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Let's teach! Primary

Lesson 3

What influences Indigenous identity?

Lesson Plan

Preparation

Students will need to access to the internet or other information sources to complete the worksheet.

Search the internet for various images of Aboriginal art and ensure it has a description or story to go with it so it can be explained to the class.

Curriculum links

  • Australian Curriculum: ACHASSK093, ACHASSK083, ACHASSK086, ACHASSI073, ACHASSI074, ACHASSI075, ACHASSI077, ACHASSI078, ACHASSI079, ACHASSI081
  • NSW Syllabus: HT2-3, HT2-4
  • Vic. Curriculum: VCCCC007, VCHHC069, VCHHK078, VCHHK081
  • WA Curriculum: ACHASSK093, ACHASSK083, ACHASSK086, WAHASS27, WAHASS28, WAHASS29, WAHASS32, WAHASS33, WAHASS35, WAHASS39

Suggested teaching strategies

  • Students create a mind map for the conclusion activity, or another graphic organiser of their choice.

Introduction

View examples of Aboriginal art and ask students how they think these are connected to Aboriginal identity or culture. Explain what the art depicts and that this is one way to show Aboriginal identity.

Display the digital lesson to introduce aspects of Aboriginal identity.

Development

Provide students with the summary and worksheet to complete.

The investigation worksheet explores how Dreaming stories are based on an Indigenous group’s beliefs and knowledge, and that they guide how to behave and care for the environment. Students must investigate a Dreaming story of their choice. It may therefore be useful to have some books of Dreaming stories available for students to select from.

Differentiation

  • For students requiring additional support, model how to complete the word web on the investigation worksheet and what information to include.
  • As an extension to this lesson, students can imagine they are a British officer who has just arrived in Australia. Their job is to observe different Aboriginal groups and write a journal about the identities of the different groups they encounter.
  • An additional activity is to perform and record a play based on a Dreaming story. Include an introduction stating the Aboriginal group the story comes from and why the story is significant to that group.

Conclusion

Display an Aboriginal language map to the class, as used for the student worksheet. Ask students to summarise what this map shows and what it has to do with identity, Country and Dreaming.

Assessment

Student summary answers
Map of locations
1. (a) Southern NSW and northern Vic., Australian Alps area We are people of the mountains. We are also connected to the rivers and creeks that flow out of the mountains. We feast on the bogong moth and gather for an annual event.
(b) Queensland We are the rainforest people. We live a nomadic life, and follow the cycles of nature. We are part of our environment, and it is a part of us.
(c) Central Australia, around Alice Springs, East of MacDonnell Ranges We are the desert people. Our land is the place of the first Dreaming stories and contains many significant sites. Ancestral figures like the caterpillar created the landscape and features.
(d) Central NSW We are the people of the three rivers. We are skilled at hunting, fishing and gathering, and move around according to the seasons and rituals.

Worksheet answers
2. (a) No, because they are in the desert and not likely to find prawns there so there is no need for ‘prawn ‘in their language.
(b) Western Desert languages.
(c) Because they are from the desert region which was not a region that the British colonised, so they were able to continue speaking their own language.
3. Teacher check

Investigation worksheet answers
Teacher check

Preparation

Students will need to access to the internet or other information sources to complete the worksheet.

Search the internet for various images of Aboriginal art and ensure it has a description or story to go with it so it can be explained to the class.

Curriculum links

  • Australian Curriculum: ACHASSK093, ACHASSK083, ACHASSK086, ACHASSI073, ACHASSI074, ACHASSI075, ACHASSI077, ACHASSI078, ACHASSI079, ACHASSI081
  • NSW Syllabus: HT2-3, HT2-4
  • Vic. Curriculum: VCCCC007, VCHHC069, VCHHK078, VCHHK081
  • WA Curriculum: ACHASSK093, ACHASSK083, ACHASSK086, WAHASS27, WAHASS28, WAHASS29, WAHASS32, WAHASS33, WAHASS35, WAHASS39

Suggested teaching strategies

  • Students create a mind map for the conclusion activity, or another graphic organiser of their choice.

Introduction

View examples of Aboriginal art and ask students how they think these are connected to Aboriginal identity or culture. Explain what the art depicts and that this is one way to show Aboriginal identity.

Display the digital lesson to introduce aspects of Aboriginal identity.

Development

Provide students with the summary and worksheet to complete.

The investigation worksheet explores how Dreaming stories are based on an Indigenous group’s beliefs and knowledge, and that they guide how to behave and care for the environment. Students must investigate a Dreaming story of their choice. It may therefore be useful to have some books of Dreaming stories available for students to select from.

Differentiation

  • For students requiring additional support, model how to complete the word web on the investigation worksheet and what information to include.
  • As an extension to this lesson, students can imagine they are a British officer who has just arrived in Australia. Their job is to observe different Aboriginal groups and write a journal about the identities of the different groups they encounter.
  • An additional activity is to perform and record a play based on a Dreaming story. Include an introduction stating the Aboriginal group the story comes from and why the story is significant to that group.

Conclusion

Display an Aboriginal language map to the class, as used for the student worksheet. Ask students to summarise what this map shows and what it has to do with identity, Country and Dreaming.

Assessment

Student summary answers
Map of locations
1. (a) Southern NSW and northern Vic., Australian Alps area We are people of the mountains. We are also connected to the rivers and creeks that flow out of the mountains. We feast on the bogong moth and gather for an annual event.
(b) Queensland We are the rainforest people. We live a nomadic life, and follow the cycles of nature. We are part of our environment, and it is a part of us.
(c) Central Australia, around Alice Springs, East of MacDonnell Ranges We are the desert people. Our land is the place of the first Dreaming stories and contains many significant sites. Ancestral figures like the caterpillar created the landscape and features.
(d) Central NSW We are the people of the three rivers. We are skilled at hunting, fishing and gathering, and move around according to the seasons and rituals.

Worksheet answers
2. (a) No, because they are in the desert and not likely to find prawns there so there is no need for ‘prawn ‘in their language.
(b) Western Desert languages.
(c) Because they are from the desert region which was not a region that the British colonised, so they were able to continue speaking their own language.
3. Teacher check

Investigation worksheet answers
Teacher check

Student Pages

CivCit Year 4 Unit 3 Lesson 3 Intro 1

Lesson 3

What influences
Indigenous identity?

CivCit Year 4 Unit 3 Lesson 3 Intro 2

Lesson 3

What influences
Indigenous identity?

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CivCit Year 4 Unit 3 Lesson 3 Slide 1

The identity of a person can be shaped by many factors.

Some factors are especially important to particular groups of people.

CivCit Year 4 Unit 3 Lesson 3 Slide 2

The identity of Aboriginal and Torres Strait Islanders is often connected to their heritage.

CivCit Year 4 Unit 3 Lesson 3 Slide 3

Two parts of this heritage are Country or Place and language.

CivCit Year 4 Unit 3 Lesson 3 Slide 4

Country for Aboriginal people and Place for Torres Strait Islanders refers to the region
a person, their family and their ancestors have lived in.

But there is more to Country and Place than geographic location.

CivCit Year 4 Unit 3 Lesson 3 Slide 5

Indigenous people have had a long, spiritual connection to the Australian land. It defines which community they belong to, the language they speak and their identity.

CivCit Year 4 Unit 3 Lesson 3 Slide 6

They know the stories of their land, and it connects them to their ancestors and to who they are.

CivCit Year 4 Unit 3 Lesson 3 Slide 7

People of different Countries/Places have differing relationships with their land.

CivCit Year 4 Unit 3 Lesson 3 Slide 8

An example of a specific relationship between people and Country is that of the Jawoyn people, who live
south of Kakadu National Park in the Northern Territory.

CivCit Year 4 Unit 3 Lesson 3 Slide 9

Their relationship to the land includes connections with the gorges, rocks, rivers, plants, mussels and fish of the area.

CivCit Year 4 Unit 3 Lesson 3 Slide 10

It also includes the understanding that they cannot take too much fish from the river or disturb the rainbow serpent who lives in the second gorge.

CivCit Year 4 Unit 3 Lesson 3 Slide 11

Aboriginal people have also long had a strong connection with language.

CivCit Year 4 Unit 3 Lesson 3 Slide 12

For them, language is not just about what they say. It is linked to who they are and identifies their culture and beliefs, their ancestors and the place they come from.

Language creates a sense of belonging and pride in who they are.

CivCit Year 4 Unit 3 Lesson 3 Slide 13

There used to be over 250 language groups before colonisation, but today there are only about 50 languages still spoken. The others are extinct.

CivCit Year 4 Unit 3 Lesson 3 Slide 14

The language spoken by the Jawoyn people is called Jawoyn or Kumertuo.

Two words in this language are ‘yowoyn’ (yes) and ‘bobo’ (goodbye).

CivCit Year 4 Unit 3 Lesson 3 Slide 15

To keep the remaining languages alive, there are many centres and classes around Australia that teach different Aboriginal languages.

CivCit Year 4 Unit 3 Lesson 3 Slide 16

Do you know what languages are spoken near you?

Would you be interested in learning one of these? Why?

CivCit Year 4 Unit 3 Lesson 3 Final Slide

Lesson 3

Complete

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Downloads

Student Summary

Summary of student page information

Worksheet

Activities for students to complete

Investigation Worksheet

An additional activity to consolidate learnings

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