1. Indigenous Rights: The importance of Country/Place to Aboriginal and Torres Strait Islander Peoples

2. The Australian curriculum This learning sequence will be lead by Geography and History, however it will incorporate Civics and citizenship course content within. It has been created for the use of years 5 and 6 and spans over 5 lessons. It takes a humanistic approach to teaching Place in geography. The organising ideas of the cross-curriculum priority Aboriginal and Torres Strait Islander histories embedded through out this learning sequence are OI.2, OI.3 (Country and place), OI.5, OI.6 (Culture), OI.7 (People)OI.2, OI.3 (Country and place), OI.5, OI.6 (Culture), OI.7 (People) Chosen concept: Place The goal of this learning sequence is to demonstrate ways of developing student knowledge, understanding and communication of the concept of ‘place’. This will be done through the exploration of the connections and cultural significance of the land to Indigenous peoples and thus the importance of their rights to the land

3. Teaching objectives: By the end of the learning sequence students will Know and understand: The Australian land is of deep cultural and spiritual significance to Indigenous Australian culture and identity There were many different Aboriginal tribes who had some similar and some different beliefs about the creation of life Be able to say and describe: The story of creation told believed by the Kabi Kabi tribe The story of the Glasshouse mountains Be able to do: Plan and develop a Geographical inquiry on a place in Australia that holds great significance to Indigenous Australians and “The importance of Country/ Place to Aboriginal and Torres Strait Islander Peoples is an example of the interaction between culture and identity, and shows how places can be invested with spiritual and other significance.” -The Australian Curriculum

4. Lesson 1: The Dreaming and the Glasshouse mountains This first lesson is to introduce the concept of place by first looking at the importance of the land to the Indigenous Australians. In order for student’s to completely comprehend that the land has shaped Aboriginal heritage and identities they must first have an understanding of Indigenous beliefs regarding the land This first lesson requires enough laptops/iPads for each pair in the class, books and pens, and space up the front for about 5 students to perform the legend of the Glasshouse mountains Introduction: Lead a discussion on what the student’s already know about the Dreaming. It is important to gather what level their knowledge is at, it may vary amongst students depending on many factors. What is Dreaming or Dreamtime? Is it still practiced today by Indigenous Australians?

5. Body: Provide students with a number of definitions and explanations of the Dreaming to best develop their understanding as it’s a tricky concept “ The Dreaming has different meanings for different Aboriginal people. It is a complex network of knowledge, faith and practices that derive from stories of creation, and it dominates all spiritual and physical aspects of Aboriginal life. The Dreaming sets out the structures of society, the rules for social behaviour and the ceremonies performed in order to maintain the life of the land.” – Australian Art Museum Watch Dreamtime story video herehere Aboriginal law and spirituality are intertwined with the land, the people and creation, and this forms their culture and sovereignty. Allow the class to discuss amongst themselves known stories from the Dreaming (eg. Rainbow serpent). When they are done allow them to share what they know and comprise a list of the stories. Then in pairs allow students 15 minutes to go on the Dust Echoes website and explore the site, watching some of the Dreaming storiesDust Echoes Well known Dreamtime stories The Rainbow serpent Barramundi Bilargun and Daroo 'The Platypus story‘ Wayamba the turtle

6. Give students a moment to discuss in pairs their knowledge of the Glasshouse mountains, then allow them to share with the pair next to them. Select 5 volunteers to roleplay the legend of the Glasshouse mountains (Although there are many mountains in the Glasshouse mountain range, five volunteers will be able to demonstrate the general story) Read it out to them allowing the students to interpret and act out the story The Aboriginal story of the Glasshouse mountains can be found herehere Discuss the Glasshouse mountains, addressing topics such as: Where are they located? Why were/are they culturally significant to the Aboriginal people? The Glasshouse mountains are roughly 70km (about one hour drive, north of Brisbane) The mountains are culturally significant to the traditional owners, the Gubbi Gubbi people, as the area was a special meeting place where many aboriginal people gathered for ceremonies and trading.

7. Conclusion: Have students write summative reflections on what they have learnt this lesson Define Dreaming From what you have learnt about dreaming, why might the land be so important to Indigenous Australians How might they have treated the land in comparison to those who do not value the land as they do? Show the first 2 minutes of the SBS series First Australians Episode 1 Episode 1 First Australians is a 5 part series by SBS and is easily accessed on there website.website This series is an excellent resource, each episode being almost movie length. The first episode They have come to stay tells the story of the first encounters between Indigenous Australians and the first fleet in Sydney in 1788. If there is ever a spare lesson I would recommend screening it for students.

8. Lesson 2: European settlement and Aboriginal land rights Introduction: It is assumed that the students have some knowledge of European settlement in Australia. By now they understand the Europeans claimed the land for themselves and began building, farming and mining it. Lead a discussion on what happened to the Glasshouse mountains upon European settlement. The Glass House Mountains were named by Lieutenant Captain James Cook in 1770. In order to make way for farming and stock, wide areas of timbre were cut down and burnt. Settlement increased rapidly as a result of the railway from Caboolture to Landsborough being built in 1980. Due to unsuccessful farming, farmers invested in the timbre industry. How might the Indigenous people have felt when settlers came and dug up their sacred land? The Glasshouse mountains are now restricted in certain areas

9. Body: Native Title and Aboriginal Land Rights Lead a discussion on Aboriginal Land rights and Native title, make sure to cover what Aboriginal land rights and Native title act are, why they are important (reflecting on what we’ve previously learnt regarding Indigenous connections with the Land) Aboriginal Land Rights Act Recognising the dispossession and dislocation of Aboriginal people in NSW. Came into affect 10 June 1983 Native Title Act– Recognising Aboriginal peoples’ profound spiritual connection and rights to land and water. Passed in 1993 and came into affect on 1 January 1994

10. Conclusion Students are to write a page on why Aboriginal Land rights are so important – they need to explicitly and repeatedly go back to why the land is so significant to Indigenous Australians (Referring back to Dreaming, connections to the land, the effects of European settlement and therefore why land rights are important) Minimum: 1 page Size 12 font