is an engaging and fun resource, which invites students to the life and daily activities of the traditional Burarra people through detailed and realistic animation. Stanner (1979) reiterates the meaning of land and country to Aboriginal and Torres Strait Islander people, where inanimate objects such as mountains, flora and fauna take on human like qualities (Van Issum, 2012, p. 62). As such, through this animated adventure, students can achieve an authentic experience with another culture and how different people connect to place. Teaching ideas This resource could be used in small groups using iPads. It should be taken account that not all schools can provide sufficient iPads, so another option could be using the IWB with the whole class. Before this, the class will complete a KWL Chart together. KWL Charts are a useful visible thinking strategy, which allows students to think about what they already know, what they want to know and what they already know (Lyman, 1981 In Ritchhart & Perkins, 2008, p. 59). By implementing visible thinking strategies, classroom tasks become more learning oriented rather than work oriented (Marshall, 1988 In Ritchhart & Perkins, 2008, p. 61). References: Commonwealth of Australia. (2008). Questacon-The National Science and Technology Centre: Burarra Gathering. Retrieved 8th April, 2016 from http://www.questacon.edu.au/burarra-gathering/welcome-to-burarra-gathering Ritchhart, R. & Perkins, D. (2008). Teaching students to think. Educational Leadership, 65(5), 57-61. Retrieved 8th April, 2016 from http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/makingthinkingvisibleEL.pdf Van Issum, H. (2012). Why we need Aboriginal and Torres Strait Islander perspectives. In Taylor, Fahey, Kriewaldt & Boon. Place and Time. Explorations in Teaching Geography and History. Frenchs Forest: Pearson Australia
Pelly Morganson's curator insight,
August 9, 2015 12:47 PM
Great visual representations of Aboriginal identity |
Please see comment below...
Important note:The following lesson could be enhanced by acknowledging the sources of the images as part of the lesson procedure, therefore modelling best practice in crediting your source. Also some of the images have been taken out of the context of their original website. This is a teaching point that could be shared with your students, ie the pros and cons of 'googling' for images...