This week students will be presented with a range of scenarios that draw from their personal worlds and their sense of place in it. In order to understand the experiences of displacement and colonization of the Indigene, they will first identify what home, place and identity means to them and then what it might mean to lose it all.
Beginning with mapping their worlds as they know it, the students can then be introduced to scenarios of displacement and loss E.g. Robbery in your home, invasion of another people in your country, imposition of another language over yours etc.
Lesson 1:
WRITING AND REPRESENTING ACTIVITY
PRE- MAPPING ACTIVITIES:
Brainstorm all the words that you can think of with the word 'HOME'. Use a Y chart to write down what home looks like, sounds like, feels like.
What places in your country do you feel most at home in?
What does it mean to you to be an 'Australian'?
MAPPING ACTIVITY:
Use the map below to name and label and annotate the map of Australia, your home, as you know it. Mark all the landmarks that you know of and love.
MAP OF AUSTRALIA
POST MAPPING ACTIVITY:
Compare and contrast your map with your peers. What is different? What is the same? How do you feel about it?
PERSONAL WRITING ACTIVITY (print or multimodal) ( this may be used as an assessment for learning or could be used as an assessment if completed over a number of weeks).
Students write a description of a place they feel connected to and explain the basis of this connection. Share with the class.
Teachers may like to set up this task as a digital narrative, where students combine images, sound and their voice to share their connection to a place. This is a powerful way in to the discussion about storytelling, what makes a good story and the oral/ visual aspect of digital storytelling aligns with traditional Indigenous storytelling.
Students should compose a narrative of approx 250 words with the pictures and voice also telling the story.
More on Digital Storytelling in Week 3.
LESSON 2 & 3:
POST MAPPING - SCENARIO OF DISPLACEMENT:
1. Ask students to return their maps to you or ONE member of the class and the student /yourself can tear the map of Australia that they have labelled in last lesson. The others have colonized their land and renamed their world. The others present a written declaration, the Burnum Burnum Declaration, to legally justify the possession of the land and the people.
RECITATION
2. In small groups, choose ONE group member to learn the Burnum Burnum's Declaration.Work together to do a dramatic recitation for the class. (Source: Teaching Guide, Unit 3: Aboriginal Perspectives, Macquarie Pen Anthology//).
What is the Burnam Burnum Declaration? What is he trying to say?
How is the context of colonization inverted in this declaration?
What do you understand about the language of colonialism and occupation?
What satirical techniques have been used? What is their purpose and effect?
ADDITIONAL TEXTS TO UNDERSTAND THE COLONIAL EXPERIENCE
1. Watch the first 2:56 second clip from the mockumentary, Babakiueria:
What do you think is the purpose and message of Babakiueria?
What is a mockumentary? Why do you think the composer chose this particular form?
What attitudes to Indigenous people do you think this clip highlights?
What is the significance of naming and renaming? What is lost and gained?
How effectively does inversion work as a strategy to communicate the Indigene's point of view?
Compare and contrast the experience of the refugee with the experience of the Indigene.
Is the inversion of roles a useful technique to employ in communicating the experience of Othering? How and why?
REPRESENTATION ACTIVITY &REFLECTIVE QUESTION:
In what ways did the tearing of your map of Australia, the recitation of Burnum Burnum Declaraction, the viewing of the extract from the film, Babakiueria and the TV show, Go back to where you came from influence your understanding of the experience of power, displacement and colonization?
Represent your understanding visually, musically, dramatically and/or poetically.
WEEK 1: HOME
FOCUS QUESTIONS:
What is the significance of 'place' in my life? What places do I feel connected to?
What is the relationship between identity, home and homeland?
What is the experience of displacement like? How does it influence our sense of Self and identity?
How is language used to represent the relations of power between colonizer and colonized?
RESOURCES:
1. Maps of Australia.
2. Burnum Burnum Declaration,1988
3. Babakiueria mockumentary.
4. 'First White Men', story, Twelve Canoes.
5. 'Go back to where you came from', SBS
SUGGESTED ACTIVITIES:
This week students will be presented with a range of scenarios that draw from their personal worlds and their sense of place in it. In order to understand the experiences of displacement and colonization of the Indigene, they will first identify what home, place and identity means to them and then what it might mean to lose it all.
Beginning with mapping their worlds as they know it, the students can then be introduced to scenarios of displacement and loss E.g. Robbery in your home, invasion of another people in your country, imposition of another language over yours etc.
Lesson 1:
WRITING AND REPRESENTING ACTIVITY
PRE- MAPPING ACTIVITIES:
Brainstorm all the words that you can think of with the word 'HOME'. Use a Y chart to write down what home looks like, sounds like, feels like.
What places in your country do you feel most at home in?
What does it mean to you to be an 'Australian'?
MAPPING ACTIVITY:
Use the map below to name and label and annotate the map of Australia, your home, as you know it. Mark all the landmarks that you know of and love.
POST MAPPING ACTIVITY:
Compare and contrast your map with your peers. What is different? What is the same? How do you feel about it?
PERSONAL WRITING ACTIVITY (print or multimodal) ( this may be used as an assessment for learning or could be used as an assessment if completed over a number of weeks).
Students write a description of a place they feel connected to and explain the basis of this connection. Share with the class.
Teachers may like to set up this task as a digital narrative, where students combine images, sound and their voice to share their connection to a place. This is a powerful way in to the discussion about storytelling, what makes a good story and the oral/ visual aspect of digital storytelling aligns with traditional Indigenous storytelling.
An excellent resource for teaching digital narrative can be found at the Adobe Digital Storytelling site.
Students should compose a narrative of approx 250 words with the pictures and voice also telling the story.
More on Digital Storytelling in Week 3.
LESSON 2 & 3:
POST MAPPING - SCENARIO OF DISPLACEMENT:
1. Ask students to return their maps to you or ONE member of the class and the student /yourself can tear the map of Australia that they have labelled in last lesson. The others have colonized their land and renamed their world. The others present a written declaration, the Burnum Burnum Declaration, to legally justify the possession of the land and the people.
RECITATION
2. In small groups, choose ONE group member to learn the Burnum Burnum's Declaration.Work together to do a dramatic recitation for the class. (Source: Teaching Guide, Unit 3: Aboriginal Perspectives, Macquarie Pen Anthology//).
What is the Burnam Burnum Declaration? What is he trying to say?
How is the context of colonization inverted in this declaration?
What do you understand about the language of colonialism and occupation?
What satirical techniques have been used? What is their purpose and effect?
ADDITIONAL TEXTS TO UNDERSTAND THE COLONIAL EXPERIENCE
1. Watch the first 2:56 second clip from the mockumentary, Babakiueria:
What do you think is the purpose and message of Babakiueria?
What is a mockumentary? Why do you think the composer chose this particular form?
What attitudes to Indigenous people do you think this clip highlights?
What is the significance of naming and renaming? What is lost and gained?
How effectively does inversion work as a strategy to communicate the Indigene's point of view?
2. ' SBS' TV Show - 'Go back to where you came from!
Compare and contrast the experience of the refugee with the experience of the Indigene.
Is the inversion of roles a useful technique to employ in communicating the experience of Othering? How and why?
REPRESENTATION ACTIVITY & REFLECTIVE QUESTION:
In what ways did the tearing of your map of Australia, the recitation of Burnum Burnum Declaraction, the viewing of the extract from the film, Babakiueria and the TV show, Go back to where you came from influence your understanding of the experience of power, displacement and colonization?
Represent your understanding visually, musically, dramatically and/or poetically.