1. Catherine Henbest Catholic Education Office 14th August 2009
Teaching Aboriginal Perspectives through an integrated inquiry approach
Catherine Henbest
Catholic Education Office
14th August 2009

2. Why inquiry? Not just about filling them up with information or facts…
Enabling students to grapple with big ideas, ask questions, constructing and challenging their views about the world in which they live.

3. Big ideas Identity; personal, cultural, Australian identity
Time, continuity and change; understanding their place in the world
The earth; sustainability and conservation
Justice, inclusion and equity
Tolerance; living together with respect and harmony

4. First Finding
Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information they are being taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.

5. A starting point… Gathering prior knowledge What do they already know…
About the topic
About Aboriginal perspectives
What attitudes and beliefs
What are their misconceptions

6. Common misconceptions
Aboriginal people lived in the past- they are not around today
Physical stereotyping
Aboriginal culture was/is simple and basic
The only reason the Aboriginal population declined drastically after European settlement is due to introduced diseases
Negative views promoted by the media
All Aborigines play the didjeridoo and do dot painting
Collective idea that there is one Aboriginal nation and one culture.

7. Second Finding
To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application.

8. Sample Understandings
There are many cultures that make up the Australian nation. (1/2)
Koorie people still have links to the local areas. (1/2)
Understanding of the beliefs, values and symbols of different groups can lead to respect and tolerance. (3/4)
Aboriginal people have lived in Australia for more than 40,000 years and their culture is strongly connected to the land. (3/4)

9. Aboriginal people saw themselves as part of the environment; they believed Mother Nature provided for them and they had a responsibility to care for her. (5/6)
European settlement caused conflict and violence and Indigenous people did not give up their land passively or easily. (5/6)

10. A process for inquiry 2
INVESTIGATING
PERSONALISING 3
BUILDING 1

11. Building Immersing students in the topic Finding out prior knowledge
Engaging students
Introducing shared vocabulary and concepts
Sharing common experiences
Building knowledge, understandings and skills that are essential for building deeper understanding
More teacher directed

12. Building What is culture? What makes up our local community?
Who is an Australian?
What is a celebration?
Why did the British come?
What was life like in Australia prior to 1770?
How did the Aboriginal people care for the earth?
What are some of the issues around sustainability affecting our world now?
Building

13. Investigating
Generating bigger questions- now you know that what are you wondering about?
Deeper investigation of an aspect of the topic students feel strongly about.
Investigation becomes more independent and more student directed.

14. What was our local community like in the past; what has changed and what has stayed the same?
What’s my cultural story?
How have people from different backgrounds helped to make a difference?
Why and how do different people celebrate?
How did European settlement impact on the lives of people?
Why do we need to be sustainable?
Investigating

15. Personalising Reflecting on the learning
What do I know now that I didn’t know before?
What do I know about myself as a learner?
How has my thinking changed?
Applying new ideas and understandings into real life contexts
Transferring understandings to everyday lives
Taking action on their learning.
Now that you know this how will it make a difference?

16. Personalising Demonstrating understandings Personal reflections
Evaluating the learning journey (pre and post)
Celebrating ideas and learning
Participating in projects and events
Developing action plans
Sharing their learning

17. Third Finding
A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.

18. snapshots

19. Changing Lives Changing Ways
1/2
Wurundjeri Wandering
Celebrating Culture
Signs of Celebration
We Are One
3/4
Melbourne Dreaming
5/6
Changing Lives Changing Ways
Sacred Land
Closing The Gap

24. Celebrating Culture (1/2)
Rich Question
How do we celebrate our culture?
Indigenous Perspectives
How Aboriginals express their beliefs and values through art, music, dance and story.
Explore similarities and differences between cultures
Investigation of Aboriginal myths and legends
Essential learnings
Diversity amongst Indigenous communities
Kinship is integral to Aboriginal people
Sense of belonging to a palce is ver important
For thousands of years they used songs, stories, dance art to express their beliefs about meaning of life, cycles of nature, celebrate their tradition
Explored many cultures
traditional stories/ dance/art forms/festivals/food
Aborigianal perspectives
guest speaker to talk about Aboriginal culture
Bunjil the Eagle story on the Yarra healing website

25. Wurundjeri Wandering (1/2)
Rich Question
How has life changed for the people in our local community?
Indigenous Perspectives
Explore what the community looked like long ago (when it was first settled by Europeans and long, long ago (before European settlement.) education, food, family, transport, shelter, traditions
Learning about local Aboriginal people in Gisborne (Gunung Willam Ballack)
Estimates of the Indigenous population in Victoria before 1834 vary quite considerably, but is believed to be approximately 100,000 people. By 1860 the number of Indigenous people living in Victoria had fallen to less than 2,000.
The dramatic decline in numbers and the destruction of clan groups was caused by disease and killings during the early years of European acts of invasion. Colonial expansion denied the use of Indigenous languages, land use and culture transmission. Epidemics of imported diseases such as smallpox, measles, and influenza carried by sailors and convicts devastated many Indigenous populations.
By introducing stock, converting forests to farmland and destroying native flora and fauna, Europeans caused the destruction of Indigenous people's traditional ways of life.
Pre assessment
Who are the Aboriginal people? What do they look like? What do they do? Where do they live? What were they like in the past? What are they like now? Students draw 2 pictures- past and present to represent their ideas. Repeat activity at the end of the unit and discuss how their ideas have changed.
They draw what their community looks like now– long ago and long long ago
Classify photos from magazines ito these three periods of history
Local walk- understanding of now- locals who can talk about long ago- Aboriginal local who describes long long ago-
Learnings – name of Local Aboriginal group- info about education, food, family, transport,
jobs, shelter, customs,traditions
Acting on the learning
Piece of artwork to record history
Plaque to acknowledge traditional owners of the land

26. Year 1/2s Walking With the Wurundjeri

27. Signs of Celebration (3/4)
Rich Question
How do symbols and celebrations reveal what people value?
Indigenous Perspectives
The importance of celebrations in all communities
Identifying Aboriginal symbols and their significance in Aboriginal culture
Compare different celebrations such as Eucharist, Aboriginal smoking celebrations and Anzac Day
What is unique about Aboriginal and Torres Strait islander ceremonies and celebrations
Importance of Dreaming stories
Explain- creation of the land- the animals- the people
Powerful way of teaching ch’n about rules for living- the natural environment- spiritual world
Process
They record their knowledge about Australian celebrations + symbols
Aboriginal celebrations and symbols
same from other cultures
Then they sort pictures of symbols into groups
Given a mystery bag
e.g Birthday- candles, balloons. Gifts, card. Streamers. Lolly bag
football finals- footy, pie, scarf, footy record, whistle
Make up a role play from their mystery bag
Prepare a grid to compare celebrations- symbols used/ purpose of celebration/ values
Add a wondering to above to determine Individual Investigations

28. We Are One (3/4) Rich Question
What inspires ordinary Australians to do extraordinary things?
Indigenous Perspectives
‘Who are Australians?’ recognising that Aboriginal people have lived in Australia for more than 40,000 years
Very strong focus on identity in relation to multiculturalism.
Study the contribution made by a variety of individuals, including Aboriginals
They prepare posters to show their understanding of who is an Australian
They explore someone who lives in Australia and who has helped the community
Create family trees
Authentic Aboriginal experience is used such as
storyteller/ dance group
After each guest speaker complete the grid
Person/ country story what was diff/ surprising celebrations tread what Aust means to them Habits 0 mind
Australian of the year
Select 3 or 4 people and investigate
Name background contribution HoM displayed why/motivation
Complete an Individual exploration on an extraordinary Aboriginal achieverand another achiever

29. Melbourne Dreaming (3/4)
Rich Question
How have changes in Melbourne affected the lives of people?
Indigenous Perspectives
Investigate the people who make up the Kulin Nation and their role as traditional owners
The importance of preserving stories and artefacts from the past
Gaining an understanding of what Melbourne looked like prior to white settlement
Kulin nation have lived here for more than 40,000 years
Significant changes since European settlement
They learn about the 5 Aboriginal language groups in Melbourne
Process
They choose a well known area of Melb – MCG, Yarra. Fed square
Make a model of what it use to look like- attach a photo of it today –discuss changes
Select a group e’g Wurundjeri – research about them
Also research about key people in Melb – William Barak- John Batman
Timeline that shows the changes

30. Sacred Land (5/6) Rich Question
Will continuing the practices of the Aboriginal people allow us to have a sustainable future?
Indigenous Perspectives
How Aboriginal and Torres Strait Islanders cared for the land and their spiritual connection between the people and their land
Make links about what they have learned between the sustainable practices and conservation practised by Aboriginal and Torres Strait Islanders with current environmental issues
Initial activity
What do you know about Aboriginals care for the land (K)
What do you want to know (W)
At the end of the unit Learnt (L)
Gather info and create diorama depicting an Aboriginal campsite- must be an authentic depiction based on research
Viewed The Australia tody series Aboriginal Australians
Excursion Botanic Garden Aboriginal and Torres strait Islander resource trail
Read article Taking Care how Aboriginal people used and cared for the enrironment
Kanyini The Aboriginal people only took what they needed. They did not waste anything

31. Changing lives, changing ways (5/6)
Rich Question
How does an accurate knowledge of events in Australia’s past help us to understand Australia today?
Indigenous Perspectives
The arrival of the First Fleet and its impact on the Aboriginal people
The changes to their lives as a result of this event
View a range of sources with a critical lens questioning the perspectives of the authors
Draw a timeline and list key events in history
Add European history in a different colour
They research and design an role play- rubric has strong focus on historical accuracy
Discussion about events – Queen’s b/day flag Australia day
The Apology- discuss
Study cave paintings- watched ABC Our history Gondwana mapping- noting the land bridge –establishing the length of time of Aboriginal people in Australia
Complete OPV Other people’s opinion - Aborigines convicts, settlers, officer’s wives children
Koorie Heritage Trust along Yarrs - Birrarung

32. Closing the Gap Rich Question
How can we work to a more ‘equitable’ world?’
Indigenous Perspectives
Comparison of the living conditions and health related issues round the world, including Aboriginal people
Close examination of ‘Close the Gap’ campaign in addressing these inequities.
Attitude survey= they stand on an imaginary line showing where thry stand on certain issues
Evaluate statiistics
Discuss historic events that have lead to health issues faced by Aboriginals today- read or listen to The Aploogy
Invited guest speakers to create a a panel –VAEAI VACSAL Vic Aboriginal Community Services Assoc. VAHS Health Service Co=operative + Caritas Aust and ACM
Ball of string activity with photos from the floor

33. Ancient Civilisations Year 7
During the unit the students learn about Ancient Aboriginal society, and how it is the world’s oldest surviving culture. They will also investigate other Ancient civilisations: Sumer, Egypt, Rome, Greece and China. They analyse change and continuity over time and compare key aspects of these past societies. Students also make links to today and examine the influences of ancient societies on contemporary societies.

34. Ancient Civilisations
Essential Understandings
The organisation and lifestyle of ancient Australian Aboriginal communities, the world’s oldest enduring culture.
Essential Questions
Why has the Aboriginal culture endured when many other ancient cultures didn’t?

35. Environment & Sustainability Year 8
During this unit students investigate ways of maintaining a sustainable planet for the future. They examine the cause and effect of people’s use of the earth’s resources and human impact on the environment. They explore the Aboriginal and Torres Strait Islander philosophy and connection to the land, and question how their sustainable practices can be used to contribute to a healthier sustainable environment for all Australians.

36. Environment & Sustainability Year 8
Essential understandings
How Aboriginal people have always assumed stewardship of the earth. Aboriginal people saw themselves as part of the environment; they believed Mother Nature provided for them and they had a responsibility to care for her.
Aboriginal people’s beliefs about and approaches to sustainable land management, which can continue to contribute to a healthier sustainable environment for all Australians.
Essential Questions
Can Aboriginal beliefs and practices in particular, enable us to have a sustainable future?

37. Questions/concerns of teachers
Not being an expert
Resources
Language/terminology
Political correctness
Family/parent attitudes
Coverage of VELS

38. Key learnings Imperative to find out prior knowledge
It is essential to incorporate authentic experiences
Use understandings to keep you focussed
Need to dig below the surface when finding information
Be critical when selecting resources -Some of the older resources are still good

39. Key Learnings Make links to today and students’ lives
Flexible planning
Perspectives can sometimes be subtle and at other times be very explicit
Passion
Teacher as learner
Build partnerships within the local and wider community
Victorian Aboriginal Education Association Incorporated