WEEK+2-+A+long,+long+time+ago

FOCUS: CONNECTING TO OUR PAST AND IDENTITY THROUGH STORY PRE-COLONIAL HISTORY, LANGUAGE AND CULTURE

FOCUS QUESTIONS:
 * What is the role of story-telling in the formation of identity?
 * What are the differences between oral stories and print stories?
 * What is the significance of point of view in story-telling?
 * Whose story is missing today?

During this week, students read a range of traditional indigenous myths and legends. They discuss and reflect on the role of storyteller and the differences between oral and written narratives. They should come to understand the richness and diversity of Indigenous cultures, languages and concerns but also be able to find similarities between the indigenous cultures. Many Indigenous cultures are now attempting to preserve their stories electronically through digital stories and there are several websites that provide students with an understanding of traditional and contemporary stories.

Introductory Questions for discussion/ blogging
 * Why do people tell stories?
 * Can you remember a story that you loved as a child? Recount that story to one of your peers. What was it that you loved about that story? Ext: If time permits, students transcribe oral recount of each others' stories. Reflect on transcriptions and the differences between oral and written storytelling.
 * What makes a good storyteller?
 * Have you heard of the Dreaming? Think, pair, share ideas about what the Dreaming is. Students find an internet definition.
 * Ask students whether or not they can recount a Dreamtime story. If they cannot, ask students whether they can recount the story of Cinderella or Little Red Riding Hood. Ask students to reflect on why they know so few Dreamtime stories.
 * What are some of the differences between oral stories and print stories?

Many Indigenous writers object to the term post-colonialism because they feel that it ignores the rich history, languages and culture in existence before the colonisers arrived.

Aboriginal Literature as a genre only came into existence in the 1960s and 70s, however, Aboriginal stories, art and languages had been alive and flourishing for thousands of years.

During this week, the focus is on developing and enriching students' understanding of Indigenous cultures, identity and stories prior to colonisation.

RESOURCES 1. [|Stories of the Dreaming] from the Australian Museum website (oral and transcripts) 2. [|Sharing Our Stories] from ABC Radio National (oral) 3. [|Maori myths, legends and contemporary stories] 4. The stories of the Yolgnu tribe on [|Twelve Canoes] 5. [|Pauline Macleod's Aboriginal Perspective on Storytelling] sheds light on the role of the storyteller. 6. The film, Ten Canoes, directed by 7. PBS,[| Circle of Stories] - Native American Storytelling

ACTIVITIES 1. Students are to choose at least 3 stories from a range of indigenous cultures from the websites above. 2. Students to compare/ contrast stories from different regions using the table below. What did you learn about Aboriginal culture through this comparison?

**Beliefs and values** || **Themes explored** || 3. Ask students to categorise the types of stories they read- can they come up with a list of indigenous story types. Eg. The creation story, stories that contain a lesson, instructions from spirits, stories about nature and natural processes, adventures in love and marriage. Discuss what we can learn about Indigenous cultures through this activity.
 * **Title of story, country and region** || **Cultural information provided in story**

ALTERNATIVE ACTIVITY Students choose one of the Indigenous cultures above (Maori, Aboriginal, Native American). They read or view at least 3-4 stories, making notes about the beliefs and values embedded in the stories. Students then complete one of the following visual/ multimodal activities: Students create a keynote presentation OR glogster that depicts what is valued in the Indigenous culture they have examined. Students should compare/ contrast these values with what they believe is valued in their own culture.

[|Teachers' Domain] has some excellent clips about the oral tradition in America, with a number of stories for students to view. Students recount a memorable story from their own lives and another student transcribes it (or it is recorded) Without looking at the transcript, students write the story as print narrative. Students compare their written and oral versions with their partner and explain what they have learnt about the differences between oral and written narratives. Class compiles a list of oral speaking conventions and displays in a wordle.
 * ORAL TRADITIONS**