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Stage
3 Human Society and Its Environment
About
this rap
Timeline for this rap
Coordinators
Subscribe to the rap
Archives of class email discussion
Gallery of student work
Support materials
Rap points
Rap lingo
Rap maps
Credits
About
this rap
This book rap on Papunya School
book of country and history, will run for approximately
five weeks in Term 1 2003 in keeping with the timeframe shown
below. It is suitable for Stage 3 (Years 5 and 6). A rap uses
email to circulate discussion points, known as rap points, about
a topic or text. It can stimulate classroom activities and provide
opportunities for students to share responses and ideas with
other schools. Suggested class activities for selected Human
Society and Its Environment Stage 3 outcomes to support the
focuses of the rap are available in the Program
and planning section. The Additional
resources offer
further support materials.
Connie
Ah See, a member of the Wiradjuri Nation, will be available
online during the book rap.
This
rap assists Stage 3 students in the development of their ability
to:
| Rap
live for subscribing |
Papunya
School book of country and history rap site live.Schools
can register their participation from this date |
17
February 2003 |
| Introductory
activities |
Schools
introduce themselves. Registration continues. |
24
February 2003 |
| Rap
point 1 |
The
discussion focus for this week |
3
March 2003 |
| Rap
point 2 |
The
discussion focus for this week |
10
March 2003 |
| Rap
point 3 |
The
discussion focus for this week |
17
March 2003 |
| Rap
wrap up |
The
final week of sharing responses and concluding comments |
24
March 2003 |
Coordinators
Connie
Ah See (Curriculum Adviser, Aboriginal Studies Team), and Vicki
Douglass (Blacktown West Public School). Vicki will guide us
through the rap, posting the rap questions for each week. They
will also provide encouragement for this book rap on the Teacher
support listserv, where teachers will be able to ask questions
about and discuss professional issues related to Aboriginal
studies, the rap and how they are managing it with their classes,
as well as other aspects of teaching.
Subscribe
to the rap
In
order to participate in this rap you need to subscribe, by entering
your email in the boxes below and clicking the ‘Submit’ buttons.
The rap will start in keeping with the timeline above.
Teacher
email will not be archived.
You will receive confirmation emails for your Class group and
the Teacher support listserv. Simply follow the instructions
these contain when posting messages.
Archives
of the class email discussion
Gallery
of student work
Support
materials
Aboriginal
Education (in the NSW Department of Education
and training)
Rap
points (Discussion points which guide
the rap)
Introductory
activities
Program
and planning Stage 3 (Suggestions for class
discussion and activities for rap points, linked to syllabus
outcomes)
Concluding
activities
Rap sheets (for
use with Rap points)
Additional
support material
Implementing
a rap (Rap FAQs and About rap email)
Email
– Instruction sheet for students
Parent
information letter
Rap
lingo
Rap
maps
Rap
points
The rap point questions act as discussion points to guide the
rap. The questions for the week are posted to the rap at the
beginning of that week by the rap coordinators. Class groups
post their answers and can respond via the rap to other schools’
replies during the relevant week for that rap point. The rap
points for this rap are as follows.
Rap
point 1 (Week 6: week beginning 3
March 2003)
For related class activities see Program
and planning
“About
a hundred and fifty years ago, history suddenly began to change,
when our ancestors started to see Tjulkura – white people –
coming into our ngurra…. The balance of nature
was broken.” (p6 and p9)
How
did the Anangu and Tjulkura see and use land differently?
Post
the class answer to this question to the rap once the teacher
has approved the final response.
Rap
point 2 (Week 7: week beginning 10 March 2003)
For related class activities see Program
and planning
"All these changes made life easier for the Tjulkura.
But the health of the Arrente people of the Todd River area
became worse... Meanwhile, they continued to lose their land."
(p 17)
Investigate
one or more of the key changes, including the Assimilation Policy,
the Mission, and the cattle stations featured through pages
10-29.
How
did these changes impact on the Anangu people?
Post
the class answer to this question to the rap once the teacher
has approved the final response.
Rap point 3 (Week
8: week beginning 17 March 2003)
“In
the last years of the twentieth century, Papunya School became
stronger and stronger, as Anangu and Tjulkura teachers followed
the way of learning set out in the Vision Painting.” (p 44)
a.
In what ways has Papunya School become stronger and stronger,
and why is it important for them?
b.
How does this benefit all Australians?
Post
the class answer to these questions to the rap once the teacher
has approved the final response.
Rap
sheets
Rap
sheet 1
Rap sheet 2
Rap sheet 3
Rap sheet 4
Rap sheet 5
Rap sheet 6
Rap
lingo
| Rap |
An online discussion about a topic or text |
| Rappers |
The
people involved in the rap |
| Rap
map |
A
map marking other rappers’ locations |
| Rap
point |
A question
focusing the discussion |
| Rap
record |
Print
out of messages responded to |
| Rap
reflections |
Sheets
for rappers to reflect on their experiences and skills |
| Rap
rep |
The
person typing the responses |
| Rap
reporters |
The
people relaying rap news to others |
| Rap
rules |
Guidelines
of a rap discussion |
| Rap
wrap up |
Final
message about a rap |
Rap
maps
Find
examples of maps
and tally sheets. Students may use these to identify
and locate schools participating in the rap. Use these or create
your own based on ideas from these examples.
Credits
Thank
you to Vicki Douglass, Blacktown West Public School and Connie
Ah See, SEO2, Aboriginal Studies team, for developing the programming
and support material.
This
rap is a joint project of the Library and Information Literacy
and Aboriginal Studies teams, Professional Support and Curriculum
Directorate, NSW Department of Education and Training.
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