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. For today's Australians, it is fascinating to learn that there are alternative ways of living in this continent.
Communication: Humans are social animals. Effective communication is crucial to the e hav e w e packag s thi n I . love d an p friendshi g includin , life f o s venture e cooperativ y man dealt specifically with two forms of communication by Nyoongars - language and art. d worl e th r fo t accoun t tha s idea d an s belief f o t se a e hav s human l Al Change: and Religion around them, its origins, and the place of humans. These beliefs define the purposes of our lives. Belief systems also explain and guide humans through the great transitions of . death d an , parenthood , partnerships , adult n a s a e ag f o g comin , birth g includin e lif These beliefs are expressed in religious systems. These systems generally provide firm, d base s i n religio , people l Aborigina r Fo . lives d buil o t h whic n o d groun g unchangin around the Dreaming. This is covered here and in other activities. Even religions change - and this change has been dramatic in the case of Nyoongars. While not dealing specifically with religious change, we have included in this theme one activity that deals with change at a day-to-day level.
In a larger package of activities a theme exploring family and kinship would be added. - self , love , friendship f o s need e th o t l pivota e ar d an , cultures l al n i l vita e ar s matter e Thes esteem and self-fulfilment. These issues may be explored in future editions of this package.
Exploring Woodlands with Nyoongats Overview
Y ACTIVIT H EAC Y B D COVERE S AREA M CURRICULU N MAI F O E TABL
Activities s Area m Curriculu n Mai Environmen t Societ y an d Scienc e 1 ' 5>"
g Dreamin r Nyoonga * •
Life in the 40s and 50s 4 • Nomads of the Wheatbelt * * ' h Bus e th o t k Bac * Table Tucker * * s Track l Anima 4 * The Kangaroo Connection * * 4 101 Uses of a Grasstree * Shelters and Structures • * Tribal Voice * k Tal s Let' * Not Art for Art's Sake * *
karda kurda, kerda, goanna, Race-horse
Exploring Woodlands with Nyaongors CONTENTS PAGE PREFACE...... 1
OVERVIEW...... 3 RELIGION AND CHANGE ...... 7 ...... g Dreamin r Nyoonga ...... 9 Life in the 40's and 50's ...... 23 ...... S TOOL D AN R SHELTE , FOOD ...... 31 Nomads of the Wheatbelt ...... 33 Back To the Bush...... 49 Table Tucker ...... 55 ...... s Track l Anima ...... 65 ...... n Connectio o Kangaro e Th ...... 70 101 Uses for a Grasstree ...... 80 Shelters and Structures ...... 88 COMMUNICATION...... 93 ...... e Voic l Triba ...... 95 Let's Talk ...... 103 ...... e Sak s Art' r fo t Ar t No ...... 114
BIOGRAPHIES OF PROJECT TEAM ...... 121 APPENDIX 1: HINTS FOR NON-ABORIGINAL TEACHERS...... 123 APPENDIX 2:VIDEOS FROM THE STATE FILM LIBRARY WESTERF O N AUSTRALIA ...... 124
Woylie
Exploring Woodlands with Nyoongars d worl e th r fo t accoun t tha s idea d an s belief f o t se a e hav s human l Al e defin s belief e Thes . humans f o e plac e th d an , origins s it , them d aroun s human e guid d an n explai o als s system f Belie . lives r ou f o s purpose e th through the great transitions of life including birth, coming of age as an adult, partnerships, parenthood, and death. These beliefs are expressed in religious systems. These systems generally provide firm, unchanging ground on which to build lives. For Aboriginal people, n i d an e her d covere s i s Thi . Dreaming e th d aroun d base s i n religio other activities. Even religions change - and this change has been h wit y specificall g dealin t no e Whil . Nyoongars f o e cas e th n i c dramati religious change, we have included in this theme one activity that deals with change at a day-to-day level.
are: section this in Activities
• Nyoongar Dreaming * Life in the 40's and 50's
Nyoongars with Woodlands Exploring Nyoongar Dreaming NYOONGAR DREAMING
* English * Society and Environment
Students study creation stories from around the world, and compare stories and legends of the Nyoongar people with those from other cultures. Concepts . stories d an s legend h throug d explaine n ofte e ar a phenomen l Natura * . stories d an s legend o t d linke e ar s belief s Religiou * Objectives . cultures t differen m fro s storie n creatio f o e rang a h wit r familia e becom o T * . culture r Nyoonga f o t elemen n a s a s Line g Son e th f o e significanc e th n lear o T * . life f o t aspec y ever t almos o t g relatin s rule t stric e hav e peopl t tha d understan o T *
Curriculum Links
Learning Area Statement
LEARNINS G AREASOUTCOME G LEARNIN R MAJO
English Language Modes -Context
Society and Environment e Spac d an e Plac - Culture
Student Outcome Statements
S AREA G LEARNIN STRAND SUB-STRAND
English Reading Contextual Understandings
Society and Environment Place and Space Features of Places Cultury e Diversit d an n Cohesio
Nyoongars with Woodlands Exploring Dreaming Nyoongar n Informatio d Backgroun For Aboriginal people, the Dream Time or Dreaming explained the creation of their environment and the relationships between its parts. The Dreaming describes their philosophy of life, and outlines their responsibilities and those of other parts of the environment. Humans and other animals, plants, sun, rain, wind, and so on, all had a part to play in maintaining a world in balance. The Dreaming is much more complex than this short explanation suggests. If you want to learn more, read articles such as that written by Deborah Rose (see References). g Dreamin s a n know o als e ar s Line g Son . Dreaming e th f o t par e on s expres s Line g Son Trails. They follow a particular topographical route that relates to significant events that occurred to ancestral heroes during the time of Creation. For generation after r thei d an s dance , stories , songs h throug t taugh n bee e hav people l Aborigina , generation s storie r thei d an s trail e thes g keepin r fo e responsibl y directl e wer y the t tha n initiatio alive. e Lin g Son A . rituals d an s ceremonie r thei f o t par s a o s o d e Lin g Son e th k wal o wh e Thos o wh p grou y an m fro e thos y b d traverse e b , arrangement y b , can d an y territor l neutra s i wish to participate in these ceremonies. Particular places along the trail have a specific story and ritual that must be performed there in order to keep the trail alive. Large groups did not proceed to the next point on the trail until the season was right. Elders were . conducted e wer s ceremonie y wa e th r fo e responsibl d explaine e ar e Thes . stories d an s myth f o c fabri r large h muc a f o t par e ar s Trail g Dreamin Aboriginal . Branch n Educatio l (Audio-Visua Myths Aboriginal o t n Introductio e th n i Myths. Education Department of Western Australia, extracts from pages 2 and 3) as follows:
"The whole of any 'tribal' or language group was (and still is) full of signs: not only d an s feature l physica , things d an s creature g livin l al t bu y territor f o s area r particula elements. All had within them a special quality - a quality of life and living which was evidence of the continuing significance of the Dreaming. Particular mythological spirits c mythi e Thes . creatures r othe d an s being n huma d create , land e th d shape d ha . time o t e tim m fro e shap r thei e chang d coul , power t inheren r thei h throug , characters ' themselves d 'turne r o d change e som ; on o s d an s animal ] [other d an s bird e becam e Som d an s tree r o , hills , stones s a h suc - e landscap e th n i s feature l physica r particula e becam r o t tha g doin n i d an ; earth n o e presenc r thei f o e evidenc r othe e som t lef r o , etc. s painting g movin n perso l Aborigina n a t tha o s , essence l spiritua r thei f o t par , well s a , left y the y the t wha d believe d an w kne t bu , signs e thos w sa y onl t no y countr r he r o s hi s acros d tol h whic s myth r o s storie f o h trut e th f o e evidenc l visua e th e wer s sign e Thos . meant e knowledg h wit n perso l Aborigina n a o T . characters t spiri e th f o s adventure e th t abou of his or her traditional background, it was like reading a book; and moving from one place , events l rea f o s tale , interest g absorbin f o k boo a f o s page e th g turnin e lik s wa r anothe o t associated with dramatic performances, songs and paintings. Even more than that: these were not just events of the past, but events that had real meaning to a person in ordinary " living. l socia
with Nyoongars with Woodlands Exploring A 1 Nyoongar Dreaming
The Berndts go on to explain that, while none of the stories they assembled in their particular collection are secret, they are sacred in an 'open' sense, and "they are guides to action, to bad actions as well as good; and they provide explanations of particular natural phenomena and of the behaviour of human beings."
Key Words
Creation, phenomena, cultural, legends, serpent, ceremony, ritual, holy, sacred, Wagyl, Song Line. References f o t Departmen n Educatio Myths. Aboriginal . Branch n Educatio l Audio-Visua * n Wester f o s storie l Aborigina l traditiona e som s (Contain . Australia Western s i s Thi . Berndt . C.H d an t Bernd . R.M y b n spoke d an d assemble , arranged a Australi part of an educational package of slides, cassettes, film strips and teachers' guides incorporating People Caring, Rites of Passage, and Aboriginal Myths.} n Educatio Australians. Western Young for Atlas . 1986 . Branch m Curriculu * . Australia n Wester , Department n Wester , Department n Educatio Collection. China . 1990 . Department n Educatio * Australia.
* Holy Bible New International Version. 1978. Hodder and Stroughton, London.
. 1993) t (abou . B , Colbung d an , S. , Ugle , R. , Storey , M. , Penny , J. , Morrison * Gnarojin ParkNyoongah Revival. Department of the Arts, Western Australia.
* Green, N. 1983. Nyungar -Past and Present. Focus Education Services, . Australia n Wester , Cottesloe
* Roughsey, Dick. 1988. The Rainbow Serpent. Gareth and Stevens Childrens Books, Australia.
* Rose, D.B. 1987. Consciousness and responsibility in an Australian Aboriginal . H . W . ed Reader, a Society Aboriginal Traditional n i 9 257-26 p P . Religion . Melbourne h Sout , MacMillan . Edwards
* Video: 1995. "The Trail of the Rainbow Serpent", available from Susan Groom of AA & C Production (Tel: 09 250 1629). The video comes with ten booklets plus . $150 t a d price s i t i , writing f o time e th t A . notes ' teachers * Video: The Rainbow Serpent. BRN 600 513
\ \ Nyoangars with Woodlands Exploring Nyoongar Dreaming s Direction r Teache Materials
* Book - The Rainbow Serpent by Dick Roughsey * Atlas ) (3 d an ) (2 , (1) s Sheet n Informatio e Resourc *
Outline Lesson . (3) d (2)an , (1) s Sheet n Informatio e Resourc n o s storie n creatio e th s student o t d Rea . 1 The m fro y stor a read d coul u yo , (3) t Shee n Informatio e Resourc g usin f o d Instea Rainbow Serpent by Dick Roughsey or show the video The Rainbow Serpent, The latter is available from the State Film Library. Note also the information supplied in . (4) t Shee n Informatio e Resourc e thre e th f o d gri t contras d an e compar a o d o t ) (1 t Shee e Resourc e us s Student . 2 creation stories. Discuss the results. g Son n o s site l severa o t s refer ) (3 t Shee n Informatio e Resourc n i y stor g Dreamin e Th . 3 Lines. The most obvious are Wave Rock and Mulkas Cave near Hyden. To develop the Song Line concept, follow this activity with the activity 'Not Art for Art's Sake'.
Evaluation
* Were students able to use a comparison grid to discuss similarities and differences in the creation stories?
* Did students recognise the linkages between myths, natural phenomena and religious beliefs?
Complementary Activities
* Using an atlas, students locate the "Holy Places" listed on Resource Sheet (2) and complete the last column.
* Read the Dreamtime story in Resource Information Sheet (3). Break the story into n the n ca s Thi . section h eac s represent t tha e pictur a w dra s student e hav d an s section be presented as a book. s site s Discus . story n creatio e Dreamtim a r fo ) (4 t Shee n Informatio e Resourc d Rea * . cemeteries) d an s churche g (includin d sacre e b y ma t tha o t n bee e hav s student Discuss the reasons why these sites may be sacred.
1 n Exploring Woodlands with Nyoongars Nyoongar Dreaming
Show video The Trail of the Rainbow Serpent, This video is available from Susan s booklet n te h wit s come o vide e Th . 1629) 0 25 9 0 : (Tel n Productio C & A A f o m Groo e th g showin r Afte . $150 t a d price s i t i , writing f o e tim e th t A . notes ' teachers s plu video: s Discus . children r thei o t n o s pas o t r endeavou s parent s value e th s Discus . . video e th n i s nephew s hi o t n o s pas o t g endeavourin s wa e uncl e th s value . Using an atlas, have students locate Boyagin Rock on a map of Western Australia. (You will need to check that your class atlases have this Rock marked.) . Study the map showing the trail of the serpent and a selection of sacred places . video e th n o l trai e th g alon r fo n reaso l mythica e possibl a d an w kno s student e th t tha s landmark e som s Discus their formation.
In groups, students are given a picture of one of the seven natural wonders of the world . creation s it n explai o t y stor a t inven d an
with Nyocaigars with Woodlands Exploring Nyoongar Dreaming Nyoongar (1): Sheet Information Resource Genesis - The Beginning
/ Version^ l Internationa w Ne e Bibl y Hol the from directly [Taken "In the beginning God created the heavens and the earth. Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering . waters e th r ove
And God said, "Let there be light," and there was light. God saw that the light was good, s darknes e th d an " "day t ligh e th d calle d Go . darkness e th m fro t ligh e th d separate e h d an . day t firs e th - g mornin s wa e ther d an , evening s wa e ther d An " "night. d calle e h
And God said, "Let there be an expanse between the waters to separate water from water." So God made the expanse and separated the water under the expanse from the water above it. And it was so. God called the expanse "sky." And there was evening, and there was morning - the second day.
And God said, "Let the water under the sky be gathered to one place, and let dry ground appear." And it was so. God called the dry ground "land," and the gathered waters he . good s wa t i t tha w sa d Go d An " "seas. d calle
Then God said, "Let the land produce vegetation: seed-bearing plants and trees on the land that bear fruit with seed in it, according to their various kinds." And it was so. The g bearin s tree d an s kind r thei o t g accordin d see g bearin s plant : vegetation d produce d lan s wa e ther d an , good s wa t i t tha w sa d Go d An . kinds r thei o t g accordin t i n i d see h wit t frui evening, and there was morning - the third day. e th m fro y da e th e separat o t y sk e th f o e expans e th n i s light e b e ther t "Le , said d Go d An e b m the t le d an , years d an s day d an s season k mar o t s sign s a e serv m the t le d an , night o tw e mad d Go . so s wa t i d An " earth. e th n o t ligh e giv o t y sk e th f o e expans e th n i s light great lights - the greater light to govern the day and lesser light to govern the night. He also made the stars. God set them in the expanse of the sky to give light on the earth, to govern the day and the night, and to separate light from darkness. And God saw that it was good. And there was evening, and there was morning - the fourth day.
And God said, "Let the water teem with living creatures, and let birds fly above the earth y ever d an a se e th f o s creature t grea e th d create d Go o S " sky. e th f o e expans e th s acros living and moving thing with which the water teems, according to their kinds, and every winged bird according to its kind. And God saw that it was good. God blessed them and said, "Be fruitful and increase in number and fill the water in the seas, and let the birds . day h fift e th - g mornin s wa e ther d an , evening s wa e ther d An " earth. e th n o e increas
And God said, "Let the land produce living creatures according to their kinds: livestock, d An " kind. s it o t g accordin h eac , animals d wil d an , ground e th g alon e mov t tha s creature g accordin k livestoc e th , kinds r thei o t g accordin s animal d wil e th e mad d Go . so s wa t i to their kinds. And all the creatures that move along the ground according to their kinds. And God saw that it was good.
Nyoongars with Woodlands Exploring A •I Resource Information Sheet (1): Nyoongar Dreaming
Then God said, "Let us make man in our image, in our likeness, and let them rule over r ove d an , earth e th l al r ove , livestock e th r ove , air e th f o s bird e th d an a se e th f o h fis e th all the creatures that move along the ground." d an e mal ; him d create e h d Go f o e imag e th n i , image n ow s hi n i n ma d create d Go o S . them d create e h e femal d an h eart e th l fil ; number n i e increas d an l fruitfu e "B , them o t d sai d an m the d blesse d Go subdue it. Rule over the fish of the sea and the birds of the air and over every living creature that moves on the ground." d an h eart e whol e th f o e fac e th n o t plan g seed-bearin y ever u yo e giv I " , said d Go n The s beast e th l al o t d An . food r fo s your e b l wil y The . it n i d see h wit t frui s ha t tha e tre y ever - d groun e th n o e mov t tha s creature e th l al d an r ai e th f o s bird e th l al d an h eart e th f o s wa t i And " food. r fo t plan n gree y ever e giv 1 - t i n i e lif f o h breat e th s ha t tha g everythin so.
God saw all that he had made, and it was very good. And there was evening, and there was morning - the sixth day.
Thus the heavens and the earth were completed in all their vast array.
By the seventh day God had finished the work he had been doing; so on the seventh day e becaus , holy t i e mad d an y da h sevent e th d blesse God d An . work s hi l al m fro d reste e h on it he rested from all the work of creating that he had done."
""* kooroop balga, Grasstree,
Exploring Woodlands with Nyoongars \ 5 Dreaming Nyoongar (2): Sheet Information Resource The Dazzling Pearl
[Adapted from: Education Department. 1990. China Collection. Education Department, Western the capital the is Hangzhou . Lake t Wes e Th f O s Folktale from adapted is story particular This Australia. ofZhejiang Province in China. It is about 2000 years old and is considered to be one of the most scenic places in China. Hangzhou is situated on the West Lake, the city's 'shining pearl', and is folktale a is l Pear g Dazzlin e Th sites. historical and temples hills, emerald gardens, by surrounded explaining the formation of the West Lake.] n o e cav a n i d live o wh n Drago e Jad s a n know , dragon e whit a s wa e ther o ag s year y Man the eastern bank of the Milky Way called the Celestial River. On the opposite side of the river in the forest, lived Golden Phoenix. Each morning, before going their separate ways, they greeted each other. One swam in a n o y unexpectedl t me y the y da e On . sky e th n i w fle r othe e th e whil r Rive l Celestia e th . pebble g shinin a d foun x Phoeni n Golde e ther d an d islan y fair "Look," she said to Jade Dragon, "isn't this the most beautiful pebble?" "Yes it is" Jade Dragon said. 'Why don't we carve it into a pearl?" beak r he d use x Phoeni n Golde d an e pebbl e th e carv o t n bega n Drago e Jad , claw s hi g Usin to grind it. Jade Dragon carried water from the Celestial River to Polish the pearl and d groun s wa t i y da y Ever . dewdrops r gathe o t s mountain c magi e th o t w fle x Phoeni n Golde e th , now y B . pearl g dazzlin l beautifu a e becam l bal e th k wor d har f o s year y man r afte d an two had grown attached to each other so they decided to live on the island forever, guarding the pearl that they both loved so dearly.
It was a magic pearl. Wherever it shone, things became better: trees grew greener, flowers bloomed longer and the land yielded bumper harvests.
The Mother Queen of the West saw its brilliant dazzling light in the sky one day and was so overwhelmed by its beauty that she wanted to have it for herself. While Golden Phoenix and Jade Dragon were fast asleep she sent one of her most trustworthy guards to steal the o t t i e gav d an l pear e th h wit d returne d guar e Th . light g dazzlin e th f o e sourc l beautifu the Queen. She was stunned by its beauty and hid it in a secret room in her palace. It would be difficult for others to reach it as they had to pass nine locked doors to reach it. It was in this secret room that she enjoyed the pearl all by herself. Jade Dragon and Golden Phoenix discovered that the pearl was gone when they awoke from their sleep. They were so upset and searched high and low for their precious pearl. n Drago e Jad e whil s mountain y fair e th n o d lan f o h inc y ever d combe x Phoeni n Golde looked in every crevice at the bottom of the Celestial River, but in vain. However, they believed that because it was such a special pearl they would not give up hope and believed . it d fin d woul y the y da e som t tha Months went by and soon a big celebration was taking place in the west. The Mother Queen of the West was celebrating her birthday. The gods and goddesses from all over the universe came to the palace to celebrate. "May your life be as everlasting as the South Mountain and your fortune be as rich as the East Sea," they chorused.
Nyoongars with Woodlands Exploring c I Resource Information Sheet (2): Nyoongar Dreaming
The Mother Queen was very pleased with these good wishes so she prepared a grand feast, serving her guests the fruit of immortality, nectar and celestial peaches. She drank the sweet wine of grapes but soon had drunk more than she realised and blurted out, "My immortal friends, I want to show you a truly precious possession of mine which cannot be found either in Heaven or on Earth." She left the room and taking the nine keys out of her pocket, unlocked the nine doors one after another, until she reached the secret room. She placed the beautiful pearl on a golden tray and carried it out of the dark secret room and carried it carefully to the table in the center of the banquet hall. The hall was immediately lit up by the radiant light of the pearl. The guests were stunned by its dazzling and beautiful light and lavished great praise on it.
Meanwhile, Golden Phoenix saw the bright light in the sky to the west and shouted, "Look, Jade Dragon, isn't that the light from our pearl?"
Jade Dragon looked up from the Celestial River and said, "Of course it is! Let's go and get it back."
They both flew toward the light which led them to the palace of the Mother Queen of the West. They flew into the window of the great hall where they were dazzled by the radiant light. No one noticed them as they entered, for all the guests and the Queen were still admiring the pearl.
They made their way towards the crowd and shouted "This is our pearl!"
The Mother Queen of the West emerged from the crowd and seeing them exclaimed "How dare you say this is yours! I'm the mother of the Heavenly Emperor and all treasures belong to me."
Golden Phoenix and Jade Dragon were infuriated by her remarks.
"Heaven did not give birth to this pearl, nor did the Earth nurture it. It is the result of . voice r he g lowerin d sai n Drago e Jad " work. d har ' years y man d an e lov r ou
Clutching the tray tightly, the Mother Queen of the West ordered her palace guards to remove Jade Dragon and Golden Phoenix. But they fought with the guards and escaped flying back into the hall through the window, determined to retrieve the pearl. All three struggled over the golden tray, pushing and pulling with all their might until the pearl fell off, dropping to the floor. When it touched the ground the pearl immediately turned into a clear lake. Unable to part from it, Golden Phoenix and Jade Dragon changed themselves into two mountains which, to this day, stand by West Lake in the western part of Hangzhou.
Exploring Woodlands u'itfi Nyoongars Nyoongar Dreaming Nyoongar (3): Sheet Information Resource y Stor g Dreamin A
[This story is taken directly from Morrison, J,, Penny, M., Storey, R., Ugle, S., and Colbung, B. (about 1993), Gnarojin Park Nyoongah Revival, Pages 1 -3. Department of the Arts, Western Australia.}
"Long before the nyitting (cold times) there lived a giant charrnock (evil spirit) woman, who went from kallep (camp fire) to kallep stealing koolongurs (children). She had very d kin a s a r hai r he d use e Sh . trees h jarra d an i karr e th n tha r talle s wa d an r hai e whit g lon e mor r gathe o t e fre s hand r he t kep s thi s a , in n childre t spiri e th p kee d an e stor o t t ne f o spirit children. She stole the spirit children to feed her "man" who dwelled in "Bates Cave" near Wave Rock.
The spirit people of the south-west of Western Australia were quite concerned about this p tra a t se y the t nigh e On . numbers e larg n i g disappearin e wer n Childre . phenomenon y the t bu , woman l evi e th p sto o t d trie y The . children e th g stealin s wa t wha e observ o t could not get close enough to kill her.
One day after a wongi (talk), the spirit people turned themselves into a totem of the magpie (Coolbardies). They knew that it was the only way to get close to her by flying at g lon r he m fro s koolongur e th g freein f o e chanc r bette a d ha y the y wa s Thi . flock a n i r he . hair e whit g bi a d grabbe , free e wer s hand e whos , woman k charrnoc e th , attack m the g seein n o t Bu fire stick to beat the Coolbardies. A great fight followed all over the Bibbulmun nation, , Cross n Souther o t s acros , Geraldton m fro e lin a w Dra . follows s a d describe e b n ca h whic o t p u k bac n the , Perth , Bunbury , Albany o t t coas e th g alon , Esperance o t n dow n the Geraldton. All the land in that area makes up the Bibbulmun nation. But it did not stop . hair e whit g lon r he m fro s koolongur e th e fre o t r he n o g swoopin m fro s Coolbardie e th g hittin n o d an , continued e battl e th s a d groun e th o ont l fel n childre t spiri e th f o e Som the earth they turned into stone.
These stones are called bwia-ee-koolongur-nyinna (the stones where the little babies fell). The charrnock woman was beaten very badly. She made her way back to "Bates Cave" so , Coolbardies e th h wit e arriv r he g seein n o t bu , assistance r he e giv d coul " "man r he t tha k Roc e Wav f o p hel e th h (wit , sky e th o int t leap n the n woma k charrnoc e Th . south n ra e h d coul s magpie e th e wher y thesk n i h reac f o t ou , trampoline) a s a d acte d an t sof s wa h whic not reach her. Also the rest of the children were imprisoned in her long white hair.
The Nyoongah legend states that her hair makes up the Milky Way and the stars are the children caught in the strands.
Also the five stars shaped like an upside down "v", which is situated between the "starpot" and the "seven sisters", represent her kallep (camp fire). The star on the bottom right side in the group is the fire, and it is always burning. Every now and then a star will fall to earth and make another stone where the spirit babies sit.
Nyoangars with Woodlands Exploring Q I Nyoongar Dreaming Nyoongar (3): Sheet Information Resource
The magpie totems today still swoop on little children to let them know that the giant charrnock woman is still up there around her fire. Her giant "man" who had fled when this phenomenon was happening, had also fought d ha e h e tim e th y B . Dumbleyung d an e Grac e Lak t a s Coolbardie e th h wit s battle d pitche reached Katanning, he was bleeding very badly and hid himself in the bush to rest.
In the meantime, the spirit people all gathered for the final battle with the giant "man". d lou h wit e abov m fro k attac e th d le y the , disguise m tote e magpi e th n i l stil e wer f Hal e th t bea d an s stick d an s axe , spears h wit n ra d groun e th n o people t spiri e Th . shouting terrible giant "man" to death.
While he was still warm, they dismembered him and threw all of his limbs and other body parts far apart. This prevented this charrnock man from putting himself together again at Katanning. r thei h wit e on s a e wer e peopl t spiri e th , completed s wa k tas e gruesom e th n Whe indigenous totems. That is why Aboriginals are related to certain living things, be they animal or plant. t firs e th d produce g Katannin t a h eart r Mothe . place k too n the n phenomeno d profoun A s law e th d tol e wer d an d lan e th d inherite h whic n natio n Bibbulmu e th n i ) flesh f (o e peopl . Dreamtime e th f o s ancestor t spiri e th y b n dow d lai
As the communities of Katanning expanded, there became a need for the Nyoongar people m fro h sout t wen " "up n i d ende e languag e whos p grou e On . land r thei n i l trave o t s it d ende h whic p grou e languag r othe e Th . south-west d an t south-eas n the , Katanning language in "ing" or "in" went north of Katanning then north-east."
Nyoongars with Woodlands Exploring Dreaming Nyoongar (4): Sheet Information Resource The Land of the South-West
[This is taken, with minor changes, from: Green, N. 1983. Nyungar - Past and Present. Focus Australia.} Western Cottesloe, Services, Education Key Words . constellation , traditions , environment , wealth l materia , asset , Dreaming Objective * The reader will understand how the Aboriginal past influences the present, and how d an s mountain e th o t ; environment r thei o t r Nyoonga e th d linke s storie g Dreamin . above s star e th o t d an h eart e th f o s bird d an s animal e th o t , rivers Introduction The land over which Nyoongars travelled 200 and more years ago is now the most densely populated region of Western Australia.
Many of the things that made the south-west attractive to the Nyoongar continue to please Western Australians today. The reliable rains that assured the Nyoongar of permanent drinking water now enable farms to prosper. The mild winters are bearable w no , waters w shallo e th h fis o t t coas e th o t r Nyoonga e th t brough t tha s summer e th d an draw tens of thousands of holiday makers to the golden beaches. Although the Nyoongar shared the Europeans liking for the south west, they saw the environment through different eyes, and with different feelings. t pas e th t tha d believe r Nyoonga e th t bu e futur e th o t d ahea k loo o t d incline e ar s European and present were most important. Europeans value the land for the wealth that it will e th o t m the d linke t i e becaus d lan e th d value r Nyoonga e Th . future e th n i m the g brin r O . heart e on e th g sharin s bodie o tw e lik e wer d lan e th d an r Nyoonga e Th . Dreaming as one old man said, "The land is my mother and my child."
The Nyoongar traditions were not written in books but on the land and in the skies. From . traditions e thes d rea o t t learn n childre r Nyoonga e ag y earl y ver a
The Stirling Range is a land mark in the south-west, and its peak, Bluff Knoll, is climbed e th f o h photograp a t a y closel k loo u yo f i , However . year y ever s tourist f o s thousand y b e Dreamtim e th s i s Thi . woman a f o y bod e th f o e outlin e th e se n ca u yo s Range g Stirlin story told by Greg Kelly of Narrogin, who heard it when he was a boy. f o n tow e th f o y vicinit e th n i d live e peopl o kangaro t gian e th , Dreamtime e th n "I Cranbrook. One day, two of these people, a husband and wife, had a fight over food. The wife was fatally speared by her husband. Her son was very upset and he found where his e th m for w no e peopl o kangaro o tw e th f o s bodie e Th . him d kille d an , camped s wa r fathe Stirling Ranges. The shapes of their bodies can be clearly seen from the eastern side of " sleeping. t bu , dead t no e wer e peopl g Dreamin e thes d believe r Nyoonga e Th . Range e th
with Nyoangars with Woodlands Exploring A O Resource Sheet (1): Nyoongar Dreaming Compare and Contrast Grid of Creation Stories
A Dreaming Story The Beginning The Dazzling Pearl Mulkas Cave r majo h Whic characters are good? . them t Lis
Which major characters are bad? List them.
When do you think ? written s wa y stor s thi (For example, what century.)
Which country do you e cam y stor s thi k thin from?
For each story, list the natural features that survive today.
with Nyoangars with Woodlands Exploring 21 Resource Sheet (2): Nyoongar Dreaming t Throughou s Place y Hol f o n Locatio the World
Place Co-ordinates Significance Country
River GangeE 90 s N 23 Sacred river - Hindu Religion
Bethlehen m 32crucifixio Nd an 35 e E Birthplac Jerusalem. Christianity - t Chris f o n Religio c Judai - l Wal g Wailin
Rome E 12 N 42 Vatican City, Pope - Roman Catholic denomination
Salt Lake Cit y112N 41 W Mormon Tabernacle
Mecca E 40 N 22 Resting place of Muhammad - Islamic religion
CanterburyE I N 51 Cathedral - home of religious leader of Anglican denomination
Mulkas Cave
22 Exploring Woodlands with Nyoongars Life in the 40s and 50s LIFE IN THE 40'S AND 50'S
* English * Society and Environment
Students are to conduct an interview with either of their parents in order to compare and contrast the account given in this activity with that of their parents. Concepts * Regardless of who we are or where we are, we must fulfil basic needs to maintain life. * While lifestyles change from generation to generation, our basic needs remain the same - oxygen, food, water, shelter (clothing and built structures) and companionship. * The experience of others is valuable in our own lives. Objectives * To record and organise information according to main headings, sub-headings and supporting details. * To understand that change occurs in the environment and that history helps us to understand what we see today. * To construct questions that require a detailed answer rather than a yes/no answer.
Horse team
Exploring Woodlands with Nyoongars 23 Life in the 40s and 50s s Link m Curriculu
Learning Area Statement
S AREA G LEARNIN MAJOR LEARNING OUTCOMES
Society and Time, Continuity and Change Environment - Culture
English Language Modes - Listening - Speaking - Reading
Student Outcome Statements
S AREA G LEARNIN STRAND SUB-STRAND
Society and Time, Continuity Understanding Environment and Change the Past Interpretations and Perspectives Culture Cohesion and Diversity
English Speaking Processes and Listening and Strategies Reading Use of Texts
24 Exploring Woodlands with Nyoongars Life in the 40s and 50s n Informatio d Backgroun The basic needs of people using this region fifty years ago were oxygen, food, water, shelter and companionship. These needs were obtained from the surrounding land. While we still have the same needs today, they are usually purchased from other communities who . products r particula g providin n i d specialise e hav References n Educatio History. Local to Welcome . 1979 . R , Baugh d an . E , Jaggard * Department, Western Australia. • Ministry of Education. 1992. First Steps - Language Development Reading . Australia n Wester , Education f o y Ministr Module. Comprehension Teacher Directions Materials • Resource Information Sheet (1) . paper f o s sheet 4 A - s card *
Lesson Outline Part 1 - Passage Pyramid 1. Read and discuss Resource Information Sheet (1). 2. Students read aloud specific facts from the Sheet such as "Nyoongars ate rabbits", or . card a n o t fac h eac s write r teache e Th . mias" n i d sheltere s "Nyoongar . board e th n o s card e th y Displa . 3 4. As a class, students sort cards into groups. These groups form the base blocks of a pyramid (see diagram below). 5. Teacher asks for suitable headings for the baseline groups. These become the sub- . section h eac r fo s heading 6. Fact cards are slotted in under the sub-headings in the 'details' section. r autho e th s i t "Wha , question e th g askin y b d derive s i e passag e th f o a ide n mai e Th . 7 saying about the subject?" and writing this into the top block of the pyramid.
with Nyoongars with Woodlands Exploring 25 Life in the 40s and 50s
Part 2- Interviews
1. Using Resource Information Sheet (1) as a guide, write out a list of possible questions s question e Th . past e th n o g focusin - t adul r othe r o t paren a g interviewin n whe e us o t " "yes y b d answere e b d coul h whic s question d Avoi . sequence l logica a w follo o t d nee y pla u yo d "Di n tha r rathe " play? you d di s game t "Wha k as , example r Fo . "no" r o games?" 2. Begin with simple personal information and move gradually into the topic. a) What is your full name? ? born u yo e wer n Whe ) b c) Where were you born? ? years l schoo y primar r you d spen u yo d di e Wher ) d e) Which primary schools did you attend? f) How many people were there in your family? r you h wit e liv ) aunts , uncles , (grandparents y famil d extende r you f o y an d Di ) g family? 3. Then bring in more generalised questions about the particular topic you have decided to focus on. 4. Students conduct the interview - answers can be written down or a tape used and the answers recorded later. 5. Draw up a pyramid similar to the first activity. s judgment g makin , conclusions g drawin e practic o t s pyramid o tw e th e us n ca s Student . 6 . text e th m fro s generalisation d an
Evaluation
* Were students able to organise and record the information into main headings, sub- ? details g supportin d an s heading
* Were students able to construct questions for their interviews in such a way as to gain ? information t mos e th
Complementary Activities
* Students could complete a similar interview sheet for themselves, making predictions as to what they think they will be doing in several years' time. The Touch e th m fro s title r o Life Fortunate A Bow, Beattie Playing s a h suc s film w Vie * Sun series in order to compare life styles of different generations in different times.
* Invite local identities to the school to discuss their childhood and early teen years. It . time e on t a , generations o tw f o g consistin y famil a w intervie o t g interestin e quit s i
Nyoongan with Woodlands Exploring „ Z„ D Resource Information Sheet (1): Life in the 40s and 50s e Lif g Changin A
[The following account is based on information received from Joy Bailey (Hopetoun), Chris Kealley (Narrogin), Trevor Penny (Narrogin) and Joyce Winsley (Narrogin).}
Nowadays, as we buy our food from the local supermarket, drive home in our cars and store the food in refrigerators and cupboards, it is hard to imagine a life where nearly all of our needs are provided by our local environment. Yet we only need to go back fifty years to find this was the case for many of the people of the wheatbelt. The Nyoongar people had developed a lifestyle that focused on their local surroundings for the necessities of life.
The 1940's and 1950's were a time of change. More and more of the wheatbelt was being e wer e peopl r Nyoonga d an d lan e th r clea o t d neede s wa r Labou . farmers o t p u d opene affected by this change.
Tent, kwont, hvarnt
Mia, mya s wa r shelte l substantia a r winte n I . change s thi f o s sign d showe r shelte l traditiona e Th necessary for protection from the cold winds and rain so a mia was constructed from s wa r shelte r lighte a n Whe . thatch a balg r o e tea-tre a h wit s sucker e malle r o k sheoa required, a quornt was made. This had a similar framework to the mia but was covered with bags. Tents gradually became one of the shelters used by Nyoongars.
Kangaroos, yonga
Race-horse goanna, kerda, kurda, karda
Exploring Woodlands with Nyoongars 27 Resource Information Sheet (1): Life in the 40s and 50s d foo r thei f o t mos d foun s Nyoongar in the bush. Rabbits, kangaroos, tammars, woylies, bobtail skinks and goannas were caught, cooked over e Som . eaten d an e fir n ope n a mammals provided skins that could also be used for warmth.
Plants were a rich source of food. a e wer ) (quandong s peache d Wil n eate e b d coul t frui e Th . delicacy . decoration r fo d use s stone e th d an . eaten e b o als d coul l kerne r inne e Th s plant r othe d an p u g du e wer s Yam h whic s berrie d an s seed d provide . eaten e b d coul
As more of the land was used for e th n i s change r furthe , farming d Instea . occurred e lifestyl r Nyoonga of spending time gathering food, Nyoongar people helped in the . programme g farmin
They drove horse teams and tractors, d an s shed g shearin e th n i d worke m fro s root e malle d an s tree d cleare the new paddocks.
teams Horse
28 Nyoongars with Woodlands Exploring 50s and 40s the in Life (1): Sheet Information Resource
Poisonous plants such as sandplain d picke e wer n poiso x bo d an n poiso . safely e graz d coul k stoc e th t tha o s Rabbits were a problem as they ate . cattle d an p shee y b d neede s gras e th d an s rabbit d trappe e peopl r Nyoonga s dealer o t m the l sel o t e abl e wer e th d an t mea e th h bot d use o wh skin. y usuall s wa k wor s Outdoor performed by men while women were often employed in the home. g washin , cleaning , chores n Kitche s cow , hens e th r fo e car g helpin d an and other livestock were some of the tasks done by Nyoongar girls and women. Work began often as Sandplain poison, young as thirteen years of age. mindalong e wer n mutto d an r flou , sugar , Tea often provided as part of the wages paid to workers. Gradually the n i d replace e wer s food l traditiona . products e thes y b t par
The Nyoongar people changed their lifestyle to meet the needs of the k wor d an s home , foods r Thei . time patterns were greatly altered as the r fo p u n take e wer s area t wheatbel farming. The Nyoongar people adapted to this change by learning a new range of skills in order to . need s thi t mee Wash board
Exploring Woodlands with Nyoongars 29 Fundamental to human life are food and water. Similarly we need protection from the weather, either through clothing or shelter. Tools have also been a cornerstone of human lifestyle throughout the world. e thes g obtainin f o s way r Nyoonga e som s activitie f o t se s thi n I necessities are discussed. For today's Australians, it is fascinating to learn that there are alternative ways of living in this continent.
are: section this n i Activities * Nomads of the Wheatbelt » Back To the Bush * Table Tucker * Animal Tracks * The Kangaroo Connection e Grasstre a r fo s Use 1 10 * s Structure d an s Shelter *
Exploring Woodlands with Nyoongars Nomads of the Wheatbelt NOMADS OF THE WHEATBELT
* Health * Society and Environment d foo f o s type e th d an s season r Nyoonga l traditiona x si e th n o s focuse y activit s Thi available during each period. Concepts * Nyoongars had a nomadic lifestyle and were hunters and gatherers. * Traditional movements were based on seasons and related to sources of food. Objectives e th d an s season r Nyoonga l traditiona f o r numbe e th h wit s student e familiaris o T * . season h eac g durin m the o t e availabl d foo f o e typ s Link m Curriculu
Statement Area Learning
LEARNING AREAS G LEARNIN R MAJO OUTCOMES
Society and Environment Culture
Student Outcome Statements
LEARNING AREAS STRAND SUB-STRAND t Environmen d an y Societ Culture Beliefs and Culture
Exploring Woodlands with Nyoongars 33 Nomads of the Wheatbelt
Background Information With minor additions and alterations, the following has been taken from publications by Peter Bindon and Trevor Walley (Bindon, P. and Walley, T. 1992. Hunters and gatherers. Landscape. 8 (l):28-35), and Neville Green (Green, N. 1984. Broken Spears -Aboriginals and Europeans of the South West of Australia. Focus Education Services, Perth.).
Throughout the world people generally divide the year into seasons based on the natural r yea e th e divid s European . environment r thei n i s animal d an s plant , climate f o s cycle , Summer - e climat e Hemispher n Norther r thei n o d base s season r fou d an s month 2 1 o int Autumn, Winter, Spring. The timing of these is shown in the table below.
Hemisphere Spring Summer Autumn Winter
Northern March, June, September, December, (European) April, July, October, January, May August November February
Southern September, December, March, June, (Australia) October, January, April, July, November February May August e th e despit s pattern l seasona d ol r thei t kep y the , Australia n i d settle s European n Whe s i n patter c climati s Australia' . cycles l natura r othe d an e climat n i s difference d marke opposite to that of Europe because we are in the southern hemisphere (see table above). Early European settlers found it difficult to adapt to this new schedule for seasons. t affec s change e thes d an , Australia t throughou y var s pattern c climati , Furthermore cycles in plants and animals. Aboriginal people divided the year into seasons that were . activity l anima d an t plan d relate d an e climat e th o t d attune y closel
Nyoongar people did not have names for the months, and did not measure time in x si o int d divide s wa ' 'year r Thei . years r o s month , weeks , days , hours , minutes , seconds seasons according to the cycle of weather. These were decided by the food available, not the time.
Birak was the dry time of December and January, with hot easterly winds during the day and cooler south-westerly (west coast) or south-easterly (south coast) sea breezes in the afternoon. Bunuru covered the late summer and early autumn months of February and g coverin d perio e th r fo e nam e th s wa Djeran . winds h nort d an y easterl t ho h wit , March - south e th m fro y generall s wind h wit , cooler s wa e tim s thi t a r weathe e Th . May d an l Apri west. Makuru was early winter, spanning June and July. At this time the weather was cold and wet, with squally westerly gales. Djilba covered the late winter and early spring , Finally . warmer t ge o t n bega r weathe e th n whe r Septembe d an t Augus f o s month Kambarang was the season of decreasing rain, covering the months of October and November.
34 Exploring Woodlands with Nyoongars Wheatbeit the of Nomads
Each Nyoongar group had their 'kaleep' or favourite camping locality which held for them a special significance. Beyond this there was a more extensive area over which they hunted and foraged. They travelled in small family groups, and only met in large clan r thei n withi d travelle s unit y Famil . ceremonies c specifi r fo r yea a s time w fe a s group defined territories, setting up camps in 'mias' or bush shelters for as long as the seasonal foods lasted. When special harvest foods were abundant, other Nyoongar groups were invited to share them. Participation was always by invitation, for to trespass on another's range could evoke anger with the possibility of a spearing.
This nomadic lifestyle was misunderstood by the European settlers and seen as random 'walkabout' behaviour, because they did not understand the seasonal food patterns or the . migration r fo n motivatio e th s a e lifestyl g gatherin d foo d an g huntin l traditiona Nyoongars did not make permanent homes, but moved to follow the patterns of food available.
Although some root foods could be gathered and some small animals caught at any time . year e th f o s time r particula t a e availabl y onl d an , seasonal e wer s food t mos , year e th f o
Apart from the weather, Nyoongars used a variety of other indicators which told them the best times to hunt particular animals. For example, when the sheoak (Allocasuarina fraseriana in the jarrah belt) turns a yellow-brown colour, kangaroos are fat, and g appearin n bega s feather n swa n Whe . fat e wer y the l unti s animal e at r neve s Nyoongar on the lakes and waterways, it became obvious that swans were beginning to moult and would be easier to catch.
Nyoongar people were quite aware of the products they could expect to harvest from various parts of their territories during each season. Their diet varied according to the weather within six seasons, and foraging groups travelled to the most suitable place within their territory to find food. Superimposed on travels made in response to the g durin d arrange , meetings p grou e larg e Thes . ceremonies o t d relate s trek e wer n seaso previous gatherings, were scheduled to take place in specific locations.
Despite its close relationship to the seasons, the foraging system was sufficiently flexible l natura r o s stranding e whal , thunderstorms like - s event d unexpecte f o e advantag e tak o t wildfires - that might suddenly provide abundant resources.
Key Words
. mia , trespass , harvest , clan , seasonal , migration , nomadic , Kaleep
5 3 Nyoongars with Woodlands Exploring Nomads of the Wheatbelt
References
* Bindon, P. and Walley, T. 1992 Hunters and gatherers. Landscape. 8 (l):28-35. * Green, N. (ed.) 1979. Nyungar, the People: Aboriginal Customs in the South West of Australia. Creative Research, South Perth. * Green, N. 1983. Nyungar- Past andPresent. Focus Education Services, Cottesloe, . Australia Western of West South the of Europeans and Aboriginals - Spears Broken . 1984 . N , Green * . Perth , Services n Educatio s Focu Australia. Cookbook. Way Watjela & Noonghar Cooking . 1995 . Students d an f Staf * C.Y. O'Connor College of Technical and Further Education, Narrogin. Teacher Directions Materials
* Resource Information Sheets (1), (2) and (3) . (1) t Shee e Resourc *
Lesson Outline Seasons the of Poster • 1 Activity s detail e th g usin s student h wit t i s discus d an , (1) t Shee n Informatio e Resourc y Stud . 1 . section ' Information d 'Backgroun e th n i
2. Cut up photocopies of the 'cards' in Resource Information Sheet (2), and give each student, or each group of 2-3 students, a card.
3. Either individually or as a group, students prepare a poster showing scenes that describe the season on their card. They could use drawings both of Nyoongar activities and their activities during the same period. Students should label the top of their BIRAK December January
Southern Hemisphere SUMMER (Australia)
Northern Hemisphere WINTER (Europe)
Picture here
36 Nyoongars with Woodlands Exploring Nomads of the Wheatbelt e nam e th d an , months e th f o s name e th , season r Nyoonga e th f o e nam e th h wit r poste of the nearest, equivalent season in the European system (see the table in 'Background Information'). A possible layout for a poster is shown above.
Activity 2 - Hunting and Food 1. Provide students with a copy of Resource Information Sheet (3) and Resource Sheet (1). t lef e th n i s food r Nyoonga t lis n the t Shee n Informatio e Resourc e th d rea s Student . 2 column of the Resource Sheet. They then complete the right hand column with a list of the equivalent foods they might eat today. 3. Group students and give them Resource Sheet (2) and Resource Information Sheet (3). Using these sheets, have them write a procedure for: * hunting kangaroos «. weir fishing » preparing zamia nuts.
Evaluation
* Could students prepare a poster that accurately described a Nyoongar season?
? procedure a e writ o t t tex m fro n informatio t extrac o t e abl s student e Wer *
Complementary Activities
, groups n I . hoops r o s stick h wit d bordere s area x si e Creat . outdoors s student e Tak * n representatio c symboli a e creat n the y The . 39-42 s page m fro d car a n give e ar s student . environment l natura e th n i d foun s item g usin n seaso e th f o
* Using Resource Information Sheet (4), try out some of the recipes which utilise traditional foods in modern dishes.
* Use the Bush Tucker videos to explore some traditional Australian bush foods.
* Using the posters made in Activity 1, have students write a diary of hunting l traditiona a r fo s activitie g gatherin d an Nyoongar family. Use the Nyoongar seasons, not months.
Malleefowl, ngawoo
with Nyoongars with Woodlands Exploring 37 Wheatbelt the of Nomads (1): Sheet Information Resource s Season r Nyoonga e Th
Bunuru/ "Bunoora" hot easterly and north winds from February to March Djeran/"Dj-eran": becoming cooler with winds from southwest from April to May : "Mag-goora" / s gale y Makuru westerl h wit t we d an d col y Jul o t e Jun m fro Key to Wheel Djilba/"Jil-ba": becoming warmer from August to o Septembecockato k blac r d taile d re K KARRA . 1 Kambarang/ rain decreasing from 2. KERL boomerang "Kam-bar-an": October to November 3. BUYI tortoise 4. MAMANG whale s Birak/"Burock"wind y easterl h wit : y dr t ho 5. KITJ spear s breeze a se d an y da e th g durin 6. KAADAR racehorse goanna m fro n afternoo e lat e th n i 7. BALKA blackboy December to January This figure is the cycle of seasons figure from "Landscape" article by Bindon and Walley. Reproduced by courtesy of the Education Department of WA.
38 Exploring Woodlands with Nyoongars Wheatbelt the of Nomads (2): Sheet Information Resource
The Six Seasons
Peter Bindon Peter by article an from taken been has following the alterations, and additions minor [With 8(1):28-35.J . Landscope gatherers. and Hunters 1992 T. Walley, and P. Bindon, Walley: Trevor and Anecdotal notes from Joe Watty have also been included.
Bunuru e tim s thi t A . March) d an y (Februar u Bunur n i d coincide g huntin d an g Fishin large sections of the country were deserted for lack of water. Near the coast and in estuaries, fish made up a large part of the diet of this season, and large assemblies gathered. r cleve r othe , speared e wer h fis t mos d an d use t no e wer s hook h fis h Althoug e wer s weir n woode d an s fish-trap e Ston . fish h catc o t d use e wer s method built to take advantage of the shoals offish which often visited shallow or tidal areas. When shallow pools were found to contain fish, piles of spiky brush d an h fis e th d surrounde o wh s hunter g wadin f o e lin a f o d ahea d pushe e wer h wit d kille r o d speare y easil e wer y the e wher r wate w shallo o int m the d force clubs. Another technique was to build a 'mungur'. This was built with a s a little s a s wa e ther l unti s bushe h wit w shallo e mad s wa h whic , race l centra 20 cm of water for the fish to swim through. Next to the race was a platform on which people stood and scooped the fish from the water by hand, throwing . bank e th n o g waitin e peopl o t m the Race-horse goanna (kurda) eggs were laid in termite mounds. The mounds d an t ou y wa r thei g du y the , born e wer g youn e th n Whe . incubator n a s a d acte ate the termites. Towards the end of Bunuru, in March, the fruits of the western zamia e b o t d ha e thes , toxins e remov o T . collected e wer riedlei) (Macrozamia g bein e befor d roaste y finall d an r wate n i d soake n the , time e som r fo d burie (Typha h bulrus e th f o s part d undergroun e th e tim s thi t a o Als . eaten domingensis) were pounded to remove the fibrous parts, moulded damper- - sand A . cakes y tast e produc o t d roaste n the d an e shap d flattene a o int e lik y spic a e mak o t s food d blan e th o t d adde s wa , food r fo d use h muc , bulb n plai meal.
Djeran Djeran (April and May) was the period when mias were built or repaired, and d focuse s wa g Huntin . winter r fo d prepare e wer s coat d an s skin o kangaro o als on kangaroos and also fish from rivers. When the first lot of rain came the bardi grubs climbed up the stems of the t ou m the g diggin n tha r rathe n the s Bardi e th g gatherin r easie s wa t I . plants from the roots.
9 3 Nyoongars ivith Woodlands Exploring Resource Information Sheet (2): Nomads of the Wheatbelt
Makuru Makuru (June and July) was the time to dig pink tubers (Tribonanthes spp). Swans began moulting in June and, being unable to fly, made easy prey. Together the women and children would drive the swimming birds across s bird e th r fo , concealed , waited o wh , men e th o t r rive r o e lak e th f o r wate n ope to come within reach.
Isaac Scott Kind observed in 1831 that during winter when people were travelling, they scarcely went anywhere without a smouldering branch of bull banksia (Banksiagrandis) held beneath their 'booka' (kangaroo skin cloaks).
, example r (fo s grasstree m fro s stem r flowe r slende e th g usin e mad s wa e Fir Xanthorrhoea preissii). Fire was perhaps their most useful and precious resource, used in tool and artefact production, in food preparation and cooking, for hunting and driving game, for warmth, and for signalling. The camp fire provided comfort and company. Grasstrees were the home of the tasty bardi grub, up to a hundred of which could be found in a good tree. Skilled eyes could tell at a glance whether any particular plant held an abundance of grubs.
Djilba During Makuru and Djilba (August and September), the winter period, the s area y dr e th n i s supplie r wate e onc s area g huntin d inlan r thei o t t wen e peopl of their territory were thought to be reliable. The tubers of native potato (Platysace cirrosa) were dug from beneath the wandoo at this time, kangaroos, emus and quenda (southern brown bandicoot, Isoodon obesulus) were hunted and possums were driven from their tree hollows with smoke. When the Emu Berries were getting their buds, it was the time that emu eggs were being laid.
Common brushtail possum, kumall, kumarl
40 Exploring Woodlands with Nyoangars Resource Information Sheet (2): Nomads of the Wheatbelt
Kambarang
The sign to return to the coast as the warmer weather approached at the end g flowerin e th s wa ) November d an r (Octobe g Kambaran o int n o d an a Djilb f o of the Western Australian Christmas tree (Nuytsia floribunda). After taking slabs of bark from the trees to make shields, families returned later to collect and eat the raw, sweet gum that oozed from the "wounded" trees, now in d an s berrie t differen y man s heathland l coasta e th n I . flower r spectacula (Astroloma y cranberr e nativ e th f o e thos y particularl , collected e wer s fruit . spp) (Persoonia r pea d wil d an , spp)
Especially sought after at this time were supplies of gum from various wattle trees, and Dioscorea hastifolia, a yam which was dug up by women using a n throw e wer s yam e th f o s tip d an s shoot e Th . stick) g (diggin ' 'wanna g lon p cro w ne a t tha e ensur o t g du n bee d ha y the h whic m fro s hole e th o int k bac of yams would grow.
The season also brought a natural increase in game, some of which were trapped by being herded into trampled brush where they became tangled and . scrub e th g surroundin s hunter d arme o t y pre y eas e wer
Also in Kambarang, the last red beak orchids (Bumettia nigricans) and native potatoes (Platysace cirrosa} were dug before the scattered groups moved m for o t d linke s partie y famil l smal n whe , time s Thi . coast e th s toward k bac e tim s thi g Durin . season) g (nestin a man-g s a n know o als s wa , bands r large the people searched the forests and woodlands in pursuit of waterfowl, birds' eggs, and fledgling pigeons, parrots, cockatoos and hawks, which were all taken from nests. h crayfis r freshwate e wher s wetland d an s swamp e th n o d focuse o als g Huntin and edible frogs were caught by hand in the shallows, and freshwater tortoises e th h wit g alon , delicacies e Thes . pools g dwindlin e th n i t caugh y easil e wer starchy tubers of arrow grass (Triglochinprocera), were roasted together in . fires p cam f o s ashe e th
1 4 Nyoongars with Woodlands Exploring Resource Information Sheet (2): Nomads of the Wheatbelt
Birak Birak was the hot time of December and January, which saw the lighting of controlled local fires in the scrublands. Such fires forced kangaroos and e mor d speare e b d coul y the o s n ope e th o int t ou s wallabie h brus n wester easily. Burning continued until Bunuru (autumn) to reduce undergrowth and bring on the lush growth of grasses and young plants in Djilba (late winter, early spring), which in turn attracted animals later in the cycle. Women and children also fired the bush for animals up to the size of bandicoots. As the fires swept through selected patches of bush, many reptile s marsupial l smal d an , lizards k shingle-bac , goannas e race-hors s a h suc , species e fir d groun e th s a n soo s A . sticks d an s club h wit d kille e wer s flame e th g fleein e wer h whic , snakes d an s lizard t burn r fo s ashe e th d searche p grou e th , passed o t s gathering e larg f o e tim e th o als s wa k Bira . numbers t grea n i d collecte n i d steepe e spik r flowe a banksi e th m fro r necta e th g drinkin n i e participat . 'mungitch' s a n know s wa k drin t honey-swee g resultin e th - r wate The start of Bunuru brought the Nyoongar people to the beginning of another year.
nyngar nyingarn, Echidna,
with Nyoangars with Woodlands Exploring Resource Information Sheet (3): Nomads of the Wheatbelt Nyoongars of the Swan h Sout e th f o s European d an s Aboriginal - s Spear n Broke 1984. N, Green, from taken is following [The Perth.] Services, Education Focus . Australia f o t Wes
Nyoongars of the Swan River Region divided the year into six seasons which roughly : below n show s a s month r calenda e th h wit e coincid
* Birak - December and January h Marc d an y Februar - u Bunur * * Djeran - April and May * Makuru - June and July * Djilba - August and September * Kambarang - October and November.
During the winter months, when trails showed fresh on the damp ground and the fall of rain masked a man's approach, the kangaroo was tracked by solitary hunters. Later in e driv o t d co-operate y the , congregate o t n bega s group y famil e th n whe , season e th s entanglement h brus o int r o , stakes d pointe h wit d line s trap t pi o int s path g alon s kangaroo where they could be readily killed with clubs and spears. In spring possums were hunted, for then the tell-tale grains of sand from damp paws adhered to scratches on the trunks f o e abundanc n a s wa e ther g sprin t Throughou . refuges ' animals e th y betra o t s tree f o o als s wa t I . reptiles l smal r othe d an s lizard , grubs e edibl , birds g youn , eggs , birds , roots the time of the year when the honeyed sweetness of the yellow banksia was sucked from the blossom. e Fremantl , Mandurah f o s bay d sheltere e th n i r popula e wer g fishin r summe d an g Sprin and Albany, and groups of 20 or more women and children armed with branches drove schools of mullet into the shallows to be speared by the men. In autumn the estuaries and rivers were dammed at traditional places at Albany, Augusta and Mandurah, and w shallo e th n i d an r Rive n Swa e th g alon s place d selecte n I . caught e wer h fis f o s thousand h fis e th d speare d an k ban e th n o s bonfire t li s Nyoongar e th , Sound e Georg g Kin f o s water . firelight e th o t d attracte
damar wallaby, Tammar
Exploring Woodlands with Nyoongars Wheatbelt the of Nomads (3): Sheet Information Resource
In the summer months family groups gathered on their home territories to fire sections , fire e th y b h underbrus e th m fro d flushe , wallabies d an s kangaroo n the d an , bush e th f o e th r fo y customar s wa t I . sticks h wit r ove d knocke r o e rang k point-blan t a d speare e wer t burn y accidentall s wa t i f i d an , torch e th o t t pu s wa y countr s hi n whe t presen e b o t r owne during his absence, it could cause friction between families. During the spring another technique called the 'woit' was used to hunt animals. Like burning in the summer, it required the cooperation of groups of people. A wallaby or kangaroo was tracked to a e effectiv t bu e crud a e mak o t n broke e wer s bushe r perimete e th l al d an t thicke e dens entanglement. A few hunters accompanied by their dogs entered the thicket to flush out the game which became trapped in the bushes and easily clubbed.
Between March and May (autumn) the women gathered the by-yu nuts of the Zamia and d grass-line o t m the g shiftin e befor s day l severa r fo s pool t convenien n i k soa o t m the t lef holes to cure for at least two weeks, after which the yellow casing of the nut, in addition to the kernel, was cooked or eaten raw. This lengthy process was necessary to neutralise the poisons in the nuts. At both Albany and the Swan River, the by-yu season coincided d an g spearin y b t caugh y readil e wer h whic r tailo d an n salmo , mullet f o n ru e th h wit . buried s wa u by-y e th e tim e th g durin s food e alternativ g providin s thu , trapping
There were times during the Nyoongars' summer visit to the coast when seals and e wer s whale n whe s moment e memorabl d an , rocks e th g amon d trappe e wer s penguin beached. The man who claimed the territory that received such an unexpected bounty would build y the d arrive e peopl s a s afterward s day r Fo . region e th n i r Nyoonga y an t attrac o t e fir a became engrossed in a cycle of cutting, cooking, dancing and sleeping.
: as h suc r Octobe d an y Ma n betwee n seaso n i e wer s root e edibl y Man
* MEEN, from the Kojonup district, was a root that possessed a bitterness which the Nyoongars neutralised by adding the ash of a particular bush during grinding.
* JEET-TA was a common root food found throughout the south-west around June.
. September n i d gathere t roo l smal a s wa T DJAKA *
* In October there were crops of DJUBAK, a larger tuber the size and shape of a new . food d prize y highl a s wa h whic , potato
. year e th t throughou e availabl e wer , root d re l smal a , BOHN a s a h suc , foods e Som Certain other foods such as oysters, although plentiful, were taboo by Nyoongar law. . Europeans e th f o l arriva e th r afte n soo n dow k brea o t n bega e avoidanc s thi , However
with Nyoongars with Woodlands Exploring A h Resource Information Sheet (4): Nomads of the Wheatbelt Recipes for Bush Food
[The following recipes are taken, with minor alterations, from Cooking Noonghar & Watjela Way Cookbook, prepared Studentsy b Staff,d an Narrogin C.Y. 'ConnorO College Technicalf o Furtherd an their recipe.] their with acknowledged are recipe each of authors The Education. Quandong Jam by Joan Abraham This tasty fruit jam is very easy to cook and doesn't cost a lot of money. All that is needed are some wild cherries (quandongs). Ingredients acuminatwri) Santalum g (quandon s cherrie d wil f o s kilo 2 r suga f o s tablespoon ^ 2 2 cups of water.
Method . jam s thi e mak o t r togethe r wate d an r suga , peel g quandon x Mi ! more t ea o t t wan u yo , great o s s i e tast e Th Cook for about 15 minutes.
Quandong, Icwondong
Nyoongars with Woodlands Exploring 45 Resource Information Sheet (4): Nomads of the Wheatbelt
Kangaroo Casserole by Elaine Chitty Ingredients 500 gm diced kangaroo 1 onion diced 8 mushrooms salt ) stroganoff f (mushroom/bee t po t ho l continenta r o y grav
Method Put kangaroo meat in pot. Steam the meat and onion until half cooked. . pieces y chunk n i t cu s mushroom d Ad Add salt. Add gravy mixture or hot pot when all steamed down. d thickene l unti r o s min 0 1 r fo k Coo s min 5 r fo n ove e moderat n i e plac n the h dis e casserol n i t Pu . vegetables h wit e serv d An
Serves four
Damper by Shirley Williams > ^ , M t yonga Kangaroo, s Ingredient r flou n plai m g 0 50 250 gm self raising flour r wate f o s cup 4 3- Method Put plain flour into bowl Add self raising flour Add water enough to make sticky dough Mix all together Roll on board until smooth, and then shape it out to fit tray Place in oven at 200 C for about 20 minutes, turn over. When brown pull out.
Serves Up to 3-4 people, eat hot or cold with butter, vegemite, or jam.
AC Exploring Woodlands withNyoongars Wheatbelt the of Nomads (1): Sheet Resource Bush Foods and Diets of Today
Traditional Season y Toda f o s Food Nyoongar Food
Winter
Spring Summer
Autumn
Race-horse goanna, karda kurda, kerda,
Exploring Woodlands with Nyoongars 47 Wheatbelt the of Nomads (2): Sheet Resource A Hunting Procedure
Title:
Aim (What do you want to catch or process?)
*
Requirements (What do you need?)
1 ) it? o d u yo l wil w (Ho d Metho
1.
2.
/
3.
4.
5.
1
48 Nyoongars with Woodlands Exploring Back to the Bush BACK TO THE BUSH
* Society and Environment
This activity focuses on the basic needs of humans. A visit to the woodlands shows how . same e th e ar s Nyoongar l traditiona f o e thos d an s need c basi n moder Concepts * All animals have basic needs - air, water, food, shelter and companionship. * Living off the land is a difficult and challenging experience. * Living off the land should cause minimum impact on the environment so that future food resources are conserved. Objectives * To compare the basic needs of Nyoongars with those of Europeans.
Curriculum Links Statement Area Learning
S AREA G LEARNIN MAJOR LEARNING OUTCOMES t Environmen d an y Societ Time, Continuity and Change Resources
Statements Outcome Student
LEARNING AREAS STRAND SUB-STRAND
Society and Environment Time, Understanding Continuity the Past and Change Interpretations and Perspectives
Resources Management and Enterprise
Exploring Woodlands with Nyoongars 49 Back to the Bush n Informatio d Backgroun l traditiona e th f o e thos s a e sam e th e ar y toda n regio s thi g usin e peopl f o s need c basi e Th Nyoongar people. These basic needs are oxygen, food, water, shelter (clothing and built structures) and companionship.
Today - other than oxygen and companionship - most of our needs are purchased from e th o t r close h muc e wer e peopl , times l triba n I . them e produc o wh s human r othe resources of the land, with each community having to provide for nearly all their needs. . communities l triba r othe h wit d trade e wer , ochre s a h suc , items e non-perishabl w fe A
, cooking r fo d use s wa t I . lifestyle l Aborigina l traditiona f o t par t importan y ver a s i e Fir warmth, tool manufacture and as a tool for obtaining food. Heat from friction, made by rubbing two pieces of wood together, was used to make fire. Natural fire from lightning was also used.
The sinew from kangaroos and possums had many uses, one of the most important being string. The resource information sheets for '101 Uses of a Grasstree' and The Kangaroo . needs c basi t mee o t s material h bus f o e us e th g concernin s detail e mor e giv ' Connection
Key Words
Nyoongar, traditional, basic needs, resources, non-perishable, corresponds, substitute.
References
• Department of Conservation and Land Management. 1993. Cultural Interpretation Activities Workshop. Department of Conservation and Land Management, Perth.
50 Nyoongars with Woodlands Exploring Back to the Bush
Teacher Directions Materials
* Resource Sheets (1) and (2).
Lesson Outline r ove d change e hav y the r whethe d an s human f o s need c basi e th s student h wit s Discus . 1 . needs c basi r thei d obtaine s culture l traditiona w ho s Discus . centuries e th
2. Hand out Resource Sheet (1) and discuss.
3. Students visit the bush and find something that could be substituted for the items in column one.
4. Hold a class debate on "Living off the land has an enormous impact on the n discussio e mor t bu , classroom e th n i r occu o als d coul y activit s Thi . environment" would need to take place.
. (2) t Shee e Resourc g usin d an e debat e th n o d base n expositio n a o d s Student . 5
Evaluation l traditiona y b d use e thos h wit s resource n moder e compar o t e abl s student e Wer * Nyoongars?
Complementary Activities
* Refer to card 11 'South West Resources' and card 13 'Homes and Campsites' from Nyungar - Past and Present, a curriculum package by Neville Green. g focusin , life f o y wa l traditiona e th t abou k tal o t l schoo r you o t s Nyoongar l loca e Invit + on basic needs.
* Refer to 'A Bit Shaky - Seed Separation' in Keeping the Spirit Alive, a curriculum package by the Western Australian Museum.
Exploring Woodlands with Nyoongars 51 Bush the to Back (1): Sheet Resource Back to the Bush
The basic needs of people using this region today are the same as those of the traditional . people r Nyoonga
. town t neares e th m fro s kilometre f o s hundred , bush e th n i t los e ar u yo e Imagin . mark d lan a s a d use e b n ca t i o s , rock e larg a r nea p cam o t e decid u Yo r Nyoonga l traditiona e th e replac d woul t tha s resource y da t presen t lis , two n colum n I resources described in column one. Wander around the bush and see if you can find any . find u yo t tha y an o t t nex k tic a t Pu . one n colum n i d liste s resource
Column One u yo d Di Column Two Find it? balga leaves vegetables r spea a balg matches quandong water s grasse d wil animal fat mia or quornt kangaroo skin cloak kangaroo sinew e ston p shar spear grass basket kangaroo meat ochre
Bandicoot, quenda
52 Nyoongars with Woodlands Exploring Resource Sheet (1): Back to the Bush
Go into the school ground or nearby bush. Find a place where you would build a shelter and describe why you chose that spot. Also describe the materials you would use to make the shelter.
If you were a traditional Nyoongar, explain what you would do once you had used up the supply of food in a particular area?
Exploring Woodlands with Nyoongars 53 Resource Sheet (2): Back to the Bush Exposition - Two Sides of a Story
"Living off the land has an enormous impact on the environment."
Arguments for Supporting Evidence 1.
X
2.
X 3.
Arguments against Supporting Evidence X 1.
2.
^ 3.
Conclusion or Summary
V
54 Nyoongars with Woodlands Exploring Table Ticker R TUCKE E TABL The Arts English
A Diorama is created based on the habitat of an animal used as a food source by Nyoongars and found in the wheatbelt woodlands. Concepts * Nyoongars were dependent on the environment for their food.
Objectives • To increase students' knowledge of the animals eaten by Nyoongars. s Link m Curriculu Learning Area Statement
LEARNING AREAS MAJOR LEARNING OUTCOMES
The Arts s Processe d an s Skill s Art
Science Understanding Concepts - Life and Living
English Language Modes - Writing
Student Outcome Statements
LEARNING AREAS STRAND SUB-STRAND
Ths e Arts technologie , techniques , skills s art g Usin and processes
Science g Livin d an e Lif
English Writing
Exploring Woodlands with Nyoongars 55 Ticker Table
Background Information The traditional Nyoongars of the South-west were hunters and gatherers. They were n withi e plac o t e plac m fro g movin , supply d foo r thei r fo t environmen e th n o t dependen defined areas as the availability of food and seasons dictated. e som , reptiles t mos , eggs , birds , mammals e wer d foo f o s source e availabl y readil t mos e Th , Seeds . grubs) i bard s a h suc e larva e beetl , example r (fo s invertebrate e som d an h fis , frogs fruit and roots of various sorts were gathered. n wome e th e whil , animals r large f o s hunter e wer n me e th t tha e presum o t e reasonabl s i t I . animals r smalle g catchin d an s root r fo g diggin , seeds g collectin - s gatherer e wer , men y b d use e wer d an o t d belonge s boomerang d an s club r o s stick g throwin , axes , Spears y usuall n wome d an n me h Bot . stick g diggin e th s wa t implemen n mai s women' e th e whil went on their hunting and gathering activities independently, however, they both worked together in activities such as fishing or catching animals by setting fire to the bush. A selection of animals is used in this activity. Other smaller mammals once common to , (quenda) s bandicoot e includ e Thes . researched e b o als n ca s woodland t wheatbel e th native cat (chuditch), wambenger (phascogale), dunnart, mundarda, potoroo and boodie. The traditional Nyoongar food source is no longer the same due to the introduction of . settlement n Europea o t e du t habita f o s los e th o als d an s animal l fera
Key Words diorama
References
* Meagher, S. J. 1974. The food resources of the Aborigines of the South-west of Western Australia. Records of the Western Australian Museum, (1) Part 3. Australian of Book Complete Museum Australian The . 1983 . (ed) . R , Strahan * Mammals. Angus and Robertson, Sydney. Teacher Directions Materials
* Resource Information Sheet (1) * Resource Sheet (1) * boxes * paint * cardboard * collection of leaves, sticks, bark, nuts, sand, etc. * textas » glue » scissors.
Cc Exploring Woodlands with Nyoongars nicker Table
Lesson Outline
. (1) t Shee n Informatio e Resourc m fro ' Profile l Anima e 'Nativ a n give s i t studen h Eac
1. Using reference books, students research their animal and complete the Tacts Sheet' given in Resource Sheet (1). e th t collec o t m the r fo t bes e b y ma t i e creatur r thei d researche e hav s student e Onc . 2 items that they need for a diorama. A visit to an area of bushland may be appropriate for this. Remember to obtain permission from the relevant land owner or manager, and to stress conservation at all times. For example, only take objects that have fallen . behind m the e leav d an . etc , insects f o s home r fo t ou k Loo . dead e ar r o
a f o m for e th n i e creatur e th f o t habita e th e creat , side e on n o d opene x bo a g Usin . 3 diorama. Include a cardboard cut out of the creature to add to the habitat. Attach the Tact Sheet' and 'Native Animal Profile' to the box and each child will have a completed masterpiece!
Evaluation
* Were students able to research their topic successfully and complete a Tacts Sheet?
* Were students able to create a suitable habitat in their diorama for their given creature?
Complementary Activities
* Refer to card 10 'Wetlands of the South-West' and card 16 'Kangaroo Hunting' from Nyungar - Past and Present, a curriculum package by Neville Green.
* Refer to 'Hunt the Bouncing Target' from Keeping the Spirit Alive, a curriculum package by the Western Australian Museum.
Emu, waitch
Exploring Woodlands with Nyoangars 57 Resource Information Sheet (1): Table Thicker Native Animal Profiles
[This information is adapted from Meagher, SJ. 1974. The food resources of the Aborigines of the 3.] Part (1) , Museum n Australia n Wester e th f o s Record Australia. Western of South-west
vulpecula) (Trichosurus m Possu l Brushtai n Commo l Kumar , Kumall
A common animal, widely distributed throughout the area. They often shelter in the broken, . trees e larg f o s limb w hollo s dingoe r thei h wit m the d hunte s Nyoongar on moonlit nights as well as during the s a d speare e wer s possum e Th . time y da they fled or were driven into hollow trees from which they were taken. m possu a f i l tel o t e abl e wer s Nyoongar had gone up a tree and whether it had come down again by examining the bark. They climbed trees to catch them, cutting toe holes in . axes e ston r thei h wit s tree r large e th f o k bar e th
The easiest way to take a possum was to pull it out by the r o t ou d smoke e b d woul t i , reached e b t no d coul t i f I . tail poked out with a stick. n o d roaste r eithe e wer y The . whole d cooke e wer s Possum the hot coals or were covered with hot ashes. Before being cooked, the intestines were taken out and the fur was n the s wa h whic h stomac e th o int d stuffe d an f of d plucke pinned together with a stick. When the possum was cooked, the fur which was stuffed inside it was removed and sucked to obtain the juices it had absorbed.
The main by-product from the possum was its furpossum, , whicbrushtail h Common was spun into long strands for use as belts and bands. laimall, kumarl
58 Nyoongars with Woodlands Exploring Resource Information Sheet (1): Table Tucker
Dingo (Canis familiaris) Twerh, Toorit
. taken e wer y the w ho n o e availabl s i n informatio o N . Nyoongars y b n eate s wa o ding e Th The puppies were regarded as a delicacy, although they were sometimes reared by the Nyoongars and used for hunting.
The young people were not allowed to eat dingoes. If they caught one, they had to give it to the old people. Dingoes were cooked in a hole after being covered by ashes. Bracelets were made from the tails, and fur from the tail was worn as an ornament across the forehead.
lagotis) (Macrotis e Dalgyt d inlan e th f o y countr y dr e th n i n commo e onc s wa l anima d endangere d an e rar s Thi South-west. Now extinct in the South-west, it was one of the main burrowing animals.
. feeding e wer y the e whil m the k too r o s burrow r thei f o t ou m the g du s Nyoongar
Dalgyte
Exploring Woodlands with Nyoongars 59 Table Tbcker Table (1): Sheet Information Resource
y Famil o Kangaro n I . wallaroos d an s kangaroo g takin f o s way n mai o tw e th e wer g trappin d an g Spearin o T . approach r thei e hid o t n rai d an d win e th f o e advantag k too s Nyoongar e th r winte catch kangaroos, a large number of people would surround an area containing animals y the r summe e th n I . escape o t d attempte y the s a m the g spearin , them n o n i e clos d an . speared e wer y the , fled s wallaroo d an s dalgyte , kangaroos e th s a d an h bus e th o t e fir t se e wer e Thes . sides g taperin h wit s pit p dee e wer d use s trap f o e typ n commo t mos e Th lightly covered with branches and earth. An animal falling into one of the pits was wedged . out t ge o t e unabl s wa d an s side w narro e th y b n i Two methods were used to cook these animals: 1. animals were placed in a hole, covered with ashes and a slow fire built over them, or 2. they were cut up and the pieces broiled on a fire. t no e wer n me g youn e th d an , delicacies d considere e wer w marro d an s entrail , blood e Th permitted to eat these. Grev Kangaroo (Macropus fuliginosus) Yonga This is the largest mammal of the wheatbelt and occurs in small mobs. It was a common . Nyoongars e th r fo d foo f o e sourc Wallaroo (Macropus robustus) w fe a t a n commo y onl t bu , wheatbelt e th n i s outcrop y rock n o d foun o kangaro e larg A . localities d restricte
yonga Kangaroos, e Woyl penidllata) (Bettongia Woylie This rat-kangaroo, now rare, was once a o wando e th f o l anima n commo y fairl woodlands. It makes its nest under bushes. Nyoongars speared them in their nests, or jumped on the nests, crushing the animals. If the y the l unti d chase e wer y the , escaped s animal y the e wher g lo w hollo a n i n ofte , refuge k too were speared. Woylie
60 Exploring Woodlands with Nyoongars Resource Information Sheet (1): Table Tucker
Tammar (Macropus eugenii) Tammar, damar n mai e th s wa s thi , endangered d an e rar w No wallaby of the inland South-west. They occurred in fairly large numbers in thickets.
Tammar wallaby, damar
Brush Wallaby (Macropus irma) Quarra w no s i t I . wallaby t South-wes t larges e th s i s Thi mostly confined to the forested areas but also lives on the Swan Coastal Plain and in large . wheatbelt e th n i g remainin d bushlan f o s area Some populations have even survived in quite small patches of bushland, for example near Dumbleyung.
To catch a brush wallaby, woylie or a tammar Nyoongars surrounded an area where these animals lived and destroyed their runs by trampling or breaking down the bushes to trap escaping animals. In some areas, fences or . runs f o s end e th t a d constructe e wer s snare h bus e th o t e fir t se y the r summe f o d en e th r Nea to drive the animals out of their retreat. At , noises d lou e mad y the r yea e th f o s time r othe Western brush wallaby, quarra or drove them out with dogs.
Emu (Dromaius novaehollandiae) Waitch
The emu was stalked and speared by Nyoongars. They were mainly speared in winter. The flesh of the emu was highly prized and the feathers s record o n e ar e Ther . decorations s a d use e wer on how the emu was cooked. Emu eggs were also eaten.
waitch Emus,
Exploring Woodlands with Nyoongars 61 Tucker Table (1): Sheet Information Resource
Waterbirds
To cook them, waterbirds were covered with mud, then placed in a hole and covered with e th , open d cracke s wa d mu d bake e th n Whe . hours l severa r fo t lef e wer y the e wher s ashe feathers came away in the mud leaving the body clean. There are some references that n the t we e wer s feather e th y sa s other , cooked g bein e befor d plucke e wer s bird e th y sa burnt off.
Snakes
Carpet Snake (Python spilotus] Wargal, Wakarl Dugite (Dematisia affinis) Dobitj, Kabart Tiger Snake (Notechis scutatus) Norn Snakes were caught behind the head, either by hand or with a forked stick, to prevent them biting themselves or their captors. Although some snakes (in particular the tiger snake) were feared by the Nyoongars, they were still eaten but only if they had been killed e becam s themselve n bitte d ha t tha s snake t tha d believe y the s (a r Nyoonga a y b poisonous). d undigeste d containe h stomac s it f I . beaten s wa d hea s it , killed n bee d ha e snak a r Afte . ill m the e mak d woul t i d believe y the s a , snake e th t ea t no d woul s Nyoongar e th , food . ashes e th n i d roaste d an e fir a n i d place e wer s Snake
Lizards Common Goanna (Varanus gouldii] Karda King Skink (Egernia kingii) Yondi Bobtail Lizard (Tiliqua rugosa) Yourin d an s ashe e th n i d roaste e wer s egg r Thei . caught e wer s lizard w ho f o s record o n e ar e Ther eaten, but these were reserved for old men and women. The animals were cooked in a fire or roasted in the ashes. A hole was made at the base . stick d forke a h wit t ou d hooke t gu e th d an t throa e th f o Colds were cured by cooking and eating the liver of bobtails.
King skink
62 Nyoongars uiith Woodlands Exploring Resource Information Sheet (1): Table Tucker
Amphibians (Frogs)
Frogs are abundant in the woodlands, but a number of species are poisonous, or at least distasteful. w shallo d an s swamp m fro d collecte e wer , wurgyl r o a guy , goya s a n know s frog s Variou e th n whe r summe n i n take e wer r numbe t greates e th t Bu . year e th t throughou s lake . low s wa s area e thes n i r wate
They were dug out of the ground with the aid of a digging stick.
In some cases, female frogs were preferred to males because their eggs were regarded as . ashes n i d cooke e wer s Frog . delicacies
Insects
cibarius] (Bardistus b Gru i Bard Barrdi f o s part g rottin r o d decaye n i d foun e ar y The . beetle a f o e larva e th e ar s grub i Bard e on e th n i d foun e b y ma 0 10 s a y man s a d an s grub e whit l smal e ar y The . grasstrees grasstree.
To ensure an ongoing supply of these grubs, the Nyoongars knocked the tops off the p to e grasstre e th d knocke o wh n ma e th f o y propert e th s a d regarde , grubs e Th . grasstree . owner e th y b d guarde y jealousl e wer , rushes r tende e th o t t ge o t f of e befor k bar f o e piec a o t d tie s sometime e wer d an d roaste r o w ra r eithe n eate e wer y The being roasted.
kooroop balga, Grasstree,
Nyoonyars with Woodlands Exploring 63 Resource Sheet (1): Table Tucker Fact Sheet
What does it look like?
Is there anything special about it? ? live t i s doe e Wher
What are its Lati? n anthem d k Nyoongacoo s r namesNyoongar e ?th d di w Ho
? information s thi d fin u yo d di s book t wha n I
Title ______
Author.
Title_
Author
64 Exploring Woodlands with Nyoongars Animal Tracks ANIMAL TRACKS
* Science «. The Arts
Students study their own tracks and copy those of common woodland animals. Concepts . food r thei r fo t environmen d bushlan e th n o t dependen e wer s Nyoongar * t importan s provide s track l anima f o n interpretatio d an n observatio l Carefu * information about the wildlife present in an area. Objectives » To develop powers of observation through an investigation of animal tracks. * To learn how to clearly record instructions.
Curriculum Links Statement Area Learning
LEARNINS G AREASOUTCOME G LEARNIN R MAJO
Science Working Scientifically - Investigating Scientifically Understanding Concepts - Life and Living
The Arts Arts Skills and Processes
Statements Outcome Student
LEARNING AREAS STRAND SUB-STRAND
Science Investigating Conducting Scientifically
Life and Living
The Arts Using arts skills,techniques technologies and processes
Nyoongars with Woodlands Exploring 65 Animal Tracks n Informatio d Backgroun The presence of bird and other animal life in an area may be deduced from tracks, droppings and traces of fur and feathers. Tracks can be seen in soft mud, as damp prints y the s a s tail r thei g dra , goanna e th s a h suc , animals e Som . sand n i r o , surfaces d har n o move. This will appear as a thin line along the ground. Claw marks may be seen as small e b s alway t no y ma s mark w cla r Remembe . tracks e th f o e edg r uppe e th n o s indentation . claws r thei t retrac s animal e som s a n see
Animals found in wheatbelt woodlands include the brush wallaby, skink, bobtail skink, carpet snake, dugite, common goanna, common brushtail possum, emu, grey kangaroo, tammar, woylie and dingo. References
* Triggs, B. 1984. Mammal Tracks and Signs. Oxford University Press, Melbourne. . Australia n Wester , Education f o y Ministr , Media . Ed . West Tjina. . 1989 . M , Fleer * . Javonovich e Brac t Harcour , Series l Aborigina Kit, Tracking Emu * . Wales h Sout w Ne , Press o Kangaro That? Did Who . 1994 . J , Bruce * Teacher Directions Materials
* Resource Sheet (1) . sand f o a are r clea *
Outline Lesson
1. Prior to the lesson, rake over a large, damp sandy area and have some students and an adult (from another class if possible) walk barefooted, side by side, over the smoothed area.
2. With your students compare the tracks, and discuss answers to the following questions: • How do we know these tracks are human, for example, compared with a dog? • Which way are they going and how do you know (for example, could they be walking backwards)? ? human t heavies d an t talles e th o t g belon , think u yo o d , tracks h Whic • • How did the students arrive at this decision? (For example, length of print generally reflects size, and the depth reflects weight.)
3. Students explore the tracks made by different ways of moving across the raked area - skipping, running, walking, hopping, backwards, sideways, and so on. Compare the . first d groun e th s touche t foo e th f o t par h whic y Identif . tracks t differen
4. Using Resource Sheet (1), students make the tracks of the animals listed by following d overhea n a n o ) (1 t Shee e Resourc t pu o t r bette t i d fin y ma u Yo . given s direction e th and practice making the tracks with students in the classroom before taking them outside.
c c Exploring Woodlands with Nyoongars Animal Tracks
5. Once the given tracks have been made, students experiment to make tracks similar to . track m possu e th d an a echidn e th e on f o t prin a g makin r fo s instruction , drawings d an g writin n i , record n the s Student . 6 animal. 7. Check that the instructions are clear by having another student follow these instructions.
Evaluation
? tracks t interpre d an e analys o t e abl s student e Wer * ? given s instruction e th g followin y b s track e mak o t e abl s student e Wer * ? tracks g makin r fo s instruction r clea e writ o t e abl s student e Wer «
Complementary Activities
» Make plaster casts of the tracks.
* Set up a tracking station outdoors near a patch of thick undergrowth. Smooth the soil, making sure that it is not compacted. Place in the centre a small amount of food (for y da t nex e th a are e th e Examin . carrots) r o , oil h fis , birdseed , butter t peanu , example for tracks. Try to identify animals from the tracks found.
. format t repor e th f o e exampl n a s a , References) e (se That Did Who s a h suc s book e Us *
. length t foo r thei o t s height ' students s relate h whic m scattergra a t Construc *
Exploring Woodlands with Nyoongars 67 Tracks Animal (1): Sheet Resource s Track l Anima
Instructions Track Animal
1. Extend thumb out and point index finger.
2. Press the finger and thumb of your right hand . ground e th o ont t fla Emu, waitch 3. Do the same with your left x inde e th t tha o s d han finger of your left hand lies within the print made by the index finger of your right hand.
4. To make the claw, press . sand e th o int p fingerti
h bot d hol , together s Finger . 1 hands straight out, about 10 cm apart.
2. Press the sides of both hands . sand e th o int n dow t straigh d an w cla e sid e th e mak o T . 3 . sand e th o int p fingerti s pres p ti Kangaroo, yonga
68 Nyoongars with Woodlands Exploring Resource Sheet (1): Animal Tracks
Track Animal
Echidna, nyingarn, nyngar
Common brushtail possum, laimarl kumall,
Exploring Woodlands with Nyoongars 69 The Kangaroo Connection THE KANGAROO CONNECTION * English 4 Health t Environmen d an y Societ * Students produce an explosion chart highlighting traditional Nyoongar people's dependence on kangaroos. Students then compare and contrast the development of . kangaroos d an , children n Australia s today' , children r Nyoonga Concepts * Nyoongar people were dependant for survival on the animals in the Australian environment. + The process of birth and development is a complex issue and differs between spe cies and cultures. Objectives * To identify and understand the importance of kangaroos in the traditional Nyoongar lifestyle. * To compare and contrast the birth and development processes between the . children l Aborigina l traditiona d an n childre n Australia s today' , kangaroo
Curriculum Links Learning area Statement
S AREA G LEARNIN MAJOR LEARNING OUTCOMES
English s Mode e Languag -Use of Texts Science Understanding Concepts - Life and Living Society and Environment Culture n Educatio l Physica d an h Healt Interpersonal Skills
Student Outcome Statement
LEARNING AREAS STRAND SUB-STRAND
English Reading Use of Texts Science Life and Living Society and Environment Cultury e Diversit d an n Cohesio n Educatio l Physica d an h Healt Interpersonal Skills
70 Exploring Woodlands aiith Nyoongars The Kangaroo Connection n Informatio d Backgroun e ar d bushlan n Australia e th f o s animal d an s Nyoongar n betwee s relationship e Th important. The animals were not only used for the products that they provided, they were also used as totems and played a significant role in the Dreaming. The Nyoongars' respect . them t abou d tol e wer t tha s storie e th n i s obviou s wa s animal e thes r fo
The following activities focus on the relationships between traditional Nyoongars, today's d an h birt e th n i s similaritie e th e not o t g interestin s i t I . kangaroo e th d an s Australian development of all three.
Key Words
. pliable , initiation , dominance , ochreous , sinew , adhere , Embryo
References
* Atkinson, A. and Aveling, M. (Ed). 1987. Australians: A Historical Library - . Australia , Press n Griffe 1838. Australians
of West South the of Europeans and Aboriginals - Spears Broken . 1984 . N , Green * . Perth , Services n Educatio s Focu Australia,
* Green, N. 1979. The People - Aboriginal Customs in the South West of Australia. Creative Research, Mt Lawley College, Western Australia.
* Green, N. 1983. Nyungar- Past and Present. Focus Education Services, Cottesloe, . Australia n Wester
. ABC Mob, the in Faces - Kangaroos - O VIDE *
* Weldon, K. 1985. The Kangaroo. Weldons Pty Ltd, Australia. s Direction r Teache Materials
* VIDEO - Kangaroos - Faces in the Mob (At District Education Office). » Resource Information Sheets (1), (2) and (3). * Resource Sheets (1) and (2).
Outline Lesson n i y activit ' Contrast d an e 'Compar a s i t firs e Th . parts o tw o int n broke s i y activit s Thi e ar s Australian s today' d an r Nyoonga l traditiona , kangaroo e th f o s lifestyle e th h whic compared and contrasted. The second is an explosion chart activity that focuses on the . kangaroo e th d an r Nyoonga l traditiona e th n betwee s relationship
Exploring Woodlands with Nyoongars The Kangaroo Connection
Compare and Contrast As a lead up to the Compare and Contrast activity it is suggested that the videoKangaroos t Distric r you m fro e availabl s i o vide s Thi . students e th y b d viewe s i Mob the in Faces - . LandManagement d an n Conservatio f o t Departmen e th f o y courtes e Centr e Resourc e Offic At the 30.35 minute mark on the video is a mating scene which you may find too graphic for your students to watch. This continues until 34.00 minutes. The first half of the video provides ample information for this lesson. If you wish, the second half may be used in another session.
Students are given Resource Information Sheets (1) and (2). After reading both sheets they need to fill in the blank boxes on Resource Sheet (1) using their own knowledge or that given in the resource sheets. A worked example is provided at the top of the activity . compared responses ' students d an d discusse e b n ca s Thi . sheet
Explosion Chart Students read the details on Resource Information Sheet (3) and summarise the . (2) t Shee e Resourc n o m for t poin o int n informatio
Evaluation t poin n i t i e reproduc d an t tex e th m fro n informatio t extrac o t e abl s student e Wer • form?
* Were students able to write a concluding statement that contained evaluative comments and summarised the recount?
Complementary Activities e th y b e packag m curriculu a Alive, Spirit the Keeping m fro ' Rat o 'Kangaro - e Gam * Western Australian Museum.
+ Refer to Card 16 'Kangaroo Hunting' fromNyungar - Past and Present, a curriculum package by Neville Green.
72 Exploring Woodlands with Nyoongars Connection Kangaroo The (1): Sheet Information Resource The Western Grey Kangaroo Connection
Birth The length of pregnancy in kangaroos is five to five and a half weeks.
Normally equal numbers of boy and girl kangaroos are born. As they get older, more boys tend to die than girls as a result of fighting and other stresses. s i t nex e th , pouch e th f o t ou s i y joe a e tim e th y B . year h eac g youn e produc s Female beginning to develop. A mother can hold off giving birth in times of drought. When things improve, she will give birth. It is rare to have twins. e on - k mil f o s kind o tw e produc n ca e Sh . used e ar o tw y onl t bu , teats r fou s ha r mothe A . joey r olde e th y b d use t tea e th m fro e on d an , selects n bor w ne e th t tha t tea e th m fro
When the young is born, it is pink and weighs about one gram. It is about the same size e ar s leg d hin s it d an r fu o n s ha , blind s i t bu r ai e breath n ca t I . finger r you f o p ti e th s a s Thi . pouch e th o int s climb n the d an l tai s mother' s it n o s rest t i n bor e Onc . powerless d an t tea s mother' s it s find t i h pouc e th e insid e Onc . minutes n te t abou s take s proces y joe g youn e th g holdin s thu , mouth s it n i p u s swell t tea e th n whereupo , it o t s fasten . place n i y firml
Joey A joey at eight to ten months of age becomes more curious and plucky. It has short fur t i , explores t i s A . pouch e th f o t ou e tim e mor s spend t I . legs s it f o l contro r bette d an frequently hops back to its mother so that it does not get lost. The mother keeps in touch with the joey by calling it softly and, when frightened, the joey calls its mother. At this stage the joey suckles while inside the pouch as well as while standing outside.
At ten months of age the joey weighs three to four kilos and is about knee high to an adult human. Four kilos is the same weight as two full, two litre plastic milk containers, and . pouch e th n i e rid o t d ol o to w no s i y joe e th e saf , supplies r wate d goo , tracks t bes e th s identifie y joe e th , mother s it g followin y B resting places, shortcuts, and other things it needs to know to survive. Mothers go out l wil t i e wher a are e th t abou n lear l wil y joe e th t tha o s s landmark l loca t visi o t y wa r thei f o live.
The mother produces milk for this joey for another eight months. It is then on its own. To wean the joey, the mother tightens its pouch muscles and prevents the joey from entering.
with Nyoongars with Woodlands Exploring Connection Kangaroo The (1): Sheet Information Resource
Young Kangaroo At two to three years of age the female kangaroo is ready to have a baby and her growth slows down - any extra food is used to produce young.
Young males keep on growing and begin to slow down at the age of eight to teny ears. They prepare themselves for adult life by boxing and wrestling with their mother and their friends, and leaving their scent on the grass. As they get older, play becomes contests r Afte . tested y continuall s i o kangaro d hea f o n positio e Th . positions e dominanc t abou ay ear or so with their mother's mob, they move to another area and settle with a new mob. This prevents breeding within the family. e mal f o e ag e th w kne s Nyoongar . growing s stop r neve o kangaro a , humans e Unlik e larg y ver A . females h wit l tel o t t difficul s i t i s wherea , height r thei y b s kangaroo . boomer r o , male a y usuall s i o kangaro
0 2 e b o t e liv y ma y the , cases l unusua n I . years 5 1 o t 0 1 s i o kangaro a r fo e lif e averag e Th to 25 years old. Less than half of the kangaroos born will reach five or six years of age, . age f o s year e twelv r o n te l unti e liv w fe y ver d an
Kangaroos, yonga
74 Nyoongars with Woodlands Exploring Connection Kangaroo The (2): Sheet Information Resource The Traditional Nyoongar Connection
Birth . weeks 9 3 t abou s i y pregnanc s women' f o h lengt e Th
Traditional Nyoongar women moved away from the main camp to give birth either on their own or with a female friend. They gave birth in the squatting position and suffered y da t nex e th s a y earl s A . exercised l wel d an t fi e wer y the e becaus g child-bearin m fro e littl they were able to hunt for food as usual.
As soon as the baby was born the mother took it immediately to her breast to suckle and . time e th f o t mos d remaine t i e ther r mothe e th o t e du y probabl s wa s thi - d kille s wa n childre e th f o e on , twins f o e cas e th n I k loo s a l wel s a m the f o h bot y carr t no o als d coul e Sh . two r fo k mil h enoug g havin t no for food. (If they were different sexes the boy was killed.) Baby The baby was cradled in a bark dish when feeding or sleeping until it was about three weeks r late s wa t i t bu , cloak e th f o d fol a n i m ar t lef e th n o d carrie s wa t i s Afterward . old suspended on the shoulder. o t k bac d carrie s wa t i d hear s wa r whimpe a s a n soo s A . cry o t d allowe r neve e wer s Babie the mother's breast.
Until they could run alone, children were not clothed.
A toddler was almost inseparable from its mother until about three years old. Toddlers stayed close to their mother, or were carried. They suckled until the age of four or five years, but they were introduced to food as soon as they were able to help themselves. This was a long time before they were weaned.
If a female baby died, no one took any notice of the mother, yet if it was a male the mother . it r fo n beate r o d speare y generall d an d blame s wa g showin d an g carryin , caring n i r mothe e th t assis o t n o d relie e b d coul s sister d an s Aunt . child e th o t n affectio
Exploring Woodlands with Nyoangars Young Adult d an g watchin y b s behaviour d accepte r thei d learne n childre r Nyoonga l Traditiona , fights k moc - y pla h throug d learne y The . world l practica a n i p u w gre y The . copying games, throwing, climbing, catching food and finding eggs, etc. Boys practised hunting with miniature weapons and youths competed together in fighting, wrestling and weapon contests. When boys were nearing their teens, they were separated from their t no e wer y The . business s men' n o e concentrat d coul y the t tha o s s friend d an y famil . marry o t y read e wer y the l unti n retur o t d allowe y b , example r fo , food d collecte y The . crafts d an s skill p cam n upo d concentrate s Girl searching and digging for roots. They also prepared food and cared for the young and o t e abl e wer o wh n childre l smal r afte d looke s girl , ten r o e nin f o e ag e th d Aroun . elderly walk. They also made mud and stick dolls and dressed them with things from the bush. - y pubert t a y marr o t y read s wa l gir A . women e th d accompanie y the r olde t go y the s A often around the age of 13. e wer s Track . cries r thei g mimickin y b s bird d an s mammal l cal o t d learne n Childre r Fo . education s children' r thei r fo e responsibl s wa y famil h Eac . copied d an d identifie o int t go r o e mistak a e mad y the f I . teacher n mai e th s wa r brothe s mother' e th , boys . slap e protectiv a s sometime r o g warnin h hars a s wa e respons e th , trouble
They spent a lot of time with other children and adults and had a large amount of freedom . places s dangerou f o r clea g stayin s a h suc , instructions d obeye y the s a g lon s a
76 Nyoongars with Woodlands Exploring Connection Kangaroo The (3): Sheet Information Resource The Nyoongar/Kangaroo Link
'Roo parts As soon as a kangaroo was killed, the two front teeth were taken from the lower jaw. These . points r spea n sharpe o t d use e wer The end of the tail was taken in the mouth and the tip bitten off. The sinews were pulled out, bound round a stick and dried for use in stitching cloaks (wokka, bwok, bwoka, booka, doorloop) or tying barbs onto spears. Boys The new-born baby boy was bundled into possum skins (kwart). To give him strength c totemi s hi n give n the s wa e H . ankles d an s wrist s hi d aroun d tie e wer r fu f o s bracelet o int d initiate e b o t time s wa t i n Whe . old s year e nin t abou l unti d retaine e h h whic e nam e wer s scar d raise d an e nos e th h throug e bon o kangaro a h wit e mad s wa e hol a , manhood . body s hi n o e mad Tools The mero (spear thrower) had a hook of kangaroo tooth or wood lashed to one end with . tail s kangaroo' a m fro w sine Dress o kangaro m fro e mad ) doorloop , booka , bwoka , (bwok k cloa a s wa n wor e articl y onl e Th or possum skins (kwart). It was worn fastened at the right shoulder with a small stick, so that the right arm was left free. ) (kwart s Skin . way g followin e th n i d prepare e wer ) doorloop , booka , bwoka , (bwok s Cloak a h wit e shap r prope e th o int t cu n the e wer d an y dr o t d groun e th n o t ou d pegge e wer sharpened stone. With this stone, the inner surface of the skins (kwart) was scraped away until it became soft and pliable. It was then rubbed over with grease and a sort of red ochreous earth. The skins (kwart) were then stitched together with animal sinews. Bags e th h wit n sew ) (kwart n ski o kangaro f o s bag w narro g lon e mad n wome , Albany d Aroun fur on the inside. It was called a gundir and the baby was placed inside and carried across y carr d an t collec o t e mad e wer ) kooda-kooda , kooda , (koot s bag r Othe . back s mother' e th food, gum, sinew, bones, stone, etc. Food . people r Nyoonga e th r fo d foo f o s source n mai e th f o e on e wer s Kangaroo
Exploring Woodlands with Nyoongars Connection Kangaroo The (1): Sheet Resource Compare and Contrast
Read Resource Information Sheets (1) and (2) and fill in the empty boxes. . Australians s today' t abou e knowledg n ow r you e us o t e hav l wil u Yo
Kangaroo Traditional Nyoongar Today's Australian
suckled until aboue th l t unti d suckle d aroun l til e suckl 18 months age of 4 or 5 years 4-6 months old
gave birth in a squatting position
the joey is cradled in the pouch
d perio n gestatio e th is 39 weeks
females produce young each year
after giving birth may walk out and seek food as usual
teenagers go to school, t ou o g d an t spor y pla s friend r thei h wit
a girl married around the age of 13
it is rare to have twins
When young is born it can see, has hair on its l al e mov n ca d an , head body parts
78 Exploring Woodlands with Nyoongars Resource Sheet (2): The Kanagaroo Connection The Nyoongar/Kangaroo Connection
. (3) t Shee n Informatio e Resourc m fro s fact e th g usin t char n explosio n a w Dra
NYOONGARS USE OF THE KANGAROO
with Nyoongars with Woodlands Exploring 79 Crasstree a for Uses 101 101 USES FOR A GRASSTREE
* Science s (sometime e grasstre e th , plant l loca a g usin y b k in d an e glu g makin f o t ar e th r Discove called blackboys). Nyoongars called grasstrees "balga". Concepts . people o t t importan s product y man e provid s Plant * * Grasstrees have been used as a source of valuable products by both Aboriginal . Europeans d an e peopl Objectives * To provide students with an experience that enables them to empathise with the skills used by Nyoongars to manufacture products.
Curriculum Links Statement Area Learning
LEARNING AREAS MAJOR LEARNING OUTCOMES
Science Working Scientifically - Investigating Scientifically Understanding Concepts s Material d Processe d an l Natura -
The Arts Arts Ideas - Arts Skills and Processes
Student Outcome Statements
LEARNING AREAS STRAND SUB-STRAND
Science Investigating Conducting Scientifically Natural and Processed Materials
The Arts Communicating arts ideas s technologie , techniques , skills s art g Usin and processes
80 Exploring Woodlands with Nyoongars 101 Uses for a Grasstree
Background Information Refer to Resource Information Sheets (1) and (2).
Key Words
Xanthorrhoea, balga, blackboy, kingia, grasstree, mia. References
, LandManagement d an n Conservatio f o t Departmen Leaf'and'Branch. . 1990 . Powell,R * Perth.
* Cribb, A. B. and Cribb, J. W. 1974. Wild Foods in Australia. Fontana Books, Sydney.
* Low, T. 1990. Bush Medicine. Angus & Robertson, North Ryde. Teacher Directions Materials
* Kangaroo scats * resin from a grasstree, wattle, or marri * charcoal * ash * rust ( perhaps taken from an old rusty car!) * water.
Lesson Outline
Glue Paper Making 1: Activity
. jar n i n resi i marr r o e wattl e Plac . 1 2. Add a few drops of water. 3. Leave overnight and glue is ready to use.
Note that the more water you use the runnier the glue becomes. Also, at least one teacher has used this mixture as a varnish to coat gum nuts.
with Nyoongars with Woodlands Exploring 81 101 Uses for a Grasstree
Hard Glue Hard Making 2: Activity
l charcoa t par 1 o kangaro t par 1 n resi e grasstre s part 3 scats
1. Have a fire going. 2. On a piece of timber or stone, crush resin, scats and charcoal together until a fine powder. 3. Using a 30cm length of dowel (roughened with a knife or sand paper at one end) roll the tip in the powder then rotate it briskly over the heat of the fire - not the flames. 4. Repeat instruction 3 until there is about 2-3cm in length (1cm thick) of black glue on the stick, 5. Place a sharp stone such as quartz and mold the glue around it to secure it to the stick. 6. The glue will cool and harden so that it is rock solid.
Activity 3; The European Way of Making Ink
t rus l Meta h As f o s Drop r o e Wattl n resi i marr
. 1) y Activit e (se r wate h wit n resi i marr r o e wattl e Dissolv . 1 2. Stir in ash and rust (a good source of rust is an old car!). 3. Your mixture is now ready to use as ink.
If you or your students find some large feathers, use these to make a quill.
go Exploring Woodlands with Nyoongars Grasstree a for Uses 101
Evaluation * Were students able to follow directions and make the glue and ink?
* Did students understand that local plants may provide materials that can be used in day-to-day life?
Complementary Activities
* Go into the bush and estimate the age of grasstrees by measuring their height. Remember that they grow approximately one and a half centimetres each year.
* Invite a local Nyoongar to the school to talk about the uses of woodland plants.
* Use Resource Information Sheet (2) to complete Resource Sheet (1). In a trial, one teacher used Resource Information Sheet (2) as an overhead for students to refer to . pairs n i d worke s student e th - h researc o t t forma e sam e th w follo s student ) (2 t Shee Information e Resourc g Usin * . Woodlands t Wheatbel e th n i t plan r anothe
a Present, and Past - Nyungars m fro ' Campsites d an s 'Home 3 1 d Car o t r Refe * . Green e Nevill y b e packag m curriculu
Kangaroo, yonga and tracks
Exploring Woodlands with Nyoongars 83 Resource Information Sheet (1): 101 Uses of A Grasstree a Xanthorrhoe - a Balg - e Grasstre
Introduction y commonl e mor e ar Xanthorrhoea) s a n know s genu t plan e th f o s (specie s Grasstree . Australia n i y onl r occu s Grasstree . Australia n Wester n i a balg r o y blackbo s a n know w gro y The . Australia n Wester n i r occu h whic f o e nin , altogether s specie 8 2 e ar e Ther in a wide range of soils.
The word 'xanthorrhoea' is derived from words in the Greek language. Xanthorrhoea means yellow flowing. This refers to the gum flowing from the flowering spear.
Growth
It is commonly believed that grasstrees grow only 2.5 cm every 10 years. This is a gross underestimate, however, as they grow about 1.5 cm per year. Therefore a 2.5 metre tall grasstree would be about 150 years old.
Features s represent h growt n i m c 5 1. . leaf-bases t fla f o s layer m fro t buil s i k trun s grasstree' e Th about 580 new leaves.
Fire may stimulate the flowering of some grasstree species. However, every year some grasstrees flower regardless of whether they have been burnt. Fire rarely kills grasstrees r deepe s tissue g livin e th t protec s trunk r thei n o s leaf-base d packe y tightl e th e becaus inside. s bud f o s Thousand . thick m c 6 d an g lon s metre 4 o t p u w gro n ca r spea e impressiv e Th are tightly packed on the top two thirds of the spear and open into white flowers in mid to late spring. After flowering, the spear produces beak like capsules which release shiny black seeds in summer and autumn.
After flowering the spear dries but remains upright for one or two years before crashing to the ground. Only one spear is produced on each crown of foliage. If two are seen, it is a sign that the trunk is beginning to divide. More than two spears seldom survive and a grasstree that forks into three is unusual.
Wildlife l smal r othe d an s leave e eatth , beetles l jewe s a h suc , Insects . wildlife h wit m tee s Grasstree . leaves f o s mas e th g amon r shelte s lizard d an s mammal , insects e th n Whe . spear g flowerin e th o t d attracte e ar s insect f o s number e larg d an s Honeyeater spears begin to fruit, the larvae of weevils and other beetles burrow in and eat the forming seed. Twenty-eights (also known as Port Lincoln or ringneck parrots) pluck out the young green fruit in the older grasstrees and insect larvae burrow into the trunk. These insects include the bardi grub (the cream legless larva of a long-horned beetle) and the scarab beetle larva (which has legs and a black abdomen).
Q h Exploring Woodlands with Nyoangars Grasstree A of Uses 101 (1): Sheet Information Resource
. rot o t t i e caus d an k trun e th r ente e larva y fl e nativ d an i fung , dies e grasstre e th n Whe n a s make ' 'shell s Thi . leaf-bases f o r cylinde a g leavin , disintegrates e cor e th y Eventuall . lizards d an s snake r fo e hom t excellen
Kingia and Grasstrees g followin e th g usin , kingias , relatives r thei m fro d distinguishe e b n ca s Grasstree characteristics:
Grasstree Kingia d divide n ofte , crooked y usuall - k trun trunk - straight, can be moved when pushed flowers - green then turn white on spears flowers - occur in egg-shaped heads on short, silky, stout stems
Grasstree, balga, kooroop Kingia
Exploring Woodlands with Nyoongars 85 Resource Information Sheet (2): 101 Uses of A Crasstree Use of the Grasstree by s European d an s Nyoongar
Use of the Grasstree by Nyoongars Nyoongars used the grasstree in many ways.
Food With some effort, leaves can be pulled from the crown and a small amount of nourishment can be obtained by chewing the soft, white bases. Each flower on the stem produces a large, glistening drop of nectar. If you can beat the birds to these, they can be licked from the spike. It has also been reported that Nyoongars . drink t swee a e mak o t s flower e th d soake . tucker d favoure e wer e grasstre e th n i e liv h whic s grub i bard e Th
Tool making d use s wa n resi e Th . making l too n i d use d an k trun e th m fro n take s wa n resi e Grasstre e th e mak o T . together s material r othe d an , wood , stones k stic o t e glu k thic a e mak o t glue, a combination of resin, charcoal and kangaroo scats were mixed together and heated. Housing and furniture A mia (shelter) was made from grasstrees. The spears were used as frame poles and the leaves bound tightly together to form a strong, waterproof thatch. The leaves were also used as bedding. Fire e on , fire a t star o T . alight h catc y readil h whic d firewoo t excellen e mak s trunk d dea e Th dried spear with a hole halfway through it was laid onto the ground. d turne d an e hol s thi o int d place s wa e piec r anothe f o d en e Th rapidly between the hands. The fire starter used his feet to s a h suc , material y Furr . ground e th n o e piec e th y stead o t e hol e th o int d place s wa , zamia e th m fro t tha help start a fire. . spears e grasstre m fro s torche e mad s Nyoongar e Th These were used when hunting fish at night.
Use of the Grasstree by Europeans When the Europeans settled in Australia, they too benefited from the grasstree. The resin was used to make varnish and the yellow balsam (resin) was used by the First Fleet doctors to treat dysentery. Dried leaf baseswere commonly used in firelighting.
86 Exploring Woodlands with Nyoongars Resource Sheet (1): 101 Uses of A Grasstree e Grasstre a f o s Use 1 10
Using the facts from Resource Information Sheet (2), record in the appropriate boxes the use made by Nyoongars of each part of the grasstree.
Exploring Woodlands with Nyoongars 87 Shelters and Structures S STRUCTURE D AN S SHELTER
* Science * English
Students experiment with a variety of construction techniques to create a stable, strong shelter,
Concepts * Nyoongars used materials from the surrounding bush to create effective shelters. * There are many ways of joining objects together to achieve a goal. Objectives . problem n constructio a e solv y creativel d an e analys o T * * To understand how Nyoongars supplied their need for shelter. * To improve communication skills through an oral presentation of construction . form c dramati a n i s idea
Curriculum Links Statement Area Learning
Student Outcome Statements
LEARNING AREAS STRAND SUB-STRAND
English Speaking Use of Texts and Listening
Science Natural and Processed Materials
with Nyoongars with Woodlands Exploring Shelters and Structures
Background Information Aborigines usually slept in the open when on the move. When they stopped at night a simple windbreak of branches was constructed for protection and to define the borders of the family group. e b d coul s hut e Thes . seasons y rain , cold g durin d constructe e wer s shelter d soli e Mor constructed quickly from the materials at hand. Throughout Australia these shelters : including s form l severa k too . shape a m for o t e middl e th n i t ben k bar f o s Sheet . 1 2. An oval or circular hut on a framework of saplings, interlocked at the top, criss-crossed with other branches and covered with bark, branches, grass or balga (grasstree). s sapling f o k framewor a g supportin s post r corne e mor r o r fou h wit t hu r rectangula A . 3 ) Peninsula. k Yor e Cap d an d Lan m (Arnhe . roof k bar a h wit
These huts were known by a variety of names including mia and quornt (Nyoongar), and wiltja, wurley, and gunyah in other parts of Australia.
Key Words
Mia, quornt, balga.
References * O'Meagher, A.E. 1993. Bushcraft. Western Australian Police Force, Perth.
. Victoria , Hawthorn , Longman Aborigines. The . 1974 . R.M , Gibbs *
* World Book, Inc. 1992. The World Book Encyclopedia. World Book Inc., Chicago. Teacher Directions Materials * Newspaper * glue e tap l parce * * string * pipecleaners * cardboard cylinders * plasticine.
Lesson Outline d Suggeste . role a e on h eac e giv d an n childre 4 3- f o s group o int s student e th e Organis . 1 roles are: reporter, recorder, equipment gatherer and organiser.
2. Read information from Resource Information Sheet (1) to students.
9 8 Nyoongars with Woodlands Exploring Shelters and Structures w Allo . provided l materia r othe e th d an r newspape g usin a mi a d buil o t e ar s Student . 3 about 30-45 minutes to build the shelter. e achiev o t r orde n i r newspape e th e us o t s way f o y variet a d fin o t d nee e th e Emphasis . 4 the desired result - a useable shelter. Try rolling, folding, fringing, taping, gluing, etc. e th d withstan o t h enoug m fir e b , sun e th m fro n protectio e provid t mus s Shelter . 5 breeze from a fan placed two metres away on a number one setting, and be more than . height n i e metr e on
6. Each group will present their findings to the class in the form of a role-play. The : set e b d coul s role g followin r Elde e th f o e rol e th s play o wh r membe e on * * one member who must put the Elder in a good mood * one member who must explain to the Elder the enormous efforts which the family has made to construct this shelter.
Evaluation
? paper n joi o t s way f o y variet a d fin o t e abl s student e Wer *
* Were the students' explanations understood by other class members?
* Did each structure fulfil the requirements of point (5) in the lesson outline? t tha r shelte e th n tha rather , explaining d an g doin n o s i s emphasi e th , (Remember results.)
Complementary Activities s Thi . Department e Polic e th m fro e availabl ) References e (se Bushcraft o t r Refe * e th n i r shelte n ow r you t construc o t w ho s describe d an s shelter n o n sectio a s contain bush. s variou e th n o n informatio r fo n organisatio t Scou r o e Guid l Gir l loca r you t Contac * types of knots. Practice tying an assortment of knots using a variety of materials.
Mia, mya
90 Exploring Woodlands with Nyomgars Structures and Shelters (1): Sheet Information Resource Shelters and Structures
Introduction d an s leave ) (grasstree a balg , trees k sheoa s a h suc s resource d use e peopl r Nyoonga e Th bark to construct their shelters, known as mias. These were the more permanent structures for winter shelter. A windbreak was constructed around the mia. A less substantial structure, called a quornt, was made by using sheoaks or mallee suckers joined at the top and covered with tea-tree or, in later years, with bags.
Mia, mya Tent, kwont, kwarnt s Clas e th o T d Rea e B o T t tha s tree t eucalyp e th t a e gaz y famil d bedraggle a d an e shor e th o ont s drift t craf e strang A fringe this land. A gentle, cooling breeze rustles gently through their leaves. Strange grey shelters are dotted over the landscape. o t n begi d crow d excite n A . shore o t e stumbl d an l vesse r thei e leav y famil e th y Slowl appear from the grey shelters.
An elderly leader steps forward to welcome these unexpected guests. Food and water are brought and everyone joins in the feast. s a r shelte n ow r thei d buil o t d require s i y famil e th t tha s explain r Elde e th l mea e th r Afte p hel t mus y famil e th f o r membe h Eac . tribe e th n o n burde a e b t no l wil y the t tha f proo construct this dwelling. The Problem The problem is to design and construct a shelter that will provide relief from the sun, . tall e metr e on e b d an , breeze e gentl a d withstan Materials l rol t (toile s support r cylinde d cardboar , pipecleaners , string , tape l parce , glue , Newspaper . plasticine , inserts)
Exploring Woodlands with Nyoonffars 91 Communication
Humans are social animals. Effective communication is crucial to the many cooperative ventures of life, including friendship and love. In n communicatio f o s form o tw h wit y specificall t deal e hav e w e packag s thi by Nyoongars - language and art.
Activities in this section are: e Voic l Triba * k Tal s Let' * * Not Art For Art's Sake
Exploring Woodlands with Nyoongars 93 Voice Tribal E VOIC L TRIBA t Environmen d an y Societ * The names, distribution and language of Aboriginal clans in Western Australia are discovered through the use of maps. Concepts * Nyoongar people had many different clan groups, territories and languages. Objectives * To recognise the distribution of Aboriginal people in Western Australia and discover the names of the various clans and the languages spoken by them.
Curriculum Links Statement Area Learning
LEARNING AREAS MAJOR LEARNING OUTCOMES
Society and Environment Time, Continuity and Change e Spac d an e Plac Culture
Student Outcome Statements
LEARNING AREAS STRAND SUB-STRAND
Society and Environment Time, Continuity Interpretations and Change and Perspectives
e Spac d an e Plac s Place d an e Peopl
Culture Personal Group y Identit l Cultura d an
Background Information Nyoongars originally occupied the south-west of Western Australia. This area lies . Esperance f o t eas t jus o t i Kalbarr n betwee n draw e lin a f o t south-wes y roughl d threa n commo a m the n withi d ha t bu d relate s alway t no e wer s language r Nyoonga e Th which enabled interaction between the groups. Usually neighbouring groups had common words. Nyoongars named places according to their use, particular spiritual h wit d en s name e plac y Man . place t tha h wit d associate t even l historica n a r o , significance 'up', 'in' and 'ing'. Translation of this is 'place of. Wagin, for example, means 'Place of the Emu', Wilgagin means 'Place of the Red Ochre', and Katanning means 'Place of the Head', 'Meeting' or Talking'.
Exploring Woodlands with Nyoongars 95 TMbal Voice
Key Words Co-ordinates, boundaries, territories, tribes, clans, traditional.
References * Bindon, P.andChadwick,R. (compilers and editors). 1992. ANyoongarWordlist from the South-West of Western Australia. Western Australian Museum, Perth.
* Curriculum Branch, Education Department of Western Australia. 1986. Atlas for Young Western Australians. Education Department of Western Australia.
* Green, N. 1983. Nyungar - Past and Present. Focus Education Services, Cottesloe, Western Australia.
* Whitehurst, R. (compiler). 1992. Noongar Dictionary. Noongar Language and . Bunbury , Centre l Cultura Teacher Directions Materials s Sheet n Informatio e Resourc * * Resource Sheet (1) * marking sheet for map co-ordinates (prepared by teacher) . transparency d overhea *
Outline Lesson g followin e th n i l fil s student , (2) d an ) (1 s Sheet n Informatio e Resourc d an s atla n a g Usin details for each town on Resource Sheet (1): * the map co-ordinates from their atlas n Informatio e Resourc m fro n locatio t tha r fo a are l triba l traditiona e th f o e nam e th * Sheet (1) . (2) t Shee n Informatio e Resourc m fro a are t tha n i s tribe e th y b n spoke e languag e th *
Evaluation * Were students able to determine the co-ordinates, locate the tribal area and find the language for each town?
Complementary Activities o t s thi e us d an , transparency d overhea n a o t ) (1 t Shee n Informatio e Resourc t Conver * work with students to identify the tribal area for towns surrounding you. You may need the help of an atlas so that you can use latitude and longitude to accurately locate towns on the Resource Information Sheet. Note that the Resource Information Sheet is a Modified Polyconic Projection, not a Mercator's projection. This means that the e b y ma s Thi . map e th s acros s varie e longitud d an e latitud f o s degree n betwee g spacin ignored on the Resource Information Sheet if you are adding extra lines of latitude. However, be careful when drawing extra longitude lines. You could use these different map types as a lesson in themselves.
Qg Exploring Woodlands with Nyoongars Tribal Voice
Study Resource Information Sheet (1) and make lists of words that have similarities in pronunciation. For example, you may list words ending in 'ara' or 'ari'. Next to each tribal area jot down the spoken language of that region with the help of Resource Information Sheet (2).
Select your town or a town near you from Resource Information Sheet (3). Put the town name on the top of a piece of art paper, and the Nyoongar meaning at the bottom. Draw an emblem for the town incorporating the Nyoongar meaning.
For a dramatisation exercise, place Resource Information Sheet (3) on an overhead. Secretly tell each pair of students the name of their town, selected from the list. The students then dramatise their town's name using the Nyoongar meaning to guide them. The class guesses which town they are depicting.
7 9 Nyoongars with Woodlands Exploring Resource Information sheet (1): Tribal Voice s Area l Triba l Aborigina
Reproduced fromX/te for Young Western Australians by courtesy of the Education Department of WA
98 Nyoongars with Woodlands Exploring Resource Information Sheet (2): Tribal Voice
Aboriginal Language and Dialect Areas
rias into wJitcti iiy(5(ftcaru fuimnef^ o* the 3tJoriyin*M population hsve . :
Reproduced from ^l^te /or Kown^ Mfes/enz Australians by courtesy of the Education Department of WA
Exploring Woodlands with Nyoongars 99 Resource Sheet (1): Tribal Voice Traditional Tribal Areas and s Town Australian n Wester
Town Map Coordinates Tribal e Area Languag l Triba
Carnarvon
Kalgoorlie
Meekatharra
Merredin
Port Hedland
Katanning
Perth
Bunbury
Newman
Broome
Esperance
Wyndham
Albany
100 Nyoongars with Woodlands Exploring Voice Tribal (3): Sheet Information Resource Nyoongar Town Names and Their Meanings
, Present d an t Pas - r Nyunga 1983. N. Green, in 51, Card from [Adapted Australia.] Western Cottesloe, Services, Education Focus
BALINGUP: . Balingan , hero l Aborigina n a r honou o t d Believe
BINDI-BINDI: . cloak n ski o kangaro e th f o t fron e th e clos o t n butto a e lik d use k stic A
BOYANUP: . found s wa s spear r fo k roc z quart e wher e plac A
BOYUP BROOK: . "smoke" s mean y Boo
CORRIGIN: Like many South-west words its meaning is now lost.
COWARAMUP: . found e b o t s wa t lorikee d purple-crowne e th e wher e Plac
CUNDERDIN: Place of the bandicoot. The name of a waterhole nearby.
DANDALUP: . water f o e plac A
DARDANUP: Darda - referring to death or a place where people mourn for their dead relatives.
DARKAN: Believed to mean black rocks.
GINGIN: n janj e lik d wor a - n jin-ji m Fro - the bush pear tree.
GNOWANGERUP: Place of gnow or malleefowl which made large ground nests in the area.
KOJONUP: From kodja - stone axe - suggesting that . here d quarrie s wa s axe r fo e ston
Malleefowl, ngawoo
Exploring Woodlands with Nyoongars 101 Resource Information Sheet (3): Tribal Voice
MANDURAH: Place where people meet to trade.
MANJIMUP: . root e edibl h wit t plan p swam a - m Manji
MECKERING: Moon on the water - perhaps the reflection of the moon on ponds or salt lakes.
MINGENEW: Place of ants - minja.
MOORA: Means good spirit; from a local word Mau-Mau.
NANNUP: Ant, A placed where Nyoongar camped for a long time. bidlt, boololo
NARROGIN: . waterhole g meanin d wor a - n Gnaraji m Fro
NORNALUP: Place of norn or black snake.
PINGRUP: Believed to mean a grassy place.
PINJARRA: Swamp lands or many trees.
QUAIRADING: . quarra e th f o e plac , so ; kangaroo h bus - a Quarr
QUINDALUP: . live o t e plac y happ a s Mean Western brush wallaby, quarra TAMMIN: The home of the black-gloved or black-pawed wallaby or of the tammar.
WAGIN: Place of the emu.
YALLINGUP: . love f o e plac a s mean h whic p Yalungu m fro s Perhap
102 Exploring Woodlands with Nyoongars Talk Let's LET'S TALK English
Students explore the Nyoongar vocabulary by creating a Dreaming story and replacing . words r Nyoonga h wit h Englis Concepts . languages l Aborigina t distinc d an e separat 0 27 e ar e Ther • * All dialects are different. Objectives . region a n i s dialect y man e b y ma e ther t tha d understan o T * • To identify the links of one given Nyoongar dialect with English,
Curriculum Links Statement Area Learning
LEARNING AREAS MAJOR LEARNING OUTCOMES
English Language Modes - Listening - Speaking - Writing
Student Outcome Statements
S AREA G LEARNIN STRAND SUB-STRAND
English Speaking Conventions and Listening
Writing Contextual Understanding
Exploring Woodlands with Nyoongars 103 Talk Let's n Informatio d Backgroun Before 1788, around 270 separate and distinct languages, each with numerous dialects, t leas t A . dialects 0 70 o t 0 60 n bee e hav y ma e Ther . Australia l Aborigina n i n spoke e wer l stil e ar s language l Aborigina 0 5 e Som . spoken r longe o n e ar s language 0 27 e th f o 0 5 regarded as 'strong'. r simila e ar h whic s sound e som s include s Thi . sounds 0 2 t abou e hav s language l Aborigina . English n i d foun e thos o t g linkin n i d succeede t no s ha h Researc . Australian y distinctl e ar s language l Aborigina them to any other language families.
Losing a language is not just to lose a method of communication, it is also to lose a part of a cultural tradition. Gail Vines, writing in New Scientist (see References), describes . today d worl e th n i g occurrin s i t tha s language f o s los e th w vie s researcher t differen w ho One view is that different languages provide valuable insights into the way humans think, p hel y ma s language t differen g studyin e Therefor . world e th e perceiv y the y wa e th d an , at k loo o t s way w ne h wit s u e provid o als y ma t I . think s human w ho d understan o t s u , unexpected e hav y ma s language f o s los e th s Thu . environment r ou , about k thin o t d an and undesirable, effects.
Nyoongar is the word used by early South-west Aborigines to describe themselves. There are several spellings of the word - including Nyoongah, Noongar and Nyungar. These . dialects t differen n withi s pronunciation t differen t reflec y probabl s spelling s variou
There are two sets of resource sheets that accompany this activity. Both have been written y Ra . Woodanilling m fro t naturalis d an r farme n Australia n Wester a , Garstone y Ra y b interviewed both Herbie Jackson and Paddy Coyne and wrote down the English equivalent to the words spoken in their Nyoongar dialect. The two men spoke different dialects, hence the variation in their usage of words.
Key Words
. phonetically , cultural , Nyoongar , Dialect
References f o t South-wes e th f o s Aborigine e th f o s resource d Foo e Th . 1974 . S.J , Meagher * Western Australia. Records of the Western Australian Museum, (1) Part 3.
* Anon. 1989. Australian International Aboriginal Culture. Australian Government Publishing Service, Canberra.
* Vines, G. 1996. Death of a mother tongue. New Scientist 149 (2011): 24-27.
Nyoongars with Woodlands Exploring A f\ I Let's
Teacher Directions Materials
* Dreaming stories 4 Resource Information Sheets (1), (2) and (3).
Outline Lesson r you n i e rang d goo a e b d shoul e Ther . stories g Dreamin s numerou o t s student e Expos school or local library. A local Nyoongar story has been included in this package (refer . Dreaming') r 'Nyoonga y activit e th o t
Students select a plant or animal local to their area from Resource Information Sheet (1) e th g usin n ca y the s a s word y man s a g usin y stor g Dreamin n ow r thei p u e mak d an ) (2 r o resource information sheets. Teachers may select either of the two resource sheets to use h wit , possible e wher s word h Englis f o d instea s word r Nyoonga e Us . students r thei h wit a key at the beginning to explain what the words mean.
Evaluation
* Were students able to write a creative story using Nyoongar words where possible?
Complementary Activities
a Present and Past - Nyungars m fro ' Nyungar e th f o e 'Languag 4 d Car o t r Refe * curriculum package by Neville Green.
* Invite some local Nyoongars to talk about their language and add their words to your spelling lists, or make up a new list.
* Compare Resource Sheet (1) and Resource Information Sheet (2) and find the English words that have the same Nyoongar word in both lists and the English words that have . so e b y ma s thi y wh s Discus . lists h bot m fro s word r Nyoonga t differen
* Discuss the newspaper article on Resource Information Sheet (3). Students can . language r Nyoonga e th e sav o t h whic n i s way t sugges
* Students do a News Plan and a Recount Plan for the news article using Resource Sheet (1) and (2).
Exploring Woodlands with Nyoongan 105 Resource Information Sheet (1): Let's Talk Let's Talk 1 e th d aroun ) (Boscabel k Soa n Cobi r nea h bus e th n i n bor s wa ) (Chinneree n Jackso e Herbi year 1900. o kangaro a , birth s hi g durin e becaus , Chinneree , name r Nyoonga s hi n give s wa e Herbi r wate e th g lappin t i r hea d coul y the k dran t i s A . waterhole y nearb a t a k drin o t e cam "chinneree - chinneree - chinneree" and so he was named.
As a young boy Herbie lived in Woodanilling and later drifted to Katanning, working with horses.
Thesewords have been phonetically speltas they soundedwhen Ray Garstone interviewed Herbie Jackson.
The Nyoongar language is a difficult one to record because of the many dialects and . down n writte r neve was t i e becaus PLANTS MAMMALS AND REPTILES
blackboy parlock goanna - karda blackboy gum peeook g fro n gree - quorda flooded gum moritch gecko - birraburra banksia mungitch bandicoot quen r to t quain - bluebell kummick bettong - woil native potato you-ork dingo - morgitch mallet beenock native cat - chuditch manna gum mee-an male kangaroo - yonga tea tree tort o kangaro e femal - war spearwood por-et young kangaroo - chouding salmon gum wor-ook k skin l bobtai - yourin sheoak quoi-ell quandong quorp BIRDS York gum pooet morrel bor-at pied cormorant - wamjan parrot bush pee-ent e kit g whistlin - coorup native potato you-ork w curle h bus - weelo wandoo worrent k duc n mountai - wernitch k duc k blac - wahnan bustard - cooly-cooly o cockato k blac - moolack emu - waitch eagle - warlitch l fow e malle - gnar magpie lark - cool - yer - bernuck boobook owl - or-up white cockatoo - munnitch tawny frogmouth - kumbung Woylie bird - cherrick
106 Nyoongars with Woodlands Exploring Resource Information Sheet (1); Let's Talk
OTHER BODY PARTS
dying - warding back boogal egg - nooruck blood morook corroboree - mortawa eye mell fire -karl ear twonk food - merrinj foot chen boomerang - kylie hair (head) choumber old - munjong stomach korbell dust - pullera nose moij honey - nork head kart big - dicoombar hand marr wood - pooen nose moij
This information was compiled by Ray Garstone. Ray is a wheat and sheep farmer, and e tim f o l dea d goo a t spen s ha e H . Australia n Wester n i g Woodanillin m fro , naturalist . area s hi f o e peopl r Nyoonga e th o t g talkin d an g interviewin
King skink Grasstree, balga, kooroop
Exploring Woodlands with fJyoont/ars 107 Talk Let's (2); Sheet Information Resource Let's Talk 2
Paddy Coyne (Megarlitch) was born under a Christmas tree (mungart) along the rabbit e Dav s wa r fathe s Hi . "Carlingup" n statio s Moir' l Bil n o e Ravensthorp r nea e fenc f proo . (Mungar) s Yate y Dais r mothe d an e Coyn
Paddy worked all his life in the Gnowangerup/Albany area, mainly clearing land and shearing sheep for local farmers.
These words have been phonetically spelt from how they sounded when Ray Garstone d recor o t e on t difficul a s i e languag r Nyoonga e Th . 1981 n i e Coyn y Padd d interviewe because of the many dialects and because it was never written down.
PLANTS ANIMALS OTHER THAN BIRDS
scrub kural brushtail possum - koornal jam tree quaoil brush wallaby - queer white gum wornt goanna - ghargal yate mow ringtail possum - wardar t malle n brow wonnert water rat - koodar salmon gum werrick dugite - dugitch blue mallee warrial bettong - worj marri morik bat - parlin flooded gum yundie goanna - chargal swamp oak qual a goann e hors e rac - karda peppermint tree warnie bobtail - youran paperbark yourl carpet snake - warlgal yam youuk kangaroo-male - yonger pigface fruits paying kangaroo-female - yonger narnk quandong quondong kangaroo-joey - ghoutin o potat e nativ yourk termite mound - wee-it banksia mungatch dugite - dugitch blackboy parlick red-backed spider - karr melaleuca tooart tadpole - korbung blue-bell kumuk king skink - yondee
108 Exploring Woodlands with Nyoangars Resource Information Sheet (2): Let's Talk
BIRDS
magpie kulbardie Port Lincoln parrot toonyat regent parrot gnoran bidit, boololo elegant parrot keel-kirini wedge-tail eagle yarlitch BODY PARTS owlet nightjar parlin black duck fait teeth - narlock k duc l tea y gre mull tongue - tarling willy-wagtail chitti-chitti tail - hint n swa k blac nymerukor wondie nose - moul quail boolrun foot - chen raven wardong stomach - kobble rosella yellick
OTHER PEOPLE
storm - mullwa baby - norp sun - too-itch woman - york stone - poy sister, cousin, girl - chuk water - kep father - marm wind - marr-colinja grandmother - kun rain - ke-ep collinj boy m mar g yun - smoke -poy auntie - kayan star - mullyin small child - koolangi sick - menditch young girl - yark walking - jening collinji uncle - kank sand - yang aboriginal man - nungar marm spear - keetch grandfather - tunnen hill - pudger brother - nurnie native hut - cornt mother - narnk ground - pudge old person - tabby
This information was compiled by Ray Garstone. Ray is a wheat and sheep farmer, and naturalist, from Woodanilling in Western Australia. He has spent a good deal of time . area s hi f o e peopl r Nyoonga e th o t g talkin d an g interviewin
Exploring Woodlands with Nyoongars 109 Talk Let's (3): Sheet Information Resource s Historie l Ora d Recor o t e Rac
The following article, entitled "Tales of the Supernatural" was printed in The West Australian ("Big Thornton. Mark by written was article The 1995. 19, August on 5) page section, Weekend" r togethe d claspe d han d ol d gnarle s hi , stove d pot-bellie a f o t fron n i l stil e quit s sit s Humphrie f Clif on top of his walking stick. His near-blind eyes are almost invisible behind thick glasses which . firelight...... d reflecte e th n i d re r glitte
As his extraordinary tales pour out, smoke escaping from the ill-fitting fire door roils and coils in the still air like a wraith, adding to the mystery. One of Mr Humphries' earliest recollections . fascinating o s d fin s white h whic e cultur l Aborigina f o e sid l supernatura e th o int t insigh n a s give
He was eight years old and living with his parents just outside Beverley, where he was born in 1910, when his grandfather decided to test him. r M s say " told, e fortun y m e hav o t d groun d sacre y ver e som o t e m k too r fathe d an r mothe y "M Humphries.
"There was some fresh water in a pool and we went to drink it. My grandfather said he would see whether I would have a long life. There was awooden rail along the water's edge. My grandfather told me to lie on my stomach, look into the water and see how far I could see. y m n The . time g lon a e liv d woul I , good s wa t tha d sai e H . way g lon , long a e se d coul I d sai I " w fe a e se y onl d coul e h , lying s wa I d sai r brothe y M . water e th n i d looke d an g alon e cam r brothe " later. s month 2 1 d die e H . centimetres
Mr Humphries met Leticia, whom he calls Lettie, in Pingelly. She was working for seven shillings a week doing housework and cleaning. She was also a Nyoongar midwife with an interesting . 1834 n Pinjarrai t a s Nyoongar f o e massacr s infamou e th d escape r grandfathe r He . history y famil
At the time they met, Mr Humphries was working as a shearer. Later, in the 1940s, he began n i g smoulderin d woo e th p kee o t s flame g smotherin e whil s wa t I . maker l charcoa a s a g workin the charcoal-making process that a flurry of ash and cinders flew into his eyes, seriously damaging them. He has had to wear thick glasses ever since. But although he can hardly see to . pass u yo s landmark e th l al e nam l wil e h m hi h wit r ca a n i e driv u yo f i , read
Many years ago in Kellerberrin he says the locals were upset by a continuing drought.
"People thought of me as awitch doctor and asked me to do a rain dance; that was what they called it.
"Lettie and I went out into the bush and all I could find to help me was a little stick. I picked it e tim s i t i , thing d blunt-nose u 'Yo : Wagyl e th o t t ou d calle I . water e th o int t i d chucke d an p u ' water. f o k drin a r fo g dyin e ar e peopl , rain r fo n o n a n o t wen s rain e th t Bu . happy y ver e wer s local e Th . poured d an d poure t i y da t nex e "Th and soon they came to me to get the rain to stop, which I did."
11 Q Exploring Woodlands with Nyoongars Resource Information Sheet (3): Let's Talk s appear r wate drought, c periodi f o t threa e th r unde e liv e peopl e whos n ma a r fo h enoug y Naturall . stories ' Humphries r M n i n ofte h wit g mornin e on y earl y ver e ther t wen I d an d tol e fortun y m d ha I e wher r nea e plac a s i e "Ther . swamps o tw e ar e ther e wher r nea l poo d roun a o t p u t wen e w e sunris e Befor . grandfather y m
"We sat down and waited behind some bushes. Just as the sun rose it was like a big fella came out of the water - a big snake rose out of the pool. Everywhere I looked there were water snakes. Then my grandfather clapped his hands and everything disappeared.
" one. g bi y reall e th t no s wa t i t bu , Wagyl e th n see e hav I "
Exploring Woodlands with Nyoongars 111 Talk Let's (1): Sheet Resource News Plan for a Recount
N PLA S NEW
Title of newsoaoer article
When?
Who?
Where?
What?
Why?
Exploring Woodlands with Nyoongars Resource Sheet (2): Let's Talk
RECOUNT PLAN
Topic:
1. Setting
2. Events in Time Order Event (ii) Event (i)
Event (iii) Event (iv)
Event (v) Event (vi)
3. Concluding Statement/Ending
Tammar wallaby, damar
Exploring Woodlands with Nyoongan 113 Not For Art's Sake NOT ART FOR ART'S SAKE The Arts English s Thi . route l trave a g alon s landmark t significan s illustrate t tha k artwor e creat s Student is compared with Aboriginal Song Lines. The differences between Aboriginal cultures is emphasised. Concepts . meaning s ha t ar e narrativ l Aborigina * 4 To fully understand Aboriginal art it must be related to its local environment. * Significant differences exist between the cultures of the various Aboriginal groups. Objectives * To gain an understanding of Aboriginal art and its relationship to culture. * To raise awareness that there are significant differences between the cultures of the various Aboriginal groups. s link m Curriculu Statement Area Learning
LEARNING AREAS MAJOR LEARNING OUTCOMES
The Arts Arts, Skills and Processes
English Language Modes - Context
Student Outcome Statements
LEARNING AREAS STRAND SUB-STRAND
s The Arts technologie , techniques , skills s art g Usin and processes
English Reading Contextual Understanding
114 Nyoongars with Woodlands Exploring Sake Art's For Not
Background Information
Peter Bindon of the Western Australian Museum provides the following account of Nyoongar narrative painting. o wh e Peopl . heroes l Ancestra y b e mad s journey f o s storie e th s tell t ar l Aborigina e Som y the e befor y stor t tha f o r owne t relevan e th m fro n permissio t ge t mus y stor a t pain o t h wis o t d linke s i y stor g Dreamin a f o g paintin h Eac . motifs d an s design d relate e th e us y ma the geography, the resources and the life ways of the people who move through the particular landscape of that story.
Most people will be familiar with the concentric circles of desert art. While these are the focus for various activities in Dreaming stories, this form of art was never used by Nyoongars in traditional times. Most of these desert art stories can be depicted as a line, e distanc e Th . place k too s event s variou h whic g alon , art l Aborigina n i e lin y wav a n ofte . lines e th n o d marke s distance o t d relate y directl t no s i e landscap e th n i s point n betwee
symbols Aboriginal r ove l al n commo s i h whic , landscape e th o t y stor g Dreamin e th s relate t tha l symbo A d han r o l stenci d han e th s i , societies r othe f o k artwor e th n i s occur o als d an , Australia e som d ha t i d use o wh n perso e th t tha g showin e signatur f o d kin a s wa s Thi . print . story g Dreamin e th h wit r o , hero l Ancestra e th h wit , place e th h wit p relationshi
The only traditional Nyoongar paintings that have been recorded are the hand print and d an s engraving e ar e ther t south-wes e th n i s outcrop e som n o , However . stencil d han e th e th t reflec y probabl s Nyoongar y b g paintin k roc f o k lac e th r fo s reason e Th . tracks d bir n i e granit y (mostl s surface e availabl f o e typ e th h wit d combine s surface d sheltere f o k lac s variou e th n betwee s difference l cultura t importan y man e ar e Ther . south-west) e th l loca n i s difference o t d relate e ar s variation e thes s case y man n I . groups l Aborigina environments. e th e ar t environmen t reflec t tha s group n betwee s difference l cultura f o s example r Othe restricted use of didgeridoos and the use of skin cloaks. The former were only used in the h wit t contac h throug d introduce e wer y the e becaus e b y ma s thi d an , Australia f o h nort cultures to the north. In the case of cloaks, these were used in the colder south, but not in the hot north.
with Nyoongars with Woodlands Exploring 115 Sake Art's For Not
Nyoongars used ochre as "paint" for their hand stencils and prints. Ochre (wilgi) is a raw s lump e lik e ston r o m for d powdere n i d foun e b n ca t I . places l specia n i d foun l materia d an y Pipe-cla . etc , spear-throwers , barks , mortars e ston g usin d groun e b o t d nee t tha charcoal were also commonly used in Aboriginal art. An ochre pit may still be seen in the Dryandra Woodland near Narrogin. . consistency t correc e th f o s wa t i l unti t fa l anima r o r wate h wit d mixe s wa e ochr d Powdere . stencil a e mak o t e surfac k roc a o ont h mout e th m fro n blow e wer s pigment s Sometime
Key words
. pigment , Dreaming , 'Oh-car') d (pronounce e Ochr References , Australia n Wester g Greenin Plants. Wild Our . 1994 J. , Huston d an . B , Keighery * Western Australia. Societies. Aboriginal Traditional on Perspective A Beginning: the In . 1991 . T , Jacob * . Australia n Wester , Education f o y Ministr Teacher Directions Materials * Resource Information Sheet (1) * water * containers (a few per student, for example, a small yoghurt container) * paints or other material, such as charcoal, for artwork.
(Ochre paint look-alike can be purchased from hardware stores as cement colouring.)
Lesson Outline
. familiar e ar y the h whic h wit e rout a t selec , group a s a r o y individuall r eithe , Students . 1 For example, between your town and Perth (country teachers), or between your suburb and Perth City centre (city teachers). If working individually, each student could choose a well-travelled route between their house and that of a relative.
2. Discuss with students significant features along the selected route or routes. These could be rocks, salt lakes, bends in a river, community buildings, railway and road crossings, and so on. List the features on a board. Astrip map of the route (see example below) could be prepared and run down the side of the classroom. It is suggested that e hav s student e th f i s idea h wit p hel o t e availabl e rout r you f o p ma d roa d goo a e hav u yo difficulty thinking of features. The road map will also provide names for some of the . roadside e th n o d name t no e ar t tha s feature r othe d an s creek
li- , b- Exploring Woodlands with Nyoongars Not For Art's Sake
Example of part of a strip map: r Banniste h Nt s Pumphrey a Dryandr e Reserv e Mil 4 1 n Narrogi I ______I______I______I______I______
3. Each student selects a significant feature along this route. Students then illustrate their significant feature through painting or other artwork. They 'sign' their artwork with either a hand print or a hand stencil.
4. To go with their picture, each student writes a short description of the significance, to them, of their feature. Encourage students to think of an event linked to the spot. For example, 'the place I was car sick', or 'the spot we always stop for lunch'.
5. Place students' artwork and descriptions at the appropriate spot along the strip map. Discuss the ideas presented in the Background Information, especially the use of hand f o e plac r particula a o t n perso a g linkin f o s mean d an ' 'signature l persona a s a s print . cultures t differen y ver d ha s group l Aborigina t differen t tha e Emphasis . significance The limited use of painting by Nyoongars in comparison with other groups is a good example.
6. Give students a copy of Resource Information Sheet (1) to read. Discuss with students g Son l actua d an p ma p stri d illustrate r thei n betwee s difference d an s similaritie e th d 'Backgroun e th d rea d shoul s teacher , topic s thi n o n informatio d backgroun r Fo . Lines Information' section in the activity 'Nyoongar Dreaming'.
Evaluation
? route d selecte a g alon s feature t significan y identif o t e abl s student e Wer * n a o t e featur e th k lin d an , artwork h wit e featur r thei e illustrat o t e abl s student e Wer * ? lives n ow r thei n i ) event(s
? cultures t differen e hav s group l Aborigina t differen t tha d understan s student d Di * ? environment s group' r particula e th o t s thi k lin d an s example e provid o t e abl y the e Wer
Complementary Activities y primar a Plants, Wild fromOur ' Plants d Wil d an e 'Peopl 6 4.1,4.2,4. s Activitie o t r Refe » school curriculum package produced by Greening Western Australia.
* Refer to 'Images' fromKeeping the Spirit Alive, a curriculum package by the Western Australian Museum.
* Invite local Nyoongars to your class to demonstrate an art form from an Aboriginal . students y b t i f o g paintin e supervis d an n desig a w dra d coul y the e Mayb . culture (Year six students at St. Patricks Primary School in Katanning have done this and the finished product can be viewed outside the school in their under-cover area.)
7 11 Nyoongars with Woodlands Exploring Not For Art's Sake
Contact the art gallery and ask about the Aboriginal Art exhibition.
Have students make their own paints and paint brushes from natural materials. A lesson outline could be as follows: 1. Students collect a couple of different sized twigs and pound the ends to form a brush. t tha y cla d an d san d coloure t differen r fo s ground l schoo e th h searc s Student . 2 could be used as a basis for their paintings. Place a small handful in each container. 3. Small amounts of oil or water are mixed with the soils and students sit in groups so their soils can be shared. s painter' e th m fro e plac r o y stor t significan a g representin s perhap , Paintings . 4 e b y ma n captio a , completed n Whe . paper f o t shee 4 A n a n o n draw e b n ca , life added to explain the significance of the story or site represented. e nam a n give d an k boo y displa c plasti a n i d place e b n ca s storie d an k Artwor . 5 such as 'Our Stories'.
Ask students to provide examples of the use of art in European culture. In particular, e th f o e exampl d goo A . history e narrativ a l tel o t r o , religion n i t ar f o e us e th s discus n invasio e th g representin a panoram k needlewor a s i s Thi . Tapestry x Bayeu e th s i r latte and conquest of England by William the Conqueror. It was made in the 11th century. It shows the costumes, arms and manners of the Normans before the Conquest and gives more details of the events represented than does the contemporary literature.
with Nyoongars with Woodlands Exploring Q 1 1 Sake Art's for Art Not (1): Sheet Information Resource s Trail g Dreamin
The Dreaming stories, songs, and dances of Nyoongars described the creation of their. environment. They also provided the law and customs that guided how life should be lived. Dreaming stories and songs were connected to actual places. Sometimes these places , Rock e Wav , Cave s Mulka , example r Fo . Trail g Dreamin a o int r togethe d linke e wer Jilakin Rock, Jitarning Rock, Dumbleyung Lake and Puntapin Rock are all connected via an ancient Dreaming Trail that reaches the coast at Augusta. To Nyoongar people this Trail and some others were created by the Wagyl (Spirit d an d stoppe l Wagy e th a August d an e Cav s Mulka n betwee s place n certai t A . Serpent) performed heroic deeds. Dreaming stories that involve creative beings other than the y man f o e on y onl s i l Wagy e Th . Trail e th g alon s place h wit d connecte o als e ar l Wagy . Wagtail e Willi e th , Chitti-Chitti s i r anothe - s being e creativ To keep their customs and laws alive, Nyoongar people travelled along the ancient trails. o t g relatin s song g san o als y The . ceremonies l specia d performe y the s site t significan t A the Trail as they travelled along it. l genera a d an e knowledg f o n combinatio a e ar ) Lines g Son r (o s trail g Dreamin , take o t h pat h whic g knowin , country t differen h throug s pas o t w ho f o g understandin where to obtain food and where to find resources to survive the journey. g understandin n a e provid o als m the h wit d associate s ceremonie e th d an s trail g Dreamin g Everythin . animals d an s plant , places l specia s country' e th f o e significanc l spiritua e th f o t jus s i e knowledg s thi d an , respected d an d recognize e b o t s need t tha e sid l spiritua a s ha t suppor l spiritua f o n combinatio a s require l Surviva . knowledge l genera s a t importan s a . knowledge l genera d an
Therefore, Dreaming trails not only provided the general knowledge needed to live in a s custom d an s ceremonie , rituals t wha e peopl d tol o als y the , country e th f o t par r particula . required e wer
Some of the sites along a section of a Dreaming Trail on the map are described below:
* Mulkas Cave: this place is sometimes called Bates Cave, but is known to Nyoongar people as Mulkas Cave. It is the home of Mulkin-Jal-lak, a giant evil spirit (charrnok). It is a very significant site in the Nyoongar Dreaming. * Wave Rock: is known to Nyoongar people as Gnardie-Daran-E-Noo. This is also a very . site t significan * Jilakin Rock: is the place where the salt water and freshwater peoples met and . people f o s group o tw e th n betwee e trad r fo e plac t importan n a o als s wa t I . separated * Jitarning Rock: is a place where, through special ceremonies, Nyoongar people ensured that all animals would be healthy and fat for the next hunting season.
Exploring Woodlands with Nyoongars 119
Team Project the of Biographies BIOGRAPHIES OF THE PROJECT TEAM
Kezia Cruttenden Kezia has taught for 26 years in a variety of classroom and support roles. She has l Aborigina g teachin f o e experienc t firs r he d an , 1984 e sinc n Narrogi n i d worke children was in Darwin where she taught for 2 years. Kezia has previously participated in developing curriculum activities and has had a long-standing interest in multicultural d an e Languag h Englis n a n i d worke s ha e sh s year o tw t las e th r Fo . programs Numeracy program (known as ELAN, a teacher development program focusing on teachers of Aboriginal children). Presently she is co-runner of Narrogin District's K-2 Aboriginal Project. Kezia considers that Exploring Woodlands with Nyoongars is important because it promotes the idea that, although cultures may be different, r 'Nyoonga e produc o t h Bet h wit d worke a Kezi e packag s thi n I . worth n i l equa e ar y the Dreaming', 'Nomads of the Wheatbelt' and Tribal Voice'.
BethGibb Beth grew up with Aboriginal children in Carnarvon and has maintained an interest in Aboriginal culture since that time. She has taught for more than 30 years including n i s year e fiv r ove d an a Australi n Wester n metropolita d an l rura n i s year 5 2 y nearl Vanuatu. Currently Beth teaches at Narrogin Primary School where she has worked for four years. Beth has worked with Nyoongar children in homework classes for most of her time in Narrogin. She believes that this package of activities is important because it will help develop mutual understanding and tolerance between children of different cultures within Western Australia. In this package Beth worked with Kezia to produce 'Nyoongar Dreaming', 'Nomads of the Wheatbelt' and 'Tribal Voice'.
Janette Huston Janette is an Environmental Education Consultant. She has been involved with two Wheatbelt Woodlands: Teaching Activities Teaching Woodlands: Wheatbelt / packages^^p/orm^ m curriculu M CAL r othe for Upper Primary School and Exploring Coastal Waters. Janette has been teaching since 1985 and is currently working part-time at St Anthony's Primary School in Greenmount. She is also the Education Officer for Greening Western Australia. Janette is committed to the belief that teachers need local curriculum materials. Exploring Woodlands with Nyoongars does this by focusing on the local Nyoongar peoples' relationship with the wheatbelt woodlands. Janette was responsible for co- editing this package and writing six of the activities: 'Not Art For Art's Sake', 'Let's Talk', 'Back To the Bush', '101 Uses for a Grasstree', The Kangaroo Connection' and Table Tucker'.
Exploring Woodlands with Nyoongars 121 Biographies of the Project Team
«. JillNottle Jill has lived in the Narrogin area for many years as a student, teacher and farmer. She has been teaching since 1969 in both city and country schools. Jill was part of the project team that developed^jcp/omz^ Wheatbelt Woodlands: Teaching Activities for Upper Primary School. She enjoyed that project, and given her broad interest in the land and its history, agreed to continue her involvement by contributing toExploring Woodlands with Nyoongars. Jill produced 'Shelters and Structures', 'Animal Tracks' and 'Life in the 40s and 50s'.
• Ken Wallace Ken is CALM's Regional Manager for the Wheatbelt Region. Responsible for the s i t i s believe e h , lands n conservatio f o s hectare n millio e on e som f o t managemen important that people understand the past history of the land, including both its natural history and cultural history. It is only in this way that we will make judicious decisions about the future management of our land. Ken is project manager for the Exploring Woodlands series. His role in Exploring Woodlands with Nyoongars has been as project supervisor, information resource and co-editor.
with Nyoongars with Woodlands Exploring 0 10 Appendix 1 APPENDIX 1 Hints for Non-Aboriginal Teachers Nyoongars call people of European descent "Wadjilas". Many Wadjilas do not understand, e Therefor . Wadjilas f o t tha m fro t differen e quit l stil s i e cultur r Nyoonga t tha , forget r o Wadjila teachers must be aware of, and sensitive to, these cultural differences. This is . classroom e th r fo d planne e ar s topic d an s issue l Aborigina e wher o s e mor n eve The following tips are designed to help Wadjila teachers teach Aboriginal topics and issues in the classroom. General Hints . capitals n i e b d shoul " "Aborigine d an " "Aboriginal s word e th f o s letter l initia e Th * * Abbreviating the word "Aboriginal" to "Abo" is offensive. Librarians are requested to use the letters "Abl" as the first three letters of a subject name. e arriv y the n mea y ma s thi d an e issu n a s a e tim e se t no o d e peopl l Aborigina , Generally * . culture r thei f o t par s a d respecte e b o t s need s Thi . engagement n a r fo e lat r o y earl t craf d an t ar e som d an s excerpt l historica , spirituality f o s aspect t tha d suggeste s i t I . « be taught, where practicable, with representatives of the local Aboriginal Community. n o s question r answe o t d expecte e b t no d shoul s clas r you n i s student l Aborigina * Aboriginality. Wait till information is volunteered rather than asking questions. * Avoid using emotive language when referring to or speaking about Aboriginal people, for example, "poor Aborigines". e divers a e ar e peopl l Aborigina s a e cultur l Aborigina e singl a s a g thin h suc o n s i e Ther * . beliefs d an s practice l cultura , languages t differen y man h wit p grou s dialect l loca h teac o t t importan s i t i , history d an e languag l Aborigina g teachin n Whe * and history first. e ar u yo f i o s y especiall s i s Thi . you h wit t contac e ey d avoi l wil e peopl l Aborigina e Som * . sex e opposit e th m fro «. Local Aboriginal Community members should be asked to check the suitability of new e ar y the t tha e ensur o t s school n i e us r fo d planne s material s Studie l Aborigina . women d an n childre r fo e appropriat Guest Speakers The next tips apply to the use of any guest speakers in the classroom: * It is often quite difficult for guest speakers to speak to a large audience. Small groups or single classes may be preferred. y ma d an y sh e b y ma s communitie l loca m fro s speaker t gues , situation r unfamilia n a n I * e th n i y immediatel m the g puttin d Avoi . shyness r thei e overcom o t e tim e som e tak spotlight. * Ensure that guest speakers understand the content to be covered in the classroom. r numbe a n give n bee e hav y the t tha d an , prepared y properl e ar s clas r you t tha e Ensur * of build-up lessons.
3 12 Nyoongars with Woodlands Exploring Appendix 2 APPENDIX 2 a Australi n Wester f o y Librar m Fil e Stat e th m fro s Video y man g includin s video f o e rang t excellen n a s ha y Librar o Vide d an m Fil e Stat e Th relevant to this set of teaching activities. These videos are listed under subject headings for your convenience.
Your school should be a member of the State Film and Video Library, but if you would like further information, please use the following contact numbers:
Telephone: (08) 9427 3159 Fax: (08) 9427 3212
The Arts » The Quest of Jimmy Pike 6 BRN61232 s min 1 5 0 199 y Sydne A member of the Walmajarri tribe, in the Great Sandy Desert at the age of 14. Today his exciting, brilliantly coloured prints and paintings can be seen in all Australian State Art Galleries.
* The Morning Star Painter Australia 1979 29 mins BRN607625 Arnhem Land Aboriginal artist, Jack Wanuwun, is shown gathering the bark, preparing . star g mornin e th , totem s people' s hi f o g paintin k bar a g creatin d an , paints e th
* Land of the Lightning Brothers 5 84 1 56 N BR s min 6 2 7 198 W NS d Lindfiel , engravings k roc d an s painting t ar k roc l Aborigina f o n collectio r spectacula a s Record s show o vide s Thi . Brothers g Lightnin e th - i Jabaring d an a Yagjadbul y b d dominate how the Wardamen people see this act as part of their living culture. They perform t ar e wher s place e Dreamtim l specia h wit d associate s ceremonie d an s song l traditiona occurs.
* Roland Robinson: the Land as Voice 3 62614 N BR s min 0 2 7 198 a Australi a s ha n Robinso d Rolan , landscape n Australia e th o t t attachmen g stron a h wit t poe A deep interest In Aboriginal lore and performs his poetry with a memorable verve.
* Gunanamanda: the People ofMomington Island The Mornington Island Aboriginal people demonstrate the various dances based on the Rainbow Serpent mythology. Demonstrations of body painting and its significance are also included.
Exploring Woodlands urith Nyoongars Appendix 2
Dreamttme
• Frame on Dreaming 3 BRN54851 s 29min 4 198 , Australia Events in an Aboriginal Arts Festival, the songs, dances and paintings. Explores how e cultur l Aborigina f o s narrative e th , extension y b d an , events e thes n i s narrative e th in general, have always been framed by parallel narratives of the dominant white culture.
Tale Folk Aborigine An Frog: Greedy The • Adelaide 1988 20mins BRN614594 The story of a frog who drinks up all the water in a lake and grows to a huge size. The problem is, however, that now the other animals have no water, and they must induce . animation d an n actio e Liv . back r wate s hi e giv o t g fro e th
• The Emu and the Sun Melbourne 1990 8 mins BRN608642 An animated film based on the Aboriginal legend about how emus became wingless f o n wome y b g sun g son a f o t accompanimen e th o t , earth o t e cam t sunligh w ho d an the Walpiri tribe.
Rainbow Serpent Rainbow The • 3 BRN60051 s min 1 1 ? 198 n Westo d name t serpen t gian a w ho s tell , creation f o d legen l Aborigina n Australia e Th d an s feature l topographica e th d create d an a Australi s acros d journeye a Gooriall animal life found today.
• Ngurenderi, a Ngarrindjeri Dreaming 1 75 3 58 N BR s min 8 7 198 a Australi h Sout i Ngarrindjerr e th f o o her l ancestra n a t abou d legen e Dreamtim l Aborigina n a f o s Tell people and creator of the lower reaches of the Murray River and South Australia's Coorong.
History
« The Coming of Man 9 50215 N BR s min 0 6 ? 198 y Sydne Examines the history of Aboriginal man in Australia prior to the arrival of Europeans. e th g includin , locations l severa n i s find t recen r thei n explai s anthropologist g Leadin Nullarbor Plain, where relics of implements and human bones have been radio-carbon . years 0 00 9 3 o t d date
West Looking Land a - Born First The • W.A. 1980 50 mins BRN 500155 Traces the story of the original Australians, the Aboriginals, and goes back in time some 40 000 years. Told by an Aboriginal man and woman, it reveals a people with . people s it d an d lan e th o t y affinit g stron a
5 12 Nyoangars with Woodlands Exploring Appendix 2
Lifestyles Aboriginal * Tracks of the Rainbow USA 1982 55mins BRN617684 The journey of six Aboriginal teenagers. They travel from the southern, urbanised areas of Australia, where memories of tribal life are disappearing - to seek the w Rainbo e Dreamtim e Th . Australia f o h nort r fa e th n i , people r thei f o s way l traditiona Serpent is their symbolic guide.
* Eden Sydney 1989 7mins BRN611794 The Aboriginal relationship with the land in Australia is very close. The European conquest continues, with little change, in the destruction of New South Wales south- east forest. A particularly relevant film in the age of environmental awareness.
Yaimini After Looking + Brisbane 1986 45mins BRN492081 The lifestyle of contemporary Aboriginal people living in Arnhem Land. Their lifestyle needs very little European assistance, and their culture is strongly tied to the . ancestors r thei y b n o d passe s tradition
* Lalai Dreaming 5 BRN22350 s 53min 3 197 a Australi s lifestyle r earlie f o s aspect f o y Communit m Mowanju e th f o e peopl y b t re-enactmen A of Aborigines in the traditional Worora tribal land of north-west Australia. Tells of the Wandjinas, the creation of the world, and the Dreamtime, to explain the Aborigine's affinity with sacred sites and strength of tradition. Dialogue in native tongue with English sub-titles.
Bush Tucker
* Mayi Wiru: Part One, Winter Foods: Wanganu, Angara, Itunpa Alice Springs 1986 35mins BRN597891 o t d use s implement l traditiona e th s show d an s food h bus l traditiona s Demonstrate gather and prepare food. * Bush Tucker Man 0 BRN55007 s 57min 6 198 a Canberr The Australian Army's Bush Tucker Man, ethno-botanist, Major Les Hiddens, travels the vast remote wilderness of NorthernAustralia. He discovers from Aboriginal people the native bush food and medicine that has sustained their culture for more than forty thousand years.
with Nyoongars with Woodlands Exploring c n 1