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 Introduction
to Papunya School book of country and history book rap
Papunya
School book of country and history offers inspiration
and a wealth of opportunity for two way learning, supporting
a journey to Reconciliation. This book rap explores just some
of the issues included in the book.
Many
of the activities are designed to encourage teachers to broaden
the experiences of their students by inviting members of their
Aboriginal community to contribute to and participate in the
classroom activities.
Introductory
activities (Week
5: week beginning 24 February 2003)
Here
are some possible teaching activities for this week.
During
the first week rappers send a short introductory message about
their class or group and give some information about their school
and its location.
Discuss
which information about your school, class, and area you wish
to include in the introductory message to the book rap. You
might identify which Aboriginal community/ communities live
in your area, and/or which Aboriginal country includes the area
you are living in.
Look
at the Aboriginal
languages in NSW map and note in which area your school
is located..
Post
the class introductory message to the rap once the teacher has
approved the final draft.
Read
and enjoy the book, Papunya School book of country and history.
After
reading other schools’ introductions, rappers locate schools
on their Rap
map
Rap
point 1 (Week
6: week beginning 3 March 2003)
For
this rap question we are focusing on pages 1-9.
“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.
| Teaching
and learning activities |
Outcomes
and indicators |
To
investigate and share Papunya School book of country
and history, teachers can work with their AEA, contact
their local Aboriginal community, or contact the Aboriginal
Studies Team available on the teacher support listserv for
this rap.
- As a class read pages 1-9.
- Look at the movement of Anangu people into Papunya and
discuss possible reasons for relocation.
- Download
and print Rap sheet 1 and enlarge the outline map to an A3 sheet. Using this
outline map, recreate the map using the honey ant labels.
Write each Language group on a honey ant label (refer
to pp 2-3) and position the Language groups on the map
in relation to Papunya. (Hint: colour code for easier
visual access.) Display map in classroom for reference
throughout the rap.
- What
repercussions did the movement of Anangu people have
on the Anangu people in regard to their interaction
with the environment?
- How did the Tjulkura people use the land and what effects
did they have on the environment?
- Students could consider how the usage of land and impact
on the environment was the same and different for the
Anangu and Tjulkura people.
- Following
class discussion above, break into groups. Referring
to Papunya School book of country and history,
pp 1-9, complete Rap sheet
2 (retrieval chart) outlining the beliefs about,
reactions to, and effects on the environment of Anangu
and Tjulkura people. Some examples are shown on Rap
sheet 2.
- Compare
group work and jointly construct a class retrieval chart.
- Then
use Rap sheet 3 to
complete the witchetty grubs and cattle hooves on the
balance of nature coolaman scales showing how the Anangu
and Tjulkura interacted with nature. Instructions are
given on Rap sheet 3.
- Use the results from the above activities to formulate
your class’s response to Rap point 1 How did the Anangu
and Tjulkura see and use land differently?
- Post
the class response to the rap once the teacher has approved
the final response.
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ENS
3:6
Explains how various beliefs and practices influence
the ways in which people interact with, change and value
their environment.
- identifies
some cultural factors influencing the Anangu people’s
interactions with the environment.
- identifies
specific land practices of the Anangu
- identifies
specific land practices of the Tjulkura
- explains
some consequences of Tjulkura arriving on Anangu land.
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Rap point 2 (Week 7:
week beginning 10 March 2003)
For
this rap question we are focusing on pages 10-29.
"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.
Post
the class answer to this question to the rap once the teacher
has approved the final response.
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.
| Teaching
and learning activities |
Outcomes
and indicators |
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Students
may consider areas such as the following:
- Using Rap sheet 4 (mind map) students explore pages 10-29 to find the
effects of their chosen area. Students may consider
areas as:
- food/water
- health
- land
- education
- family
- language
- religion
- shelter.
- Students
consider the positive and negative effects on the above
aspects of the Anangu People and the Tjulkura people.
- After
completing the mind map students complete Rap
sheet 5 as a class to assist in formulating their
response to the Rap point 2:
How did these changes
impact on the Anangu people?
- Post the class response to the rap once the teacher
has approved the final response.
- Students
could read and discuss other school’s responses, comparing
them with their own response.
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CCS3:1
Explains the significance of particular people,
groups, places, actions and events in the past in developing
Australian identities and heritage.
- describes
some of the consequences of the Assimilation Policy,
the Mission, and cattle stations for the Anangu people.
- examines
the impact of the Assimilation Policy on Anangu people.
ENS 3:6
Explains how various beliefs and practices influence
the ways in which people interact with, change and value
their environment.
- identifies
some of the cultural practices the Anangu people were
not able to practice due to the Assimilation Policy,
and the Mission and/or cattle stations.
- examines
how cultural, religious, historical and political factors
can influence people’s interactions with environments.
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Rap point 3 (Week 8: week beginning 17 March 2003)
For
this rap question we are focusing on pages 30-49.
“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.
| Teaching
and learning activities |
Outcomes
and indicators |
- Using Rap sheet 6,
students plot key events for Papunya School and community
on the timeline.
- Students discuss the importance of the achievements.
(If you wish you could do a similar timeline for your
school.)
- Students discuss what two way learning means and how
this is important for all Australians.
- Teacher
guides students in jointly constructing their answer
to Rap point 3:
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 response to the rap once the teacher has approved
the final response.
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CCS3:1
Explains the significance of particular people, groups,
places, actions and events in the past in developing Australian
identities and heritage.
- describes
the motivating factors for changes in the Papunya School
Community.
- describes
the motivating factors for achievements in the Papunya
School Community.
- through
class discussion or group work, evaluates the significance
of the achievements of Papunya School.
- examines how the book supports two way learning to help
all Australians understand our country and history.
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Rap
wrap up (Week 9: week beginning
24 March 2003)
During
this rap we have explored a range of issues in Papunya School
book of country and history.
What
has been the highlight of this book rap for you and your class?
What
skills or insights have you learned during this rap that you
would like to tell others about?
Post
your final group response to the rap as a short comment once
the teacher has approved the final message.
Possible
activities for this week include:
- Students
reflect on their understanding of the issues before the
book rap, and brainstorm all they have learnt by participating.
Students brainstorm skills and concepts they have been
introduced to and/or developed in the context of this
book rap.
- Together
students share insights gained through their own investigations
and those they have learnt by reading other rappers’ responses.
- Students
reflect on the highlights for them of participating in
this book rap.
- Construct
a joint response to the Rap wrap up question and post
it to the rap.
- Read
others rappers’ reflections and respect their opinions.
Teachers
may wish to reflect on how well particular learning outcomes
in the Program and planning have been met, and post their thoughts
on this, and other aspects of the rap to the teacher support
rap. Thank you for your participation
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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