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Department of Conservation and Land Management SPECIAL ACKNOWLEDGMENTS

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Department of Conservation and Land Management SPECIAL ACKNOWLEDGMENTS Department of Conservation and Land Management SPECIAL ACKNOWLEDGMENTS Many Nyoongar people contributed to this package. Their help has been vital. While the contribution of individuals is acknowledged in the appropriate place in the text, o t h wis e therefor s member m tea t Projec . cited t no s i s other y man h wit s discussion express their appreciation to the following Nyoongars for the ideas and general information : package s thi o t d contribute y the Josey Hanson Geri Hayden Joan Hill p Nannu l Noe Trevor Penny Joe Wally Lang Williams Joyce Winsley Department of Conservation and Land Management Department of Conservation and Land Management Design: Sandra van Brugge Illustrations: Kellee Merritt Printing: Daytone Printers Published by: Dr Syd Shea, Executive Director, Department of Conservation and Land Management, 50 Hayman Road, . 6152 a Australi n Wester , Como This project was funded under the National Estate Grants Program, a Commonwealth-financed grants e Heritag e th d an ) Government l (Federa n Commissio e Heritag n Australia e th y b d administere e schem Council of Western Australia (State Government). The views expressed in this publication are those of the authors and do not necessarily represent the views or policies of the Australian Heritage Commission or the Heritage Council of WA. © 1996, 1998 ISBN 0 7309 6847 2 Revised and reprinted 1998. h Burc e Louis y b d incorporate k wor n desig d an s Amendment d Provide . Act t Copyrigh e th y b d impose s restraint e th n withi k boo s thi f o e us s welcome M CAL acknowledgment is made of the source, Australian Government and non-government school staff are g communicatin n i r o s school n i s student g teachin f o e purpos e th r fo y freel l materia e th y cop o t d permitte with parents and others in the community. e th o t d submitte e b d shoul t Ac t Copyrigh e th y b d permitte y specificall t no e us r fo s request d Detaile Director, Corporate Relations, Department of Conservation and Land Management, Locked Mail Bag 104, Bentley Delivery Centre, WA, 6983. Exploring Woodlands with Nyoongars PREFACE Secondary and Primary for Activities Teaching withNyoongars: Woodlands Exploring Schools is the final component of a three-part package that investigates the natural and cultural history of wheatbelt woodlands. The first component,Exploring Wheatbelt Woodlands: Teaching Activities for Upper Primary School, includes a wide range of teaching activities that focus on the natural values of woodlands. That publication also examines some cultural aspects of woodlands. In the second component,Exploring Wheatbelt Woodlands, the natural o t r visito d intereste d an t studen e th s help t I . described s i s woodland r ou f o y histor s processe e th f o e som d an , animals d an s plant d woodlan f o y diversit e th e appreciat . together m the d bin t tha Secondary and Primary for Activities Teaching Nyoongars: with Woodlands Exploring Schools is the final part of the package. A set of teaching activities, it explores the t south-wes e th f o e peopl l Aborigina l traditiona e th , Nyoongars n betwee p relationshi including the wheatbelt, and their environment. package e th g underlyin s goal c basi o tw e ar e Ther Firstly, many different cultures interweave to make our Australian culture. In this complex fabric the impact of Aboriginal culture is evident from words used in the naming of towns, places and behaviour (for example, having a wongi). Aboriginal f o g understandin l genera e th , However . clear o als s i t ar d an t bushcraf n o e influenc Aboriginal culture within Australia is poor. If reconciliation between Nyoongar and Wadjela (non-Aboriginal people) is to occur, then this lack of understanding must be redressed. This package aims to help in this process and to encourage empathy with other cultures. A second and equally important intent is to encourage people to explore Aboriginal s practice e us d lan t presen r Ou . land e th o t p relationshi s it d understan d an e cultur cannot sustain, in the medium to long term, a high quality of life. The most dramatic . vegetation e nativ f o g clearin o t e du t sal o t d lan f o s los e th s i e exampl t wheatbel While we cannot return to past ways, and would not want to if we could, past successes r fo , sense s thi n I . actions e futur d an t presen r fo e guid t importan n a e ar s failure d an . culture l Aborigina l traditiona m fro n lear d an e examin d shoul e w , self-interest r ou Acknowledgments d an t tex g typin r fo y Penn a Neil d an n Kenningto b Bar k than m tea t projec e Th amendments, and Trish Barton, Catherine Evans, Greg Martin, Mike Safe, and Elaine Sheldon for testing activities in the classroom. They also thank the following people for their help, advice and positive criticism along the way: Joy Bailey, Ray Bailey, , Prince b Bo , Nannup l Noe , Kealley s Chri , Green e Nevill , Garstone y Ra , Bindon r Pete and Linda Ryder. Exploring Woodlands with Nyoongars OVERVIEW Goals Exploring Wheatbelt Woodlands with Nyoongars; Teaching Activities for Primary and g supportin d an s activitie g teachin f o e rang e wid a s include Schools Secondary y primar e th n o d base s i e packag e Th . teachers g practisin y b n writte n informatio school curriculum and supports the aims of First Steps and Student Outcome Statements and Learning Area Statement. Subject areas included in this package are: * Society and Environment * The Arts * English * Health. d worl a n i e pac g gainin s i s culture n betwee n interactio d an n Communicatio n Europea y mostl a , nation c multi-ethni r ou r Fo . technology y b d compresse people bordered by Asian cultures, the need to interact positively with others has never been greater. At the same time, our land use practices are not sustainable and it is important that we question the relationships between our culture and s thi f o s goal e th s issue e thes o t e respons n I . methods t managemen d lan r ou package are to encourage students to understand, and empathise with, the e th e explor o t m the r fo y opportunit n a e provid o t d an , cultures r othe f o s value way Aboriginal people lived with our local environment. The package is specifically designed to: f o g understandin n a d buil n ca s student h whic n o n foundatio a e provid * . land e th o t p relationshi s it d an e cultur r Nyoonga * improve students' understanding of the history of their environment. e th n i g remainin s land l natura e th y highl e valu o t s student e encourag * wheatbelt. s culture r othe , with y empath d an , of g understandin n a s student n i p develo » . values r thei d an : they t tha e ar e packag s thi n i s activitie g learnin f o s focu e Th * are action-based where possible. problems e real-lif g includin , problems g solvin d an g posin e involv * * encompass the school environs and local bushland. Covering Aboriginal topics in the classroom requires sensitive handling of a range of issues. Appendix 1 includes some hints for the non-Aboriginal teacher. A list of relevant videos (Appendix 2) is included for teacher reference. with Nyoongars with Woodlands Exploring Overview Themes . similar y ver y geneticall , species a s a , are s human , cultures d worl f o y diversit e th e Despit We all must fulfil the same needs to survive and prosper. Humans have met these basic needs in different ways depending on their environment and history. An understanding e invaluabl n a s i , prospered d an d survive r o , failed r eithe e hav s culture t differen w ho f o springboard to building a better future. While there is debate about the definition of basic human needs, several are commonly listed. These are the need for: 1. food, drink and shelter; 2. a set of shared beliefs about how the world works, and the place of humans in it - these beliefs are expressed through religion, spirituality, and philosophy; 3. friendship and love; 4. self-esteem and self-fulfilment. g focussin y b s Nyoongar l traditiona f o e lifestyl e th e examin e packag s thi n i s activitie e Th on the first two of these needs. Three themes are developed: e w y Similarl . water d an d foo e ar e lif n huma o t l Fundamenta Tools: and Shelter Food, o als e hav s Tool . shelter r o g clothin h throug r eithe , weather e th m fro n protectio d nee e som s activitie f o t se s thi n I . world e th t throughou e lifestyl n huma f o e cornerston a n bee Nyoongar ways of obtaining these necessities are discussed.
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