BANJO MORTON: The Untold Story In 1949 Banjo and a handful of his mates walked off the vast cattle station at Lake Nash. They were demanding pay in wages instead of rations. The walk off was a turning point for Indigenous workers, and an extraordinary moment in Australian history. Sixty years later, he did it again…

This is a story of courage and justice. Banjo Morton was a remarkable Alyawarra leader and champion of his community.

Educational Resources Told in rich imagery, film, voice recording and archival documents, we invite students and educators to share in Banjo’s story. Explore the story of struggle to self-determination through a rich source of primary and secondary sources spanning a dynamic time in history.

Explore the educational resources with learning activities, thinking organisers and inquiry guides.

Student Inquiry Learning Journal: Middle Years | Senior Years Suitable for middle years (Year 5 -10) across a range of curriculum areas (HASS, English, Media Arts and Science) and rich investigation option for Senior Years (Year 11 and 12)

Curriculum content descriptors framework | ACARA: HASS | English | Science | Media Arts Curriculum links and assessment ideas | Year 11 and 12 subject links and guide

PEDAGOGY (AITSL Standard 01 and 02) Each student, classroom, educator, and community have different needs. The teacher and student educational resources have been developed with the following pedagogical approaches and frameworks in mind which may help guide your own approach to suit you and the learners in your class:

• 8 [Aboriginal] ways of Learning Framework• Bloom's Taxonomy• Collaborative learning spaces• Culturally sensitive classrooms• Growth mindset• Inquiry-based learning

Assessment | Evidence of student learningMany methods have been included for formative and summative assessments including a range of rubrics.

Formative assessment and feedback opportunities could include: • self-assessment • work samples • presentations • connection responses • timelines and maps • responses to questions • journals and reflections • exit quizzes

Summative assessment methods that are cumulative, demonstrate skills and/or in-depth knowledge and analysis using these resources could include: • peer teaching quiz • inquiry portfolio • political legacy presentations • persuasive speech and writing assignments • story shared tasks • comprehension questions • graphic organisers or infographics • source analysis

SAFE LEARNING ENVIRONMENT: Tips and tools (AITSL Standard 04) Teachers | Feeling comfortable and confident leading conversations allows students to respond and resonate with your lead. Maintain a safe learning space for students. Be prepared to facilitate open discussion and challenge stereotypes and myths. Emphasising the importance of truth-telling when examining the past ensures wrongs are never repeated. Some chapters deal with sensitive topics. Introduce topics sensitively and acknowledge some strong feelings may emerge. Allow time to debrief and reflect.

Students | Knowing your students well is a powerful engagement and protective asset. The resource includes a range of structured and meaningful activities if a student needs to safely opt out of a session. It is not appropriate to ask for self-identification or disclosure, single out students or expect anyone to speak ‘on behalf’ of any group. Encourage students to challenge ideas rather than people. Frame comments as their own (‘I think’) and avoid responses such as ‘you should’.

Some examples of ground rules: 1. Be respectful: We all have our own beliefs, values, and experiences. Opinions will vary.2. Listen actively: Give peers space and time to share without rushing or interruption (rather than just

waiting for your turn to speak). Listen to what is said, and for what is not said.3. Integrity: Be brave in sharing, supporting ideas, experiences, or opinions (remember no. 1).4. Responsibility: Share feedback thoughtfully, behave mindfully and act with consideration. Be aware

of our own bias and closed ideas, be open to a growth mindset.

Families | You may choose to let parents and carers know in advance that you will be working on issues related to policies and practices that have affected Aboriginal and Torres Strait Islander people as part of the curriculum and that their children may want to talk with them about what they are learning.

Community | You may choose to source support, advice and expertise from guests and/or your local community. There are many sites, events, and organisations to access to enrich and broaden your learning experiences in the classroom. Please use the links in the resources and on the website under further research.

QUICK LINKS Chapter One | 1949 Walk Off Chapter Two | 2009 Walk Off Chapter Three | Alyawarra Culture Chapter Four | Pre 1940s Chapter Five | The Homelands Movement Chapter Six | Alyawarra Country Chapter Seven | Alyawarra Legacy

Rubrics: Inquiry | Discussion | Response Question Matrix Cubes: Questions | Verbs Map Blank| Checklist Timeline Prompts Values Continuum | Labels Empathy Map template

CURRICULUM FRAMEWORK | LEARNING AREAS| CONTENT DESCRIPTIONS Aboriginal and Torres Strait Islander Histories and Cultures Framework | ACARA Cross-Curriculum Priorities HASS: Inquiry and Skills | Civics and Citizenship | History | Geography English: Evaluating text | Visual Language | Responding to text| Literature in context| Interacting with others Comprehension | Creating Texts Science: Science understanding | Science inquiry skills | Science as a human endeavour Media Arts: Digital media literacy

INTRODUCTION | BANJO MORTON 1. TUNING IN | QUESTIONING | DEVELOPING INQUIRY MINDSET

Discussion: What do you think is meant by an untold story?

Guiding discussion – Look for visual clues from the introduction section and picture. Brainstorm familiar stories. Why do we share stories? What do they have in common? An untold story - a story that most people don’t know, a story that hasn’t been shared widely until now. Why might that be the case?

Template to print: Question Matrix grid | Question dice template | Verb dice template

Variations | Three ways to use the question matrix

1) Individual: Allocate each student a full matrix student to generate inquiry questions.2) Group: Organise the class into lines with rolls of paper and sticky notes for a question relay. One student

writes a question, ticks matrix box and tags next individually student. The class can work in groups or rows toencourage quick collaborative question generation.

3) Class: Use the matrix to make question cubes. Roll and add questions to a roll of paper. Stick the questionrolls to the wall. This forms the start of our INQUIRY.

2. COMPREHENSION | The 5 Ws and 1 H | DEFINING INQUIRY | Blank Scaffold.

Source/Section Who What When Where How

Share table with a partner. Share with the class and together add any answers we now have to the question rolls.

3. EXIT QUESTIONS | REFINE INQUIRY

To complete an inquiry into Banjo’s story, we need to ask relevant and investigative questions.

Refine | Reword or rephrase the questions that still need answering.

Teacher Prompts: What have we answered? What new questions do you have? Add questions and answers to the class inquiry questions on exit.

CHAPTER 1 | 1949 WALK OFF Learning Intentions:

• Mapping skills• Sequencing events on a timeline• Analysing and evaluating a range of primary and secondary sources

1. TUNING IN | GEOGRAPHICAL CONTEXT | MAPPING: APPLYING

Students use the checklist to mark key locations from Banjo’s story and their own lives. Template to print: Checklist | Map Variations

1) Individual: One blank map per student2) Groups: Print A3 maps and group shares the tasks to complete3) Class: Print a large blank map (or use an actual map). Print and cut up prompts to divide amongst the class to

collaborate on the mapping together.

2. TIMELINE | HISTORICAL CONTEXT | ARRANGING & ORDERING

Students use the timeline prompts to add key dates and moments from Banjo’s story and own lives, events in Australia and around the world. Further reading: Healing Foundation.

1) Individual: Draw a blank line across an A3 page, cut up prompts or add own labels2) Groups: Use a large roll of paper to draw the blank timeline. Use sticky notes and students can add key dates

and events throughout the inquiry.

Template to print: Timeline prompts

3. SOURCE ANALYSIS

Source Type (newspaper, document, video, interview, letters etc)

Who is the source? Relevant role or relationship to Banjo or his story?

Key ideas and notes Relevant events or facts included. The language used to describe people, place or practices. Note any thoughts about point of view or bias.

Evaluate the source Rate its reliability out of 5 (1 being not very reliable and 5 being very reliable)

Video interview with Richard Downs 2010

Banjo Morton Key Person , Leader of Protest, Protagonist

Personal experiences, conversations, and relationships with employer, working conditions and wages, negotiations

Primary Source Firsthand experience Recollections

Audio recording Ted McFarlane Shares observations and his experience of working conditions, wages for himself and others

Colleague. Independent account Primary Source

Newspaper article Northern Standard, 4 July 1949 Secondary Source

Audio recording Bruce Simpson Boss Drover

Rules and practices that shaped employment on pastoral stations

Colleague. Independent account Primary Source. Employer viewpoint

Audio recording Drover/stockman Shares observations and his experience of working conditions, wages for himself and others

Co-worker. First-hand observations. Direct experience. Employee point of view

General report Patrol Officer JR Ryan Native Affairs Branch Katherine , Dec 1953

To: Darwin District Superintendent Mentions of Education, employment, wages, savings training, language, hygiene

Official government document

Letter Director of Native Affairs Government representative

Lake Nash Police Diary entry

Position of power, representative of authorities

Recollections of his observations, opinions and interactions

Scaffold | Primary and secondary sources Primary sources: Raw information or data and direct first-hand evidence from the source. For example, interview transcripts, photographs, letters, diaries or journals, official documents, statistical data, physical objects, films, recordings and works of art. Secondary sources: Description or interpretation of information and commentary from other researchers or reporters who did not experience the event or issue first-hand. This could be articles, documentary, commentary, biography, unofficial reports or books.

4. CREATING CONTEXT | 1949 ON A PAGE

Examine | What was happening in Banjo’s local area, in Australia and the world in 1949 in an ecological model.

Teachers' notes: Students can draw individual diagrams or use a whiteboard to draw the model and fill in together as a class or in groups.

Template to print: Blank model

5. SUMMARY | 3 THINGS TICKETExit quiz provides an opportunity to:- see what students are interested in.- check on teaching and student learning.- identify any knowledge or understanding gaps.

3 THINGS TICKET THREE KEY TAKEAWAY IDEAS OR FACTS FROM TODAY’S LESSON

Which phrase fits your understanding of this key information?

a) Got it b) Want to know more c) Help, I’m lost!

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AUSTRALIA IN 1949

BANJO’S LOCAL AREA

HAPPENING IN THE WORLD

CHAPTER 2 | 2009 WALK OFF Learning Intentions:

• Examine different viewpoints |Consider multiple perspectives• Empathise with others | Use criteria to make judgements• Where ideas for laws come from and how they become law

1. TUNE IN | VALUES CONTINUUM |Intervention

Using the values continuum indicate your response to the examples of changes created as part of the intervention.

2. COMPARE and CONCLUDE | The Walk Off 2009 vs 1949 | BLANK SCAFFOLD

BLOOM'S| What to do Key information to provide Name and define The individual or the group you have chosen.

Describe What did they do? Make sure to include imagery.

Explain the significance

Why was what they did of importance to Alyawarra people?

Analyse How did the actions of the individual or group help to improve the lives of Alyawarra people?

Evaluate and conclude

In this section, you are to provide an overall summary evaluating the importance of the actions of the individual or the group in improving the lives of Alyawarra people.

3. VIEWING and LISTENING| THE PROTEST HOUSE

Q. What were Banjo and the community’s concerns?A. Shire took over office, and there was a lack of consultation since national Intervention. Lack of action on community development and improvement. Western approaches were not working and are a waste of taxpayers’ money. Interventions did not respect the cultural life, skills, and knowledge of the community. Workers from pastoral lands felt unappreciated and disrespected.Q. Describe in your own words any actions they took.A. Staged a walk off back to Country, send a letter of proposals.Q. Who did they send a letter to? What was their role/responsibility to the community?A. Jenny Macklin, Federal Aboriginal Affairs Minister.Q. What outcomes and actions were Banjo and the community hoping to achieve?A. Request for Minister to meet with community, to invite state and federal government to come together to create action plans to move forward working together. Encourage a sharing of skills, build up a health centre central hub, women, and men’s centres as bodies of consultation.The introduction speech starts with a welcome. What is your understanding of the importance of a Welcome to Country?Further reading – Welcome to Country by Reconciliation Australia.

Q. The Board of the NSW Aboriginal Land council wanted to mark the occasion, CEO Geoff Scott describes this as the day that... A. History will write about as the day that Aboriginal people started fighting back.

He asks those in the crowd if they remember the day of the Prime Minister's apology on 13 February 2008. What is the symbolism of the bell given to Banjo Morton and Frank Holmes? Teacher further reading: Link to Australia.gov.au - full transcript and speech included the statement that “Symbolism without action would be a clanging bell.”

BANJO’S COMMUNITY

IN AUSTRALIA AROUND THE WORLD

4. SUMMARISE | AMPILATWATJA COMMUNITY SINCE THE INTERVENTIONa) List | Changes in the Ampilatwatja Community since The Intervention.

Information from the website: no infrastructure work or discussions with community. Council disbanded and General Manager installed. Living with substandard sewerage and housing. Construction of a BMX bike track that has since eroded and bikes remain locked in a container.

b) Critique | What still needs changing?

Discussion guide: Use the requests from the Opening of the Protest House as a starting point.

5. ORGANISE | 2007 – 2010 TIMELINE

Sequence | Sort the events using a graphic organiser.

6. ANALYSING | WHAT WAS HAPPENING IN AUSTRALIA VS THE WORLD IN 2009History takes place in a social context. Although timelines provide a sequence of events in neat lines – history isbetter examined as part of a set of relationships between things, events, ideas and people.Compare and Contrast | Using a Venn diagram

a) Banjo’s community,b) in Australia andc) around the world in 2009.

EFFECTS CAUSES

7. APPLYING | CAUSE AND EFFECT | THE INTERVENTION?

Deconstruct | Outline The Intervention aims and outcomes using a CAUSE-AND-EFFECT organiser.

Include the issues, laws, policies, and consequences you understand of The Intervention.

Discussion guide: It is everyone’s role to create a culturally safe and respectful learning environment. We all contribute to safe and respectful listening, questioning and/or sharing. Be mindful and sensitive to the variety of backgrounds, experiences, and ideas of all the people in our learning community. Avoid stereotypes and assumptions.

Practice accountable talk, commit to accurate knowledge and rigorous thinking in your classroom. Support depth in the conversation by teaching them how to use phrases that build, clarify, and add understanding. Accountable talk in learning environments means conversation contributions must be supported by reasoning and evidence. Model and encourage students to use thinking verbs to frame responses like: “I think... because”, “The website states...”, “I learned…” or “I’m wondering...”.

Build listening and speaking skills by using sentence scaffolds that encourage consideration of differing points of view like: “Could you explain...?”, “Have you thought about…?”, “I agree/disagree because…” or “I heard you say…” or “What made you think...?”

8. EXIT TASK | Bloom's Taxonomy Personal Learning Journal

Reflection | Bloom’s taxonomy approach to guiding the journal process.

Description: What did I do? Objective: What did I learn? Feelings: How did I feel? Values: Why did I feel like that? Application: How will I use the skill/information? Evaluating: Do you agree with a particular point of view? Explain. Why/why not?

*NOTE* This chapter has a range of tasks that show a variety of inquiry skills andknowledge for formative assessment or to start creating a student portfolio. Use graphic

organisers and journals as a self-assessment checkpoint or feedback opportunity.

TOPIC | PROBLEM

CHAPTER 3 | Alyawarra CultureLearning Intentions Identify and describe points of view, attitudes, and values in primary and secondary sources. Discuss the importance of conserving the remains of our past. Identify and connect specific features and purposes of story, music, food, dance and arts.

1. TUNING IN | VIEWING | ALYAWARRA COUNTRY

Thought Starter | Imagine how you would feel if you watched strangers coming into your community and home…uninvited….and they never left.

Variation | Read The Rabbits by Shaun Tan and John Marsden

2. INVESTIGATING | APPLYING | MAPPING

Listening| Watch 'Alyawarre Country' with Alyawarra men Reggie Camphoo Pwerl and Donald Thompson Kemarre sharing stories from the old people. The men discuss the conflict, violence and disruption between the white settlers and their elders.

Investigating | Guardian Map site has a collection of as much accurate information as can be provided about what took place on the frontier of colonisation. Search and read the Owen Springs entry – compare with the oral history provided in the video.

Connecting | Using the interactive map created by (reference) use the zoom and click on symbols to investigate the areas around what is marked on your map so far and any places that are significant to you. What happened near your suburb, town, or district? Search by location, postcode, or time to find out.

Applying | Choose at least three entries from one of the interactive maps to add to your map.

Extension: Identify other instances where indigenous groups and settlers have a similar history.

Opportunity to look at other Commonwealth countries and make connections.

3. COMMONALITY | ALYAWARRA FAMILY | DREAMING | LANGUAGE

Finding Commonality | Students use the website and prompts to find commonality and make links to their own lives.

ALYAWARRA YOU FAMILY STRUCTURE Who do you consider part of your family? Immediate, extended, family you

choose. Are there people who aren’t related to you that are considered part of your family (e.g. godparents)? What makes them family/community? How does your family choose partners or create marriages?

CONNECTION TO PLACES

Where do you live? Where were you born? Where do you travel? What connection do you have to those places?

SPIRITUALITY, BELIEFS and TRUTHS

What are your/your family’s beliefs about creation? What rituals or practices reflect your cultural beliefs and truths?

STORIES What are common sayings, stories, in your culture? Who tells them, how are they shared? Describe the purpose of sharing them or reasons they are important or part of your culture.

PERFORMING ARTS SONGS MUSIC

Identify dances, songs or music that are a part of your culture or community. What are the themes, messages, practices that make them important?

VISUAL ARTS Describe visual arts that reflect your culture. What are the forms, methods, materials, or practices involved? How is your culture learnt or shared? What messages, meanings or themes are part of the arts?

FOOD Record foods that you relate to your family. Are there particular foods that connect you to your culture? Describe the foods, the preparation or sharing of foods.

4. Bush Medicine of Ampilatwatja | Scaffold Notes

Name and define| In the video, the women share their knowledge of Arreth meaning 'strong bush medicine'. Using the table below add both the English and Alyawarra names of the plants shown.

BLOOM'S| What to do Name, define

Key information to provide What the plant looks like, parts of the plant, how it is collected, prepared or used. For example: medicine, tucker, arts

In Language In English Description Medicine Tucker Other

ALPARRA Crumb Weeds NTANG Edible Seeds AKATYERR Bush Tomato Pick brown ones when

dry Edible yellow fruits

THERRPEYT Native Fuchsia Drink it when you have flu

ALTYWART Native Millet Little brown seed Edible seeds Collect the seeds and grind it

INDERNG INDERNG

Apple Bush Medicine for babies to be rubbed on bodies

Depicted as yellow dots in paintings. Used for soap

THERRPEYT Sickle Leaved Wattle

THERRPEYT Wild Tomato THERRPEYT Needle leave

Wattle Edible seeds Paint on canvas

ILYNURNP Graceful Cassia Painted yellow in their paintings

IDULKA Emu Bush Sweet to eat Purple flowers in their paintings

THEER Wild bush tomato NTANG IYLAW

Plants that kangaroos eat

ATWAKEY Wild Orange Eat when ripe Subject in painting

*NOTE* This chapter provides opportunities for cross-curriculum links andencouraging teacher collaboration across subject areas.

AITSL 6.3 Engage with colleagues and improve practice.

4. EXIT | TAKE AWAY | HOME LINKS

SHARING| Answer one of the questions to exit today’s lesson with your teacher. You can do this as a verbal chat or write a quick postcard to your teacher or a family member.

What did you learn today that you will take away to share with your family? What links does something from today’s lesson have with your family or community? How could the sharing of this knowledge help your community?

Use the exit task for an informal way to invite a connection between the class and home for students.

AITSL 3.7 Engage parents and carers in the education process.

CHAPTER 4 | Pre 1940s Learning Intentions Identify and describe points of view, attitudes, and values in primary and secondary sources. Describe the policies and practices that have affected rights and freedoms in Australia. Develop an appreciation of the importance of making an ongoing commitment to building cultural competence, reconciliation and truth-telling.

1. TUNING IN | THOUGHT STARTERS |• Why do we study and share history?• Who has power in the telling of the history of Country?• Whose voices are most heard, how and why?• What sources have experts used to determine that Aboriginal people have lived in Australia for over 60,000 years?• How does this evidence conflict with the claim that Australia was *terra nullius? * Latin term for ‘no-one’s land’.

Teachers' notes | Developing a historical understanding. Key concepts to guide the discussion: Evidence, continuity, and change, use and effect, perspectives, empathy, significance, and contestability.

2. SOURCE ANALYSIS | ARTICLES

Examine and Critique | Students read newspaper articles and use the questions below to unpack the themes and attitudes of the writers to look for bias, attitudes, and perspectives in a historical context.

• Who wrote the article? When was it written?• Highlight the words used to describe the different groups or people involved?• How do they describe the land and stations?• Who felt they had the right to live, work and play on the land, and defend it?• Evaluate the policies of land access, rights and distribution of the time.

3. EMPATHY MAP | 1870 – 1920

Interpret | Choose a role based on Chapter 4 to complete the empathy map from their viewpoint.

Template to print: Empathy Map

4. THE POLICIES | ABSORPTION, ASSIMILATION, AND THE STOLEN GENERATIONS

Using visual representations, graphics, and symbols, students can show their understanding and synthesis of the policies and key concepts from this chapter.

Younger students | Watch the first 15 minutes of 'Rabbit-Proof Fence' to support this section.

Senior Students | Policies and terms for further inquiry: Absorption, Segregation, Protection, Assimilation, Self- Determination and Management, Missions, Reserves, Separation, Paternalism.

Further reading| Australian Government full list of policies | Bringing them home report | Stolen Generation stories | Fact sheets – Human Rights Commission | Timeline of policies Human Rights Commission

5. Connecting| Richard Downs

Teachers' notes | Encouraging empathy and making connections to relate to Richard’s video explaining how he and his family felt when the welfare trucks would come to take children.

6. ACTIVITY | Exemption certificates | 1949 - 1969

Key Concepts | Rights and freedoms| Exemption certificates (also known as 'dog tags')

PMI table – Positive, Minus and Interesting table. Blank scaffold below:

Type of exemption Positives (Pros) Minus (Cons) Interesting Leave where your family live to go to work Get married Speak your own language Walk through town Go to the local hotel and buy a drink Participate in cultural ceremonies Receive child support payment benefits Vote in elections Visit your children at a mission in another area Visit your family for a special occasion

7. EXIT ACTIVITY | YOU ARE THE TEACHER

Students take on the role of the teacher. Paraphrasing policies that led to the Stolen Generation. Check-in with another student in your class and make sure they know and understand the key policies from this lesson before you exit the lesson.

*NOTE* Teacher formative assessment checkpoint and peer learning supportopportunity.

CHAPTER 5 | The Homelands Movement Learning Intentions Identify different perspectives from the past. Learn about connections to place, factors of liveability and internal migration in Australia. Explore Aboriginal and Torres Strait Islander peoples’ lives in Australia as first peoples of Country and their resilience in responding to historic and contemporary impacts of colonisation.

1. TUNING IN | I AM MY HOMELANDS

Understanding | Using the K-W-L (what I know, what I want to know, and what I learned) strategy.

K What I know

W What I want to know

L What I learned

Discussion Prompts: What was Banjo’s response to the government's 5-year lease compensation proposal? What are the aspects of community and Country that are most valued? Discuss culture, practices, custodianship, identity, language, rights, and responsibilities. How is it different from the European/English notion of owning land?

2. APPLY | WHERE DID ABORIGINAL PEOPLE GOEvaluate | Students develop and use criteria for decision making using the visual cues and notes from the website.

WHERE DID ABORIGINAL PEOPLE GO RATING REASONS FOR RATING PRIVATE STATION (STOCKMAN/SERVANT) STATION MISSION ABORIGINAL RESERVE FOSTER FAMILY HOME TRADITIONAL AYLAWARRA LANDS LAKE NASH/PROTEST HOUSE

3. ANALYSE | RECLAIMING ALYWARRA HOMELANDSThere are fundamental differences between land rights and native title.

LAND RIGHTS NATIVE TITLE Involves the return of Crown lands to Aboriginal people as compensation for dispossession and the ongoing suffering and disadvantage that it caused. Land Rights mean they own the land.

Recognition of pre-existing traditional and customary rights and interests that Aboriginal people have in lands. Under the Native Title Act Aboriginal people must prove a continuous relationship with the land. Native title does not give land ownership.

Teachers' Notes | Discussion prompts: How do people prove continuous relationships with land given what we have learnt about the policies of displacement, removal, and in regards to the Stolen Generations?

4. EXIT QUIZ | Banjo Morton’s untold story: WHERE TO FROM HERE?Predict | Where are we up to? What do we know? What questions do we still have? Predict what you think the nextlesson will include? What requests or questions do you need answering?

*NOTE* This task reinforces inquiry skills and knowledge for formative assessment,class inquiry boards check point or students developing personal portfolio.

CHAPTER 6 | Alyawarra Country Learning Intentions Describe how Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place. Learn how Aboriginal and Torres Strait Islander people’s ways of life are uniquely expressed through ways of being, knowing, thinking and doing. Explore Aboriginal and Torres Strait Islander people's connections with, and valuing of, water and water resource management. 1. TUNING IN | SCENES OF THE SANDOVER HIGHWAY

Descriptive language techniques: metaphor, simile, comparison, personification, onomatopoeia

2. EVALUATING | WATER

Examine | The Past This continent is one of the driest in the world consisting of nearly 70% desert and semi-arid land. Still, Aboriginal indigenous people developed innovative and sustainable practices to identify, care for and pass on generational knowledge of water sources to allow the environment and community to thrive together over thousands of years. Teachers' Notes | Arrival of cattle and pastoral practices destroyed and polluted desert water sources. Knowledge of finding and using water was developed over thousands of years and through sustainable practices. Sources include soakages, waterholes, rock holes, rock wells and tree roots.

Examine and predict| The Present Further inquiry | Water management authorities in your state or territory

3. IDENTIFY and INQUIRE | FIRE

List | Benefits of Cultural burns:

1. Animals and insects have enough time to escape.2. Young trees can survive, and native grass seeds stay intact. Fires are not intense enough to ignite a fire in

tree bark. Cool fires do not bake seeds or nutrients in the soils.3. The fire goes out straight after it burns the grass and does not reach the canopy of trees.4. Introduced weeds are not fire-resistant so the fire removes them without chemicals.5. Cultural burns encourage the growth of native plants and the return of native animals.

Locate | Royal Commission National Natural Disaster Arrangement report. How cultural burning is used in your local area as part of land management and bushfire prevention?

4. IDENTIFY and APPLY | EARTH

Design Draw | Red soil | Iron Oxides| Karlu Karlu Devils Marbles | Granite | Spinifex Gum. More Information on native plants and geographical elements that are from your local area can be found through your local or state National Parks' offices or websites.

Remote learning note | Try using the free layout and design tools on Canva with students to create an infographic

5. INQUIRY | SUSTENANCE AND TOOLS

Teachers' Notes |See if your local national park or botanic garden has any excursion or incursion opportunities for your students to participate in hands-on learning. Blank scaffold below.

NATURAL RESOURCES Where it is found/grows How it is collected/harvested

How it is used, cooked, prepared

Water Bush potato Bush tomato Bush bananas Bush berries Echidna Goanna Kangaroo Stone (axes) Wood

6. EXIT QUIZ | Create a Quiz

Students create their own quiz questions and answers for the class to answer the next lesson. Options and links to resources:

- Create an online quiz to share with your class on Plickers, Kahoot or Factile.

- Post a question on your class as a sticky note on the board, teams or classroom.

- Use Mentimeter or Poll everywhere for live polls and shared screens.

- Make your own flashcards for Quizlet or in class out of card.

- Write your questions and answers and submit to the teacher.

*NOTE* Teacher feedback point, remote learning options and peer learning support opportunity

CHAPTER 7 | Alyawarra Legacy Learning Intentions: Identify types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law. Describe how citizens participate in Australia’s democracy, including contact with their elected representatives, use of lobby groups, and direct action. Learn about the freedoms that enable active participation in Australia’s democracy including association, assembly, and movement. Examine different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives. Describe how national identity can shape a sense of belonging in Australia’s multicultural society.

1. TUNING IN | VIEWING

Watch the video of Ampilatwatja from the air.

2. CREATING CHANGE | Political Legacy- Vincent Lingiari led the now-famous Wave Hill walk off with over 200 people over wages and working conditions on the

Vestey’s station. The strike formed the basis of the Aboriginal Land Rights Act of 1976.- Dooley Bin Bin led 800 people in a walk off. Involving 27 sheep stations in Pilbara, WA, it resulted in a 3-year strike over

rights, dignity, wages and working conditions.- Alyawarra people walked off Kurundi Station in 1977 and initiated a claim for the land.

Further Inquiry prompts| Aboriginal and Torres Strait Islander rights and freedoms | 1938 Day of Mourning William Cooper’s Petition to the King| Charlie Perkins, the Freedom Ride and petition book| Tent Embassy | The Mabo decision Gladys Elphick | Yirrkala bark petition | Essie Coffey | Galarrwuy Yunupingu | Evelyn Scott

Community Connections | Some centres to visit (in person or online) to explore other democratic change-makers and political movements in your area | NT | WA | SA | ACT

Extension: Link to Visual Arts Design – Design your own protest badge based on a current issue.

3. UNDERSTANDING | TREATY

Listen and Define | The Uluru Statement called for a Makarrata Commission or Treaty, Truth and Justice Commission. The treaty concept allows for a more significant say in all matters regarding politics, economy and society for Alyawarra people.

Key concepts: Self-determination, autonomy, agreements between states, nations, governments, or people

Extension: Read the Barunga Statement in full and paraphrase your understanding.

4. EXAMINE | CUSTOMARY LAW, AUSTRALIAN LAW

Key Concepts | Law systems variations

Lore is the cultural values, practices and obligations shared which is strongly connected to country and comparable to the ten commandments1 or “the golden rule”2. Customary Law is the body of rules that include acceptable and unacceptable behaviour, sanctions, kinship obligations and making things right. Domestic and Federal Law refers to the Australian law system based on the Westminster system.

Discussion prompts: the rule of law, customary law, international law, rights and freedoms, protections, discriminations, fair trial, regulations and laws in other countries, civil and criminal law, constitution, separations of power, referendum.

1. The ten commandments are a list of rules or precepts in the Bible attributed to God. They are generally accepted by various Christian community as just morals to live by and/or divine law. 2. A moral guide stating you should treat others in the way you wish to be treated. Variations of this rule appear in many faiths, ethics and teachings across the world, cultural groups and time.

5. CREATE | ADVOCATING FOR ALYAWARRA | SCAFFOLD

Young change-makers are using their voice. Listen to the speech and highlight any persuasive devices.

What you are looking for Name of the speaker and what they said

Device What it is and intended effect

Example Who used the device and how?

Direct Address Talking directly to audience/reader/viewer to connect to them.

You are the future of this country.

Alliteration A group of words that start with the same letter or sound to create rhythm or grab attention.

Dusty deserts disrupted.

Fact A statement that is true and can be proved.

"This place made £38,000 profit last year-by the way it is using the native’s profits should double next year."

Opinions (Expert opinion)

Convince the audience to agree with the speaker’s viewpoint. Quote an expert or authority on the subject.

"In my opinion these Aboriginal stockmen have a good and just complaint and should receive correct value for the work performed.”

Rhetorical A question that does not need an answer

How would you feel?

Emotive language

Appeal to people’s feeling and emotions.

“We feel like we’ve all yarded up like a mob of bullock within the boundaries of that lease.”

Statistics Data and numbers that support an argument.

"It was less than 16% of what every other worker in the nation received."

Three (rule of three)

Three facts in a sentence. "Kulanada is the source of all life, and the benevolent protector of the land and it’s people but will punish lawbreakers."

Extension: Write a persuasive argument about one of the following current social, political or legal issues. Use what you have learnt from the website to help plan arguments and the United Nations Declaration on the Rights of Indigenous Peoples.

1) Change the date2) Raise the age3) Learn our truth4) Black lives matter

6. CONSTRUCT | COMMUNITY AND CO-OPS

Generate | An advertisement or campaign that highlights why a co-op shop or service may be beneficial for one of the options below:

• the Alyawarra people• a group you are connected to• a local area or regional community

7. EXIT TASK | A STORY SHARED

Written, recorded, multimodal, creative, or animated response. Suggestions:

A letter or postcard to the elders to thank them for sharing their story. An action plan to address something you feel needs changing (inspired by Banjo Morton). Write an email or text to a friend, family or community member to recommend the website. A learning continuum reflection. How you felt or what you knew at the start of the inquiry and how you feel or what you have learnt now, and how/if any of the investigations can be connected to you personally moving forward.

Teacher resources

Appendix 1 I Question Matrix I Banjo Morton - the Untold Story

Question Matrix

Moving from top right to bottom left increases the depth of inquiry thinking. The top two rows will check understanding and what they need to know to start the inquiry.

The next two rows allow for direction for learning more. The last two rows allow for challenging thinking and increases the depth of inquiry.

What I What is? I What did? I What can?

{EVENT)

When When is?

{LOCATION)

When When can?

did?

Where Where is?

{TIME)

Where Where can?

did?

Which Which is? Which Which can?

did? {Choice)

Who I Who is? I Who did? I Who can?

{Person)

Why I Why is? I Why did? I Why Can?

{Reason)

How I How is? I How did? I How can?

{Meaning)

I What shou Id? I What would?

When When would?

should?

Where Where would?

should?

Which Which would?

should?

I Who should? I Who would?

I Why Should? I Why would?

I How should? I How would?

I What will? I What might?

When will? When might?

Where will? Where might?

Which will? Where might?

I Who will? I Who might?

I Why will? I Why might?

I How will? I How might?

MAP

MAPPING CHECKLIST

Using your blank map and website to complete the tasks:

Chapter 1

� Can you identify the location of where you live on this map? Add a star and the name of the location you call home.

� Draw a red dot to mark the location of Lake Nash using the map shown in Chapter 1. � In 1901 six self-governing colonies federated to become the Commonwealth of

Australia. Using the map in Chapter 1 add the names of the states and territories that are a part of the Federation today.

Chapter 2

� Using an orange pencil, crosshatch the areas shown in the map affected by The Intervention.

Chapter 3

� Add Alyawarra Country using the maps in Chapter 3 or 6 to your map by shading it in yellow.

� Before first contact, the Indigenous population was estimated to have been between 750,000 and 1.5 million on this continent. Using the AIATSIS map or ABC Gambay map, add any locations, languages, or place names near where you live and surrounding Alyawarra Country.

Chapter 5

� Locate Honeymoon Bore using Chapter 5 and mark it on your map with a bell symbol.

� Add the land that was returned to Banjo’s people in 1976. � Bringing them home interactive map – shows where children were removed.

Chapter 7

� Add bell symbols to the locations featured in other protests in Chapter 7 including Pilbara, Kalkarindji and Kurindi.

BANJO MORTON’S UNTOLD STORY TIMELINE AND LINKS

1770 - Lt James Cook declared Australia to be terra nullius ignoring the existence of Aboriginal communities living on the land.

1824 - North coast of Australia proclaimed for British possession. Early settlement attempts were transitory due to geographical distance, lack of trade, illness and resistance from Aboriginal people.

1840 - Treaty of Waitangi signed between Maori and British recognising Maori ownership of the land in return for accepting Queen Victoria’s sovereignty. Australia still does not have a Treaty.

1861 - South Australia becomes the first state to allow women* to vote *landowners only.

1862 - John Stuart expedition to gain control of Northern territories in the north is short-lived.

1863 - South Australia acquires control of Northern Territory from New South Wales and land sales begin.

1865 - New Zealand wars escalate between British colonists and allied Maori warriors. Recruits from white settlements in SA, Tasmania, NSW, Queensland and Victoria enlisted to fight under British command against allied Maori warriors in wars that spanned seven years.

1869 - Settlement site established at Port Darwin as explorers uncovered the great wealth of natural resources in the Northern Territory. White speculators arrive in large numbers including mining companies, pastoralists, and gold diggers.

1872 - Northern Territory Land is carved into Pastoral leases that ignore Traditional custodians. Communities that have lived in the area for thousands of years are dispossessed. Dispossessed: forced to leave the region they previously lived in.

1873 - Barrow Creek Telegraph Station set up and is attacked a year later by Katyetye people.

1877 - Trade Unions are legalised in SA. Surveyors travel from SA into Central Australia. Aboriginal mission, Hermannsburg, conceived by Lutheran missionaries established at a sacred site. Missionaries round-up Aboriginal children for schooling using rations as persuasion.

1900s - Sandover area is divided into leases achieved by dispossessing local Aboriginal communities. European pastoral and farming practices are used which control access to vital water sources, and disrupt the delicate ecological balance established by traditional custodians. Farm stations are dependent on Indigenous labour who are unfairly treated, and often unpaid.

1910 - Aboriginal people are driven to move from northern and central traditional lands to work on mines, stations and forced to live in camps on the outskirts of non-Indigenous townships. Rapid development fuels violence on both sides.

1911 - Northern Territory Aboriginals Ordinance act is introduced. Chief Protector is empowered with rights to 'undertake the care, custody or control' of Aboriginal people. Children are sent to missions, institutions and to live with white families, only speaking English and learn to assimilate into white society, disrupting and often severing their connection to family, language culture and Country.

1927 - Commonwealth Government inquiry into Indigenous affairs in the Northern Territory led by J.W. Bleakley, the Queensland Chief Protector of Aborigines finds many Indigenous people are not paid wages and are living in appalling conditions. Also, government-run institutions ‘were badly situated, inadequately financed and insufficiently supervised’ despite being under ‘protection’.

1928 - Coniston Massacre, Northern Territory.

1937 - Assimilation becomes National Policy.

1938 - Australian Aborigines* Conference held in Sydney. Meeting on January 26, the 150th Anniversary of NSW, marks the 'Day of Mourning'. *Term used at the time which we no longer use.

1939 - Child Welfare Act widened the powers of the Child Welfare Department for removing children.

1942 - Bombing of Darwin, World War 2.

1946 - In the Pilbara region of Western Australia, 800 Aboriginal pastoral workers walk off 27 sheep stations on strike. Strike: refusing to work until the improvement of pay or working conditions is provided by their employer.

1948 - The newly formed United Nations (including Australia) forms the Universal Declaration of Human Rights.

1949 - Banjo Morton and a handful of his mates walk off the station at Lake Nash on strike.

1949 – 1969 | Aboriginal people can apply for Exemption certificates to free themselves from Protection Act and be regarded as citizens, access Social Security, get married, work and reside in other areas. Exemptions often contain stipulations that further degrade connection with culture and Country.

1966 - Led by the spokesperson, Vincent Lingiari, 200 Gurindji people including stockmen, house servants and their families walk off Wave Hill Station. The strike to protest pay and work conditions lasts three years and forms the basis for the Aboriginal Land Rights Act of 1976.

1967 - An amendment to the Constitution is voted on in a national referendum. For the first time Aboriginal, Indigenous and Torres Strait Islanders are included in the census.

1975 - Racial Discrimination Act introduced.

1976 - Land returned under the Aboriginal Land Rights Act for the first time.

1977 - Alyawarra people walk off Kurrundi Station protesting low pay and poor access to health. 60km north of the station at Ngurrantiji they initiate a claim for the land.

1988 - The Barunga Statement, calling for self-management and land rights for Aboriginal and Torres Strait Islander people, is presented to Prime Minister Bob Hawke, who indicates his support for a treaty.

1992 - High Court of Australia decides that Australia was never terra nullius or empty land and rules in favour of native title existing over particular kinds of land in historic Mabo vs Queensland case.

1995 - Alyawarra, Kaytetye, Warumungu and Wakay people lodge a group Native Title claim, known as the Davenport Murchison Claim.

1998 - National Sorry Day is commemorated for the first time on May 26.

2004 - Davenport Murchison Native Title Claim is granted recognising traditional owners of Davenport Ranges National Park area.

2007 - NTER (Northern Territory Emergency Response), The Intervention, set up by Howard Government.

2008 - Prime Minister Kevin Rudd apologises to the Stolen Generations on behalf of the Australian Parliament.

2009 - Banjo Morton leads a second walk off leaving Ampilatwatja to camp at Honeymoon Bore, outside the government’s prescribed area.

2010 - Official opening of The Protest House at Honeymoon Bore.

2011 - Native title for Ooratippra Station is granted so that Alyawarra gain recognition of their right to be there.

2011 - The Alyawarra people who walked off Kurrundi Station to Ngurrantiji in 1977 have their claim granted over the Station (over 20 years later).

2012 - Gillard Government extends NTER, The Intervention, to 2022.

2017 - First Nation Regional Dialogues are held across the country to discuss constitutional recognition with Aboriginal and Torres Strait Islander people. Priorities from each of the First Nations Dialogues are reported to a First Nations Convention at Uluru resulting in the release of the Uluru Statement from the Heart.

2018 - Together with the Healing Foundation, Reconciliation Australia hosts a Truth-Telling Symposium, drawing on the growing momentum behind the historical acceptance and truth-telling at the local, state and national level.

Present - at time of writing, there is still no Treaty. | Other timeline resources | Australian Museum.

ECOLOGOCIAL MODEL

BANJO’S LOCAL AREA

AUSTRALIA IN 1949

HAPPENING AROUND THE WORLD

Values Continuum I Banjo Morton The Untold Story

This activity allows students to understand the complex issues involved in achieving equity and closing the gap between Aboriginal and non-Aboriginal outcomes. Students

will commit to expressing their opinion about a variety of statements relating to the NTER and challenging these opinions through discussion with other members of the

group.

The aim of this activity is for students to consider a wide range of opinions which exist in relation to complex issues involving equity and disadvantage, and that

respectfully sharing different perspectives can be part of a process which allows for informed decision-making.

Setting Up

Draw a line with chalk, masking tape across room or use the printable signs to stick up around the room or along the line: Agree, Disagree, and Neutral

VARIATIONS: Instead of physically moving around the room allow students to place name tags on a continuum line and step back. REMOTE LEARNING: Use an online

shared screen (on Teams or Mentimeter) where they can respond from individual computers.

Introduction

There are many places along a continuum that can represent your opinion about a given topic or statement. These places may change over time or be affected by

personal values, culture, and experiences.

I'm going to read a list of changes that were created as a part of The Intervention. You'll notice that parts of the room/line are labelled: Agree, Disagree, and Neutral.

Allow yourself to naturally move along the continuum depending on how strongly you feel about something.

We want this to be a safe environment where everyone can participate so please avoid side conversations. There are no right/wrong opinions. Everyone has a right to

his/her opinion. If you have a question or comment please share it with the entire group.

Be mindful of sharing your own beliefs and bias if questioned. Use "I think" statements. Be respectful, allow others to speak uninterrupted and focus on the issue not the

person. Practice run: start with a simple topic to model how it works e.g. All children should receive free education.

Using our values continuum indicate your response to the examples of changes created as part of The Intervention.

*Note* Read intervention changes one at a time.

1. POSITION - Allow students to move to a spot that best represents their opinion.

2. DISCUSS -Ask for volunteers to explain why they placed themselves at a point. Why are there variations in decisions and opinions?

3. RECONSIDER - Provide the option to pass or reconsider their placement after discussion and move to another position along the continuum.

Intervention Changes

• Withholding 50% of welfare recipients payments

• Welfare paid as 'income cards' that can only be spent at government approved food outlets

• Bans on alcohol in Aboriginal communities

• Increased police and military presence in Aboriginal communities

• Compulsory health care checks for all Aboriginal children

• The power for government to repossess Aboriginal land

- -

INQUIRY RUBRIC

A Working beyond standard of year level

Through development of a range of relevant and open­ended questions

Gathering of information from a range of multimodal sources

Insightful explanation of people, places, events and issues

Discerning analysis of information from a range of primary and secondary sources.

Perceptive consideration of a range of different viewpoints

Development of purposeful presentation of findings justified arguments and using appropriate texts, terms, and concepts

B

Above standard expected

0 0 <>a ana effective questions relevant to inquiry

C

Working at expected standard

Asks appropriate questions to guide inquiry

Gathering of information from a Gathering of information from range of multimodal sources sources

Detailed explanation of peopl� Explanation of people, places, places, events and issues

Gathering and informed analysis of information from several primary and secondary sources.

Informed consideration of a range of different viewpoints

Development of effective presentation of informed arguments using appropriate texts, terms, and concepts

events, and issues

Gathering and analysis of information from relevant sources.

Identifies and consideration of different points of view on issues

Development and presentation of arguments using relevant texts, terms, and concepts

D

Almost meeting standard

Partial development of skills to use questions to guide inquiry

Gathering aspects of information from sources and partial explanation

Description of some people, places, events, and issues

Aspects of analysis of information from sources.

Description of some different viewpoints on issues

Partial development and presentation of ideas using texts, terms, and concepts

E

Developing or not evident

Questions are closed fragmented or unable to guide further inquiry

Gathering of some information. Attempts at explanation

Statements about people, places, event and issues

Fragmented analysis of information.

Statements about issues or a point of view

Fragmented presentation of ideas.

Attempts to refer to texts, terms and concepts.

DISCUSSION RUBRIC

pp

Depth of discussion

Jjstcning

A

Working beyond standard of year level

Doaa SC

B

Above standard expected

Doaa SQ dlld

C D

Working at expected standard Almost meeting standard

DoaQ Have read some source and further research, I devised ideas to contribute planned discussion points

ready to share contributions materials and willing to contribute

Value a range of different Consideration of a range of viewpoints, shares different viewpoints and interesting ideas, shares relevant ideas,

Recognises different viewpoints and shares appropriate ideas,

suggestions, questions suggestions, questions and suggestions, questions and explanations explanations and/or explanations

Open to different viewpoints and shares at least one idea, suggestion, question and/or explanation

E

Developing or not evident

Need to do further reading and/or unable to contribute

Fixed view Unable to contribute

Active listening skills Showed interest, listened Concentrated listening to Focussed most of the time, 1 Unable to focus to what was demonstrated, and uses carefully and respectfully to contributions, demonstrated avoided distraction for most being said or give attention empathetic nonverbal contributors, demonstrating non-verbal body language of the time appropriately to other cues nonverbal cues speakers.

>------------+--·····································-----------------+---·················· ·---···································································· ----------------!

Speaking

Contribute to culturally

safe classroom

Perceptive contributions shared in clear and concise voice and created space for other speakers

Uses inclusive language Uses "I think" statements Uses interpersonal skills to create a safe discussion for peers

Informed contributions shared in clear voice and respected space for other speakers

Uses interpersonal skills to support a safe discussion for peers and encouraged ground rules

Made a contribution to discussion and allowed space for other speakers

Maintains a safe discussion for peers and followed ground rules

Effort to contribute and aware of making space for other speakers

Allows safe discussion for peers and recognized most ground rules

Developing speaking skills and ability to make space for other speakers

Attempts to use inclusive language and/or needs support to engage in safe classroom space

RESPONSE RUBRIC

A B C D

Working beyond standard of year level Above standard expected Working at expected standard Almost meeting standard

Excellent use of structure Skilled use of text structure, Suitable use of text structure, I Attempted use of some STYUSTIC FEtffiJRES and wide range of genre, and conventions to genre and conventions to language features, structure

written/visual, genre or create a sound response create a coherent response to create a response

E

Developing or not evident

Attempt to address the meaning and intention of the task in a limited response language conventions to

create a meaningful response

OONTENT Content is comprehensive, Content is detailed, relevant Content of response is Content of response is I Content needs focus entertaining, insightful and/or interesting and/or original accurate and relevant mostly accurate and relevant original

E\IDENCE Thorough use of and 1 Detailed and appropriate use Use of evidence to develop, I Some use of evidence from Restricted use of evidence to

reference to high-quality of evidence from texts to and support response, with develop and support a evidence and sources from develop, support, and justify references incorporated response to develop and support depth responses, with references of response incorporated accurately

I EXPRESSION

IEmerging development of control of expression

to develop and support a simple response, with minimal references

Use of expression, which is generally clear for audience and purpose

Persuasive, articulate and/or skilful expression, which is apt for audience and purpose

Use of precise and fluent expression, which is reflective of audience and purpose

EDnlNG, POLISH or Proficient use of vocabulary, I Partial use of vocabulary, I

Attempt to edit and complete PRESENfAI10N spelling, punctuation, spelling, punctuation, response •adapt for multi.modal rc�pom,c� sentence structure and sentence structure and that do not reqmre criteria about grammar

Accurate use of vocabulary, spelling, punctuation, sentence structure and grammar

Use of expression, which is suitable for audience and purpose

Competent use of vocabulary, spelling, punctuation, sentence structure and grammar grammar

wntmg.

ACARA CROSS-CURRICULUM PRIORITIES | ABORIGINAL AND TORRES STRAIT ISLANDER HISTORIES AND CULTURES

Country/Place 0I.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place. Chapter 3 - 6

0I.3 Aboriginal and Torres Strait Islander People have holistic belief systems and are spiritually and intellectually connected to the land, sea, sky and waterways.

Chapter 3 - 6

Culture 0I.4 Aboriginal and Torres Strait Islander societies have many Language Groups. Introduction, Chapter

1, 3 & 4

0I.5 Aboriginal and Torres Strait Islander People’s ways of life are uniquely expressed through ways of being, knowing, thinking and doing. All

0I.6 Aboriginal and Torres Strait Islander People live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and contemporary impacts of colonisation.

Introduction, Chapter 1,2,5, and 7

People 0I.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia. Chapter 1

0I.8 Aboriginal and Torres Strait Islander People's family and kinship structures are strong and sophisticated. Chapter 3

0I.9 The significant contributions of Aboriginal and Torres Strait Islander People in the present and past are acknowledged locally, nationally and globally.

Chapter 5 - 7

LEARNING AREAS| CONTENT DESCRIPTIONS Year 5/6 7 8 9 10 Humanities and Social Sciences Inquiry and Skills Chronology, terms and concepts

Sequence historical events, developments, and periods (ACHHS205) & (ACHHS148) Use historical terms and concepts (ACHHS206) & (ACHHS149)

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164) & (ACHHS182) Use historical terms and concepts (ACHHS165) & (ACHHS183)

Questioning Develop questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094, ACHASSI122)

Construct significant questions and propositions to guide investigations about people, events, developments, places (ACHASSI152) Identify and locate relevant sources, ICT and others (ACHHS208) & (ACHHS151)

Identify and select different kinds of questions about the past to inform historical inquiry (ACHHS166) & (ACHHS184) Evaluate and enhance these questions (ACHHS167) & (ACHHS185)

Researching Locate and collect relevant information from primary and secondary sources (ACHASSI123) Sequence information using methods including timelines (ACHASSI097, ACHASSI125)

Apply a methodology to locate and collect relevant information and data from a range of primary and secondary sources (ACHASSI153) Organise, categorise and represent data in a range of appropriate formats using tables, field sketches and annotated diagrams, and maps (ACHASSI154)

Identify and locate relevant sources, using ICT and other methods (ACHHS168) & (ACHHS186)

Analysis and use of sources Examine primary and secondary sources to determine their origin and purpose (ACHASSI098, ACHASSI126) Examine different viewpoints on actions, events, issues in the past and present (ACHASSI099, ACHASSI127)

Draw conclusions about the usefulness of sources (ACHHS211) & (ACHHS154) Examine primary and secondary sources to determine their origin, purpose, and reliability (ACHASSI156) (ACHHS209) & (ACHHS152) and to identify values and perspectives on people, actions, events and issues past and present (ACHASSI157) (ACHHS210) & (ACHHS153)

Identify the origin, purpose, and context of primary and secondary sources. Evaluate the reliability and usefulness (ACHHS171) & (ACHHS189) (ACHHS169) & (ACHHS187) Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170) & (ACHHS188)

Evaluating | Perspectives and interpretations Evaluate evidence to draw conclusions (ACHASSI101, ACHASSI129) Work in groups to generate responses to issues and challenges (ACHASSI102, ACHASSI130)

Develop and use criteria to make informed decisions and judgements (ACHASSI161) Reflect on learning to propose personal and/or collective action in response to an issue, considering different perspectives, and expected effects (ACHASSI162) Identify and describe points of view, attitudes, and values in primary and secondary sources (ACHHS212) & (ACHHS155)

Identify and analyse the perspectives of people from the past (ACHHS172) & (ACHHS190) Identify and analyse different historical interpretations (including their own (ACHHS173) & (ACHHS191)

Explanation and communication Present ideas, findings, viewpoints and conclusions in a range of texts and modes (ACHASSI105, ACHASSI133)

Present ideas, findings, viewpoints, explanations, and conclusions (ACHASSI163) Develop texts, descriptions and explanations that use evidence from a range of acknowledged sources (ACHHS213) & (ACHHS156) Use range of communication forms (oral, graphic, written) and digital technologies (ACHHS214) & (ACHHS157)

• Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174) & (ACHHS192) • Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175) & (ACHHS193)

LEARNING AREAS| CONTENT DESCRIPTIONS Year 5/6 7 8 9 10 Humanities and Social Sciences Geography The world’s cultural diversity, including that of its indigenous Peoples (ACHASSK140)

Australia’s connections with other countries and how these change people and places (ACHASSK141)

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)

The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)

Water The way that flows of water connect places as they move through the environment and the way these affect places (ACHASSK183)

Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples (ACHASSK186)

Place and liveability Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHASSK188) The influence of accessibility to services and facilities, environmental quality, social connectedness and community identity on the liveability of places (ACHASSK191) (ACHASSK189) (ACHASSK190)

Strategies used to enhance the liveability (ACHASSK192) ACELT1619

Landforms and landscapes Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)

Human causes and effects of landscape degradation (ACHGK051) ACELT1806

Geographies of interconnections Perceptions people have of place, and how these influence their connections to different places (ACHGK065)

Challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, and climate change, for Australia and other areas of the world (ACHGK063) ACELY1739

Environmental Change & Management Human-induced environmental changes that challenge sustainability (ACHGK070) Environmental world views of people and their implications for environmental management (ACHGK071)

Aboriginal and Torres Strait Islander People's approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)

Application of geographical concepts and methods to the management of the environmental change being investigated. Application of environmental economic and social criteria in evaluating management responses to the change (ACHGK074) (ACHGK075

Year 5/6 7 8 9 10 Humanities and Social Sciences Civics and Citizenship How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)

Where ideas for new laws can come from and how they become law (ACHASSK146)

Process for constitutional change through a referendum (ACHASSK194) How values can promote cohesion within Australian society (ACHASSK197)

How groups express identities: how it influences perceptions of others and vice versa (ACHASSK198) (ACHCK053)

The freedoms, participation in Australia’s democracy (ACHCK061) (ACHCK062)

How Australian laws are made (ACHCK063) Types of law including criminal law, civil law, and Aboriginal and Torres Strait Islander customary law (ACHCK064) ACHCK066

The influence of a range of media, including social media, in shaping identities and attitudes to diversity (ACHCK080)

How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander People (ACHCK093)

Year 5/6 7 8 9 10Humanities and Social Sciences History The nature of convict or colonial presence, factors that influenced patterns of development, aspects of the daily life (including Aboriginal and Torres Strait Islander People) and how the environment changed (ACHASSK107)

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander People, migrants, women, and children (ACHASSK135)

The contribution of individuals and groups to the development of Australian society since Federation (ACHASSK137)

INVESTIGATING THE ANCIENT PAST How historians and archaeologists investigate history (ACDSEH001)

The range of sources including archaeological and written sources and what they reveal about Australia’s past (ACDSEH029) (ACDSEH031)

The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander People (ACDSEH148)

MAKING OF MODERN WORLD Industrial Revolution and how it affected living and working conditions, (ACOKFH016)

The nature and extent of the movement of people in the period (slaves, convicts and settlers) (ACOKFH015)

European imperial expansion and different responses, including in the Asian region (ACOKFH017)

Emergence and nature of significant economic, social and political ideas in the period, including nationalism (ACOKFH019)

MAKING A NATION Extension of settlement, effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander People (ACDSEH020)

Living and working conditions in Australia (ACDSEH090)

Key people, events and ideas in the development of Australian self-government and democracy, including rights (ACDSEH091)

MOVEMENT OF PEOPLE Experience of slaves, convicts and free settlers (ACDSEH083)

Changes in the way of life (ACDSEH084)

Impact of the movement of people (ACDSEH085)

RIGHTS AND FREEDOMS Universal Declaration of Human Rights (ACDSEH023) Background to the struggle of Aboriginal and Torres Strait Islander People for rights and freedoms (ACDSEH104)

US civil rights movement and its influence on Australia (ACDSEH105)

Significance of the following: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology (ACDSEH106)

Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander People, and the role of ONE individual or group (ACDSEH134)

The continuing efforts to secure civil rights and freedoms in Australia and the world, Declaration on the Rights of Indigenous Peoples (ACDSEH143)

Major movements for rights and freedom in the world and the achievement of independence by former colonies (ACOKFH022)

Year 5/6 7 8 9 10English Evaluating Language and interaction Take account of differing perspectives and points of view (ACELA1502) Understand the uses of objective and subjective language and bias (ACELA1517)

How language is used to evaluate texts and how evaluations about a text can be substantiated by reference to text and other sources (ACELA1782)

Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)

Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)

Language inclusive and exclusive social effects, use to empower or disempower (ACELA1564) Evaluations influenced by values, context, purpose (ACELA1565)

Visual LanguageHow analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding (ACELA1524)

How visual and multimodal texts relate to other texts or images to enhance and layer meaning (ACELA1548)

Analyse and explain the use of symbols, icons and myth in imagery and augment meaning (ACELA1560)

Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)

Literature and context: texts reflect culture and situation they are created in Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

Connections between own experiences and those events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Ideas and viewpoints drawn from historical, social and cultural contexts may reflect or challenge values (ACELT1626)

Interconnectedness of Aboriginal and Torres Strait Islander Country/Place, People, Identity and Culture (ACELT1806)

Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)

Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)

Responding to Literature: Personal responsesPresent a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)

Combinations of words and images to represent particular groups, and how texts position readers in relation (ACELT1628)

Differing viewpoints about the world, cultures, individual people and concerns (ACELT1807)

Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)

Analyse text structures, language and visual features and the context in which texts may influence audience response (ACELT1641)

Evaluate the social, moral and ethical positions represented in texts (ACELT1812)

Interacting with others: listening and speakingShow how ideas and points of view in texts are conveyed and that these can change according to context (ACELY1698)

Compare texts including media texts that represent ideas and events in different ways (ACELY1708)

Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)

Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in media texts, through language, structural and/or visual choices (ACELY1749)

Comprehension strategies: Interpreting, analysing, and evaluatingUse comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) including media and digital texts (ACELY1713)

Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)

Use comprehension strategies to interpret, evaluate texts, validity of content, credibility of sources, including finding evidence in the text for the author’s point of view (ACELY1734)

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation, or character in different texts (ACELY1744)

Use comprehension strategies to compare information within and between texts, analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

Creating texts Plan, draft and publish informative and persuasive print and multimodal texts, choosing structures, features, images appropriate to purpose and audience (ACELY1704) (ACELY1714)

Plan, draft and publish imaginative, informative, and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Create imaginative, informative, and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)

Create imaginative, informative, and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)

Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)

Year 5/6 7 8 9 10Science Science UnderstandingThe growth and survival of living things are affected by physical conditions of their environment (ACSSU094) (OI.2, OI.3)

Investigating Aboriginal and Torres Strait Islander People’s knowledge of the adaptations of certain species and how those adaptations can be used (ACSSU043 ) (OI.5, OI.9)

Investigating Aboriginal and Torres Strait Islander People's responses to the disruptive interactions of invasive species and their effect on important food webs that many communities are a part of, and depend on, for produce and medicine (ACSSU112) (OI.2, OI.5, OI.6)

Investigating traditional fire-starting methods used by Aboriginal and Torres Strait Islander People and their understanding of the transformation of energy (OI.5, OI.7)

Investigating the interdependence of communities and the role of Aboriginal and Torres Strait Islander People in maintaining their environment (OI.2, OI.5)

Values of society can influence scientific research (ACSHE230)

How the values of 19th and early 20th century Australian society, combined with scientific misconceptions about heredity and evolution, influenced policies and attitudes towards Aboriginal and Torres Strait Islander People (OI.6)

Science as a human endeavour Aboriginal and Torres Strait Islander People's traditional ecological and zoological knowledge informs sustainable harvesting practices of certain species (ACSHE083 ) (OI.2, OI.6)

Aboriginal and Torres Strait Islander People's connections with, and valuing of, water and water resource management (OI.2, OI.3) (ACSSU116)

Contributions of Aboriginal and Torres Strait Islander People's knowledge in the identification of medicinal and endemic plants (ACSHE119) (OI.9)

Investigating how Aboriginal and Torres Strait Islander People used scientific understandings of complex ecological relationships to develop specific fire-based agricultural practices (OI.2, OI.3, OI.5)

Facilitate energy and nutrient transfer in ecosystems through the practice of firestick farming (OI.2, OI.5)

Efficacy of traditional ecological practices of Aboriginal and Torres Strait Islander People, restorative programs generating career opportunities (ACSHE194) (OI.2, OI.5)

Aboriginal and Torres Strait Islander People's traditional medicines to identify effective therapeutic compounds for the use in pharmaceuticals (OI.5, OI.9)

Science Inquiry Skills Investigating how Torres Strait Islander and Aboriginal People's of arid regions of Australia use scientific knowledge to manage precious water resources (OI.5) discussing how modern approaches to fire ecology in Australia are being informed by Aboriginal and Torres Strait Islander Peoples’ traditional ecological knowledge and fire management practices (OI.2, OI.9)

Solutions to contemporary issues may involve ethical considerations (ACSHE120)

People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121)

Investigating how the knowledge and experience of Aboriginal and Torres

Strait Islander People are being used to inform scientific decisions, such as the care of Country/Place (OI.2, OI.9)

Acknowledging and identifying the relationship between First Peoples’ knowledges and contemporary science and the co-contributions in arriving at shared understanding when working 'both-ways' (ACSIS170)

How technological advances in dating methods of Aboriginal Peoples’ material culture contribute to our understanding of the changing climatic conditions and human interaction (ACSHE192 ) (OI.5, OI.9)

Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS206)

Acknowledging the need to critically analyse scientific literature for potential cultural bias towards Aboriginal and Torres Strait Islander People

Year 5/6 7 8 9 10Media Arts Digital Media LiteracyExplain how the elements of media arts and story principles, communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065 )

Experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text (ACAMAM066 )

Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072 )

Manipulate media representations to identify & examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)

Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079 )

Senior Curriculum Links Banjo Morton: the untold story is a great source of material or subject focus for a range of Australian senior subject assessment tasks. The senior inquiry book can be used as research guide, depth study, historical study, source analysis or inquiry portfolio to reflect on Banjo Morton: the untold story.

State or Territory

Subject | Syllabus | Learning Design

SACE South Australia Northern Territory

Modern History (Indigenous People)

Aboriginal Studies (Stage 1 Learning Journals) (Stage 2: Social Justice)

Legal Studies (Source Analysis)

Politics, Power and People | Making Meaning about Democracy – Exploring Australian Political Narratives Society and Culture | Forces for social change

VCE Victoria Sociology (Unit 3: Indigenous Culture)

Australian and Global Politics (Area of Study 3: Australian Democracy)

Australian History (Area of Study 2: Voices for Change)

HSC New South Wales

Aboriginal Studies

Modern History

Society and Culture

Legal Studies

Life Skills

WACE Western Australia

Aboriginal and Intercultural Studies

Modern History

Politics and Law

TCE Tasmania Exploring Issues in Society (Level 2)

First Nations Studies (Level 3)

Modern History (Level 3)

Making Moral Decisions (Level 3)

QCE Queensland Modern History (Unit 1: Ideas in the Modern World or Unit 2: Movements in the modern world)

Legal Studies (Unit 3: Law governance and change or Unit 4: Human rights in legal contexts)

Aboriginal Studies (Unit 1: Culture, identity and connections and Unit 2: Continuity, change and influences)

ACT BSSC

Australian Capital Territory

Modern History (Unit 2: Movements for Change in the 20th century or Unit 3: Modern Nations in the 20th century)

Australian and Global Politics (Power, Politics and Political Thoughts or Comparative Politics – Democracies)

Indigenous Cultures and Languages (Communities, Cultures and Identities, Representations and Perspectives)

Assessment Suggestions Community Experience – contemporary connection| Persuasive Argument | Report, Speech or Multimodal Write your own persuasive argument about one of the following current social, political, or legal campaigns. Link your arguments with evidence from human rights declarations, reference to Banjo Morton’s story and the Alyawarra People. For example: Change the date, Raise the age, Learn our truth, Black lives matter. Word Limit: 600 words or 6 minutes

Community Experience | Aboriginal Activism |Song or Poem | Written, Recording or Multimodal Write your own protest poem or song that demonstrates historical perspective and interpretation of Banjo Morton and the Alyawarra People's story. Create a creative and empathetic response to events, ideas or people in Banjo Morton’s story. Multimodal presentation: create a YouTube clip, multimedia presentation or TED talk. Word Limit: 600 words or 5 minutes or equivalent.