Pack Education
1 ourknowledgeourland.com.au Yaburgurt Education Pack
YABURGURT (GEORGE WINGAN) SOURCE: MANDURAH COMMUNITY MUSEUM PHOTOGRAPHER: UNKNOWN 2 Yaburgurt Section One Section One Education Pack
Section One this, students are asked to reconsider history from a 21st century context, to uncover cultural bias and Aboriginal and Torres Strait Islander viewers stereotyping that has shaped Western Australian are respectfully advised that this education history. In this package students and teachers have pack contain images and voices of deceased access to: persons. • Oral histories from a Noongar perspective Acknowledgement including audio and transcripts; We acknowledge Mandjoogoordap Bindjareb • Contemporary Noongar artwork that represents Noongar traditional owners and community, and Noongar history and culture visually; pay respect to Elders, past, present and future for • 19th and 20th century historical documents they hold the knowledge of an ancient culture, and (primary source data); and aspirations for future. • 19th and 20th century historical documents Thank You (secondary source data). This package was produced in consultation with Goals and Aims Elders George Walley, Barbara Pickett, Shirley Viti, and the Yaburgurt Reference Group. The Australian Curriculum recognises the fundamental role education plays in preparing young Additional thanks to: people for living in the 21st century and draws on Joseph Walley, Senior Elder (deceased) for the Wagyl the Melbourne Declaration on Educational Goals for Dreaming story. Young Australians. Sarah Booth, Dr Bill Allen, Chrissie Minissale, This curriculum is a guide please check Government Dr. Neville Green and Bernadette Perry for their of Western Australia School Curriculum and valuable advice. Standards Authority. A special thanks to Anthea Fitzhardinge, Barbara http://www.scsa.wa.edu.au/ Pickett and Susan Girak for content development. Content Overview This education package is designed to engage school-aged students (pre-primary to lower secondary) and the wider community in the Mandurah area. The intention is to raise the profile and recognise the contribution Yaburgurt, a significant Binjareb Elder, has made to the Peel Region and so the content of this package is specific to Yaburgurt’s country and the Binjareb/Noongar people. Given that this package is presented online there is a possibility that Yaburgurt’s profile will be raised beyond the local area. Therefore, the aim is for students to investigate Yaburgurt and Noongar culture and/or for teachers to develop programs that explore local culture and history in a way that is appropriate to their specific context.
The premise of this package is to challenge the MELBOURNE DECLARATION ON EDUCATIONAL GOALS FOR dominant historical perspective of early contact YOUNG AUSTRALIANS between Aboriginal and non-Aboriginal people in the south west of Western Australia, which is HTTP://WWW.CURRICULUM.EDU.AU/VERVE/_RESOURCES/ NATIONAL_DECLARATION_ON_THE_EDUCATIONAL_GOALS_ 2 framed within a British colonial lens. To achieve FOR_YOUNG_AUSTRALIANS.PDF 3 Yaburgurt Section One Education Pack
The goal is for students to “become successful • encourage students to be critical thinkers and to learners, confident and creative individuals, and be be aware of cultural bias and stereotypes through active and informed citizens” by: document analysis and other activities. • Thinking deeply and logically, and by obtaining and Curriculum Links evaluating evidence in a disciplined way; An understanding of Country/Place, People and Culture • Making sense of their world and recognising how through Aboriginal and Torres Strait Islander histories attitudes and beliefs are shaped; and cultures is the overarching curriculum priority to support students to develop the General Capability – • Developing personal values and attributes such as Intercultural Understanding Learning Continuum: resilience, empathy and respect for others; and • Recognising Culture and; • Understanding and acknowledging the value of Aboriginal cultures and possess the knowledge, • Developing Respect and Interacting and Empathising skills and understanding to contribute to, and benefit with Others. from, reconciliation between Aboriginal and non- Aboriginal Australians. Aboriginal and Torres Strait Islander histories and cultures http://www.australiancurriculum.edu.au/ Adapted from (Ministerial Council on Education, crosscurriculumpriorities/Aboriginal-and-Torres- Employment, Training and Youth Affairs [MCEETYA], Strait-Islander-histories-and-cultures 2008) GENERAL CAPABILITY – INTERCULTURAL The aim of this package is to: UNDERSTANDING LEARNING CONTINUUM HTTP://WWW.AUSTRALIANCURRICULUM.EDU.AU/ • provide a framework to assist teachers to increase GENERALCAPABILITIES/PDF/INTERCULTURAL- competence and capability to design and implement UNDERSTANDING programs that teaches a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures; • provide teachers with a resource utilising culturally appropriate materials that do not reinforce stereotypical views of the Binjareb/Noongar people and culture; • provide teachers with a framework from which to gauge if materials, resources and their program is culturally sensitive, avoids bias and stereotyping; and
4 Section One 5 The Dreaming is significantto Noongar culture and Noongar art may be the inspiration for students Be aware of making generalisations about Aboriginal The stories made available for this package are art before researching artworks from other regions. Each language group has a distinct artistic style and tradition specificto their area, including symbols, Noongar of Examples viewpoints. and composition art can be found on the Art Gallery of Western . website Australia is represented through art. Many symbols used denote sacred/ spiritual events, which may not be reproduced for classroom use or be appropriated by people. non-Aboriginal art Noongar through researching however, responding is an appropriate introduce way to students traditional to and contemporary art. Noongar designto symbols and produce artworks that tell personal stories related themes to including Country and Identity. suitable for classroom study; certain however, aspects of Noongar culture are sacred and not please unsure If classroom study. for suitable advice. seek art and present students with examples of Noongar Copying Noongar art is culturally inappropriate; • • • SOUTH WEST ABORIGINAL LAND AND SEA COUNCIL HTTP://WWW.NOONGAR.ORG.AU/ • • The assumption is that teachers have have teachers that is assumption The Noongar Elders and how observe to cultural protocols classrooms. art Noongar in teaching to relating If in doubt seek clarification. The South West Aboriginal Land and Sea Council is another point of contact for advice. depending on access to local Aboriginal history and and history Aboriginal local to access on depending community. local the with contacts through culture Considerations and Protocols Cultural The Department of Education (WA) and Catholic Education should be the first point of contact for will They community. Noongar the with consultation advise on how engage to in effective consultation with cultures into their teaching programs. teaching their into cultures examples and links with partially is populated table The based on activities and themes presented in this teachers suggestions and only are They package. should feel free adapt to or modify any activity suit to their purpose and their students’ year level. Teachers and/or schools may make other links are expected be to part of an integrated curriculum and are deliberately open ended encourage to teachers to adapt or modify any of the activities presented suit to classroom context. their The table shown on page 7 could be used as a starting point for whole school programs that integrate and histories Islander Strait Torres and Aboriginal Please note: Please explicit knowledge of their students’ learning profiles particular their understanding an classroom’s and of package this in activities The interests. dynamics and
Yaburgurt Education Pack 4 Yaburgurt Section Two
School-Based Curriculum Planning Teachers Please Note: The following table is an example of how the activities in this package and local content may be linked to the first strand of the Intercultural Understanding Learning Continuum in the Australian Curriculum. Education Pack Schools and/or teachers are encouraged to complete the grid with their own content.
Curriculum Links – General Capabilities and Cross-Curriculum Priorities
Critical thinking and creative thinking Personal and social capability Ethical understanding Aboriginal and Torres Strait Islander histories and cultures Sustainability
6 Yaburgurt Section Two Intercultural Understanding Learning Continuum Recognising culture and developing respect
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Typically by the Typically by the Typically by the Typically by the Typically by the Typically by the end of Foundation end of Year 2, end of Year 4, end of Year 6, end of Year 8, end of Year 10, Year, students: students: students: students: students: students: Education Pack Investigate culture and cultural identity
share ideas about identify and describe identify and describe identify and describe explain ways that analyse how self and belonging the various groups variability within the roles that culture cultural groups and membership of local, with peers to which they and across cultural and language play in identities change regional, national belong and the groups shaping group and over time and in and international ways people act and national identities different contexts groups shapes communicate within identities including them their own Example Example Example Example Example Examples • Identify the • Identify students’ • Investigate • Locate 19th • Investigate the • Determine language(s) family background Noongar trading century documents role the visual the process spoken at home and their ties to practices and how and newspaper arts plays in undertaken to and describe Mandurah through Noongar people articles, to identify challenging cultural achieve land rights something special oral histories, communicated events during understanding in south-west about themselves photographs and across tribal Yaburgurt’s life, by examining Western Australia or their families family memorabilia boundaries where conflict artworks from occurred because Noongar artists Curriculum Links • Listen to and Curriculum Links Curriculum Links of and identifying the Year 9 learn about the visual strategies Dreaming Stories Year 1 Year 3 Curriculum Links they use to engage Civics and unique to the Peel Year 5 English English viewers Citizenship Region (ACELY1656) (ACELT1594) (ACHCK079) English Curriculum Links Curriculum Links English History (ACHHK060) (ACELA1504) Civics and (ACELY1657) History (ACHHK061) English Year 7 Citizenship English History (ACHHK030) Geography (ACELY1698) (ACHCS087) (ACELA1426) Year 2 (ACHGK015) English Visual Arts Year 10 English English Year 4 (ACELY1701) (ACAVAR123) Civics and (ACELA1428) (ACELY1666) English History (ACHHK094) Visual Arts Citizenship English English (ACELA1490) History (ACHHK095) (ACAVAR124) (ACHCK093) (ACELT1575) (ACELY1667) History (ACHHK077) History (ACHHK097) Year 8 Civics and History (ACHHK004) History (ACHHK044) History (ACHHK078) History (ACHHS102) Visual Arts( Citizenship History (ACHHS103) ACAVAR123) (ACHCS099) History (ACHHS105) Visual Arts Year 6 (ACAVAR124) English (ACELA1517) English (ACELA1525) English (ACELY1708) History (ACHHK114) History (ACHHK115) History (ACHHK116)
History(ACHHS120)
History(ACHHS121)
History (ACHHS122)
miscommunication and cultural misunderstandings
6 7 Yaburgurt
Explore and compare cultural knowledge, beliefs and practices
Identify, explore and Describe and Describe and Describe and Analyse the Critically analyse compare culturally compare the way compare a range compare the dynamic nature the complex and diverse activities they live with of cultural stories, knowledge, beliefs of cultural dynamic nature of and objects people in other events and artefacts and practices of knowledge, beliefs knowledge, beliefs places or times various cultural and practices in a and practices in groups in relation range of personal, a wide range of to a specific time, social and historical contexts over time event or custom contexts Education Pack Example Example Example Example Example Example • Investigate • Listen to and • Compare • Explore the • Explore the trading • Engage with texts traditional Noongar learn about the traditional Noongar cultural identity of practices of in Renee Barton’s food and have Dreaming Stories Dreaming stories people living in the Aboriginal people participatory an Elder come unique to the Peel with creation Peel Region during in particular the installation artwork to class to cook Region stories from other Yaburgurt’s lifetime Noongar people Story Threads some cultures and compare and their trading (2015) that Curriculum Links the beliefs and partners reveal Noongar • Compare Curriculum Links practices of women’s personal Year 1 traditional Noongar Binjareb Noongars Curriculum Links experiences, food with what Year 3 English to non-Aboriginals histories and is eaten at home Year 7 (ACELT1586) English living in the area ancestral and/ or on special Dance (ACELT1599) History knowledge, to gain occasions Curriculum Links (ACADAR004) English (ACOKFH003) insight into the way culture shapes Curriculum Links Visual Arts (ACELY1679) Year 5 Geography (ACAVAR109) Drama (ACHGK041) perspective History (ACHHK002) Year 2 (ACADRM031) History (ACHHK094) Curriculum Links History (ACHHK004) English Drama Geography Year 8 Geography (ACELT1591) (ACADRM033) (ACHGK028) Economics Year 9 (ACHGK003) Dance Visual Arts Dance and Business Design (ACADAR004) (ACAVAM110) (ACADAR012) Visual Arts (ACHEK028) Technologies Visual Arts Visual Arts Year 6 (ACAVAR130) (ACTDEK003) (ACAVAR109) (ACAVAR113) History (ACHHK116) Visual Arts Year 4 Geography (ACAVAR131) English (ACHGK036) (ACELT1602) Dance Year 10 Drama (ACADAR012) Visual Arts (ACADRM031) (ACAVAR130) Drama Visual Arts (ACADRM033) (ACAVAR131) Visual Arts (ACAVAM110) Visual Arts (ACAVAR113)
STORY THREADS https://www.youtube.com/watch?v=WZTqn_GdjJo 8 Yaburgurt Section Two Develop respect for cultural diversity
Discuss ideas about Discuss ideas about Identify and discuss Discuss Understand the Understand the cultural diversity in cultural diversity in the significance of opportunities that importance of importance of local contexts local contexts a range of cultural cultural diversity maintaining and mutual respect in describe ways that events, artefacts or offers within celebrating cultural promoting cultural diversity presents stories recognised Australia and the traditions for the exchange and opportunities for in the school, Asia-Pacific region development of collaboration in new experiences community or personal, group and an interconnected and understandings nation national identities world Education Pack Example Example Example Example Example Example • Observe what • Observe what • Investigate • Trace the • Investigate how • Critique is happening in is happening in traditional Noongar development of the Noongar people Mandurah’s the environment the environment culture and present fishing industry in living in the Peel annual Stretch – Noongar seasons – Noongar seasons a report on what Mandurah and the Region, in the Festival; identify life may have been contributions from 21st century, past events that Curriculum Links Curriculum Links like for Yaburgurt the diverse cultural have maintained have promoted and his family groups have made cultural traditions collaboration, Science Year 1 prior to British to the Peel Region and retained their mutual respect and (ACSHE013) Science colonisation over time. cultural identity cultural exchange Geography (ACSSU019) within the Curriculum Links Curriculum Links Curriculum Links (ACHGS001) Geography community; and Year 7 suggest ideas for (ACHGK006) Year 3 Year 5 Geography future festivals Geography English (ACELT1619) (ACHGK003) (ACHGK008) History (ACHHK060) Maths (ACMSP118) English (ACELY1721) Curriculum Links Dance History (ACHHS067) Maths (ACMSP119) Dance English(ACELY1723) (ACADAM003) History (ACHHS068) Maths (ACMSP120) (ACADAM003) Dance Year 9 Drama Geography Geography (ACADAR019) Drama (ACADRM028) (ACHGK015) (ACHGS036) Drama Economic (ACADRM028) Visual Arts Design Economics (ACADRM043) and Business (ACAVAM106) Technologies and Business Drama (ACHES047) Visual Arts (ACTDEK012) (ACHEK001) (ACADRR046) Design (ACAVAM106) Year 2 Economics Music Technologies Year 4 and Business (ACTDEP052) Science (ACAMUR098) (ACHEK002) Media Arts (ACSSU030) English Visual Arts (ACAVAR124) (ACAMAM073) Geography (ACELY1686) Year 6 (ACHGS013) Science Year 8 Year 10 Geography (ACSSU072) Maths (ACMSP147) (ACHGS014) Science Maths (ACMSP148) English (ACELT1626) Economic Dance (ACSSU073) History (ACHHK115) English (ACELT1806) and Business (ACADAM003) History (ACHHK077) History (ACHHK116) English (ACELT1807) (ACHES059) Drama History (ACHHS083) Geography English (ACELY1734) Design (ACADRM028) History (ACHHS084) (ACHGS043) Dance Technologies and Visual Arts Geography Economic (ACADAR019) (ACTDEP052) (ACAVAM106) (ACHGK023) and Business Drama Media Arts text Design (ACHEK010) (ACADRM043) (ACAMAM073) Technologies Economic Drama (ACTDEK012) and Business (ACADRR046) (ACHES012) Music (ACAMUR098) Visual Arts (ACAVAR124)
TABLE ADAPTED FROM: ACARA. (2013). INTERCULTURAL UNDERSTANDING LEARNING CONTINUUM, PP. 8-9.
Assessment • Assessments should be designed to meet their specific purposes Please Note: Teachers are encouraged to adhere to the K-10 Guiding Principles outlined by the School • Assessment should lead to informative reporting Curriculum and Standards Authority, to design • Assessment should lead to school-wide assessment instruments based on their specific set evaluation processes of circumstances. INTERCULTURAL UNDERSTANDING LEARNING CONTINUUM Principles of Assessment HTTP://WWW.AUSTRALIANCURRICULUM.EDU.AU/ GENERALCAPABILITIES/PDF/INTERCULTURAL- • Assessment should be an integral part of Teaching UNDERSTANDING and Learning CURRICULUM ASSESSMENT OUTLINE: ASSESSMENT PRINCIPLES AND REFLECTIVE QUESTIONS • Assessment should be educative HTTP://K10OUTLINE.SCSA.WA.EDU.AU/MEDIA/DOCUMENTS/ • Assessment should be fair OUTLINE_DOWNLOADS/GUIDING_PRINCIPLES_K-10_ 8 OUTLINE.PDF 9 Yaburgurt Section Three
Support and Advice Catholic Education, Western Australia (WA) Department of Education, Western Australia To seek support and advice your first port of call (WA) should be the GECKOS co-ordinator at your school. To seek support and advice your first port of call GECKOS and School Community Consultant, should be the Aboriginal and Islander education Bunbury Education Pack officer (AEIO) at your school. Telephone: 08 9726 7204 If your school does not have an AEIO then other Aboriginal Education K-12, Catholic Education (WA) useful contacts include: GECKOS website Aboriginal Education Team Sourcing Culturally Appropriate Teaching South-Metro Regional Office Resources Telephone: 08 9336 9563 Please refer to the Department of Education (WA) Aboriginal Education, Department of Education (WA) website for help to identify cultural bias in teaching resources
ABORIGINAL EDUCATION, DEPARTMENT OF EDUCATION (WA)
HTTP://WWW.DET.WA.EDU.AU/ABORIGINALEDUCATION/APAC/DETCMS/NAVIGATION/REGIONAL-WEBSITES/KIMBERLEY/ REGIONAL-CONTACTS/
ABORIGINAL EDUCATION K-12, CATHOLIC EDUCATION (WA)
HTTP://INTERNET.CEO.WA.EDU.AU/RELIGIOUSEDUCATIONCURRICULUM/ABORIGINALEDUCATIONK-12/PAGES/DEFAULT. ASPX
GECKOS
HTTP://GECKOS.CEO.WA.EDU.AU/PAGES/HOME.ASPX DEPARTMENT OF EDUCATION (WA)
HTTP://WWW.DET.WA.EDU.AU/ABORIGINALEDUCATION/APAC/DETCMS/ABORIGINAL-EDUCATION/APAC/TEACHING- RESOURCES/EIGHT-WAYS-IN-WHICH-BIAS-SHOWS-UP-IN-TEACHING-RESOURCES.EN?CAT-ID=9193413 10 Section Three 11 groups and where they come from? groups? cultural other of exclusion 19th century/early19th 20th century and contemporary cultural practices? century and early 20th century documents) e.g. Western ethnocentric terms, interpretations. historical biased and terms racist generalisations, which it was written? and relevant the to text? beingrepresented? e.g. the “Pinjarra Conflict”, “Battle of Pinjarra” or “Pinjarra Massacre”; and “settlement” or “invasion” the Noongar tribe is comprised of a number family groups e.g. Binjareb Noongars? history of the Peel Region? Including Aboriginal resistance? histories? information, or as a quote? • Are stereotyping and racist connotations present? • Is the diversity of Noongar society acknowledged? • Does the resource emphasise sacred and profound aspects of Noongar culture the to • Does the material use derogatory terms that offend Noongar people? • Is the material biased and/or does it distort the real issues? • Does your program address contemporary issues such as reconciliation and identity? • Avoiding inappropriate terminology (unless used highlight to cultural bias in 19th • Is the material up-to-date? Or primary source data reflecting the historical context in • Is the material accurate? • Does the material over-generalise? • Are illustrations and photographs positive and accurate portrayals of Noongar people • Are photographs accompanied captions by which name the Noongar persons and/or • Is the history of British colonisation of Australia presented with both points of view • Does the material address the cultural diversity in Aboriginal societies? For example, • Is the diversity of Noongar society and culture acknowledged? • Does your program give a true account of both the Aboriginal and non-Aboriginal • Does your program address issues of social justice? • Does your program provide a balance of views in its account of a particular history or • Does your program give a balanced view of Aboriginal societies in regards traditional, to Examples • Are there Aboriginal voices presented in the material, e.g. as authors, as a source of website Balanced nature of materials in the use appropriate appropriate use terminology? Authenticity of material resource Does your program Does your program refer Australian to history as a shared history? Questions Aboriginal Have people participated in the development of the resource material? This table is an example of a framework assist to teachers source to culturally appropriate material develop to a program within the Peel Region. Framework
Yaburgurt Education Pack 10 Yaburgurt Framework
Noongar • Does the resource acknowledge Noongar participation in the research, writing and participation presentation process? Does your program • Does your program give a true account of both the Aboriginal and non-Aboriginal refer to Australian history of the Peel Region? Including Aboriginal resistance? Education Pack history as a shared history? • Does your program address issues of social justice? • Does your program provide a balance of views in its account of a particular history or histories? • Does your program give a balanced view of Aboriginal societies in regards to traditional, 19th century/early 20th century and contemporary cultural practices? • Does your program address contemporary issues such as reconciliation and identity? Accuracy and • Have the materials been endorsed by local, regional, state or territory Aboriginal support Education Consultative Groups (AECG) or endorsed by other Indigenous groups? • Are the materials acceptable to the local community? • Do the materials utilise appropriate terminology? Exclusion of • Does the website show and/or talk about secret or sacred items? content of a secret or sacred nature • Does the website use the name of a deceased person?
ADAPTED FROM: THE ABORIGINAL EDUCATION K–12 RESOURCE GUIDE, (2003), NSW DEPARTMENT OF EDUCATION AND TRAINING 12 Yaburgurt Section Three Education Pack
GEORGE WALLEY PERFORMING AT STRETCH ARTS FESTIVAL, MANDURAH 2015 12 13 (George Winjan) Yaburgurt (circa1824–1915) Topic One: WITH WIFE YABURGURT IMAGE OF that hewasgiven byhisparents. Yaburgurt Winjanbecausethis isthename that heberememberedandreferred toas and Wingin.Nevertheless,it is respectful surname wasalsorecordedas Wingan, Wingen Winjan; however,inearlyrecords his so Yaburgurtisalsoknownas George totem. Localsettlerscalled him ‘George’ translated as‘seabooming’,isasea Yaburgurt’s totemYabarukKooyading, is nowknownasHallsHead,Mandurah. Koolin-Yinnup, locatedinanareathat in Mandjoogoordapatacampsitecalled Yaburgurt Tondarup(familyname)wasborn
Know his name.
14 Education Pack Education Yaburgurt Yaburgurt Topic One Overview Education Pack (George Winjan) Yaburgurt (circa 1824–1915)
READ
The Binjareb Noongars and local historians surmise According to Jesse Hammond (1856-1940), who had that Yaburgurt was probably born in 1824, in a a life long association with Aboriginal communities in culture that thrived and was undisturbed for many Western Australia, King Winjan lived to a very old age: thousands of years. However, he grew up in an era of unprecedented change in Western Australia, “In the early days I used to see him four or commencing with the establishment of the Swan five times a year and talk to him at Pinjarra, River colony in 1829 and with the opening up of Mandurah and Fremantle. He died at Mandurah Pinjarra in the 1830s. in the early ‘eighties. When he took ill he was camped in Perth, near the corner of George and “The impact of British colonisation was Hay Streets, which was still bushy in those days. personally devastating to Yaburgurt as he A number of natives, principally women, made a recalled what happened during the Pinjarra sort of stretcher of bush sticks and carried him Massacre in 1834. 50 miles to Mandurah, where he died a fortnight They rush camp: they shoot-em, shoot-em gins, afterwards. He must have been a great age at shot-em piccaninnies and they shoot-em dogs too. the time of his death. My grandfather had known Yaburgurt was a young boy of about 10-years- him as far back as the ‘thirties, and he told me old when he survived the massacre that claimed that Winjan seemed to be in his seventies’ then.” the lives of his mother (Kaller), brother and many (Hammond, 1934/1980, p.20 of his people.” Hammond had a closer relationship with Yaburgurt Winjan: Pinjarra was the nucleus for Winjan’s people and Yaburgurt’s father was the most important man “I knew his son, George Winjan, who became in the group. Winjan Ballaruk (family name) – also chief after him, even better and often talked with referred to as ‘Old’ Winjan or King Winjan was born him about the blacks.” in Mandurah. King Winjan was said to have been appointed titular King by the colonial governor, (Hammond, 1934/1980, p.20) James Stirling, in the hope that Winjan would keep peace among the Murray River Aboriginals. All the territories with place names that ended with an “up” were governed by King Winjan.
14 15 Yaburgurt “Only five years after Yaburgurt’s birth the Swan River settlement was established.” Education Pack
British Colonisation – 1829 Time of Change Only five years after Yaburgurt’s birth the Swan Yaburgurt grew up in a time of great change, being River settlement was established. In the first year of confronted with a foreign culture colonising this settlement Thomas Peel arrived expecting to receive land. The result was the dispossession of land and a land grant of 250,000 acres (1,000km2), which was systemic oppression from colonial administration. dependent on a number of conditions including This created a sense of dependency on the colonial arriving with 400 settlers before the 1st November, welfare system, which had an enormous impact that 1829. Having arrived in December with 200 settlers; affected cultural practices. the land grant between the Swan River and the Canning River was no longer reserved. Instead he Life and death of was granted land from Cockburn Sound south to Yaburgurt Winjan Peel Inlet. There are limited detailed accounts of Yaburgurt’s Initially, he tried to establish a small settlement full life. We do know he and his wife Nyalyart, also named Clarence, at what is known today as known as Susan, spent time in Mandurah, Pinjarra, Woodman’s Point south of Fremantle. The land, Fremantle, Perth and Canning, where family being harsh, and comprising of limestone and sand connections and cultural obligations took them. They dunes was not conducive to farming. Although most both lived and survived the epidemic of diseases of the colonists were young and healthy individuals, brought by the colonialists such as influenza, Colds, they were not adept at working in the environment Typhoid, Syphilis, Measles, Dysentery, Whooping due to a lack of local knowledge. In addition many Cough, Chicken Pox, Cholera, Diphtheria, and succumbed to widespread illness during the first Smallpox to name a few. winter, with 30 settlers dying, resulting in the settlement being abandoned. This was a major issue Yaburgurt also spent some time in jail as a result of for Peel as it highlighted his limited leadership skills a fight with another Aboriginal (Monang) in which and inability to attain knowledge and resources for Winjan flung a weapon at the assailant’s leg to the benefit of the settlement. For example, not far disable him. The weapon caught a major artery was a lake with fresh water and the ocean was close and Monang bled to death. Yaburgurt was sent to by for fishing and crabbing but, these areas were not jail and later released and employed to carry mail. utilised by the fledgling colony.“His failure to look Dealing with the mail was seen as a trusted job after his people was viewed...as a serious dereliction demonstrating that the community trusted Yaburgurt. of duty...and one uncaring for the plight of those He was known for having a close and harmonious under his charge” (Richards, 1993, p. 4). relationship with one of the Peel region’s oldest Mandurah being abundant with fresh fish, game and settler families, the Sutton family, who would help water seemed an ideal location for Peel to establish him with work and food, when he was experiencing another colony. At the time, it was a day’s journey, hard times and in return, he would help them with from the original settlement, by sea and two or more advice about the land and the seasons. In March days by horse and cart, travelling across very harsh 1915 he became ill and died and requested (pre and inaccessible country. Therefore, Mandurah death) to be buried in a Christian cemetery. He was remained isolated until 1843 when a road was built buried in the Anglican Church Cemetery. Ironically, and a ferry punt was constructed across the estuary. this is where Thomas Peel is also buried Peel’s attempt to establish a successful colony was yet again unsuccessful. Even with the availability of food and the road opening up the region, there was still a variety of reasons that hindered the settlement’s success. Peel lacked support from his peers and was also challenged by the Binjareb Noongars who no longer had complete access to traditional lands and sacred sites. Rising tensions between the Noongar population and settlers culminated with the Pinjarra Massacre on 28 October, 1834. 16 Yaburgurt (circa 1824–1915) Topic One (George Winjan) 17
Significance of Winjan Yaburgurt of a thread is but there remarkable, is life his of the longevity Obviously day present in to wethat aspire story personal through his and tolerance cooperation to region thein Peel wasAboriginals one the of Yaburgurt first effect In Mandurah. embrace reconciliation.
Yaburgurt Education Pack 16 Yaburgurt Education Pack
ABORIGINAL TRIBAL BOUNDARIES IN WESTERN AUSTRALIA MAP TAKEN FROM: SOCIAL STUDIES TEACHERS’ GUIDE: YEAR 5, 1981, P.115
18 Yaburgurt Topic One Education Pack (George Winjan) Yaburgurt (circa 1824–1915)
NOONGAR TERRITORIES OF THE SOUTH-WEST BASED ON TINSDALE (1940) TAKEN FROM: NEVILLE GREEN, BROKEN SPEARS, 1984, P. 8
18 19 Yaburgurt
IMAGE OF YABURGURT Education Pack
20
20 Education Pack Education Yaburgurt (George Winjan) Yaburgurt (circa1824–1915) Topic One:
Suggested
Activites
(George Winjan) (George
21 Topic One Topic Yaburgurt (circa 1824–1915) (circa Yaburgurt Yaburgurt Please Note: Teachers please choose an appropriate Teachers activity for your students’ year level and feel free to adapt or modify any activity to suit your purpose. Refer to the Historical Skills Scope and Sequence 12 to determine the appropriate Historical Skills and Key Upper Primary – Lower Secondary Concepts for your year level. Research Students Investigate traditional Noongar culture and present Complete the following table so you can plan and a report on what life may have been like for the
complete your research. Education Pack Binjareb Noongars before British colonisation.
Know. How.
What do I know? How do I find out? List Resources Where will you source information to find the answers? What you know about traditional Noongar practices and customs. Examples Access your local library and museum for historical texts and photographs for local information. Go to Want. the State Library and State Museum websites for access to online resources including historical texts, What do I want know? photographs and oral histories. Ask yourself What else? What are the gaps in your knowledge? Examples of Resources Learned. food, water, shelter, clothing and tools What have I learned? Ask yourself Final Presentation How did the Noongar people manage their resources? How will you present your findings? How did the changing seasons impact them? Discuss this with your teacher before you start collecting information. Culture & Customs Do you have to write a report or are social structure, beliefs, ceremonies, laws, education there other ways you can show what you and trade have learned? If so, what do you have to consider prior to collecting and presenting the information? Ask yourself How do we know about traditional life prior to British colonisation? What are the defining characteristics of Noongar culture? What else? 22 Yaburgurt (circa 1824–1915) Topic One (George Winjan) 23
Historical Skills Scope and Sequence How does this information influence me? Example How does the information: 1. Inform my knowledge and learning on Aboriginal culture? 2. Add value to learning in the classroom? my learning?3. Help me challenge and interpret Think. Links. 12 http://www.vcaa.vic.edu.au/documents/auscurric/ history_scope_and_sequence_ausvels.pdf
over time? What was the nature and consequence of contact between the Noongar people and/or explorers and colonists? else? What Question. What new questions do I have? Examples remained or changed culture Noongar has How 2. Help2. interact to and empathise with others? 3. Challenge stereotypes and prejudices? Action. What action will I take? How does your new knowledge: respect? develop and culture Noongar Recognise 1.
Yaburgurt Education Pack 22 Yaburgurt Historical Detective Education Pack
THINK
Historians and newspaper journalists do not always What do I know? get it right. Some people believe this is a photograph of King Winjan because historical records, including List J. E. Hammond’s book Winjan’s People and several What you know about traditional Noongar practices newspaper articles in the West Australian 1934 say so. and customs. On the other hand, others say that the photograph is of Yaburgurt because the man in this photograph looks very similar to other photographs of Yaburgurt. Decide if the photograph is of Yaburgurt or his father and make a case to support the argument.
24 Yaburgurt (circa 1824–1915) Topic One (George Winjan) 25
IMAGE TAKEN FROM: J. E. HAMMOND, FROM: J. E. HAMMOND, IMAGE TAKEN P. 10 1934/1980, WINJAN’S PEOPLE, Who is this man?
Yaburgurt Education Pack 24 Yaburgurt Biography
Need Noongar People British Colonists Contemporary Australian Education Pack
How do people shelter?
Where does food come from?
Where would a person sleep?
From whom do people learn?
How do people move from one place to another?
How is a message passed on?
What type of clothes do people wear?
TABLE ADAPTED FROM: SOCIAL STUDIES TEACHERS’ GUIDE:YEAR 4, 1981, P.137
Investigate and write a critical biography of PART 1 – Complete the above table to compare someone who lived in the Peel region during the the culture of traditional Noongar people, British 1800s and discuss how they worked to improve colonists and contemporary Australians. relations between the Binjareb Noongars and the colonists. Table adapted from: Social Studies Teachers’ Guide: Year 4, 1981, p.137 HINT: approach the local library and museum for information. Comparing Cultures People over time and culture have universal needs; however they meet those needs by using whatever they have available from the environment or existing technology. 26 Yaburgurt (circa 1824–1915) Topic One (George Winjan) 27 Australians Contemporary People Noongar British Colonists PART 2 – CompletePART the above Venn diagram to identify the similarities and differences between the groupsthree Biography Biography
Yaburgurt Education Pack 26 Topic Two: Yaburgurt
Noongar Dreaming Education Pack Know the Dreaming
SHARREE KEARING 2015, MOORT DREAMING DYED FELTED MERINO WOOL 28 Topic Two Noongar Dreaming 29 Explaining how and where Dreaming stories are told Describing how Dreaming stories are passed through Discussing how today’s society influencedby the generationsthe Dreaming Noongar • • • MANDJAR DREAMING MANDJAR WATCH MANDJARWATCH DREAMING: Noongar DreamingNoongar
STRETCH ARTS FESTIVAL OPENING EVENT 2015 EVENT 2015 STRETCH OPENING ARTS FESTIVAL HTTPS://WWW.YOUTUBE.COM/WATCH?V=AM-AVZII5QO Defining theterm Dreaming Summarising how Dreaming stories and their connection country, to beliefs, laws and values culture by: culture • • Dreaming stories explain creation and are told to pass on traditional knowledge, values, laws and generations. the through beliefs Prior presenting to the Dreaming stories have students investigate the role they play in Noongar
Yaburgurt Education Pack 28 Yaburgurt
READ
In the Beginning... Education Pack
As told by Joe Walley. 2006
here was a terrible drought. Food and bush T and meat became hard and tough and rank. So three old people from the tribe, Elders, went down to the sea. They began to pray to their creator for water on and through the land so that the creeks and bushes will have some fluid through it, sap begin to get into trees and a bit of life and tenderness in the meat. They called upon their creator, and the creator came out of the water. Was in the form of a snake, which they called Wagyl. Here it was told as being more lime green, smokish grey so it was unnoticeable in the water. It came out of the sea, went in the inlet and went into the estuary which it formed. When it got out there, it went to have young ones. In the estuary, which formed the estuary (having the young ones). They stayed there until they got a bit bigger, and then went to form the Murray, Harvey, and Serpentine river. Formed the lakes around the area. The mother, Wagyl (Marja) she missed the young ones, and thought they’d gone south for some reason. She went down, and came up at Lake Clifton and looked around.
30 Topic Two Noongar Dreaming 31 looked around. looked underground water and springs. springs. and water underground ...the Wagyl became Wagyl ...the water... and meatand became rank. and tough and hard here was a terrible drought. Food and bush bush and Food drought. here a terrible was river. Formed the lakes around the area. around Formed the lakes The river. for water on and through the land so that the that so the land through and on water for the resting places. They kept going until they the resting places. until going kept They they went back underground they formed they our back went underground they the flat land up until the estuary at Australind. the Australind. until estuaryup the flatat land fat whenfat left they started they and uphill going tenderness themeat. in called They their upon went to have young ones. In the estuary, which ones. which In the estuary, young have to went ones going back to their the ocean. back heaven, ones to going As She went in through the Estuary back and right through She in went So three people old the tribe, from Elders, went in the form of a snake, which they called Wagyl. called they Wagyl. which a snake, of the form in creeks and bushes will have some fluid through through fluid some creeks have bushes and will stayed there until they got a bit bigger, and then and bigger, a bit got they therestayed until They believed that when the young of the Wagyl the Wagyl of believedThey when that the young were getting famished, starved started they and grey so it was unnoticeable in the water. It came the water. unnoticeable in was it so grey Went down to Lake Preston, and looked around. around. looked and Preston, Lake to down Went around into the ocean, found She never into looking. around and thought they’d gone south for some reason. some for south gone they’d thought and went to form the Murray, Harvey, and Serpentine and Harvey, the Murray, form to went estuary formed. there, it When out got which it it it, trees sap begin get and to into life of a bit and Seasons seasons. started the six again, working out of the sea, went in the inlet and went into the the sea, of out into went and the inlet in went She went down, and came up at Lake Clifton and Clifton came and Lake at up She down, went the end of the swamps they died they down. went and the end the swamps of sap, and the sap flowed into the animals, and the and the animals, into the and sapsap, flowed and forming the rivers right through the swamps, the swamps, through right the rivers forming and became water, the bush got more moisture, more more moisture, got the bush became water, dissolving. When they dissolved right out, right at out, right right When dissolved they dissolving. formed the estuary (having the young ones). They ones). the young formed the estuary (having mother, Wagyl (Marja) she missed the young ones, missed she the young (Marja) Wagyl mother, Kept going around through that way which created which way that through around going Kept creator, and the creator came out of the water. Was Was the the water. and creator of came out creator, The underwater were created springs the young by them. Those little ones actually went up. They were They them. little up. went ones Those actually Here it was told as being more lime green, as beingHere lime more told was it smokish animals weren’t so rank and became and rank so weren’t tender. and animals fat down to the sea. to theircreator began to down They pray to T
Yaburgurt Education Pack 30 Topic Two: Yaburgurt
Noongar Dreaming Education Pack Activites Suggested
32 Topic Two Noongar Dreaming 33 Other
After listening/reading a Dreaming story students Before creating their own story have students Include relevant information in the table below identify the structure of the story and use that information plan, to write and illustrate their own Dreaming Story. stories Dreaming Noongar of structure the analyse found in this website or from other sources. Then creation a with stories Dreaming Noongar compare culture. another story from Lower Primary • Upper Primary • • THE TWO STORIES Noongar Dreaming
USE THE ABOVE INFORMATION USE TO COMPARE Need Why? Who? How? What? When? Where? What else? What Brief synopsis Brief Story sequence – draw and label of a Dreaming story Story sequence draw – a Dreaming story Students re-write a Dreaming story in their own Students re-tell a Dreaming story in their own words. words. sequence in in sequence in Include a message in the story, for example, a moral or social rule, how look to after the land, or an explanation of creation. into Take and behaviour animals’ environment, the account beings.characteristics, spiritual personalities of • Create a Dreaming Story Students create their own Dreaming story that reflects the genre and style of Dreaming stories. Pre-Primary • • Lower Primary • Re-tell a Dreaming Story
Yaburgurt Education Pack 32 Yaburgurt Re-tell a Dreaming Story Education Pack
Noongar Dreaming Both Other
34 Topic Two Noongar Dreaming 35 Play – write a script produce to a theatrical Animation – use students’ illustrations produce to a Graphic novel Comic strip performance, puppet play or radio play. Please Please play. radio or play performance, puppet consider the different conventions for each genre For appropriately. plan to students ask and costumes/masks/make-up, design, set example, and sound effects. animation stop-motion Create a comic strip • novel graphic a Produce Group or Class Activity/Project • • •
– paint or draw a visual narrative that THINK 2D artwork re-tells or creates a Dreaming story. Please consider protocols when presenting Aboriginal art in a classroom. It is inappropriate to copy and use traditional symbols in student artwork. artworksHowever, can be studied and be used as the inspiration for developing personal symbols a to visually. story Teachers please choose an appropriate activity for your students’ year level and feel free adapt to or modify any activity suit to your purpose. Activity/ProjectIndividual • Pre-Primary – Lower Secondary Lower – Pre-Primary Re-telling or creating a Dreaming Story can be achieved through other modes depending on student and teacher interest. USE THE ABOVE INFORMATION USE TO COMPARE THE TWO STORIES Re-tell or Create a Dreaming Story
Yaburgurt Education Pack 34 Vocabulary Development Topic Three:
Know his Language
36 36 Education Pack Education Yaburgurt Yaburgurt Topic Three Vocabulary Development Education Pack Vocabulary Development
READ
In the South-West corner of Western Australia there Vocabulary Development are 14 recognised Noongar dialects and Noongar is spoken by 30, 000 people. Even so, Noongar • Students devise crosswords, word sleuths, riddles is considered to be an endangered language but and/or codes to practice Noongar vocabulary with there is a determined effort to revive the language classmates. by recording songs and language and working with Word Games Elders to visit schools. • Students play a range of traditional word games to Guest Speaker learn and practice Noongar vocabulary, for example, Invite a Noongar Elder from the local community to Hangman, Word Bingo and/or Concentration etc. teach students some Noongar language through • Students adapt a board game or television game songs and stories. show format to learn and practice Noongar vocabulary, for example, Scrabble, Pictionary, Family Glossary Feud and/or Wheel of Fortune etc. Introduce Noongar vocabulary to students. Compile a list of Noongar words and group into themes. Depending on the classroom topic, vocabulary lists will differ. Refer to a fluent Noongar speaker and/or a Noongar/ English dictionary for help. • Noongar Dictionary: Noongar to English and English to Noongar – complied by Rose Whitehurst. • Illustrated Dictionary of the South-West Aboriginal Language – Wilf Douglas
BRACKNELL, C. (2014),WAL-WALANG-AL NGARDANGINY: HUNTING SONGS (OF THE AUSTRALIAN SOUTH-WEST), AUSTRALIAN ABORIGINAL STUDIES, I, PP.3-15.
NOONGAR DICTIONARY: NOONGAR TO ENGLISH AND ENGLISH TO NOONGAR – COMPLIED BY ROSE WHITEHURST HTTP://WWW.NOONGARCULTURE.ORG.AU/WP-CONTENT/ 36 UPLOADS/2013/07/NOONGAR-DICTIONARY-SECOND-EDITION.PDF 37 Topic Three: Yaburgurt
Vocabulary Development Education Pack Activites Suggested
38 Yaburgurt Topic Three Design A Game Education Pack Vocabulary Development
THINK
Upper-Primary – Lower Secondary • Take into account all the feedback your friends have given you and make any changes if necessary. • Students design a game to learn and practice Noongar vocabulary or a game based on a Noongar • Retest the prototype. Play the game with a different Dreaming. Students should decide on the format and group of friends and make more changes if need genre of their game early on, as this will determine be. The more times you test your game the more the design of the final product. opportunities you have to refine your game. When designing a board game ask students Create your final product. to: • Determine the ‘look’ you want. You may want an • Investigate game genres to come up with a Theme individual one-off artistic piece or you may turn to and to work out the Mechanics of the game. your computer for a commercial store-bought look. • Students ask themselves the following questions • Include additional pieces such as dice, token, during the planning stage so to help them determine markers, cards and a set of rules. the level of detail, complexity and competitiveness of • Decide how you will package a game. Are you going their game. to put it in a box? • How many players? What is the minimum and Hint – No matter what style you choose for your final maximum number of players? product, presentation is important. • How long should your game take to play? Generating Ideas and Choosing a Format • Is this a game of luck or a game of skill? What will your players learn from playing your game? The framework above can be used to help students plan and produce their game. Depending on the • Do you have basic instructions or are they very students’ ages and the classroom context the complex? These will need to be tested with your teacher may decide on a particular format or allow friends to make sure they are easy to follow. students greater freedom in the planning process. • How does your game end? How do you decide who The teacher may decide if students work individually is the winner? or in groups. • Play your game on your own first to work out if you The following list is an example of game formats and need to make any changes. is by no means exhaustive. • Design a prototype and test it out. Feel free to add to this list: • Create a rough draft to test if your basic idea works, • Board game work out what pieces you need. • Card game • Test your prototype with your friends. • Dice game • Ask your friends if they can understand the instructions and rules, can they break the rules, is the • Television game show game fair for every player. • Interactive role-play game • Ask your friends if they can suggest a way to make • Video game your game easier and/or more interesting to play. 38 • App 39 The BarragupFishMungah Topic Four: The FishingRun (2010) Gloria Kearing
back wewereallowed tocatchthem. fish tolaytheireggsandon theirway the cycle,sopeoplehadto wait forthe they didthefishwouldn’tbreed andbreak that no-onecancatchfishwith eggs.If when thefishrun.TheAboriginal Lawsays This paintingdepictsmyfamily runand
Know his Land
40 Education Pack Education Yaburgurt Yaburgurt Topic Four The Barragup Fish Mungah
Education Pack “The dark lines are my Grandfathers’ and Grandmothers’ lines, and then there’s a bit of a lighter one, that The Barragup Fish Mungah would have been my Mum and Dad and uncles and aunties, and then the lighter one still, it’s my brothers, sisters and me, and how we walked up the pathways to catch the fish, and how we visit different family members. And the white ones represent the ancestors that still follow these pathways. And I’ve got lots of little white spots, that’s the eggs that the fish have already laid, and as you look you can see a couple of fish still coming up the river to lay their eggs – they’ve got their eggs in them – and there’s rocks on each side where they catch them as they come back. They can’t move through because of the fish coming through, and that’s when they get them.”
GLORIA KEARING, INTERVIEWED BY MARY ANNE JEBB, 10TH AUGUST 2010
LOCATION OF THE BARRAGUP FISH MUNGAH
MAP TAKEN FROM: MARTIN GIBBS, AN ABORIGINAL FISH TRAP ON THE SWAN COASTAL PLAIN: THE BARRAGUP MUNGAH, 40 2011, P. 6 41 Yaburgurt The Barragup Fish Mungah Education Pack
READ
Traditionally, fish were caught in a number of events where people gathered together to take part ways: in various ceremonial, trading and social activities. Those gatherings would take place during a time, • Individuals would spear fish from the banks and and in an area that could support up to several shallows of rivers and estuaries; hundred people for an extended period of time for • Groups would drive fish into shallows or into brush up to a month. One annual event occurred after the barricades; first rains in Makuru on the Serpentine River, when sea mullet and Australian salmon were caught in • Tidal weirs made from stakes, brush and/or stone their thousands. This was the Barragup fish mungah. were situated on estuarine and tidal river shores e.g. There are many written descriptions of fish traps. the Kalgan River; and Some date back as early as 1791 when Vancouver • Mungahs (fish traps) made from sticks and branches and others explored King George Sound. In the were placed in (tidal) 1930s Jesse E. Hammond recalled the fish mungah located on the Serpentine River. The Binjareb Noongars lived in the Murray-Peel region. During the year they generally lived in small Structure of brushwood believed to be a fish trap, family groups and travelled within the region to Murray River, Western Australia, circa 1900. source food and water. There were several annual
42 Yaburgurt Topic Four Education Pack The Barragup Fish Mungah
PHOTOGRAPHER: NOT KNOWN IMAGE TAKEN FROM: MARTIN GIBBS, AN ABORIGINAL FISH TRAP ON THE SWAN COASTAL PLAIN: THE BARRAGUP MUNGAH, 2011, P. 8 42 43 Yaburgurt
The Natives’ Education Pack Fish Trap
One of my most interesting boyhood experiences was watching the natives catch large numbers of fish in what they called a “mun-g-ah”, or trap. They closed the river across from each bank with sticks and bushes, leaving a narrow space in the centre. Here a race was constructed with parallel rows of stakes in the river bed and the bottom of the race was full of bushes until there was only a small depth of about eight inches of clear water above the bushes for the fish to swim through. A platform was made about two feet six inches below the surface, on each side of the race, and on this the natives stood and caught fish by hand as they swam through the race. They threw the fish to the land, where others took them away, roasted them and ate them. The settlers used to go down to the “mun-g-ah”, which was constructed in a narrow neck of the water about eight miles from the settlement, and buy from them a cartload of fish, for which they paid half a pound of tobacco (then only 5s. a pound), a few pounds of flour and some tea and sugar––less than 10s. in all. When asked to, the natives would open up the fish and take out the entrails for the whites, which they used for many purposes. As soon as the fish were cleaned, the settlers packed them in salt in the carts, with rushes, straw or green bushes, hurried home and smoked them. When smoked, the fish were hung up threaded on long sticks like native spears, and left in a dry place, where they would keep for almost any length of time. The fish caught in the blackfellows’ “mun-g-ah” played a big part in feeding the settlers in those early days of the Murray River settlement, especially in the winter when fish could not be caught higher up the river on account of the fresh water from the hills. It was the salting of the fish by the whites that gave the natives their first experience of salt. Some of the white people had more salt fish that they could use, and gave them back to the blacks. After a while the natives did not object to the salt, and later became quite fond of salt pork.
EXTRACT TAKEN FROM: J. E. HAMMOND, WESTERN PIONEERS: THE BATTLE WELL FOUGHT, 1936/1980, PP. 17-18 44 Yaburgurt Topic Four Education Pack The Barragup Fish Mungah
SKETCH OF THE BARRAGUP FISH MUNGAH LOCATED APPROXIMATELY 6.5KM FROM MANDURAH.
IMAGE TAKEN FROM: MARTIN GIBBS, AN ABORIGINAL FISH TRAP ON THE SWAN COASTAL PLAIN: THE BARRAGUP MUNGAH, 44 2011, P. 7 45 Topic Four: Yaburgurt
The Barragup Fish Mungah Education Pack Activites Suggested
46 Topic Four The Barragup Fish Mungah 47 Check out the reference lists from books and The physical dimensions and characteristics of the Ceremonial and social activities; and/or Food collection and distribution. fish mungah; Australia. Australia. Hammond, J. E. Western (1936/1980). pioneers: The battle well fought (Facsimile ed.). Hesperian Press: Australia. Park, Victoria HINT: articles for more information. The report may focus on one or some of the following: • • • Starting Point The following references provide a good starting point for the report. Dix, and C. Fish Meagher, W. traps S. J. (1976). in the south-west of Western Australia, Records of the Western Australian Museum, 4(2). 171-187. An AboriginalGibbs, M. (2011). fish trap on the Swan Coastal Plain: the Barragup mungah, Records of the pp. 79(supplement), Museum, Australian Western 4-15. NyungarGreen, – The people: N. (1974), (Ed.). Aboriginal customs in the southwest of Australia, Perth, Australia: Creative Research and Mt Lawley College. Green, Broken N. (1984). Spears, Perth, Australia: Services Education Focus Hammond J. E. Winjan’s (1934/1980). people: The story of the south-west Australian Aborigines (Facsimile ed.). Hesperian Press: Victoria Park, investigate recreational and commercial fishingto the present day and present information on timeline. a SecondaryLower Report Prepare a report, including maps and images, on the Barragup fish mungah. THINK How did the fish taste? Does it remindyou of the Describe traditional fishing practices in the south- Discuss the impact of dietary changes, since British What did you trade? How did you go about trading What part did you play in preparing fish? youDo Describe the weather. What did you see, smell and hear? What time of day did you gothe to fish mungah? How did you interact with the Noongar people? How colonisation, have had on Aboriginal health. on had have colonisation, meals you had in England? Australia. Western of west did you communicate, in Noongar, English or some some or English Noongar, in communicate, you did way? other fish? for have a recipe share? to Timeline Research the development of fishing Westernin Australian. Begin with traditional fishing practices and • Research • • • • Your letterYour should be approximately four paragraphs and may include the following information: • • • • Comprehension Writing and Imagine you were an early setter in Mandurah, write a letter someone to in Perth and describe what happens at the Barragup Fish Mungah. letterYour should be from a settler’s perspective and describe your first visitto the fish mungah. activity to suit your purpose. Secondary Lower – Upper Primary Design and Comprehension Drawing from the written descriptions and images of the Barragup FishMungah, students work in small groups build to a scale model of the fish mungah. Please Note: Teachers please choose an appropriate activity for your students’ year level and feel free to adapt or modify any Design a Game
Yaburgurt Education Pack 46 Trading Topic Five: RENEE BARTON PROJECT BYARTIST STORY THREADS AWAY ASULURU. STONES ANDOCHRESCOULDBETRACED ASFAR THAT DIDNOTEXISTINNOONGAR COUNTRY.SOME THEIR OWNCOUNTRY.THEGIFTS WERE THINGS TO NOONGARCOUNTRYWOULDOFFER GIFTSFROM AS APRACTICEOF‘PAYINGTHEIR WAY’VISITORS GASCOYNE. FOUND ASFARUPNORTHTHE MURCHISON AND TRADED FORTHESHARP-EDGEDSTONESTHATWERE AND LIGHTERSPEARS.THESPEARWOODWOULDBE EASY TOWORKWITHANDPRODUCEDSTRAIGHTER COMPARED WITHWOODFROMUPNORTH,ITWAS BUNBURY WASPRIZEDFORITSQUALITIES. SPEARWOOD, FOUNDBETWEENMANDURAHAND ONE EXAMPLEOFTRADINGWASSPEARWOOD. IN THEIROWNCOUNTRY. FOR ESSENTIALMATERIALSTHATDIDNOTEXIST RESOURCES. THENOONGARPEOPLEWOULDTRADE GROUPS WOULDMEETTOTRADEVALUABLE MUNGAH WASAPLACEOFTRADEWHEREDIFFERENT AMONG THENOONGARPEOPLE.BARRAGUPFISH WAS AWELL-ESTABLISHEDPRACTICEOFTRADE PRIOR TOFIRSTCONTACTWITHEUROPEANS,THERE
Know his Way
48 Education Pack Education Yaburgurt Topic Five Trading 49
1934/1980, P. 24 Trading were found locally . . . TAKEN FROM J. E. HAMMOND, WINJAN’S PEOPLE, the northern boundary of the South-West northern the the boundary of While on the Gascoyne, I found evidence in 1873-74, of [A] sign[A] of the relations between the tribes was that they natives in the South-West, I went to the Upper Murchison, and Gascoyne could have been taken to the South-West. these Yet seemed to get various articles from one another. For instance, coast, in dense thickets between Mandurah and Bunbury. This I know that the South-West natives got hard stones from some of the sort of spearwood that only grows along the South-West country or how far away it was. After I had been told this by the understand that stones from as far north as the Murchison and and Murchison the north as far as from stones understand that natives did not know from what country or over what distances distances what over country or what from know not did natives great efforts were made to get them at any cost, and I can quite were of great values to the natives, like gold to the white people, spearwood makes a much lighter and straighter spears than [sic] country as far awayfrom the South-West, but I did not knowwhat there I saw the same class of stones. As very sharp-edged stones of the party, recognised the spears. also We saw several koilies of these stones had come. Of course, they also had other stones that that stones other had also they course, Of come. had stones these so well, our natives from the South-West, as well as white members the South-West on the Gascoyne, and this left us with no doubt that They also had spears which I am sure were made in the South-West the Gascoyne may have been got some 300 miles further north than red-tail cockatoo, which I had never seen or heard of north of Perth. would further north, and is much easier to work. Knowing this wood had blackboy gum and red tail feathers and white tail feathers of the of feathers tail white and feathers tail red and gum blackboy had exchange with the South-West natives. The natives on the Gascoyne some sort of exchange was carried on. The blackboy gum saw we on
Yaburgurt Education Pack 48 Topic Five: Yaburgurt
Trading Education Pack Activites Suggested
50 Yaburgurt Topic Five Design a Game
THINK Education Pack Trading
Please Note: Teachers please choose an Upper Primary – Lower Secondary appropriate activity for your students’ year Investigate Noongar trade and exchange. level and feel free to adapt or modify any activity to suit your purpose. • Compile the information into a table to establish Noongar trading practices.
Resource Use Place of Origin Trading Partners Destination
Use the information above to indicate on a Further Research map Noongar trading practices. Investigate Noongar trading practices and how Noongar people communicated across tribal boundaries. When explorers visited Australia in the 17th, 18th and 19th centuries they made contact with local Aboriginal tribes. What was traded during those encounters? Trading practices between the Noongar people and the British colonists up to the turn of the 20th 50 century. 51 Noongar Seasons Topic Six: ACTIVITY PACK YABURGURT 6NOONGARSEASONS Know the
Seasons
52 Education Pack Education Yaburgurt Topic Six Noongar Seasons 53
Oct Nov
Dec Kambarang Sept
Birak
Jan pring S S Djilba u Aug m
m Broken Spears – Neville Green, pp. 9-14 Corporation Water – Sheet Fact Seasons: Noongar There have been some noticeable changes in the seasons. Once birak was the season for burning off bushlandto “to force kangaroos,wallabies, goannas and small marsupials out into the open maketo hunting easier” (Blackwood Basin Group, 2009, 37). p. Presently, birak is in the middle of bushfire seasons andto light a fire during December and January is dangerous (B. Pickett, personal communication, June 2015). 2, InformationAdditional Active awareness in the south west: An education land-use and resource culture, Noongar for package studies (traditional and contemporary) – Blackwood Basin Group, pp. 35-44
r
e
e
r
t
Boonaroo
n
Feb i
W
A
July u
t u
m n
Mookaroo
Mar Djiran
June
April May SEASONS A COMPARISON OF NOONGAR AND AUSTRALIAN the rigid timeframe observed for the four European marked were changes seasonal Noongar seasons, changesby in the weather as well as observing the changes occurring in the environment. This knowledge was built over many thousands of years. Noongar seasons Noongar Traditional life was nomadic and dependent on the seasons and the availability of food and water. In Noongar country there are six seasons - birak, bunuru, djeran, makuru, djilba and kambarang. Each season lasts for approximately two months but unlike dividing the calendar year into four distinct seasons – summer, autumn, winter, spring. This model was northern the did from hemisphere but adopted not match what was happening in the southern hemisphere. Rather than taking into account the different climate zones across Australia, the seasons were simply reversed and south-west Western Australia has a temperate climate. Australian seasons in Noongar country Noongar in seasons Australian When the British colonists settled in Western Australia, they maintained many of their ideas, traditions and customs, including their idea of Noongar Seasons
Yaburgurt Education Pack 52 Topic Six: Yaburgurt
Noongar Seasons Education Pack Activites Suggested
54 Topic Six Noongar Seasons 55 Reptile Activity – observe a non-poisonous species What do you notice the reptile doing? Plant Activity – observe a native tree or bush in your What do you notice about buds, flowers and/or nuts? What do you notice about the leaves? What do you notice about the bark? Find examples of traditional and/or contemporary Observe the behaviour of an insect, bird or reptile. Respond and to interpret traditional and/or Explore animal behaviour and improvise with ways to Refer back Noongar to music, dance and art forms to Where are they building their nests? What are they carrying their to nests? Bird Activity – observe a native species that lives in What do you notice the birds doing? prepare a performance or display based on one or all seasons. Noongar the of that lives in yourschool gardenschool Noongar the arts on based visual and music dance, seasons; Mimic their gestures/behaviours and interactions one another. with to: researched information Noongar the on contemporary based art forms seasons; seasons; Noongar the represent or near your school PLEASE NOTE: Copying Noongar art is culturally inappropriate. researching However, art, Noongar general in the themes found as to guide a way students to produce their own unique new artworks, shows respect for protocols. cultural • • • • • • ResearchFurther the through seasons Noongar the Exploring Arts • • arts visual and/or music media, drama, dance, Through • • • • • • • READ What sports are you playing? Insect Activity – notice the behaviour of the ants. How many different species youdo notice? How do How much activity do you notice? What types of clothes are they wearing?Have you Is it harder or easier wake to up in the morning or go What types of foods do you feel like eating? Are students noticing any changes in the morning, Ask students take to notice of their own behaviour Weather Conditions – take note of constant Students take into account what they see and feel they interact eachthey with other? noticed you are putting on more clothes keep to warm or wearing fewer clothes keep to cool? bedto at night? Why? gauge, weather vanes and/or etc.) weather reports. during the day or at night? e.g. the mornings are crisp, it’s too wet play to outside, it’s too hot sleep to etc. conditions throughout a season and the changes the and season a throughout conditions that mark the transition the to next season. rather than rely on instruments (thermometer, rain • • • • • • • • • plans/activity-sheets-and-fact-sheets/noongar- seasons.pdf • • take notice of any changes in the weather, insect or bird activity and trees or flowers. Link student observations with the Noongar seasons. Example Noongar Seasons: Fact Sheet – Water Corporation http://www.watercorporation.com.au/~/media/files/ teachers/lessons-and-teaching-resources/lesson- activity to suit your purpose. Primary Pre-Primary Lower – Observations Informal – Introduce the Noongar seasons the to students and throughout the year ask them observe to the weather conditions. In particular, ask students to Please Note: Teachers please choose an appropriate activity for your students’ year level and feel free to adapt or modify any Seasons Noongar
Yaburgurt Education Pack 54 Yaburgurt Noongar Seasons
Formal
During each of the Noongar seasons have students Information collected may include, field notes, Education Pack spend a week observing the weather conditions, observational drawings, photographs and digital changes in plant and animal activity (refer to recordings. observation example above) and take notice any changes that occur to complete the following table.
Noongar Season Calendar Months Weather Conditions Changes in Plant Changes in Animal Activity Activity
Birak December/January
Boonaroo February/March
Djiran April/May
Mookaroo June/July
Djilba August/September
Kambarang October/November
56 Yaburgurt Topic Six
Upper Primary – Lower Secondary
Research the Noongar seasons and make taking field notes during school excursions and/or Education Pack Noongar Seasons observations to complete the following table. camps, observational drawings and photographs and digital recordings. Apart from relying solely on written resources and maps other information collected may include, inviting a guest speaker to talk about the seasons,
Noongar Season Calendar Weather Changes in Changes in Significant Location Months Conditions Plant Activity Animal Activity Occasions
December/ Birak January
February/ Boonaroo March
April/ Djiran May
June/ Mookaroo July
August/ Djilba September
October/ Kambarang November
56 57 Yaburgurt Comprehension and Design
Design a set of commemorative stamps to represent information to be included in the Annual Collection of the six Noongar Seasons along with background Australian Stamps.
Planning Education Pack
Stamp Design
Stamps are usually square or rectangular shaped. If you decide to choose another shape then consider how the stamps will be mass produced. HINT: research tessellations. Size and Shape Consider the size of your stamp and whether there will be enough room on an envelope to write the recipient’s name and address. HINT: find the average dimensions of Australian postage stamps. What is the value of your stamps? Consider if your set of six stamps will be of equal Value value or different values. HINT: investigate the current value for Australian stamps.
Country of Origin – Australia
Noongar Seasons What will be the theme of your design? Will it be changes in plants, weather conditions, animal activities or a combination of all three? Will your design be abstract or realistic? Subject Will you have a colour or symbol to tie your collection together How will you design stamps with a Noongar theme and at the same time still be respectful of cultural protocols? What font will you choose for your collection? HINT: choose a font that is simple and easy to read.
Background Information The themes for Australian stamps reflect Australia’s culture, heritage and achievements. Your background information should include: • a brief description of each of the six Noongar seasons; and a brief explanation of your design choices
AUSTRALIA POST HTTP://AUSPOST.COM.AU/PARCELS-MAIL/STAMP-PRICES.HTML 58 Topic Six Noongar Seasons 59 Meagher, S., The Food Resources of The Aborigines of the South-West of Western Australia DiaryMoore, Years Eventful G. F., of Ten Life of and Australia Western Settler in Early Nind, I. S., Descriptions of the Natives of King George’s Sound (Swan River Colony) and adjoining Country SomeHINT: of this information can be found in Nyungar – The People: Aboriginal customs in the southwest of Green Neville Australia edited by A CALENDAR OF NOONGAR ACTIVITIES TAKEN FROM: NEVILLE GREEN, BROKEN SPEARS, 1984, P. 13 TAKEN FROM: NEVILLE GREEN, BROKEN SPEARS, Clark, in Exploration N. W., Diaries, W.A.A. 5441 PR Collie, A., Anecdotes and Remarks Relative the to Aborigines of King George’s Sound Starting Point These references were sourced from the footnotes in Spears.Broken Armstrong, Manners F., and Habits of the Aborigines of Australia Western Barker, King C., George’s Sound Journal 1829-1831 Neville Green noted that he compiled the information in the table below from various sources including NIND BARKER(1830), COLLIE (1830), ARMSTRONG (1830), MOORE and CLARK (1884) (1836), MEAGHER (1841), (1974). Approach your local library and museum begin to your search locate to the original sources of information. Lower SecondaryLower
Yaburgurt Education Pack 58 Yaburgurt Freelance Research Australia is a large continent with a range of climatic conditions. For example, the CSIRO have worked with Write your own article with the aim of selling it to a Aboriginal language groups in northern Australia and magazine such as Australian Geographic or National have developed a series of seasonal calendars. Geographic. • Compare the Noongar seasons with the northern In your article set out to describe the six Noongar seasons. What are the similarities and differences? seasons and include maps, tables, charts, photographs etc. • Investigate other Aboriginal seasons in Western Australia and/or Australia. From the information Mapping gathered create a seasonal calendar. Education Pack Read Joe Walley’s account of the bidi (trails), food and For each season include the following information: seasonal travel and pinpoint the locations he mentions on a map. • A description of the season Further Research • Changes in plant activity The six Noongar seasons are only applicable to the • Changes in animal activity south-west corner of Western Australia. • Available foods
HTTP://MUSEUM.WA.GOV.AU/RESEARCH/RECORDS- SUPPLEMENTS/RECORDS/FOOD-RESOURCES-ABORIGINES-SOUTH- WEST-WESTERN-AUSTRALIA/ACCESSIBLE-VERSION
JOE WALLEY’S ACCOUNT
HTTP://WWW.DERBALNARA.ORG.AU/_LITERATURE_150784/ SIX_SEASONS_ON_THE_COAST
CSIRO INDIGENOUS CALENDARS
HTTP://WWW.CSIRO.AU/EN/RESEARCH/ENVIRONMENT/LAND- MANAGEMENT/INDIGENOUS/INDIGENOUS-CALENDARS 60 Yaburgurt Other Yaburgurt Resource Material
Other Yaburgurt
SEASONS FISH
PETER FARMER PETER
Resource MaterialESTUARY Aug
YONGKA (KANGAROO) YONGKA NOONGAR DJIRAN (APR-MAY) DJIRAN July
YABURGURT MOOKAROO (JUN-JUL) MOOKAROO DJILJIT (FISH) (FISH) DJILJIT
WANDJOO (WELCOME) WANDJOO MANDURAH
DJILBA (AUG-SEPT) DJILBA Sept
TURTLE MANDJAR SQUARE MANDJAR
BOONAROO (FEB-MAR) BOONAROO June TUCKER KANGAROO BIRAK (JAN-DEC) BIRAK Djilba
TOTEM KAMBARANG (OCT-NOV) KAMBARANG ABORIGINAL There are other resource materials available to Mookaroo r nte Oct Wi
S Kambarang support this education pack: May p r i n
n g m
Djiran u
t
Nov
u
A S
Education Pack u
m
m
r e April
Birak
Dec
Boonaroo
Mar
RAIN OFF. RAIN
OUTSIDE TO KEEP THE THE KEEP TO OUTSIDE Jan
Feb
WITH THE FUR ON THE THE ON FUR THE WITH
WINTER IT WAS WORN WORN WAS IT WINTER
TRADITIONAL LIFE IN IN LIFE TRADITIONAL
IMPORTANT PART OF OF PART IMPORTANT
WITH THE SEASONS, AT ONE WITH THE LAND. THE WITH ONE AT SEASONS, THE WITH COAT. IT WAS A VERY VERY A WAS IT COAT.
FISH FROM THE COAST TO THE HILLS, MOVING MOVING HILLS, THE TO COAST THE FROM FISH IS A KANGAROO SKIN SKIN KANGAROO A IS PURPLE GREEN, BLUE, –
WITH THE LAND, FREE TO ROAM, HUNT AND AND HUNT ROAM, TO FREE LAND, THE WITH (PRONOUNCED BOOKA) BOOKA) (PRONOUNCED COLOURS COOL IN HALF BOTTOM THE COLOUR
INTO A TRADITIONAL NOONGAR FAMILY LIVING LIVING FAMILY NOONGAR TRADITIONAL A INTO DRAW A BOKA. A BOKA BOKA A BOKA. A DRAW ORANGE YELLOW, RED, –
YABURGURT WAS BORN IN MANDURAH IN 1824 1824 IN MANDURAH IN BORN WAS YABURGURT JOIN THE DOTS TO TO DOTS THE JOIN COLOURS WARM IN HALF TOP THE COLOUR
Yaburgurt Word Search Word Yaburgurt Colour In Colour Dot to Dot to Dot Seasons 6 These by Lived People Yaburgurt’s
My Totem Yaburgurt’s Journey from Yaburgurt’s Portrait IN ABORIGINAL CULTURE, A TOTEM IS Pinjarra to Bunbury USING A LEAD PENCIL, DRAW IN AND SHADE AN ANIMAL, BIRD, PLANT OR A PART OF YABURGURT WAS EMPLOYED TO TAKE THE MAIL THE OTHER HALF OF THIS PHOTO NATURE THAT A PERSON RELATES TO AND IS FROM PINJARRA TO BUNBURY, HE WAS CONSIDERED OF YABURGURT. RESPONSIBLE FOR. TRUST WORTHY AND WAS ABLE TO CROSS BORDERS OF ABORIGINAL TERRITORIES. YABURGURT’S TOTEM WAS OCEAN. Guide
Start Pinjarra
Teacher’s Yaburgurt Foldable Activity Book Project Patron: Harry Nannup Cultural Advisor: George Walley
This activity was produced in consultation with Elders George Walley, Barbara Pickett and special thanks to Anthea Fitzhardinge and Barbara Pickett 6-16 Year Olds for content development. Project Patron: Harry Nannup Cultural Advisor: George Walley
Finish Bunbury
yaburgurt.com
Teachers Pack: with three detailed activities Yaburgurt Foldable Activity Book: Seven quick for teachers. activities from ‘join the dots’ to ‘designing a totem’ enables young people to engage with Yaburgurt’s story in a fun and accessible way.
“We are the river, estuary and ocean people. The images we see today are the same images our ancestors have seen throughout millenia.” - George Walley
6 Seasons 3D Artwork Package PROJECT PATRON: HARRY NANNUP CULTURAL ADVISOR: GEORGE WALLEY
yaburgurt.com
Yaburgurt 6 Seasons 3D Artwork Package: Read about the six Noongar seasons and create a personal mobile 3D artwork that reflects a large scale public artwork designed by artist, Peter Farmer and place in Mandjar Square, Mandurah.
60 61 Yaburgurt Education Resources for Teachers
Melbourne Declaration on Educational Goals IntroductiontoNoongarCultureforweb.pdf for Young Australians The Aboriginal Education K–12: Resource http://www.curriculum.edu.au/verve/_resources/ Guide
national_declaration_on_the_educational_goals_for_ Education Pack young_australians.pdf • A comprehensive resource which includes a guide to evaluating Aboriginal resources for classroom use; Australian Curriculum Links reviews of Primary and Secondary fiction, drama, poetry and internet sites; and curriculum links. Cross-Curriculum Priority/Aboriginal Torres Strait Islander Histories and Cultures http://www.curriculumsupport.education.nsw.gov.au/ schoollibraries/assets/pdf/aboriginalresourceguide. http://www.australiancurriculum.edu.au/ pdf CrossCurriculumPriorities/Aboriginal-and-Torres- Strait-Islander-histories-and-cultures Active awareness in the south west: An education package for Noongar culture, General Capability – Intercultural Understanding Learning Continuum http://www.australiancurriculum. resource and land-use studies (traditional and edu.au/GeneralCapabilities/Pdf/Overview contemporary) Historical Skills Scope and Sequence • This resource has useful advice for non-Aboriginal teachers for classroom programing and planning http://www.vcaa.vic.edu.au/documents/auscurric/ relating to traditional and contemporary Noongar history_scope_and_sequence_ausvels.pdf culture. Curriculum links are applicable to the Western Australian Curriculum framework; however, they can be easily adapted to suit the Australian Department of Education (WA) Curriculum. Aboriginal Education – Home Page Deadly Discovery Backpack • This comprehensive resource is part of the • This is a loanable resource available from the Department of Education (WA) website and includes Mandurah library. The Deadly Discovery Pack is part up-to-date information relevant to teachers, including of The Better Beginning Family Literacy Program policies, teaching resources and lesson plans. which aims to develop early literacy skills of pre- school children. The resource is designed to reflect http://www.det.wa.edu.au/aboriginaleducation/ historical and contemporary Aboriginal culture. detcms/portal/ http://www.better-beginnings.com.au/programs/ Eight Ways in which Bias shows up in Teaching aboriginal Resources http://www.better beginnings.com.au/sites/ http://www.det.wa.edu.au/aboriginaleducation/ default/files/resources/documents/Deadly%20 apac/detcms/aborigina education/apac/teaching Discovery%20Backpack%20(Handbook%20for%20 resources/eight ways in which bias shows up in parents).pdf teaching resources.en?cat id=9193413 Kaartdijin Noongar – Noongar Knowledge: Catholic Education Resources Sharing Noongar Culture Aboriginal Education K-12 – Home Page • This comprehensive website is an invaluable • This comprehensive resource is part of the Catholic resource for teachers, including Noongar protocols, Education (WA) website and includes up-to-date education resources and curriculum links. information relevant to teachers, including policies, http://www.noongarculture.org.au/noongar-lore/ teaching resources and lesson plans. http://internet.ceo.wa.edu.au/ Social Studies Teachers Guide – Years 1-10 ReligiousEducationCurriculum/AboriginalEducationK • The guides are Western Australian curriculum 12/Pages/default.aspx documents from the 1980s and were written and illustrated before equity guidelines were in place GECKOS within the Department of Education (WA). Some http://geckos.ceo.wa.edu.au/Pages/Home.aspx material could be sexist or biased but they include background information and lesson ideas that could South West Aboriginal Land & Sea Council be easily adapted for today’s context. http://www.noongar.org.au/ http://www.noongar.org.au/images/pdf/forms/ 62 Yaburgurt Education Resources for Teachers Art Gallery of Western Australia 4-15. Retrieved from http://museum.wa.gov.au/sites/ default/files/2.%20Gibbs.pdf http://www.artgallery.wa.gov.au/ Green, N. (Ed.). (1979). Nyungar – The people: Aboriginal customs in the southwest of Australia. State Library of Western Australia Perth, Australia: Creative Research and Mt Lawley College. http://www.slwa.wa.gov.au/ Green, N. (1984). Broken Spears. Perth, Australia: Focus Education Services. Education Pack Trove: Australian Newspapers Online Hammond, J. E. (1934/1980). Winjan’s people: The story of the south-west Australian Aborigines, https://trove.nla.gov.au/newspaper (Facsimile ed.). Victoria Park, Australia: Hesperian Press.
Western Australian Museum Hammond, J. E. (1936/1980). Western pioneers: The battle well fought, (Facsimile ed.). Victoria Park, http://museum.wa.gov.au/ Australia: Hesperian Press. References Jebb, A., & Allbrook, M. (2010). Indigenous signage project: concept for Bilya cultural trail. (Final Report Please Note: The examples of historical documents to the Mandurah Community Museum). are not exhaustive. Students and teachers are encouraged to search for additional sources and Richards, R. (1978). The Murray district of Western follow their own leads of enquiry. For example, the Australia: A history. Pinjarra, Australia: Shire of State Library of Western Australia and Trove are Murray. excellent starting places to locate e-resources and access to historical documents. Local resources may Richards, R. (1993). Murray and Mandurah: A sequel be located in local libraries, local museums and from history of the old Murray District of Western Australia. community members. Mandurah, Australia: Shire of Murray and City of Mandurah. The Aboriginal Education K–12: Resource Guide. (2003). NSW Department of Education and Training. Walley, J. (2006). In the beginning . . . the Wagyl Retrieved from http://www.curriculumsupport. became water . . . Unpublished museum panel. education.nsw.gov.au/schoollibraries/assets/pdf/ Mandurah, Australia: Mandurah Community Museum. aboriginalresourceguide.pdf Whitehurst, R. Noongar dictionary: Noongar to Blackwood Basin Group. (2009). Active awareness in English and English to Noongar, (2nd ed.). Perth, the south west: An education package for Noongar Australia: Noongar language and Culture Centre. culture, resource and land-use studies (traditional and contemporary), (2nd ed.). Boyup Brook, Australia: Blackwood Basin Group. Bracknell, C. (2014). Wal-Walang-al Ngardanginy: Hunting songs (of the Australian south-west), Australian Aboriginal Studies, (1), pp. 3-15. Curriculum Programmes Branch. (1981). Social Studies Teachers’ Guide: Year 4. Ministry of Education, Western Australia. Curriculum Programmes Branch. (1981). Social Studies Teachers’ Guide: Year 5. Ministry of Education, Western Australia. Dix, W. C. and Meagher, S. J. (1976). Fish traps in the south-west of Western Australia, Records Western Australian Museum, 4(2), pp. 171-187. Retrieved from http://museum.wa.gov.au/sites/default/files/FISH%20 TRAPS%20IN%20THE%20SOUTH-WEST%20 OF%20WESTERN%20AUSTRALIA.pdf Douglas, W. (1996). Dictionary of the South-West Aboriginal Language. Claremont, Australia: Edith Cowan University. Gibbs, M. (2011). An Aboriginal fish trap on the Swan Coastal Plain: The Barragup mungah, Records Western Australian Museum, 79(supplement), pp. 62 63 HERRON POINT IMAGE: ROSS DE HOOG
For more information:
Libraries, Learning, Arts and Culture City of Mandurah PO Box 210, WA 6210 (08) 9550 3842 [email protected] ourknowledgeourland.com.au