Vels Unit Planner

Emelia Bishop VELS UNIT PLANNER SKILLS TOPIC: Indigenous Australians – peoples and country Analysing YR 8 TERM: 1 , 2012 Checking LEVEL: Classifying Co-operating EFFECTIVE TEACHING AND LEARNING PRINCIPLES Considering options  Problem Solving  Inquiry  Collaboration Designing Elaborating  Communication  Self-Responsibility  Social Awareness Estimating  Reflection  Creative  Constructing KWL Explaining MAJOR TOPIC UNDERSTANDINGS Generalising Group work Fertile Question: Indigenous Australia – past or present? Hypothesising 1. Indigenous peoples Inferring 2. Indigenous country Justifying 3. Traditional practices Listening Locating information 4. Impacts of colonialism for Indigenous peoples Making choices 5. Indigenous peoples in the local area – past and present Note-taking FOCUS QUESTIONS Observing Ordering Events 1. Who are Australia’s Indigenous peoples? Organising 2. What did an Indigenous Australia look like? What does it look like Performing today? Persuading 3. What are Indigenous cultural understandings of country? Planning 4. What were the impacts of colonialism for Indigenous peoples? Do Predicting these impacts still have affects? Presenting in a range of ways 5. What were Indigenous traditional practices? How are these Providing feedback practiced today as part of Indigenous living culture? Questioning 6. Who were/ are the Indigenous peoples of this area? Reading 7. How can Australia support Indigenous peoples and the country’s Recognising bias Indigenous history? Reflecting Reporting 8. What can students and the school do? Responding to other’s work TEACHING  e5 Instructional  Thinking tools Restating AND Model  Think, Pair, Revising LEARNING  Constructivist Share Seeing patterns STRATEGI Approach  Placemat Selecting information ES TO BE  Co-operative  Group Work Self-assessing USED: learning  Direct Action Sharing ideas  Venn Diagram Summarising  Expert groups Synthesising Testing Synopsis: This Integrated Unit has been developed as a detailed, student focused Viewing study on Australia’s Indigenous peoples. The unit seeks to engage students in an Visually representing inquiry based exploration of past and contemporary issues, understandings and Working independently representations of Indigenous Australians. Students will work collaboratively and individually. They will do so on a range of activities that will develop their Working to a timeline interpersonal skills, personal learning skills, communication and thinking processes skills and disciplinary skills and knowledge within Geography, Civics and Citizenship, English and History. The teacher will act as a facilitator of student learning, guiding students to create and construct knowledge, skills and understandings together and apply, evaluate and reflect on their learnings.

Emelia Bishop VELS STRANDS, DOMAINS & DIMENSIONS PHYSICAL, Interpersonal Building social relationships PERSONAL Students empathise with others in local, national and global contexts, acknowledging the AND Deve diversity of individuals. SOCIAL LEARNING lopm Working in teams Students accept responsibility as a team member and support other members to share ent information, explore the ideas of others, and work cooperatively to achieve a shared purpose.

The individual learner Students monitor and describe their progress as learners, identifying their strengths and weaknesses. They identify a variety of learning habits and adopt those which assist their learning. They identify, select and use an expanded repertoire of learning strategies appropriate to particular tasks. They seek and respond to feedback Personal Learning Managing personal learning Students complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation. They initiate and undertake some tasks independently, within negotiated timeframes. Students demonstrate a positive and structured approach to learning, identifying and using effective strategies that assist with study, both at school and at home

Civic knowledge & understanding Students identify significant developments in the achievement of political rights in Australia. Community engagement Civics and Students present points of view on contemporary issues and events using appropriate supporting evidence. They explain the different perspectives on some contemporary issues and Citizenship propose possible solutions to problems. They use democratic processes when working in groups on class and community projects. DISCIPLINE English Reading, -BASED Students read and view imaginative, informative and persuasive texts that explore ideas and LEARNING information related to challenging topics, themes and issues. Students infer meanings in texts, analyse how social values or attitudes are conveyed, compare the presentation of information and ideas in different texts, and identify cause and effect. Writing, Students produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting. They write arguments that state and justify a personal viewpoint; reports incorporating challenging themes and issues; personal reflections on, or evaluations of, texts presenting challenging themes and issues. Speaking & Listening, When listening to others, students ask clarifying questions and build on the ideas of others. They identify key ideas and take notes. They show an awareness of the influence of audience on the construction and presentation of spoken texts, and of how situational and sociocultural factors affect audience responses. The Humanities Geographical knowledge & understanding, Geography Students demonstrate knowledge and understanding of the characteristics of the regions of Australia. Students describe differences in culture, living conditions and outlook, including attitudes to environmental issues, in these regions. Geospatial skills, Students collect geographical information from electronic and print media and analyse, evaluate and present it using a range of forms. They construct overlay theme maps using map conventions of scale, legend, title, and north point.

Historical knowledge & understanding, Students analyse change and continuity over time and compare key aspects of past and History present societies; aspects of daily life, social and political ideas and structures, and cultural values and beliefs. They demonstrate understanding of key concepts Historical reasoning & interpretation. Students frame key research questions, plan their investigations, and report on their findings. They use a range of primary and secondary sources including visual sources that record features of the societies in their investigations. They evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the strengths and limitations of historical documents.

Emelia Bishop INTERDISC Communication Listening, viewing & responding, I-PLINARY Students modify their verbal and non-verbal responses to suit particular audiences. They LEARNING consider their own and others’ points of view, apply prior knowledge to new situations, challenge assumptions and justify their own interpretations. Presenting. Students use the communication conventions, forms and language appropriate to the subject to convey a clear message across a range of presentation forms to meet the needs of the context, purpose and audience.

Information and ICT for visualising thinking, Students select and apply ICT tools and editing functions that support the filtering, classifying, Communications representing, describing and organising of concepts, issues and ideas. Technology ICT for creating Students independently use the operating system to manage their desktop workspace. They organise their folders logically, appropriately name and locate files for sharing with others and apply techniques to facilitate the easy handling of large files. They use ICT in a safe, efficient and effective manner. Students keep their bank of digital evidence up-to-date, and ensure it is easy to navigate, complies with ICT presentation conventions and demonstrates a diversity of ICT skills and knowledge. ICT for communicating Students select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches. They judge the integrity of the located information based on its credibility, accuracy, reliability and comprehensiveness. Students share their ideas through their blog, website or other public forum.

Reasoning, processing & inquiry, They complete activities focusing on problem solving and decision making which involve an Thinking increasing number of variables and solutions. Processes Creativity Students apply creative thinking strategies to explore possibilities and generate multiple options, problem definitions and solutions. They demonstrate creativity, in the ways they engage with and explore ideas in a range of contexts. Reflection, evaluation & metacognition Students explain the purpose of a range of thinking tools and use them in appropriate contexts. They use specific language to describe their thinking and reflect on their thinking processes during their investigations. They modify and evaluate their thinking strategies. They describe and explain changes that may occur in their ideas and beliefs over time.

WAYS TO PRESENT OUR LEARNING INCLUSIVE LEARNING: Poster Photography The development of an integrated unit on Indigenous Australians is an explicit attempt to include minority Collage Oral presentation Australian voices in the dialogue of the classroom. Email Construction Understanding and acknowledging Australia’s Indigenous History and the living culture of Indigenous Australians Story Factual booklet today is important not only for an inclusive curriculum but Idea Booklet Interview an inclusive society. Presenting a balance in gender Internet Site Newspaper diversity in representations of Indigenous peoples and texts by Indigenous peoples has been taken into account Multimedia Video in planning this Unit. As has drawing links between project Organise a group to Indigenous Australians and other groups of peoples that Experiment act on something occupy a space outside the mainstream in Australia. In this way it is hoped that students can draw comparisons Radio report between themselves and Indigenous Australians.

ASSESSMENT - ASSESSMENT OF LEARNING . Teacher is to make ongoing informal . Students are to complete a formal assessment of student and group progress. individual reflection on their learning in

Emelia Bishop Taking note of how students work through the week 2 using the framework provided by each task in terms of timing and engagement deBono’s thinking hats. This reflection will with the activities and the topic. inform student learning and teacher’s . Students are to complete an informal PMI facilitation of student learning through the evaluation of their learning and thinking skills remainder of the unit used in the excursion and its associated . Formally assessed Group Assignment – activities. assessment rubric was discussed and provided to students so as they knew what was expected of them.

RESOURCES Teacher Reference – Unit Resources ICT used in Classroom by teacher:  Images of Indigenous Australians  Computer  Teacher resource – introduction to  Interactive Whiteboard Indigenous Australians  Photography – camera/phone  Pre-excursion activity, Interpretation:  Web based video and audio one object, many stories  Laptops  Excursion form  Internet access  Defining a fertile research question  Shared drives  Active listening activity  USB  Group Research Overview of methods  Powerpoint and presentation style  Digital images  Assessing Group Assignment Progress debono’s hats  Self-reflection on learning debono’s Computer Software - hats  Internet  Acknowledgement of country activity  Microsoft PowerPoint  Incursion Form  Shared drives  Local Indigenous peoples and place  Audio and Video playing programs  Concluding Unit Poster  Assessment Rubric Group Assignment

Websites – Excursion - http://www.sbs.com.au/firstaustralians/  Bunjilaka - Melbourne Museum http://www.abc.net.au/indigenous/ Incursion - http://www.shareourpride.org.au/pages/home.php http://www.kooriweb.org/foley/indexb.html  Representative from the http://museumvictoria.com.au/ Western Suburbs Indigenous http://museumvictoria.com.au/bunjilaka/ Gathering Place Association http://aso.gov.au/titles/documentaries/painting-country/clip2/ http://www.radioaustralia.net.au/pacbeat/stories/201007/s2944495.htm http://territories.indigenousknowledge.org/ http://maicollective.blogspot.com/ http://www.vu.edu.au/about-vu/vus-vision/acknowledgement-of-country/the- kulin-nation http://www.kooriweb.org/foley/indexb.html http://www.gatheringplace.com.au/ http://reconciliation.org.au/home/opinions/look-who-s-talking http://reconciliation.org.au/ http://reconciliation.org.au/home/get-involved/learning-tools/ http://www.youtube.com/user/thejuicemedia

LEARNING ACTIVITIES - ASSESSMENT AS LEARNING

Emelia Bishop Week 1 - Lesson 1:

Activities – Introductory, informative, interesting focus 1 Teacher introduction to the unit and to the topic – Who are the Indigenous peoples of Australia? Use images to guide an introduction and discussion about focus questions and Engage major areas of understanding that are going to be explored in the unit.

2 Placemat Activity (whole class) with student scribe on the board - to establish students’ prior knowledge about Indigenous peoples and Indigenous country? – Students to take Engage photos of completed board as record. 3 Watch First Australians Episode 1 – SBS produced, Indigenous filmmakers’ documentary (first 30 minutes), at: http://www.sbs.com.au/firstaustralians/ Engage This episode outlines the first contact between Indigenous peoples and the first fleet and settlers of Australia from Britain. It is being viewed to situate an understanding of Indigenous peoples within a historical context. Framework for students to think about whilst watching the video – Watch this imagining you are First Australians; how would you feel? What would you have done? Who was in the right?

4 Form 5 groups of 5 students (picked at random by the teacher) to work on a number of activities throughout this unit. Discuss the documentary in these groups in relation to the Explore framework determined before viewing. Each group is to share one interesting thing that they discussed with the rest of the class.

Week 1 - Lesson 2:

Activities – Immersion in the topic continues - group work focus – looking forward 1 Based in group – Activity Listening Activity Explore k-W-l Activity 2 Having already established prior knowledge (K) - Students in their groups develop a list as a Explore poster of what I WANT to know. Each group shares their list and a class list of what I ‘WANT to know’ is developed by cutting and pasting unique enquiries. These will be stuck up on the wall in the classroom and through the process of undertaking this unit students will answer most of these questions. As questions are answered, these answers are to be stuck up on the wall. In this way students will complete the (l) component of this activity – ‘what I have Learned’ Students are time to research on the internet about Indigenous Australians and share their 3 findings with the group. Students are directed towards the site: Explore http://www.shareourpride.org.au/topics/indigenous-australians, http://www.kooriweb.org/foley/indexb.html and http://www.abc.net.au/indigenous/ which are all rich with video, audio and text, however students can explore freely. Students are asked to: List some things that you have not heard about before: List some things that surprised you: Share your answers in your group.

Emelia Bishop 4 Pre-excursion Activity. At: http://museumvictoria.com.au/pages/2327/bunjilaka-pre- visit.pdf Explore/ Explain Interpretation: One Object, Many Stories • Carried out in their groups. Students present their interpretations to the rest of the class. •Each group chooses an object. This could be an object from their collections, something from the classroom, an object from home or perhaps a favourite gift that they have received. • Discuss with students that any object can have a number of different stories attached to it or different ways of looking at it. • Choose an object and use it as an example. Explain that what the students will be doing is adding interpretation to the object of their choice. They can even make something up about their object(s).

Week 1 - Lesson 3:

Excursion

Engage/ Students go on excursion to Bunjilaka, which is the Aboriginal cultural centre at the explore/ Melbourne Museum. Excursion form has details about the how and what learning students explain will be engaged in at ‘Bunjilaka’.

Week 2 - Lesson 4:

Activities – Post Excursion Focus, Group Assignment Students will conduct an expert group activity with student who completed the same 1 worksheet as them at the museum. Students will compare their answers and then each Explain/ student will return to their group and share their findings. Students will discuss the different elaborate findings of their peers in their groups and try to answer any of the questions that where developed in the introductory lessons. Adding any new areas of enquiry to the wall. In groups, for affective processing of learning students conduct a PMI evaluation of the 2 excursion. Explain/ They are asked to consider:  Positive aspects Elaborate  Negative aspects and /  Interesting things they felt they learnt through the excursion and about the topic of evaluate Indigenous Australians.

GROUP ASSIGNMENT – FORMALLY ASSESSED From the interesting or positive aspects 3 developed post-excursion OR from the lists of things that you have not heard about before engage and things that surprised you that the students developed last week students are to choose an area of interest and create a focus question which they will seek to answer by doing the assignment. Students are given a range of presentation options for completing the assignment. Students are provided the assessment rubric. 4 Class discussion about how to create a focus question for the project –examples used. Students work through handout provided in groups. Group research focus questions are engage developed, checked by peers’ groups and then by the teacher before being finalised.

Emelia Bishop

Week 2 - Lesson 5:

Activities – Group Assignment

1 Students work in group on assignment. Assigning specific roles and working out the type of presentation that their assignment will take.

2 Students are instructed to pay attention to the presentation of knowledge, comprehension, application and analysis in their assignment. Each group is given Six Thinking Hats Activity – evaluate Thinking about the project to complete as a group to assess progress, look in new directions and stay on task.

3 Teacher will provide student with mini skills tuition in areas that they need help in to complete the individual components of the assignment. Dependant on student needs Explore/ however, this may include: synthesising information, analysing data, looking at the evaluate credibility of sources, organising presentations, ICT software instruction.

Week 2 - Lesson 6:

Activities – Group Assignment

1 Student continue with group work on assignment and teacher checks in on each groups and each student’s progress. Checking to see that all students are completing their components Evaluate of the assignment and that the group dynamics are working ok. 2 Student complete an individual reflection on their learning to date using the framework provided by deBono’s thinking hats. Evaluate

Week 3 - Lesson 7:

Activities - differences in culture and cultural understandings – ‘country’ and maps Students are each to use a dictionary or thesaurus online to look up the term country and 1 write down the meanings and synonyms given. Elaborate

2 Think-Pair-Share activity. Write a definition of the term ‘country’ as Aboriginal people might use. Elaborate

3 Maps. Representations of country – The western ‘map’ – Students are to use googlemaps to plot their trip to school today. Elaborate

4 Show students Mini- Documentary: Painting Country – Maps of Country Clip 2 – produced by Screen Australia. Accessed at: http://aso.gov.au/titles/documentaries/painting- Explain/ country/clip2/ These are not maps as you may know them are these real maps? Yes? no?- discuss in Page 7. Emelia Bishop Elaborate groups 5 Look again at the map that you made of your trip to school. Draw and list any symbols that are used in the map. Share and create a list of symbols for the class – illuminate similarity Explain/ between symbols used in Indigenous art to ‘map country’. Elaborate

Week 3 - Lesson 8:

Activities – Group assignment

1 Students finalise their group assignments and hand them in to the teacher. 2 Students who have created an assignment that needs to be presented to the class do so. Explain/ Informal peer PMI assessment follows each group’s presentation:Two postives, Two areas elaborate that could have been improved, two interesting aspects. / evaluate

Week 3 - Lesson 9:

Activities – differences in culture and cultural understandings – maps continued – group work

1 Students are to research and find an Aboriginal painting that shows a ‘map’ of country – using the library or on the internet and download, take a photo of it or photocopy the Explain document. 2 Students are directed here: http://territories.indigenousknowledge.org/ and the teacher will demonstrate how this is a ‘map’ Explain/ elaborate

3 Mini Map Project - Students are to work individually or in pairs to develop their own symbolic map of a place or journey that they determine together. They to come up with Explain/ their own symbols using craft, painting, drawing, objects or other… elaborate Presentation options are open but may be; word document, multimedia, play, dance, powerpoint or as a poster to small groups of students.

Week 4 - Lesson 10:

Activities – differences in culture and cultural understandings – maps continued – group work Acknowledgement of Country – Schools official acknowledgement of country is shown and 1 a visual recording of a ‘welcome to country’ is played to the class. Explain/ Students do a Think, Pair, Share activity with a partner to unpack why these are included in elaborate an official dialogue between Indigenous and non-Indigenous Australians.

Emelia Bishop 2 Students to continue work on their mini project in class for presentation in the second half of the class. Informal small group peer PMI assessment:Two postives, Two areas that could Explain/ have been improved, two interesting aspects. elaborate

Week 4 - Lesson 11:

Incursion – Local Indigenous Peoples

Explore/ Resources used to introduce guest speaker: elaborate 1. The idea of the Aborigine ‘out there’: Gary Foley speaking at Decolonising Activism – advice for white activists http://www.youtube.com/user/thejuicemedia#p/u/21/uEGsBV9VGTQ, 2. Handout on Local Indigenous Peoples A representative of the Western Suburbs Indigenous Gathering Place Association will visit the school to give a talk about past and present Indigenous peoples in the western Melbourne region. Details are included in the incursion form including the how and what learning students will be engaged in during the incursion.

Week 4 - Lesson 12:

Activities – Post-incursion discussion and conclude the Unit Students will have small group discussions about the incursion – what they learnt and what 1 they felt about it. Groups will share key components of their discussion with class. Explain 2 Students to write an information text that represents their current understandings of Melbourne past and present in relation to the local Indigenous peoples. Taking into account Elaborate all of their learnings throughout the unit. Personal feelings about the topic are welcomed / particularly how each student relates to the topic. evaluate 3 To conclude: Students to look at their photos or documents of what we knew before starting the unit and list their top 10 interesting facts or things they know now about evaluate Indigenous Australians as a way of demonstrating their conceptual knowledge developed through the process of the unit.

Emelia Bishop Introducing the Unit – Lesson 1 – Activity 1 Images of Indigenous Australians

Emelia Bishop Introducting the Unit – Week 1 – Lesson 1 Teacher Resource - Indigenous Australians Indigenous Australians are the original inhabitants of the Australian continent and nearby islands. Indigenous Australians are distinguished as either Aboriginal or Torres Strait Islanders, who currently together make up more than 2.5% of Australia's population. The Torres Strait Islanders are indigenous to the Torres Strait Islands, which are at the northern-most tip of Queensland near Papua New Guinea. The term "Aboriginal" has traditionally been applied to indigenous inhabitants of mainland Australia, Tasmania, and some of the other adjacent islands. The earliest definite human remains found to date are that of Mungo Man, which have been dated at about 40,000 years old, but the time of arrival of the ancestors of Indigenous Australians is a matter of debate among researchers, with estimates dating back as far as 125,000 years ago. There is great diversity among different Indigenous communities and societies in Australia, each with its own unique mixture of cultures, customs and languages. In present day Australia these groups are further divided into local communities. Although there were over 250–300 spoken languages with 600 dialects at the start of European settlement, fewer than 200 of these remain in use – and all but 20 are considered to be endangered. Aboriginal people today mostly speak English, with Aboriginal phrases and words being added to create Australian Aboriginal English. The population of Indigenous Australians at the time of permanent European settlement has been estimated at between 318,000 and 750,000, with the distribution being similar to that of the current Australian population, with the majority living in the south-east, centred along the Murray River. Source: http://en.wikipedia.org/wiki/Indigenous_Australians

Emelia Bishop Pre-excursion activity – Week 1 - Lesson 2 – Activity 4 Interpretation: One Object, Many Stories

In the past museums displayed Aboriginal and Torres Strait Islander artefacts to tell stories about their so- called ‘primitive’ culture. Later objects were used to tell stories of how people adapted to environments or utilised technologies. These days, through careful consultation with Indigenous communities, there are many different interpretations exposed by using objects. New stories can be told to aid understanding about Aboriginal and Torres Strait Islander cultures, history and politics. In one instance, a showcase divides two exhibitions using the same objects to tell two completely different stories. There are also plenty of examples of issues and stories related to reconciliation in Bunjilaka. One Object, Many Stories

Object name:

Story One Story Two

Source: http://museumvictoria.com.au/pages/2327/bunjilaka-pre-visit.pdf

Emelia Bishop Excursion – Week 1 – Lesson 3 VELS INTEGRATED UNIT EXCURSION / INCURSION FORM

Lesson 3: Excursion to Bunjilaka – an exploration of Koori Culture: Our shared history

Company Name: Melbourne Museum

Contact Address: 11 Nicholson Street, Carlton, Victoria.

Phone Number: 8:30am - 5:00pm, Monday to Friday. 1300 130 152 (regional callers) 03 8341 7777 (metro callers)

Fax Number: N/A

Email: [email protected]

Melways Reference: Melway 2B H9

Cost: $3.30 per student with an additional $11 booking fee

Resources provided: These resources are provided through the Bunjilaka education program, found at: http://museumvictoria.com.au/melbournemuseum/education/education-kits/indigenous-australians/ We will be using the Excursion Activities resources whilst the other resources have informed lesson plans and activities.

Resource Year Level PDF Link Excursion planning and curriculum links 7-10 200Kb Bunjilaka Exhibition details 7-10 101Kb Bunjilaka Excursion Activities D: People 7-10 421Kb Bunjilaka Excursion Activities E: Law 7-10 491Kb Bunjilaka Excursion Activities F: Land 7-10 217Kb

Additional resources Resource Year Level PDF Link Web sites and print publications 7-10 51Kb Glossary, Victorian Timeline 7-10 57Kb Bunjilaka Pre-Visit Activities 7-10 301Kb Bunjilaka Post-Visit Activities 7-10 178Kb

1. How does this excursion support students’ learning in your unit? Students are exploring understandings, conceptualisations and representations of Indigenous Australians. Bunjilaka is the permenant exhibition within the Melbourne Museum that celebrates Indigenous people living culture and how the cultural heritage of Australia is inextricably linked with the culture of the first Australians. 2. Which part(s) of VELS is this excursion is linked to? Humanities – Geography Level 5, History Level 5 Interpersonal Development – Level 5 Personal Learning – Level 5

Emelia Bishop Thinking Processes – Level 5 Communication – Level 5 Civics and Citizenship – Level 5 3. What is your expectation of this excursion? I expect students to gain a greater understanding of the complexity of Indigenous identities and of indigenous practices in the past, but particularly those practices of culture that continue to this day. 4. What activities will the students do during the excursion? Student will receive a guided program with a Melbourne Museum staff member that will last one hour. They will have time to explore the exhibition in small groups and they will complete one of three activity sheets provided by Bunjilaka as part of an expert group post excursion activity. 5. Describe any specific pre and post activities related to this excursion? Pre-excursion students will be involved in a range of activities (outlined in detail within this document) that will challenge and expand their knowledges of Indigenous Australia and Australians. Post-excursion will conduct an expert group activity with those that completed the same activity handout as them at the museum and then will share their findings to the rest of the group. They will also conduct an evaluation of their learning at this time. students 6. Evaluate the excursion. Fantastic excursion! Worthwhile and resources from Bunjilaka were great. 7. Other comments

Emelia Bishop Defining Fertile Research Question – Week 2 - Lesson 4 – Activity 4 Fertile Research Question What is a fertile question? We have defined it as a question having six basic characteristics: (a) An open question: a question that in principle does not have one definite answer, but actually several answers different from and even contradictory to each other. (b) An undermining question: A question that undermines the basic assumptions and fixed beliefs of the learners; one that casts doubt on the "self-evident," on "common sense;" uncovers basic conflicts lacking a simple solution, and requires thinking about the roots of things. (c) A rich question: A question that requires grappling with rich content indispensable to understanding man and the world; that is impossible to answer without careful and lengthy research; that tends to break up into sub-questions. (d) A connected question: A question relevant to the life of the learners, to the society in which they live, and to the discipline and subject within which it was asked. (e) A charged question: A question having an ethical dimension. Such questions have a strong emotional and ethical charge able to motivate learning and inquiry. (f) A practical question: A question that can be developed into a research question; a question about which information is available to students.

THE PROCESS: 1. Formulate your research question. 2. Try to raise preliminary thoughts or hypotheses to answer the research question. 3. Break the research question into focus questions. 4. Specify information sources (where you will get your info from). 5. Define your research tools (how will you get your info).

Source: http://www.cchsonline.co.uk/Navcon%20Site/TandLCommunityofThinking.doc

Emelia Bishop

Active Listening Activity – Group work – Lesson 2 - Activity 1 Active listening Active listening is an instructional skill where group members;  listen to the speaker with intent  listen with all their senses  let the argument or presentation run its course without interruption  encourage the speaker's train of thought  actively respond to questions and directions  use their body language to show they are listening.

1. Why would you need active listening skills when doing group work? ______2. How does active listening show respect for the person who is talking? ______3. How would you listen with your sense of sight? ______4. List three things you would avoid doing if you were practicing active listening: ______5. Give two examples where you use your body language to show that you are listening: ______

Emelia Bishop Group Assignment Week 2 – Lesson 4 – Activity 4 Group Assignment – Indigenous Australians – people and place

Students in groups are to choose three methods of demonstrating knowledge, analysis and skills. Students in groups then to choose one style of group assignment presentation.

Students must make sure that the three methods that they choose will enable them to fulfil the requirements of the style that they choose.

Methods of Demonstrating Styles of Group Assignment Knowledge, Analysis and Presentation Skills (choose 3) (choose 1) Construction Radio report Collage Newspaper Video Factual booklet Audio Recording Series of Posters Write a story Report Drawing Present a Play Photography Internet site Interview Documentary Write a song Put on a benefit concert Write a factual text Powerpoint Presentation OR - Propose own method OR - Propose own presentation style

Emelia Bishop ASSESSING GROUP ASSIGNMENT PROGRESS Week 2 – Lesson 5 – Activity SIX THINKING HATS – THINKING ABOUT THE PROJECT

What do we want to achieve? What steps will we need to take? What have we done so far? What do we do next?

What information do we have? What information is missing? What questions do we want to ask? How can we get the information we need?

How do you feel about researching this issue? How do you think others who are affected by this will feel?

Why is this worth doing? Can this be made to work? What is the potential? What makes this idea attractive?

What could be the possible problems? What are some of the difficulties or risks? What are the things we need to be cautious of? What is wrong with it?

What new ideas can we bring to this issue? What are some possible ways to work this out?

Emelia Bishop Self Reflection of Learning – Lesson 6 – Activity 2 5,4,3,2,1 Reflections

White Hat 5 things that we did: ______Yellow Hat

4 things that you enjoyed: ______

Black Hat 3 things that you would make better: ______

Red Hat 2 strong feelings/emotions: ______

Green Hat 1 thing that you would do differently next time: ______

Emelia Bishop Acknowledgement of country activity - Week 4 – Lesson 10 – Activity 1 This is our schools official acknowledgement of country:

'We acknowledge the Elders, families and forebears of the Boonwurrung and Wurundjeri tribes of the Kulin Nation who were the custodians of School land for many centuries. We acknowledge that the land on which we meet was the place of age old ceremonies of celebration, initiation and renewal and that the Kulin Nation people's living culture had and has a unique role in the life of this region.'

Emelia Bishop Incursion – Local Indigenous Peoples – Week 4 – Lesson 11 VELS INTEGRATED UNIT EXCURSION / INCURSION FORM

INCURSION: A representative of the Western Suburbs Indigenous Gathering Place Association will visit the school to give a talk about past and present Indigenous peoples in the western Melbourne region.

Company Name: Western Suburbs Indigenous Gathering Place Association Contact Address: 200 Rosamond Road, Maribyrnong Vic 3032 Phone Number: (03) 9318 7855 Fax Number: (03) 9318 7866 Email: www.gatheringplace.com.au Melways Reference: 27 K9 Cost: $100 for one hour visit and presentation. Resources provided : Video will be played by speaker. Handout about the Western Suburbs Indigenous Gathering Place Association will be provided to all students.

1. How does this incursion support students’ learning in your unit? Students are learning about the Indigenous peoples in Australia but with particular reference to local area of the school. Students are also able to hear about Indigenous peoples, past and present, from an Indigenous person. The opportunity to ask questions and learn from someone’s experience will be invaluable. 2. Which part(s) of VELS is this incursion is linked to? Humanities – Geography Level 5, History Level 5 Interpersonal Development – Level 5 Personal Learning – Level 5 Thinking Processes – Level 5 Communication – Level 5 Civics and Citizenship – Level 5 3. What is your expectation of this incursion? My expectation is that students will engage with the authenticity of the material to build on their increasing understandings of what it means to be Aboriginal in the past and how cultural traditions are practiced in the present. I also expect that students will gain greater understanding of Indigenous peoples within the western Melbourne region. 4. What activities will the students do during the incursion? Students will be engaged in instruction from the speaker, which will include an interactive visual and tactile components. They will also be asked to work in small groups on a number of small activities, including learning some Wurundjeri language. The speaker will also receive a lengthy question time will close the incursion. Students have prepared questions for the speaker which they are instructed to ask at this time. 5. Describe any specific pre and post activities related to this incursion? Pre-incursion: Students to have a broad understanding of the different Indigenous peoples who lived in the western Melbourne region on which the school now stands. Students will map different language groups of Melbournian Aborigines. Class activities will be undertaken to explore how and why Melbourne has changed as place for Indigenous peoples. Students will prepare questions to ask of the guest speaker to fill in gaps within their current understandings. Post-incursion: Students will have small group discussions about the guest speaker to bring to the class’ attention the main findings that they got out of it. Students to make a poster that represents their understandings of Melbourne past and present. 6. Evaluate the incursion.

Emelia Bishop Positive response. Students would benefit from Indigenous youth talking about Indigenous issues. This will be incorporated into further activities within the rest of the unit. 7. Other comments Female representative from Western Suburbs Indigenous Gathering Place Association has been requested to balance gendered representations of Indigenous peoples within the texts, documents and excursion to Bunjilaka.

Emelia Bishop Local Indigenous Peoples and Place – Week 4 - Lesson 11 The Kulin nation Wurundjeri story mural When Europeans first settled, a single bloc of Kooris consisting of five language groups or tribes owned the entire Port Phillip region as far north as Euroa. The five groups all spoke a related language and were said to form a confederacy or nation, which the Kooris themselves called "Kulin" from their common word for a human being.

Archaeology of Koori occupation Archaeological evidence has provided an account of Koori occupation in the Port Philip region. This evidence takes a variety of forms such as the tools or other implements that were used (artefacts) or the places where Kooris have left some trace of their presence (sites). Such artefacts and sites have been found all over the Port Philip region. Within the land of the Kulin there are about 1500 archaeological sites of various types. About 200 of them are within the Melbourne metropolitan area itself.

Cultural heritage sites and artifacts The western suburbs of Melbourne have numerous cultural heritage sites that traditionally, the Kulin Nation peoples utilised in their daily living. Bunjil is the creation spirit of the Kulin Nation and the language groups of South East Australia. The Kulin nation totems were Bunjil in the form of an eagle hawk, and waa the crow. Before the invasion, these lands were abundant in food sources. Indigenous grasslands are remnant in St Albans at the Iramoo site. Deer Park has the important artefact scatters at the Bullum Bullum site, Sunbury the culturally significant ceremonial bora rings and the Werribee River a burial site dated back to at least 30,000 years. Five ceremonial sites, the rarest of sites in Aboriginal archaeology, have been recorded in the Port Philip region. Four of these sites are in the vicinity of Sunbury and the fifth is near Mount Rothwell, to the west of Geelong. The Sunbury sites consist of circular ditches with an associated cairn of stones in the centre. At Green Gully, close to the Maribyrnong River, an Aboriginal burial site was discovered in 1965. It was dated to about 6500 BP. A stone tool from the site and charcoal from a fire suggested that the site may be about 17,000 years old. In 1977, a group of Koori burials were discovered during sand mining close to the Werribee River. The burials were about 7300 years old. Shell middens have been located at Sandringham, Brighton and Merri Creek, Coburg. Surface scatters have been recorded near the Maribyrnong River and Kororoit Creek. Heritage scar trees Approximately 100 scar trees have been recorded in the Melbourne area in areas such as Richmond, Doveton and Heidelberg. At Mount William near Lancefield within the Wurundjeri-William clan of Woiwurrung, 78 km from Melbourne, there is an area that was much prized as a source of stone for making hatchet heads. The area surrounding the outcrops, a site that takes up more than 40 hectares, is covered with the debris of many years quarrying by Kooris. Not all hatchet heads came from Mount William, although that quarry was probably the most important in the region. Outcroppings of silcrete, which was favoured for making small flaked implements, are known to occur in the Keilor area and on the Mornington Peninsula. Grinding grooves, associated with the production of edge-ground hatchets, have been located near Mount Macedon, not far from the stone quarry at Mount William.

Language groups There were three language groups within the Kulin Nation whose territory bordered Port Phillip Bay:

Emelia Bishop  the Wathaurong who lived on the Bellarine Peninsula and into the Otway Ranges and east as far as the Werribee River  the Woiwurrung who claimed the area drained by the Yarra River and its tributaries  the Boonwurrung to their south, on the Mornington Peninsula, around Westernport Bay, perhaps as far east as Wilson's Promontory, and as far north as the southernmost reaches of the Dandenongs. Source: http://www.vu.edu.au/about-vu/vus-vision/acknowledgement-of-country/the-kulin-nation, Accessed: 17 May 2011.

Aboriginal and Torres Strait Islander Language Groups pre – 1788.

Emelia Bishop Concluding Unit – Week 4 – Lesson 12

Emelia Bishop

Assessment Rubric: Group Assignment - Individually assessed Student name______

Criteria Below At or At or Above Comments expecte below above expecte d level expecte expecte d level d level d level

Demonstrate knowledge and understanding of Indigenous Australians – people and place

Demonstrate an application of Indigenous cultural concepts of ‘country’

Demonstrate an understanding of the Indigenous peoples living culture

Appropriate analysis of how colonialism affects/ed the lives of Indigenous Australians

Complete individual tasks assigned within group

Share information, explore the ideas of others and work effectively in a group

Group creativity and innovation in presentation of the assignment

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