Local Aboriginal History & Culture Contents The school recognises the importance of (a teacher’s resource) · Notes on Indigenous Studies teaching students about Indigenous culture and heritage in a proactive and · The Dharawal People responsible manner. This resource has · Resources been developed to assist teachers in · Activities and Local Excursions preparing effective, culturally appropriate · Website Reviews and engaging lessons. · Book Reviews · Sample Lesson Plan In doing so, care has been taken to use · Bibliography material related to the Indigenous area of which the school is a part. For more information on Indigenous education and the relevant policies, refer to the following TEACHER TIPS websites; · Before beginning any activities with the students, it is important to acknowledge NSW DET Aboriginal Education and Training Policy: the traditional custodians of Cronulla. A https://www.det.nsw.edu.au/policies/students/ simple acknowledgement of country would access_equity/aborig_edu/PD20080385.shtml be “We acknowledge the traditional owners of the land: clan of the Guidelines for ‘Acknowledgment of Country’ Dharawal nation.” https://www.det.nsw.edu.au/media/downloads/ dethome/yr2005/welcomecountry.pdf · Display a map showing the language groups of all of , and highlight the A Guide to Community Consultation and Protocols Gweagal clan of the /Dharawal Working with Aboriginal Communities people. (Revised edition 2008) http://ab-ed.boardofstudies.nsw.edu.au/files/ · Teachers should do some preliminary working-with-aboriginal-communities.pdf research about the local area and the This painting titled ‘Dharawal’ is by Indigenous artist Aboriginal group from the area before Teaching Aboriginal perspectives in the NSW Human Colin Isaacs. It represents his ancestry; introducing it in the classroom. The Society & Its Environment K-6 syllabus the generations past and resources included are a useful way for http://www.curriculumsupport.education.nsw.gov.au/ generations to come. shared/index.htm You can see more of teachers to gain both general and specific Colin’s work at http://www. knowledge to better prepare them for newagemultimedia.com/isaacs/ teaching in the classroom.

This teaching resource has been developed as part of EDBT5534 at the University of | 2010 The Dharawal People Our school is located within the area of the Gweagal Family structure (or Gwiyagal) band of . This is ‘Mother’ refers to the birth mother and all of her part of the larger area where the Dharawal (or sisters. Young boys cannot have contact with females Tharawal) language is spoken. from their family – this is taboo. ‘Father’ is your birth father and all of his brothers. ‘Aunty’ and ‘uncles’ are Geography the brothers of your mother and the sisters of your Dharawal is the language spoken by the mobs/bands father and others may be bestowed based on that have a relationship with the area South of Botany closeness to the family. All family members look out Bay and the , west to Appin, down as far for each other’s wellbeing and also have the right to as Goulburn and to Wreck Bay near Nowra discipline younger family members. Major Totems In the Dharawal area it has been recorded that men The three major totems of the Sydney basin are were able to have 2 or more wives. Marriages were Whales, Kangaroo and Snakes. There are many others arranged from birth and followed very strict kinship but these totems reflect the three main spirit creators systems. and their importance to life. Individuals will have totems that are bestowed on them in the womb by Women’s business their mothers. Please note that totems is not an Women have a separate system of customary law Barani Website – Indigenous indigenous word, it has been appropriated from North ‘secret women’s business’ involving ceremonies and City American culture due to the similarities in meaning. ritual influencing kinship ties, marriage arrangements, Map of what is believed to have been the land relationships and dispute resolution. Women distribution of Indigenous linguistic tribes within cared for their young and did most of the food Sydney in 1788 , a table of Indigenous language gathering. Dharawal women would fish using groups and bands within Sydney, and discussion handlines woven from hair or twine of the cabbage on significant Indigenous sites tree palm. Women sewed Kangaroo and possum skin http://www.cityofsydney.nsw.gov.au/barani/ cloaks for everyone. themes/theme1.htm Men’s business Relevant Outcomes: CUS2.3and ENS2.6 Much of men’s time involves manufacturing and maintaining tools and weapons such as axe, spears, NSW Aboriginal Land Council canoes, shields and clubs. Some weapons such as the Map of the various regions looked after by each stone axe tools had spiritual significance. of the local aboriginal land councils http://www.alc.org.au/media/33571/map%20- %20final%20with%20spellings%20 aborreg2007.jpg Relevant Outcomes: ENS2.5

This image of the whale totem is from the Dharawal Resource Kit, available from the Environmental Education Centre.

This teaching resource has been developed as part of EDBT5534 at the University of Sydney | 2010 Resources Websites Books and DVDs Curriculum Support Australian website Going Bush by Nadia Wheatley & Ken Searle (2007) http://www.curriculumsupport.education.nsw.gov.au - Dreaming stories by state http:// The story of children from Southwest Sydney who This website provides several different maps (print australianmuseum.net.au/Stories-of-the-Dreaming embark on a day trip through the Wolli Creek Valley. and electronic) of Aboriginal Australia. It includes - Information on the Indigenous Australians of Includes Indigenous perspectives on use and maps on various Aboriginal clans in Australia/NSW/ Coastal Sydney including language groups and a chart management of the environment and encourages Sydney and different languages spoken. on Indigenous clan names http:// students to explore their emotional and sensory australianmuseum.net.au/Aboriginal-People-of- reactions to the bush. There are accompanying Education Network Australia website Coastal-Sydney/ teachers notes with good activity suggestions. · Resource links for teaching Aboriginal studies for - Information about Indigenous Australia (e.g. Relevant Outcomes: ENS2.5, ENS 2.6 School Education spirituality and the land) http://www.edna.edu.au/edna/go/resources/browse/ http://australianmuseum.net.au/Indigenous-Australia Rivers and Resilience: Aboriginal People on Sydney’s cache/bypass?catpath=0,24319,15919,11190 Relevant Outcomes: CUS2.3 Georges River by Heather Goodall and Allison Cadzow Barani -Indigenous History of Sydney Department of Environment, Climate Change and Explores the history of the lives and cultures of the · Various artwork images Water – NSW website Aboriginal people on the George’s River. This · Landmark events significant to Indigenous · Management plan for Dharawal Nature Reserve resource is a reliable, authentic, and steers clear of Australians since white invasion and State Conservation Area stereotypes of the Aboriginal people. Could provide http://www.cityofsydney.nsw.gov.au/barani/timeline/ http://www.environment.nsw.gov.au/resources/ extracts from the book as the foundation for timeline.htm parks/dharawalMgmtplan.pdf discussion within the classroom. Relevant Outcomes: CCS2.1 CCS2.2 Relevant Outcomes: ENS2.6 Dharawal: The story of the Dharawal speaking Little Red Yellow Black Site Botanic Gardens Trust people of Southern Sydney by Les Bursil, Mary http://www.rbgsyd.nsw.gov.au/science/ Jacobs, artist Deborah Lennis, Dharawal Elder Aunty · Related to book titled ‘Little Red Yellow Black Evolutionary_Ecology_Research/ Book’ (Bruce PASCOE with AIATSIS) Beryl Timberly Beller and Dharawal spokesperson Botany_of_Botany_Bay/people/indigenous_people Merv Ryan. · Teaching notes, suggested readings, external Relevant Outcomes: CCS2.1 resource links Overview of local Indigenous culture. Contact details for local Indigenous residents available for http://lryb.aiatsis.gov.au/ City Council website Relevant Outcomes: CUS2.3, ENS2.6 consultation. Contains local tribal/language maps, · Aboriginal history and some Dharawal words Dreaming explanations, ‘totems’, kinship structures, http://www.wollongong.nsw.gov.au/library/ National Aboriginal and Torres Strait Islander men and women’s business, body decoration, art, aboriginalhistory.asp habitat and language. Downloadable PDF available at: Educational website (NATSIEW) Relevant Outcomes: CUS2.3, CCS2.1, CCS2.2 http://www.natsiew.edu.au/site/home.aspx www.lesbursill.com/site/PDFs/_Dharawal_4Sep.pdf Relevant Outcomes: CUS2.3, CUS2.4 Book on Dharawal language Message Club Website for kids http://trove.nla.gov.au/work/ DHARAWAL (DVD) from RNPECC · Reviews on Indigenous storybooks 11419994?selectedversion=NBD1019010 · Interactive games Providing Dharawal perspectives in Relevant Outcomes: CUS2.3 Royal National Park. Contact the Centre · Gallery of Indigenous children’s art, photos and to borrow this resource. stories Environment Centre http://www.royalnatpk-e.schools.nsw. http://www.abc.net.au/messageclub/ Kurnell http://www.ssec.org.au/our_environment/ edu.au/dharawal.html Relevant OutcomeS: CUS2.3 our_bioregion/kurnell/history/origins/firstaust.htm Relevant Outcomes: ENS2.5 & ENS2.6 Relevant Outcomes: CUS2.3

This teaching resource has been developed as part of EDBT5534 at the University of Sydney | 2010 Activities 1. Importance of Nature as Resource 2. Getting Around 3. Representations of the Land Aim Aim Aim Students will learn about the importance the This activity aims to get students to think about how Students will learn about how the Gweagal people Gweagal people place on various elements of the the Gweagal clan used to move around the land and experience the environment and represent it in natural world, and how they use/d these elements. water without the modern tools we now have. images and symbols. Through this exercise, students will explore the close Steps relationship and intimate knowledge the Aboriginal Steps 1. Take students on an excursion through the people have with the land. 1. Take the class on a walk (either through the playground. In groups of five or six, ask the students playground or nearby park). At a suitable location, to find one piece of nature that they think is Steps interrupt the walk. Break students into groups and important to them and bring it back to the 1. Students will make two maps, of the location assign them a different element of nature, classroom. between their home and school. The first map preferably native, to sketch (e.g. animal, plant, 2. When everyone is back in the classroom, should be a modern one using standard conventions river). students will write down why their choice is and should include important places and landmarks. 2. Groups should use their experience with the important to them. The other map should include environmental land to help them draw. Groups should discuss 3. Students will discuss with their classmates features only. Based on the maps, students should shape, texture, where it is, how it grows/moves, etc. what they chose and why. write a set of directions on how to get from their 3. Back in the classroom, bring out a copy of 4. Students will learn about different elements school to home. the patterns and symbols drawn by the Gweagal of the natural world that were of particular 2. Discuss with students going to a place for people (these can be found in the resource importance to the Gweagal people, the local clan. the first time. What do they look for that will help ‘Dharawal’). (If allowed by the Principal, teachers can (This information can be found from many them? Are there recognisable signs (street signs, take students directly to locations of actual patterns resources, particularly ‘Dharawal’). suburb signs, etc) that help? and symbols of the Gweagal clan). 5. A comparison will be made between what 3. Modern societies use maps and signs, which 4. Discuss the patterns and symbols the the students used the natural world for compared to are physical things. They also use light (torches Gweagal clan used to represent the land. Also the Gweagal clan. headlights and home lights). But before this natural discuss where they drew their patterns and symbols, light was the main source of lighting, for example, and with what tools. Outcomes and Indicators the moon. Discuss with class how Aboriginal people 5. Students then compare their ENS2.5 Describes places in the local area and other know how to get around without any of these representations of the land to the Gweagal clan’s parts of Australia and explains their significance. modern tools or technologies. Discussion should representations of the land. This can lead to - describes ways in which Aboriginal peoples focus on intimate knowledge of the land, its physical discussion about how and why representations are have used and interacted with the environment to features and different times as the points of different. meet their needs references (e.g. planets are in different parts of the sky each season). Outcomes and Indicators ENS2.5 Describes places in the local area and other Outcomes and Indicators parts of Australia and explains their significance. ENS2.5 Describes places in the local area and other - describes how people can construct and parts of Australia and explains their significance. modify environments in a manner that reflects ideas, - Locates and names natural, built and culture, needs and wants, eg designs of playgrounds, heritage features of the local area. gardens - Uses geographical and non-geographic terminology to describe and locate environmental features.

This teaching resource has been developed as part of EDBT5534 at the University of Sydney | 2010 Activities Excursions 4. Community languages Environmental Education NSW Department of Environment, Aim Centre Climate Change and Water To explore with students the variety of languages Students to learn about the Gwyeagal Aboriginals http://www.environment.nsw.gov.au/ spoken by the Aboriginal people, including the including bush tucker sources, tools and weapons, NationalParks/Excursions.aspx?region=Sydney-and- language of the Gweagal clan. how fish were caught Surrounds#excursions Steps Examination of artefacts, display of tools and 1. Students are provided with maps of all of weapons, visit Gwyeagal caves, reflection on the The DECC offers the following excursions: the languages spoken in Australia, including the impact of Cook’s arrival, excavating a , Indigenous languages. These can be found at http:// Information at http://www.botanybay- 1. Aboriginal Discovery Excursions www.curriculumsupport.education.nsw.gov.au/ e.schools.nsw.edu.au/page7.html Kamay Botany Bay National Park shared/abmaps/maps.htm. 2. Students develop a graph of the languages Relevant Outcomes: CCS2.1, CUS2.3 Royal National Park spoken in Australia. 3. Students explore why a lot of Aboriginal 2. Stories of a Different Time languages are still spoken and why the rest are Botany Bay National Park almost lost. Relevant Outcomes: ENS2.5 & 2.6 4. Over 200 languages are spoken in Australia, Australian Museum including 48 Australian Indigenous languages. Indigenous Australians Stage 2 Education program Research how many countries in the world have over “Indigenous Australians: Australia’s first peoples” 3. British Colonisation of Australia 200 languages spoken. exhibition Kamay Botany Bay National Park 5. Why is Australia unique in having over 200 Stories are told by Indigenous Australians via images, Relevant Outcomes: CC2.1 languages spoken? How have these speakers, with their customs, foods and beliefs brought change to interactives, artifacts, artwork the local community and Australia? What impacts do Reconstructions of a lock-up cell, courtroom dock, Aboriginal and non-Aboriginal cultures have on each bush chapel, Aboriginal Embassy and the Freedom other? bus Royal National Park Environmental Information at http://australianmuseum.net.au/ Outcomes and Indicators Education Centre CUS 2.3 Explains how shared customs, practices, Indigenous-Australians-Stages-2 Cogs Unit: Being Australian (Aboriginal studies symbols, languages and traditions in communities Relevant Outcomes: CCS2.1, CCS2.2, CUS2.3 focus) contribute to Australian and community identities. http://www.royalnatpke.schools.nsw.edu.au/ - Recognises the diversity of cultural groups in a community. primary_prog.html CUS 2.4 Describes viewpoints, ways of living Relevant Outcomes: ENS2.5 & 2.6 languages and belief systems in a variety of communities. - Explains the importance of Aboriginal peoples in Australian identity.

This teaching resource has been developed as part of EDBT5534 at the University of Sydney | 2010 Barani - Indigenous History of Sydney The Barani website identifies itself as “an interactive, The Barani website may be a little difficult for Stage 2 searchable resource” providing the reader with links students to navigate themselves. The website to information about Indigenous History within information is fairly easy to read. However, students Sydney, biographies, contacts, and book, film, image would need to be directed as to exactly which section and website references. of the website to focus on as there is a large quantity of content to sift through. We picked this website as a possible teaching resource of Indigenous History to students as it devotes a large Alternatively, the website may simply act as an portion of its content to the discussion of the diversity excellent information source for teachers when of Indigenous people and places within the Sydney designing a lesson sequence around Aboriginal area. The particularly relevant sections of the website History. Along with provision of unbiased and can be found at http://www.cityofsydney.nsw.gov.au/ representative information, the website includes a barani/themes/theme1.htm and http:// range of maps, images and a fantastic timeline www.cityofsydney.nsw.gov.au/barani/themes/ displaying occurrence of events significant to theme4.htm Indigenous Australians in Sydney since White Invasion.

http://www.cityofsydney.nsw.gov.au/barani/main.html Barani depicts Aboriginal tribe names by band and Contact details of this council are readily available language group within the Sydney area. The tribe from http://www.cityofsydney.nsw.gov.au/ locations as they are believed to have been in 1788 ContactUs.asp. The Barani website was published by the Sydney City can also be viewed via interactive map. Indigenous Council in 2002. However, on the Barani website there sites around Sydney are additionally discussed in There is a detailed list of acknowledgments under a has been a warning included at the bottom of the terms of their location and associated significance. separate section of the Barani website at http:// page outlining that the Council does not take This is important for our Stage 2 lesson focus on the www.cityofsydney.nsw.gov.au/barani/ “responsibility for errors or omissions or for actions topic of ‘Identities’, specifically the Aboriginal acknowledgments/index.html based on this information”. languages and customs local to our chosen school (Board of Studies NSW, 2007). The Barani website historical themes were written by Dr. Anita Heiss, who is a author and social The website identifies that the portrayal of Aboriginal commentator based in Sydney. Additional writing has People has often been negative, derogatory, “Euro- been completed by Terri McCormack. Design of centric” and stereotypical. In relation to this, there is website was additionally by an Indigenous multi-media discussion and display of a range of artwork images on company. the website from many sources. Several of the images shown are inappropriate and non-representative of The acknowledgements list a range of organisations Indigenous people. Therefore, all images are labelled and authorities including the Department of Aboriginal and referenced appropriately so we know who has Affairs, Metropolitan Local Aboriginal Land Council, produced them and when they were produced. All National Aboriginal History & Heritage Council, images are also provided with a brief interpretation of Yiribana Gallery, Art Gallery of and their content describing the artists’ possible ideas and Boomalli Aboriginal Artists Co-operative just to name a assumptions. few.

This teaching resource has been developed as part of EDBT5534 at the University of Sydney | 2010 Message Club The NT Department of Education recommends it as an The site is also somewhat confusing as it appears to be “Aboriginal kids website [that ] provides information striving to serve two different functions. On the one for young learners on Aboriginal culture, history and hand, it is catering to an audience of young Indigenous people.” (http://www.det.wa.edu.au/ students, providing them with content and activities aboriginaleducation/detcms/aboriginal-education/ that attempt to be grounded ‘in their culture’. On the aboriginal-education/web-references/abc-message- other hand, the site is also suggested as a resource for club.en?oid=SiteProxy-id-7149735) non-Indigenous students – the implication being that it may be used to build their awareness and The fact that the site is published by the ABC, the understanding of Indigenous issues. national government broadcaster, gives it a reasonable level of authority compared to many other While they may be subtly different, by attempting to online properties. However, to understand the real cater to both these audiences, the site struggles to value of the site as a tool for Indigenous studies present itself well as an Indigenous studies resource. teaching, it is necessary to more critically evaluate it. As an example, the regular ‘poll’ invites visitors to answer questions that include; The information on the site covers a range of issues, · Which is you favourite band? (Yothu Yindi, including historical and cultural aspects of Indigenous NoKTuRNL, Lajamanu Teenage Band Letter Stick) Australia. These include, for example; · What food do you like best? (Witchetty Grubs, · Discussion of traditional and contemporary dance Goanna, Fish, Emu, Kangaroo, Crocodile, Dugong, http://www.abc.net.au/messageclub/ · Aboriginal astronomy Echidna, Possum, Turtle) Aimed at both Indigenous and non-Indigenous · 1967 referendum students, the ABC’s Message Club website is intended · Tent embassy As a reference, the ‘Didj U Know’ section of the site is to ‘promote student interest in traditional and · Torres Strait Islander drum and headdress the most relevant. Based on the comments above, the contemporary Indigenous life’. The site has been content is not of sufficient quality to make this a site created for late primary and early high school A superficial reading of the material suggests that which teachers will find particularly useful. While it students, but the ages of contributors suggests that it there is no overtly inappropriate material. The may be a valuable site to engage remote Indigenous is proving more engaging at the earlier end of that inclusion of contemporary and traditional elements students with culturally-relevant content and games, it spectrum (and even with younger students). suggests an appreciation of the complex nature of is lacking as a viable source of Indigenous teaching Indigenous identity and history. material. The site offers a combination of activities for students, and opportunities to share their experiences and Unfortunately, there is little to no evidence provided contributions. It is part of the ABC website, and can be of any Indigenous authorship – only the names of accessed through the ‘Indigenous’ section. The individual article writers are provided, and no content appears to have been built to be accessible by indication of sources or consultation is given. users with limited access speed, catering to rural communities. In many instances, information is presented as generic without an appreciation of the diversity of Indigenous cultures. The use of phrases such as ‘Aboriginal people’ and ‘Dreamtime stories’ in an article dated 2004 suggest a paucity in meaningful Indigenous involvement.

This teaching resource has been developed as part of EDBT5534 at the University of Sydney | 2010 by Heather Goodall ‘Rivers and Resilience’ & Alison Cadzow While this book covers Aboriginal people over quite a The authors of the book are Heather Goodall and large area in Sydney, it also refers specifically Allison Cadzow. Goodall grew up in the Georges River throughout to the people from the Cronulla area, the area, has worked closely with Aboriginal people in Gweagal clan. Chapter 4 ‘Travelling Guragurang: numerous social histories, and is currently Professor of Biddy’s River 1850-1890’ is of particular interest for History at UTS. Cadzow has been senior researcher on Cronulla South Primary School. It explores the life of the Georges River parklands and cultural diversity Biddy Giles, an important Aboriginal woman born project, is currently co-editing an HSC Aboriginal around 1820 within the Gweagal clan. Biddy Giles Studies teachers’ resource book and has been travelled a lot around the Georges River area, and the assistant curator at the National Museum of Australia. chapter explores her relationship with the land and Goodall and Cadzow are thus both very familiar with other Aboriginal people on her travels. the Georges River area, very interested in the Aboriginal community and are both academically This book was first published in 2009 and it has the inclined. same copyright date. Although the date alone is not enough to conclude it to be accurate, newer material is generally more accurate than older material. Use of Imagery There are several images used throughout the resource. These include photographs of the people and places mentioned, as well as maps and sketch maps of various locations. They provide a true representation of the people and places mentioned, and steer clear of stereotypical and tokenistic images of the Aboriginal people. The images are all captioned with an explanation of what it is, the source and the Rivers and Resilience: Aboriginal People on Sydney’s date. Georges River by Heather Goodall and Allison Cadzow This resource is too challenging for Stage 2, and Whose culture? would be most useful in providing background This resource takes a local approach as it focuses on knowledge on the topic to aid teachers. Chapter 4 the Aboriginal people in the Georges River area. It is and 10 may be used to facilitate class discussion. relevant to a school in Cronulla as it explores the Gweagal clan, the Aboriginal people from the Cronulla area, and explores the location of Cronulla and This resource explores the history of the lives and surrounding areas. cultures of the Aboriginal people on the George’s River, before British arrival and throughout the last Whose history? two centuries since. The relationship that the This resource incorporates an Indigenous voice. As Aboriginal people have with the land is a particular mentioned in the ‘Acknowledgements’ section, the focus of the resource. It is very useful to gain a book was written with the ‘generous support, general idea of Aboriginal river culture, particularly encouragement and feedback of the many Aboriginal chapter 10 ‘Resilience on a city river 1990-2008’. people who have a connection with the river’.

This teaching resource has been developed as part of EDBT5534 at the University of Sydney | 2010 ‘Going Bush’ by Nadia Wheatley & Ken Searle This is not explicitly positioned as an Indigenous The Indigenous language words throughout the text resource; rather the ‘Teachers Notes’ claim that it’s an have been sourced from ambiguously names “early exploration of: settler lists” and checked by the author of another “ - the harmony of the natural environment publication (”plant and Aboriginal Glossary”). There is - the harmony in which traditional owners lived with no explicit reference to the language group from the environment, through preserving the law of the which the words originate and no mention of land consultation with representatives from this language - harmony within ourselves, through connecting with group/s. The text fleetingly recognizes that there is the land variation in the spelling of words amongst Aboriginal - harmony as a group, by working together in a non- languages, stopping short of acknowledging the competitive way “ variation of languages within the Sydney area and very short of identifying the language spoken in the local The educational principles underlying the text reflect area. the Papunya Model of Education, developed by Indigenous educators at Papunya School (Northern Whose History? Territory) during the 1990s. This model puts country (in One of the key aims of the book is to recognize the the Aboriginal sense) at the core of the curriculum, and children’s own history’s and understandings that they values the knowledge, which students bring from their bring to the bush journey. This is then interwoven with homes and communities (Wheatly, no date, p. 3). the history of the traditional owners, who are Going Bush by Nadia Wheatley & Ken Searle noticeably voiceless in this text. The ‘Harmony This resource is best suited for the following stage 2 Use of Imagery Project’, which gave birth to Going Bush, is a outcomes: ENS2.5, ENS 2.6 All imagery is authentic and local. The book uses a collaboration of author and illustrator, and you get a collage style that draws on professional and student sense that genuine acknowledgment of and “Going Bush”, first published on 2007, is the story of illustrations and student photography. The images of consultation about Indigenous ownership of culture, 16 children from 8 government, Muslim and Catholic traditional Indigenous tools and huts are stereotypical, history, language and land, has been sacrificed for Schools in Southwest Sydney who embark on a 1-day this slightly offset by being contextualized within the their ownership of the broader ‘Harmony PRoject’. journey through the Wolli Creek Valley. The book local environment which is presented in a includes reflections and artwork that the children contemporary way; examples including a photo of a Resource evaluation: created while on the journey and when back in the train and illustrations of planes, buildings and bridges Despite some visible shortcomings as a local classroom. ensure that the indigenous content has not been Indigenous resource it does have some value within presented as exotic or frozen in the past. Not ideal, the classroom. For example, it could provide a literary During the journey the group investigates Indigenous but not terrible either. resource to springboard into a more localized use and management of the environment, using some discussion of some of the themes of the text, such as Indigenous words and reflect on how their shared Whose culture? languages, connection to the land, environmental experiences of the bush forges bonds between group Despite being based on the Papunya Model of management etc. The teachers notes offer guidance members. The children are encouraged to explore Education from the Northern Territory there is no on how to best localize and have some good activity their emotional and sensory reactions to the bush. indication of consultation with the creators of this suggestions, but the onus is very much framework. A major shortcoming is the lack of on the teacher to make this a truly evidence or acknowledgment of consultation with any authentic and local text. Indigenous group; there is a non-specific acknowledgment of the ‘traditional custodians of the land’ however all “Acknowledgments” refer to only to the schools of the children involved, the students, and the Wolli Creek Preservation Society.

This teaching resource has been developed as part of EDBT5534 at the University of Sydney | 2010 Sample Learning Sequence Lesson Title: Indigenous Totems Lesson Aim: Students will learn about: Stage: 2 - The special relationship of Aboriginal people to the land. Outcome: CUS2.3 - Places of spiritual significance in the local community. - Original Aboriginal languages spoken in the local area.

OUTCOME INDICATORS Explains how shared customs, practices, symbols, languages · Identifies some significant customs, practices and traditions of their local community, beginning with Aboriginal people. and traditions in communities contribute to Australian and · Locates and identifies evidence of the languages used in their local community, beginning with the original Aboriginal community identities. languages, eg signage, place names, sign language.

Preparation Note: As this lesson refers to Indigenous spiritual content, a member of the Dharawal should be invited to present this material. Local anthropologist Les Bursill is recommended if available.

TIME ACTIVITY RESOURCES 30 mins Dharawal Anthropologist Les Bursill will speak to the class about the various animal · Presentation provided by guest speaker totems of the Dharawal speaking people, and stories associated with them. 10 mins The class is divided into pairs. Each pair selects an animal for their totem. They each · Images of local Indigenous carvings practice drawing their totem, using similar technique to local stone carving.

20 mins The class moves out to the playground, where they each take turns making a sand · The outdoor sandpit drawing of their totem in the school sandpit. Pairs of students are photographed with · Camera their sand drawings and talk to the class about the significance of their totem.

EVIDENCE OF ACHIEVEMENT Students display an understanding of the spiritual significance of their totem during the exercise, including the Dharawal name for their totem, who their assigned totem is significant to, and the role of their totem in dreaming stories.

This teaching resource has been developed as part of EDBT5534 at the University of Sydney | 2010 Bibliography ABC (2004). Message Club. Retrieved May 22, 2010 from http:// Goodall, H., & Cadzow, A. (2009). Rivers and Resilience. Sydney: NSW Department of Education and Training. (2008). A Shared www.abc.net.au/messageclub/ University of New South Wales Press Ltd. History: Teaching Aboriginal Perspectives in the NSW Human Society & its Environment K-6 Syllabus. Retrieved May 29, AIATSIS (2008). Little Red Yellow Black Site. Retrieved May 22, Gold, E., Lawrence, J., & O’Connor, K. (2008). The Concept of 2010 from 2010 from http://lryb.aiatsis.gov.au/ Belonging. Leichhardt: English Teachers’ Association NSW. http://www.curriculumsupport.education.nsw.gov.au/ shared/index.htm Australian Museum (n.d.). Aboriginal People of Coastal Sydney. Heiss, A., & McCormack, T. (2002). Aboriginal People and Place. 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This teaching resource has been developed as part of EDBT5534 at the University of Sydney | 2010