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Aboriginal Education Programs Teacher Resource Pack

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Aboriginal Education Programs Teacher Resource Pack Aboriginal Education Programs Teacher Resource Pack Ngara – Listen Hear Think Primary Program History Stages 2 and 3, Aboriginal Languages K-6 Giba-Nura - Rock Country Secondary Program History Stages 4 and 5, Aboriginal Studies Stages, 4, 5 and 6, Aboriginal Languages K-10 Aboriginal Education Programs 1 Acknowledgements Sydney Learning Adventures is an initiative of Sydney Harbour Foreshore Authority (SHFA). The education and teachers’ learning materials for this program were developed by SHFA’s Aboriginal staff in consultation with the Metropolitan Local Aboriginal Land Council (MLALC), the Aboriginal Education Consultative Group (AECG), and the Aboriginal Studies Association (ASA) whose support and guidance we gratefully acknowledge. Their advice and input was invaluable and assisted in the development of the Ngara and Giba-Nura programs. The information utilised to develop these programs is a matter of public record. Materials within this resource pack may only be reproduced for educational purposes relating to a program booked with Sydney Learning Adventures. Note: This resources pack contains the names and images of Aboriginal and Torres Strait Islander people now deceased. It may also contain links to sites that may use images of Aboriginal and Torres Strait Islander people now deceased. Aboriginal Education Programs 2 Contents Introduction 4 Curriculum Links 5 Sydney Harbour Foreshore Authority 10 Sydney Learning Adventures 10 The Rocks Discovery Museum 11 Learning With Us 12 Foundation Content 13 Significant Dates and Timelines 33 Excursion Activities 37 Bibliography and Suggested Resources 47 Bookings and Information 48 Aboriginal Education Programs 3 Introduction Thank you for choosing to bring your class to a Sydney Giba-Nura: Rock Country Learning Adventures education program. This Teacher Giba-Nura is an Aboriginal program targeted at secondary Resource pack is a practical guide to assist you in planning students. Giba means stone or rock and Nura means place your excursion. It contains curriculum links and outcomes or country in the language of the Gadigal people of the Eora tables, background information relevant to the programs, nation, the original inhabitants of the Sydney basin. teaching suggestions and activity worksheets, a glossary for students and a resources reference guide. Students will learn about the local history of the area from an Aboriginal perspective. Students will be able to develop an Foundation content provides the historical background and appreciation of Aboriginal identity and experiences through context for both the primary program Ngara and secondary learning about Aboriginal political history. Hear the stories of program Giba-Nura, however the programs and activities are strong Aboriginal role models both past and present. They stage specific. will learn about bush tucker, Aboriginal place names and protocols. Students will explore the struggle for Aboriginal Ngara – Listen Hear Think rights whilst gaining knowledge and understanding of issues Ngara is an Aboriginal program targeted at primary school that affect communities today. students. Ngara means listen/hear/think in the language of the Gadigal people, the original people of The Rocks area. Aboriginal people have been in this land for many thousands of years and they share a recent (just over 200 years) history with non-Aboriginal Australians. Students will learn about the history of Aboriginal people from an Aboriginal perspective. They’ll gain knowledge about the First Fleet and first contact with Aboriginal people as well as some of the unlikely friendships that formed. Students will also hear the stories of strong Aboriginal role models such as Cora Gooseberry, Barangaroo, Bungaree, Colebee, Arabanoo, Pemulwuy and Windradyne. Students will be introduced to the Gadigal language, learn the Aboriginal place names for areas around The Rocks and some of the important historical events that impacted on the lives of Aboriginal people. Aboriginal Education Programs 4 Curriculum links: NSW History K-10 Syllabus - The Australian Curriculum PRIMARY History K-10: Stage 2 Topic Outcomes Content and Outcomes Historical Concepts and Skills Key Inquiry Questions First Contacts The diversity and longevity of Australia’s first Concepts Why did the great peoples and the ways Aboriginal and/or journeys of exploration HT2-3, HT2-4, HT2-5 > Continuity and change Torres Strait Islander peoples are connected occur? to Country and Place (land, sea, waterways > Cause and effect What was life like for and skies) and the implications for their daily > Perspectives Aboriginal and/or Torres lives. (ACHHK077) Strait Islander peoples > Empathetic understanding The journey(s) of at least ONE world before the arrival of the navigator, explorer or trader up to the late > Significance Europeans? eighteenth century, including their contacts > Contestability Why did Europeans with other societies and any impacts. settle in Australia? (ACHHK078) Skills What was the nature Stories of the First Fleet, including reasons for > Comprehension and consequence of the journey, who travelled to Australia, and > Analysis and use of sources contact between their experiences following arrival. Aboriginal and/or Torres (ACHHK079) > Perspectives and interpretations Strait Islander peoples The nature of contact between Aboriginal and early traders, people and/or Torres Strait Islanders and > Empathetic understanding explorers and settlers? others (ACHHK080). > Research > Explanation and communication Aboriginal Education Programs 5 History K-10: Stage 3 Topic Outcomes Content and Outcomes Historical Concepts and Skills Key Inquiry Questions The Australian Reasons (economic, political and social) for Concepts What do we know Colonies the establishment of British colonies in about the lives of > Continuity and change Australia after 1800. (ACHHK093) people in Australia’s HT3-1, HT3-2, HT3-5 > Cause and effect colonial past and how The nature of convict or colonial presence, do we know? including the factors that influenced patterns > Perspectives of development, aspects of the daily life of > Empathetic understanding inhabitants (including Aboriginal and Torres How did an Australian Strait Islander peoples) and how the > Significance colony develop over environment changed. (ACHHK094) > Contestability time and why? The impact of a significant development or Skills event on a colony; for example, frontier conflict, the gold rushes, the Eureka > Comprehension How did colonial Stockade, internal exploration, the advent of > Analysis and use of sources settlement change the rail, the expansion of farming, drought. environment? (ACHHK095) > Perspectives and interpretations The reasons people migrated to Australia What were the from Europe and Asia, and the experiences > Empathetic understanding significant events and and contributions of a particular migrant > Research who were the significant group within a colony. (ACHHK096) > Explanation and people that shaped The role that a significant individual or group communication Australian colonies? played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097) Aboriginal Languages K-10 Syllabus Stages Topics Outcomes Stage 2 Using Language 2.UL.1,2.UL.3, > Listening and Responding > Speaking Making Linguistic Connections 2.MLC.1, 2.MLC Moving Between Cultures 2.MBC.2 Stage 3 Using Language 3.UL.1, 3.UL.3 > Listening and Responding > Speaking Making Linguistic Connections 3.MLC.1, 3.MLC.2 Moving Between Cultures 3.MBC.2 Aboriginal Education Programs 6 SECONDARY Stage 4 - The Ancient to the Modern World Topics and Outcomes Content and Outcomes Historical Concepts and Skills Key Inquiry Questions Depth Study 1 The nature of the sources for ancient Australia Concepts How do we know about Investigating the and what they reveal about Australia’s past in the ancient past? > Continuity and change ancient past including the ancient period, such as the use of ancient Australia. resources. (ACDSEH031) > Cause and effect HT4-1 HT4-HT4-6 Why and where did the The importance of conserving the remains of > Perspectives HT4-8 HT4-9 HT4-10 earliest societies the ancient past, including the heritage of > Empathetic understanding develop? Aboriginal and Torres Strait Islander peoples. (ACDSEH148) > Significance > Contestability What emerged as the Depth Study 6 defining characteristics Expanding contacts The nature of contact following colonisation of Skills of ancient societies? (option D)- Aboriginal the chosen Indigenous people. > Comprehension and Indigenous People, What have been the The consequences of the colonisation of the Colonisation and > Analysis and use of sources legacies of ancient chosen Indigenous peoples. Contact History. > Perspectives and societies? HT4-HT4-3 HT4-4 The nature of British colonisation of Australia, interpretations HT4-6 HT4-7 explain the results of colonisation for Aboriginal and Torres Strait Islander peoples >Empathetic understanding and non-native people to 1900. > Research > Explanation and communication Site Studies > Aboriginal sites > Archeological sites > Monuments > Museums > National parks and Historical sites > Changed natural environments > Heritage buildings > Houses Aboriginal Education Programs 7 Stage 5 - The Making of the Modern World Topic Outcomes Content and Outcomes Historical Concepts and Skills Key Inquiry Questions Depth Study 1 The influence of the
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