Académique Documents
Professionnel Documents
Culture Documents
EMH419
HSIE CURRICULUM STUDIES: SOCIETY AND ENVIRONMENT
CRAIG EDWARDS 11168546
Duration
History K-10
Significance: the
importance/significance of
national holidays
Content
Resources
Adjustments:
Depth and complexity of content and terminology
should be altered to suit students
After reading several Dreaming stories including:
- Dreaming Story - Bilargun and Daroo 'The
Platypus story'
- Dreaming Story - Kandarik The Kangaroo Man
- Dreaming Story - The Rainbow Serpent
Discussing what messages are contained in the story
and what lessons are being taught.
Adjustments:
May be done as whole class or groups
Appendix Six
Aboriginal Languages Map (ABC website
http://www.abc.net.au/indigenous/map/
Museum of New South Australia
http://australianmuseum.net.au/sectionIndigenous-Australia (Australian Museum,
2013)
Local Indigenous Elder
Dreaming Story - Bilargun and Daroo 'The
Platypus story'
Dreaming Story - Kandarik The Kangaroo
Man
Dreaming Story - The Rainbow Serpent
Aboriginal Languages Wall chart
(http://www.ourlanguages.net.au/)
(Australian Government, 2011) (Horton,
1996)
Selection of Dreaming stories
Aboriginal Artefacts
PowerPoint
Summary Chart
Book Tumbarumba by Ron and Catherine
Frew (Frew & Frew, 2009)
NAIDOC Week (7-14 July)
http://www.naidoc.org.au/ (Australian
Government, 2013)
Spiderscribe Brainstorm Website www.
spiderScribe.net
Username
craig.edwards21@det.nsw.edu.au
Password 12345mod (Edwards, 2013)
Timeline
Assessment activity 1
Students will construct a summary chart using ICT
(Power Point) to record information about aspects of
life of Wolgal or Wiradjuri people, what was used
from the local environment, and what evidence there
is to tell us about this.
Adjustments:
May be done individually or in groups
Assistance with ICT skills
May be required to research info or the info may be
given to them.
KWL chart
Excursion to the Tumbarumba Museum
located at the Tumbarumba Information
Centre, with talk conducted by Tumbarumba
Historical Society.
10 Bridge Street, Tumbarumba, NSW 2653
Adjustments:
Phone: 02 6948 3333
create literary texts that explore
Students may need prompting
Colonial Artifacts:
students' own experiences and
Book Tumbarumba by Ron and Catherine
imagining (ACELT1607)
Using a selection of old photographs of the area, ask Frew (Frew & Frew, 2009)
use visual representations, including
students to identify buildings, structures such as
Book Southern Voices by Robert Engwerda
those digitally produced, to represent
roads and bridges, monuments, etc. What has
(Engwerda, 1994)
ideas, experience and information for
changed and what has remained the same?
Book Australia and Immigration 1788 to
different purposes and audiences
Adjustments:
1988 by Department of Immigration, Local
respond to a range of texts, e.g.
Students may work in groups or whole class
Government and Ethnic Affairs (Armit,
through role-play or drama, for
Photos to be blown up to A3 size to make easy to view Larkins, Godfrey, & Benjamin, 1988)
pleasure and enjoyment, and express Sources to be used to investigate change and
Book Historic Kiandra by Comma-Monaro
thoughtful conclusions about those
continuity newspapers, maps, letters, diaries from
Historical Society (Cooma-Monaro Historical
texts
Tumbarumba Library
Society, 1959)
justify interpretations of a text,
Group students for a research activity. Topic choices
Tumbarumba Town Library
including responses to characters,
public buildings, roads and bridges, transport, daily
Prince Street, Tumbarumba, NSW 2653
information and ideas, e.g. 'The main
life, timber industry, mining industry, farming.
Phone: 02 6948 2725
character is selfish because '
Students must decide whether the aspect of local
School Cameras
make connections between the ways
history being researched has changed or remained Tumbarumba Times Newspaper
different authors may represent
the same and try to explain why. Discuss with the
50 The Parade, Tumbarumba, NSW 2653
similar storylines, ideas and
students which buildings and structures have
Phone: 02 6948 2663
relationships (ACELT1594, ACELT1602)
remained because they have been regarded as
Radio Upper Murray
important or useful and why others have not
Phone: 02 6948 2878
survived or have changed because their purpose
Timeline
has changed, they were not in good repair, or
other uses for the site arose. Refer to old photos of
buildings.
Adjustments:
May be done whole class or in groups
Adjustment:
Students may need assistance with modelling
sentences
Assessment activity 3
Students are to write a journal article about their local
identity for the local newspaper, Tumbarumba Times,
and prepare an oral report for the local radio station,
Radio Upper Murray.
Adjustments:
Students are to be given Journal-Writing Strategy
template
May be done in pairs
Assistance with literacy skills if required
Adjustments:
May be done as whole class or groups
Students are to identify important Australian
celebrations and commemorations and discuss their
origins and significance in society
Adjustments:
May be done as whole class
Assessment activity 4
Students will construct a presentation using ICT
(Power Point) to record information about a
celebrated or commemorated day in Tumbarumba
and how it compares to the past.
Tumbafest
ANZAC Day
Tumbarumba Show
Harmony Week
National Sorry Day
Australia Day
National Reconciliation Week
Adjustments:
May be done individually or in groups
Assistance with ICT skills
May be required to research info or the info may be
given to them.
Internet
Book Tumbarumba by Ron and Catherine
Frew (Frew & Frew, 2009)
Book Sons to the Empires Cause
Tumbarumba In World War I by Catherine
and Ron Frew (Frew & Frew, 1988)
Assessment overview
Evaluation
Ongoing assessment student understanding may be assessed through the use of observational
Learning Episode 2:
What will students know and be able to do at the end of this episode?
By the end of the session, students will have a greater understanding about the impact of the Chinese
to the Gold Fields and understanding of 4 people who made an impact.
Outcomes:
HT2-2 HT2-5 DRAS2.1
Inquiry questions:
What was life like on the Gold Fields for non-Australians?
Inquiry sequence:
This session is about Gold Fields. Most importantly the Chinese on the Gold Fields.
Students watch Eggs for Tuppence Video to intro Chinese Racism.
http://www.myplace.edu.au/teaching_activities/1878__before_time/1858/2/eggs_for_tuppence.html
Strategies/Activities:
As a group read through the document titled The Chinese, sharing the reading around the room.
Adjustments:
Some students may be required to extra time and assistance with some words.
Students are asked to return to their desks complete questions 1-4 on the document titled The
Chinese. Students are encouraged to work in groups to obtain responses.
Adjustment:
If students complete quickly they are to move onto the four profiles.
Read through the four profiles as a group back on the floor at the front of the room on the floor.
Discuss the possible answer for question 5 as a group.
Have the students return to their desks to complete the page.
Students discuss in table groups different jobs they have today and what jobs they think they might
have done in early colonial days around Tumbarumba. Students to display information on a Venn
Diagram
Adjustment:
If students finish work students to move to the floor to watch the video early put on SMART board for
them to watch from the floor.
http://www.youtube.com/watch?v=UKjZKEXv7kE
(Hardy, 1984)
Summative and/or formative assessment:
Discuss the responses for the questions, have the students provide their response in a group
discussion. Question the about how the Chinese may have felt living in the Tumbarumba local area.
During the lesson check the students responses to questions, checking book work around the room,
depth of responses, questions by students
Resources to facilitate learning:
SMART Board, Eggs for Tuppence Video clip
http://www.myplace.edu.au/teaching_activities/1878__before_time/1858/2/eggs_for_tuppence.html (Australian Children's Television Foundation, 2013)
http://www.youtube.com/watch?v=UKjZKEXv7kE The Eureka Stockade
(Hardy, 1984)
Document titled The Chinese (Appendix Four) (RIC Publications, 2000)
Learning Episode 3:
What will students know and be able to do at the end of this episode?
Having the students being able to draw upon previous knowledge and provided images to write a
narrative. Students will be able to use some effective planning strategies, Reads work during writing to
maintain sequence and check meaning, changing words and phrases or checking for errors, Uses present
tense in factual texts such as information reports and procedures Uses correct punctuation in published
version of own writing, eg capital letters, full stops, question marks and commas
Outcomes:
HT2-2, HT2-5, EN2-2A, EN2-3A, EN2-9B, EN2-10C, EN2-11D
Inquiry questions:
Inform the students that the following session will continue on the theme Life on the Gold Fields.
Inquiry sequence:
Questioning, Individual Work, Paired Work
Strategies/Activities:
Question the students on how to write a report
Adjustment:
Students may need prompting
Write the steps on the SMARTBoard on how to write a report
Inform the students that as a class we shall start a new piece of writing.
Section 1: Arrival at Melbourne Section 2: Journey to the Gold Fields - Tumbarumba
Section 3: Working the Gold Fields
Provide the students with the image stimulus by displaying on SMART Board (Appendix One) and
brainstorm ideas on how you would have felt arriving in Melbourne from another country. Focusing on
verbs, write several sentences.
Model sentences on the SMART Board with students input to start the report.
Students to copy from the board the modelled paragraph.
Students are to write the 2 more paragraphs for their report using the next set of stimulus images
using an array of verbs
Discuss the feelings they have for the people who worked travelled on the Gold Fields.
On completion students can have another finished student read and assess their writing.
Summative and/or formative assessment:
Questioning the students understanding of grammar.
By questioning the students will gain an understanding the concepts about the arrival, travelling in
rural Victoria/NSW and life and work on the Gold Fields in Tumbarumba Local Area.
Read students work samples to assess if students understand the concepts and correctly use each
verbs in a sentence.
Resources to facilitate learning:
Image handouts, SMART board, writing books, pens/pencil, Images (Appendix One)
Learning Episode 4:
What will students know and be able to do at the end of this episode?
Students will learn that Indigenous Australians consisted of many nations which are greatly different
from the states and territories that exist today.
Outcomes:
HT2-2 HT2-5
Inquiry questions:
Aboriginal people have been living continuously in Australia for more than 50,000 years.
How do we know this?
Inquiry sequence:
Working in groups or pairs, students will investigate the nations of the Indigenous Australians. Students
will learn that in those different nations stories are told to pass down information about the land to each
generation.
Strategies/Activities:
Using an Aboriginal language map and wall chart, students individually locate the local area on the
map and identify the local language group.
Explain to students that over many thousands of years of careful observation, Aboriginal peoples
acquired an intimate knowledge of the physical features of the land, animals, plants, weather and
people and their interconnections. They managed the land/environment according to ancient laws and
customs that are often recorded in Dreaming stories. These stories describe ways of caring for the land
as well as changes to the continent over time.
Adjustments:
Depth and complexity of content and terminology should be altered to suit students
After reading several Dreaming stories including:
- Dreaming Story - Bilargun and Daroo 'The Platypus story'
- Dreaming Story - Kandarik The Kangaroo Man
- Dreaming Story - The Rainbow Serpent
Discussing what messages are contained in the story and what lessons are being taught.
Students to write the meaning of one of the three stories in their History book.
Adjustments:
May be done as whole class or groups
Summative and/or formative assessment:
Questioning students will assess their prior knowledge
Class discussion will assess students understanding of the Indigenous of people precolonial days.
Class discussion will aid in the assessment of what students have learnt. Collection and marking of
student worksheets will do this further.
Resources to facilitate learning:
Appendix Six, Dreaming Stories, History Workbooks, Aboriginal Languages Map (ABC website
http://www.abc.net.au/indigenous/map/
Learning Episode 5:
What will students know and be able to do at the end of this episode?
Students will gain an understanding of native food eaten, Empathetic understanding by developing and
understanding of another's views
Outcomes:
HT2-2, HT2-5
Inquiry questions:
What evidence is there of Aboriginal life in the local area?
Inquiry sequence:
Group Discussion, Paired or Individual Work
Strategies/Activities:
Investigate native food sources in the Tumbarumba area that would have been eaten by Wolgal and
Wiradjuri people. An Aboriginal guest speaker to visit the school during NAIDOC Week. Pose the
question: What evidence is there of Aboriginal life in the local area? Students to brainstorm questions
they may wish to ask about local Aboriginal history using Spider Scribe.
Summative and/or formative assessment:
Assessment activity
Students will construct a summary chart using ICT (Power Point) to record information about aspects
of life of Wolgal or Wiradjuri people, what was used from the local environment, and what evidence
there is to tell us about this. Students will be given opportunity to present to the class their findings.
Adjustments:
May be done individually or in groups
Assistance with ICT skills
May be required to research info or the info may be given to them.
Resources to facilitate learning:
Computers, SMART board, pencils, Internet, Spiderscribe, local Indigenous person
Learning Episode 6:
What will students know and be able to do at the end of this episode?
Students will improve research skills, students will become greater communicators in a group
situation.
Outcomes:
The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong
to a local area. (This is intended to be a local area study with a focus on one Language group; however, if
information or sources are not readily available, another representative area may be studied.)
(ACHHK060)
Inquiry questions:
Who lived here first and how do we know?
identify the original Aboriginal languages spoken in the local or regional area
Inquiry sequence:
Evidence tools, rock art/carvings, hunting, sacred sites, camps, burial grounds, language
Strategies/Activities:
Watch clip showing seasons around Australia, weather patterns and how nature changes
Learning Episode 7:
What will students know and be able to do at the end of this episode?
Students knowledge and understanding of the metalanguage will be greatly improved.
Outcomes:
HT2-2, HT2-5, EN2-2A, EN2-3A, EN2-9B, EN2-10C, EN2-11D MA2-7NA MA2-1WM ST2-5WT VAS2.1
VAS2.4
Inquiry questions:
Which type of learning to you prefer?
Inquiry sequence:
Direct Instruction, Individual or Paired Work depending on Activity selected.
Strategies/Activities:
Students are required to using Appendix Five (Blooms) and complete a minimum or one activity from
each way of learning, within half of the allocated time. On completion of each task the student is to get
it signed off for acknowledgment. On completion the students will choose one of the following activities
to complete.
ENGLISH:
Create a comic strip to describe your adventures as a settler in Tumbarumba. Use narrative structure of
the story writing; beginning, middle (complication, an introduction of a character/object) and
conclusion. Create a postcard to using one of the images from Appendix One. Use narrative structure of
the story writing; beginning, middle (complication, an introduction of a character/object) and
conclusion.
MATHS / VISUAL ART: Measure and re-scaling. Children are to measure their own body in order to rescale their model of a settler to and . Divide by 2 and 4 of your own body measurements. Using
coloured pencils to colour in drawing in the style of a local from the time period.
SCIENCE: Use old computer/electronic parts or Lego Mind storms and old toy components to make your
own miner or colonial settler being-android. Make him/her perform some electronic movement.
Test the materials in terms of strengths and durability.
Summative and/or formative assessment:
Each of the activities will be collected and marked, observe and question students as they complete
tasks.
Resources to facilitate learning:
Appendix Five, Rulers, Appendix One, Coloured Pencils, Lego Mindstorms
Reflection:
How did the unit each lesson in these
areas?
Time allocated for topic
Student understanding of content
Opportunities for student reflection on
learning
Suitability of resources
Variety of teaching strategies
Integration of Quality Teaching strategies
Integration of ICTs
Literacy strategies used
Numeracy strategies used
SMART targets addressed
Continuum clusters addressed
Timeline
To create the timelines Ive used the website Time Toast. www.timetoast.com .It is a free site that allows for easy additions and changes to be made to timelines that can be viewed in two
formats. The benefit over using Microsoft Word will be its engaging display and the ease of adding images and links.
Aboriginal Australians
http://www.timetoast.com/timelines/australianaborigines-emh204-hsie-curriculum
Immigration to Australia
http://www.timetoast.com/timelines/immigration-to-australia--23
Gold in Australia
http://www.timetoast.com/timelines/gold-discovery-inaustralia--6
Appendix One
(Frew
& Frew, 2009) (Gilbert, 1972) (Trudgeon & Johnston, 1977)
Appendix Two
b Make a list of the nationalities of the people who came to Australia in search of gold.
Appendix Three
Appendix Four
(RIC Publications,
2000)
Appendix Five
MULTIPLE INTELLIGENCES & BLOOMS TAXONOMY
UNIT OF STUDY:
Seven ways to be
Blooms Taxonomy: Six Thinking Levels
smart
Knowing
Understanding
I enjoy reading, writing Look, say cover write
Write a synonym for
& speaking
check your words
each word.
Applying
Write a word that
rhymes with your
spelling words.
Analysing
Write your words
and cross out any
silent letters.
Creating
Create a sentence
using each spelling
word.
Write a paragraph
using as many
words as you can.
Count how many
words you can
include.
Make a
spellamoodle with
your words.
I enjoy painting
drawing & visualising
Draw a picture or
symbol for each
spelling word.
Write a cartoon
strip including as
many words as
possible.
Spellustration:
Illustrate 10 of your
words with a
diagram that
explains their
meaning.
*Learn the letters of
the sign language
alphabet and teach
it to a buddy.
I enjoy working by
myself
Evaluating
List your words in
the categories- Easy
words to spell,
Medium level words
to spell, difficult
words.
Change every word
by adding or
subtracting plural,
prefix or suffix.
Spelling criminals
have stolen key
letters from spelling
words. Make a
worksheet for a
partner and swap!
Make a cross word
with at least 10 of
your words. Swap
with a friend.
Design a get-well
card for a word
badly damaged by
misspelling.
PowerPoint
spelling: Children
create a slideshow
of their words
Make up a short
play using all your
spelling words.
Seven ways to be
Blooms Taxonomy: Six Thinking Levels
smart
Knowing
Understanding
I enjoy reading, writing Play this game with a
Write three
& speaking
partner. Start by
sentences, using as
giving him or her the
many list words as
first letter of the word
possible.
you have chosen from
your spelling list.
Applying
Analysing
Hidden words- For
Make clues for 10 of
each of your spelling your spelling words.
words try and find
words using only the
letters in it...
Creating
Write a paragraph
using all the words
but one..... The class
will have to find the
missing word!
Translate letters in
words to numbers
and create your own
algorithms
String it along.
Write each word in
string
I enjoy painting
drawing & visualising
Make disappearing
words.
Perform a rain
dance while spelling
your spelling words
I enjoy working by
myself
Create a sentence
using each word.
Write a quiz
question for four list
words. Give to a
friend to solve.
Missing letters
Write 10 words with
some of the letters
missing. Swap with
your partner and fill
in the missing
letters.
Evaluating
Write the family
words from your
spelling lists from
the last 4 weeks on
cards. Swap with a
friend to sort them
into the same word
families and reunite
them!
Sort your words into
three groups.
Play a game of
Pictionary with a
friend with your
spelling words.
Spell your words by
standing up on
consonant and
sitting down for
vowels.
Sing your words to
the tune of your
favourite song.
Select ten words
from you list. Write
them three times
but misspell them
word twice. Your
partner pick the
correctly spelt
word?
Sort your words into
these categories.
1. See 2. Smell 3.
Noise 4.Touched.5.
Eaten 6.Useful 7.
Nouns 8.Verbs 9.
Adjectives
Being Aboriginal has nothing to do with the colour of your skin or the
shape of your nose. It is a spiritual feeling, an identity you know in your
heart. It is a unique feeling that may be difficult for non-Aboriginal people
to understand.
Aboriginal people have been living continuously in Australia for
more than 50,000 years.
Rock art is the oldest surviving human art form. In NSW, it is a link with
Aboriginal life and customs before European settlement. Pictures on
rocks were an important part of Aboriginal songs, stories, and customs
that connected people with the land.
http://www.environment.nsw.gov.au/nswcultureheritage/RockArt.htm rock art video
(show photos of rock tools, scarred trees from Library)
An Aboriginal Place is defined in the NSW National Parks and Wildlife Act 1974
(NPW Act) as a place that 'is or was of special significance with respect to
Aboriginal culture'. The concept of an Aboriginal Place was introduced into the
NPW Act in 1974. Prior to that, only Aboriginal 'relics' - the term used for
physical remains such as scarred trees, rock art, stone tools, and shell middens were protected under the Act.
Using the computers research for any sacred sites around our local area Tumbarumba.
This is a useful website - http://www.environment.nsw.gov.au/aboriginalplaces/
Sacred sites around Tumbarumba
Get atlas out map of Australia and NSW
Consider when British convicts arrived. Where did they first settle? Where did aboriginals live? How long until aboriginals in NSW
over the Snowy mountain range encountered white man?
The Dreaming is a western term used to explain the basis of Aboriginal spiritual identity.
Language/clan groups have their own language term for spirituality. For them, the Dreaming is past, present and future
and holds the law and lore, incorporating important knowledge and values, beliefs and understandings. It tells of the
ancestral spirits that created the land and waterways, and remain as living forces, making these places sacred and
significant.
Aboriginal elders are greatly respected because they are responsible for guiding and mentoring and
keeping their Aboriginal heritage alive and ensuring its language, rituals, sacred ceremonies and
knowledge are passed on from generation to generation.
Gaps exist between Aboriginal and non-Aboriginal Australians in areas such as education, housing,
health and employment.
Constitutional and legal changes have affected the rights of Aboriginal Australians.
Before 1788, it is estimated there were approximately 200-250 different languages spoken by
Aboriginal people living throughout Australia.
Many words from the various Aboriginal languages have come into common usage in English (although in many cases
the words have been anglicised) including: barramundi, dingo, budgerigar, kangaroo, koala, kookaburra, taipan,
wallaby, waratah, wombat and place names such as Noosa, Coonabarabran, Woy Woy, Woollahra, Toowoon (Bay),
Kuring-Gai, Terrigal and Mudgee.
http://www.murrayriver.com.au/about-the-murray/captain-charles-sturt/
Murray river websites
http://www.environment.nsw.gov.au/chresearch/ReserveStation.htm
living on aboriginal reserves or stations
From the late 1700s, the spread of settlement across New South Wales by non-Indigenous people gradually pushed Aboriginal
people off their land. NSW governments responded in many cases by setting aside parcels of land for the sole use of Aboriginal
people. Across the state, Aboriginal reserves were created as a political response to the dispossession of Aboriginal people from
their land. Over time, the creation of reserves or similar parcels of land were driven by different philosophies and initiated by
different groups churches, government, non-Aboriginal residents of towns or Aboriginal people themselves.
Though some Aboriginal people had little choice but to live on the reserves, they often developed very deep attachments to them
and to the areas adjacent to the reserves.
Broadly speaking, there were three types of spaces formally set aside by the government specifically for Aboriginal people to live
on:
Aboriginal reserves: Aboriginal reserves were parcels of land set aside for Aboriginal people to live on; these were not managed
by the government or its officials. From 1883 onwards, the Aboriginal people who were living on unmanaged reserves received
rations and blankets from the Aborigines Protection Board (APB), but remained responsible for their own housing. 1 Such reserves
included Forster2 and Burnt Bridge.
Aboriginal missions: Aboriginal missions were created by churches or religious individuals to house Aboriginal people and train
them in Christian ideals and to also prepare them for work. Most of the missions were developed on land granted by the
government for this purpose. Around ten missions were established in NSW between 1824 and 1923, although missionaries also
visited some managed stations. Many Aboriginal people have adopted the term mission or mish to refer to reserve settlements
and fringe camps generally.
Aboriginal stations: Aboriginal stations or managed reserves were established by the APB from 1883 onwards, and were
managed by officials appointed by that Board. Education (in the form of preparation for the workforce), rations and housing
tended to be provided on these reserves,3 and station managers tightly controlled who could, and could not, live there. Many
people were forcibly moved onto and off stations. Managed stations included Purfleet,4 Karuah and Murrin Bridge near Lake
Cargelligo.
Many other Aboriginal people did not live on Aboriginal missions, reserves or stations, but in towns, or in fringe camps on private
property or on the outskirts of towns, on beaches and riverbanks. There are many such places across the state that remain
important to Aboriginal people.
Across NSW, the APB created new reserves and stations places that were managed by a government-appointed manager, and
which often provided education/schooling and housing in addition to land on which Aboriginal people could live. Some of the first
reserves created by the Board were at Bega (1883), Stewarts Island (1883), and Grong Grong, near the Murrumbidgee River
(1884).
Some reserves were created in response to complaints by white residents who objected to Aboriginal people living in towns or in
fringe camps on the edges of towns.9 This was the case with Brungle Station, which was built between Tumut and Gundagai in
1887.10 Other reserves were established at the request of Aboriginal people themselves who were seeking land for agriculture,
living and schooling purposes and these were created where Aboriginal people were already living. 11 In 1911, at the height of the
Aboriginal reserve system, 75 of the 115 reserves in NSW had been created at the request of Aboriginal people. 12 These included
Wingadee at Coonamble 13 and Burra Bee Dee. Like fringe camps, these places continue to hold significance for Aboriginal
people as places where they chose to live when there were few places available.
The creation of reserves and stations from the 1880s onwards reflected government policies of protection and segregation. They
were underpinned by a belief that the best way to protect Aboriginal people was by separating them from white society. Station
managers were appointed to help control who lived on the stations, and to manage their behaviour and movements. However,
the official identification of Aboriginal people was strictly defined by the colour of their skin many people were deemed too
Aboriginal to live in towns, but not Aboriginal enough to live on reserves.
Appendix Seven
Description- fauna
The snowy Mountains, as part of The Great Dividing Range, has its origins many millions of years ago when the continents of earth were fused together
as the Gondwana land mass. A huge uplift in the earth's crust occurred over millions of years. This was just after the extinction of the dinosaurs and
during the time that modern humans first appeared on Earth.
The Snowy Mountains are a plateau made from sandstone rock. The plateau is now divided by gorges up to 760 metres deep, formed by rivers. Its flattopped mountains and sheer cliffs rise baldly from the forests around them. Its rivers plunge into deep, narrow gorges and vast, stretching valleys.
The main natural vegetation of the higher ridges is eucalyptus forest. The sheltered gorges often contain temperate rainforests. The Wollemi Pine,
recently found growing in a gorge of the Snowy Mountains, is a living dinosaur of the plant world
The Greater Snowy Mountains Area is inhabited by over 400 different forms of animals. Among them are rare mammal species like Spotted-tailed
Quoll, the koala, the yellow-bellied glider, and Long-nosed potoroo. There are also some rare reptiles, like the Snowy Mountain Water Skink.
Discuss the authors purpose why did the author write this information report.
To present information about the Snowy Mountains. The text will explore the formation of the mountains, describe their characteristics and present facts
about the history and geography of the mountains.
Cut up sentences
Teachers write selected sentence/sentences on strips, one set each for small group of 3-4 students. Students in the group take turns to cut the sentence at the
points directed by the teacher. Students identify the words to cut and the teacher elaborates on their meaning, taking the understanding to a higher level.
Words are always put back into the sentence. When cutting is complete the words are then jumbled and the group works together to rearrange them. They
can also construct new sentences by reordering clauses/words, joining sentences or breaking them into simple sentences. Punctuation can be cut off separately
from the words and rearranged. Extra blank cards may be needed to add capitals or lower case letters and extra words to maintain meaning.
How bjg?
Where?
between
where?
1. The Wiradjuri tribe was the largest aboriginal nation in NSW and ranged from Albury on
Which river?
Where?
which town?
Where?
Family group
lived together
2. In all, about 12,000 people, divided into clans, co-existed as the Wiradjuri nation or tribe.
To get food they..? x2
moving around
nomadioc
3.They hunted, fished, and being semi nomadic, moved from place to place living off the land.
Animals that they find
freshwater prawns
fish...what type?
Where?
4.The Wiradjuri diet included yabbies and fish such as Murray cod from the rivers.
When?
Meat x2
Such as..?
5.In dry seasons, they ate kangaroos, emus and food gathered from the land, including fruit, nuts, yam daisies, wattle seeds, and
orchid tubers.
This tribe
moved
where?
When?
what?
6.The Wiradjuri travelled into Alpine areas in the summer to feast on Bogong moths.
1. The first sentence tells us how far the territory of the Wiradjuri extended, or the size of it.
Preparation: children should have looked at an atlas or map of Australia and found the following,
Albury, Murray River, Coonabarabran
Revise north and south
Locate Tumbarumba
Adjustment: Google Earth
2. This sentence tells us approximately how many people there were in this tribe.
Clans
How would this number have been calculated?
3. This tells us about the life the Wiradjuri led before contact with European settlers.
Semi nomadic
4. This sentence begins to tell us how the Wiradjuri lived off the land.
Yabbies
Murray cod
Which rivers? Lachlan, Murray, Darling, Murrumbidgee
5. The next sentence tells us more about how the Wiradjuri ate a large variety of food.
6. This sentence tells us about a special summer treat and where the Wiradjuri had to go to find it.
Alpine
Bogong moths
Who?
Good looking
From what?
7.The Wiradjuri were also known for their handsome cloaks stitched together from possum
furs.
The governor of the colony
given
who?
8.Governor Macquarie was did it? presented with one of these cloaks by a Wiradjuri man when he
Where?
What year?
When?
9.The crossing of the Blue Mountains by Blaxland, Lawson and Wentworth in 1813 was the
The destruction
References
Anderson, M., & Ashton, P. (2000). Australian History and Citizenship. South Yarra: Macmillan.
Armit, M., Larkins, J., Godfrey, D., & Benjamin, G. (1988). Australia and Immigration 1788 to 1988. Fyshwick: Australian Government Publishing Service.
Australian Children's Television Foundation. (2013). Eggs for Tuppence. Retrieved from My Place for Teachers: http://www.myplace.edu.au/teaching_activities/1878__before_time/1858/2/eggs_for_tuppence.html
Australian Government. (2011). Languages. Retrieved from Our Language: http://www.ourlanguages.net.au/
Australian Government. (2013). NAIDOC. Retrieved from NAIDOC: http://www.naidoc.org.au/
Australian Museum. (2013). Indigenous Australia. Retrieved from Australian Museum: http://australianmuseum.net.au/section-Indigenous-Australia
Brummer, T., & Clark, S. K. (2012). Writing Strategies for Mathematics. Huntington Beach: Shell Educational Publishing.
Cooma-Monaro Historical Society. (1959). Historical Kiandra. Cooma: Cooma-Monaro Historical Society.
Edwards, C. (2013). Craig Edwards - SpiderScribe. Retrieved from Spider Scribe: www.spiderscribe.net
Engwerda, R. (1994). Southern Voices - Australian History to 1918. Port Melbourne: Heinemann.
Frew, C., & Frew, R. (1988). Sons to the Empire's Cause - Tumbarumba in World War I. Wagga Wagga: Wilkie Watson Publications Pty Ltd.
Frew, R., & Frew, C. (2009). Tumbarumba. Wagga Wagga: Tumbarumba Historical Society.
Gilbert, P. (1972). Gold - Discovering Australian History. Hong Kong: Jacaranda Press.
Hardy, R. (Director). (1984). The Eureka Stockade [Motion Picture].
Holland, J., & Krumm, G. (2012). Print, Cut and Fold. Moorabbin: Hawker Brownlow Education.
Horton, D. (1996). Indigenous Language Map. Retrieved from ABC Indigenous: http://www.abc.net.au/indigenous/map/
Korff, J. (2011). Aboriginal History. Retrieved from Creative Spirits: http://www.creativespirits.info/aboriginalculture/history/australia-day-invasion-day