Marianthe Loucataris | 21279209 | EDUC5501 | Integrated Unit of work | History, English and The Arts

Integrated Unit of Work : How can friendships and Dance shape history? Friendships, Resources & Connection to Country: Indigenous and European histories entwined

History, English and The Arts, Year 4

Context Deep Knowledge Skills Processes/Values/Attitudes Aboriginal connection to country is approximately 50,000 years

old.

Relationships between Aboriginal and European people were shaped by unlikely friendships as well as conflicts driven by

cultural misunderstandings and access to resources.

Many seafaring cultures visited, traded and influenced Aboriginal people’s lives and country/environment; including

the Maccassans, the Dutch, the French and sealers from various parts of the world.

Many convicts who came on the Amity were sent to Albany for

petty crimes.

We explore history through sources - oral histories, art, artefacts, diverse forms of writing and archaeological sites.

Personal stories make history.

Australia is fortunate to have the world’s longest surviving culture who continue to

maintain connection to country.

Museums are wonderful community resources which should be visited regularly.

Some Aboriginal people were peaceful and open to learning about European cultures. Some European people were peaceful and interested in learning about Aboriginal cultures.

History is transmitted through the generations via the written word, artefacts, oral

histories, visual art and dance. Good stories last!

Australia’s future is shaped by the stories we tell of the past.

Different kinds of texts can contain historical information and ideas; historical fiction,

movies, non-fiction, biographies, journals etc

History can be analysed through diverse sources.

History can be transmitted through good stories, visual art and dance based on historical events or primary sources.

History involves examining continuity and change.

History explores cause and effect.

Why did things happen?

History is an exciting investigation of the past.

Year 4 students can be historians by asking questions, looking for clues in primary sources and retelling the stories they think

are interesting and significant.

The Arts History English Visual Music Theatre/Dance Historical Knowledge and Understanding Historical Skills Language Literture Literacy Explore ideas and

artworks from different cultures and times, including artwork by

Aboriginal and Torres Strait Islander peoples ACAVA M110

Making artworks ACAVA

M111 Considering viewpoints from

different times and cultures ACAVAR113

Develop aural

skil ls ACAM UM084

Identify meanings and purpose ACAM

UR087

Improvise and structure

movement & dance ACADAM005 Perform dances tell ing

cultural or community stories ACADAM007

Longevity of Aboriginal Cultures: (Fish Traps, Lake Mungo, Devil’s Lair) ACHHKO77 Journey’s of Explorers and impacts ACHHK078

First Fleet, reasons for journey ACHHK079 Nature of contact between Aboriginal people

and others eg Maccassans, Europeans ACHHK080

Sequence historical people and events ACHHS081 Use historical terms

ACHHS081 Pose a range of questions about the past ACHHS083

Identify sources ACHHS216

Locate relevant information from sources provided ACHHSO84

Identify different points of view ACHHSO85 Develop texts, particularly narratives ACHHS086

Use a range of communication forms (oral, graphic, written) and digital technologies ACHHS087

Words from different

cultures ACELA1487 Language of opinion and

feeling ACELA1489 Text types depending on

audience ACELA1490

Linking devices/ sequences Eg Firstly, then, etc ACELA1491

Online text features ACELA1793

Visual and Multimodal texts features ACELA1496

Vocabulary extension ACELA1498

Make

connections between texts ACELT1602

Meta language ACELT1604

Creating texts ACELT1607

Language changes

through time ACELY1686 Interpret spoken

texts LISTEN ACELY1687 Plan, rehearse,

deliver ACELY1689

Features of different texts/for purposes ACELY1690

Text processing strategies different types of texts ACELY1691

Marianthe Loucataris | 21279209 | EDUC5501 | Integrated Unit of work | History, English and The Arts

Initial Engaging Diagnostic Assessment The Arts History English A number of artworks are included in this activity which can be discussed from both a visual literacy and artistic perspective.

In groups students sort cards into sets of 3 matched cards. For example: When Card - Date 1800’s What Card visual - Picture of the Sealers Oven at Waychinicup What Card Title/Description : Sealers Oven Albany Area Other themes for card set: Mokare, the Amity ship, Flinders Journey, the Kalgan River Fish traps Look for clues in the photographs, images and texts Discuss in groups and with teacher Ask questions to check for understanding Sequence matched cards on a large timeline on the floor. Take photos of images with ipads place into an online timeline tool such as Timerime or My Histro (see website section in references) Assessment Ask questions, listen and observe the student’s discussions- take notes to guide the planning of the next activities. What are they particularly interested in? What understandings do they have of the sequence of history? Which artefacts are they familiar with? Are they aware of types of sources?

Create a word wall of words used to sequence narratives. First, then, next, finally: Make use of these words for presenting an oral presentation. Create a word wall of new content area words. Transfer some of these into Logophillia Books ( for spelling, word consciousness and vocabulary extension work) Oral Language: Each group presents one set of cards and explains the clues used in the photographs and texts to make their decisions. Each person in the group must use the terms : First, then, next and finally in their part of the presentation. Model writing a recount text on the electronic white board. Create a recount text together. Use the online timeline as notes for the writing. Use the sequence word wall and Logophillia Book as guides to include these words. Use a draft template with recount structure clearly defined.

Connection to Country : Past and Present The Arts History English

Explore historical artworks on the National Gallery of Australia online gallery OUT OF THE WEST including the image A deserted Indian village in King George III Sound, New Holland. 1798 http://nga.gov.au/exhibition/OUTWEST/Default.cfm?IRN=204605&MnuID=3&ViewID=2 View and read about the amazing paintings created by children at the Carrolup River Native Settlement Camp. What can these paintings tell us about the children and their connection to country? http://www.abc.net.au/local/photos/2013/05/14/3759101.htm What can these artworks tell us about life for Aboriginal people? Does it correlate with oral histories? Does it correlate with written sources? Create Students choose their favourite drawing from the visual organiser activity in English column. They use the chosen image as a draft for a more developed artwork using crayons, inspired by a style of the works viewed above.

Key Questions : How Long have Aboriginal peoples lived on this continent? How do we know? Conduct a webquest in pairs exploring the following links which could be presented on a Scoopit site. Discover answers to the above questions. Take notes of key words using a thematic note taking template Create questions arising from the information they find – to guide more research. Have ongoing discussions throughout the unit of work about the nature and type of questions both the students and teacher are asking? Are they inferential, literal or evaluative? Think aloud - discuss metacognitive strategies. View Lake Mungo video http://www.abc.net.au/archives/80days/stories/2012/01/19/3411523.htm Read Lake Mungo electronic book on Scootle and write key words down on a mind map http://www.scootle.edu.au/ec/viewing/R12023/index.html Explore photographs and read information about Devil’s Lair through the resources on the Noongar Culture site. http://www.noongarculture.org.au/food Explore photographs and read information on the Kalgan River fish traps including diagrams,

Note taking with post it notes. Write words they are unfamiliar with on post it notes Build a connection to country word wall and glossary Write favourite words in to their Logophillia books* Post it note notes are edited, spelling corrected using dictionaries or existing word walls and transferred on to online class digital glossary. After incursion from Avril Dean have a whole class discussion. What did they learn? What surprised them? What was their favourite story? Which piece of information would they like to share with someone they know? Using a visual organiser (A4 sheet of paper with a series of shapes on it) students do a combination of drawings and writing to document their learning. This goes in to their History portfolio. Students write an entry in their journal about the incursion. View videos on 12 Canoes website: http://www.12canoes.com.au Take notes using a note taking template.

Marianthe Loucataris | 21279209 | EDUC5501 | Integrated Unit of work | History, English and The Arts

secondary sources and primary sources (Piggott, 1992) Incursion Avril Dean Noongar Elder Listen to Avril Dean’s oral histories describing what life was like for her parents and grandparents in the Great Southern region. Avril brings Noongar artefacts: spears, woomera, digging sticks etc Also licences needed by her relatives to do basic activities Ask Avril Dean questions Excursion “A day at the WA Museum” Explore the Residency exhibition, students will complete a quest to find particular information in groups about Noongar culture and connection to country- they pose questions for further research. See Annotated Bibliography for more information. Explore/View videos on the 12 Canoes website especially in relation to connection to country and the lifestyle of pre European Aboriginal people. Compare to the lifestyle of local Noongar people. How was it similar how was it different? Compare the relationships between the Maccassans and Yolungu with the Sealers and the Noongar. How did the sealers effect how the Noongar people related to later Europeans? How was this different to the Yolungu experience of visitors and stayers from afar? Create a timeline /map using Myhistro including dates of Lake Mungo, Yolungu/Maccassans, Devil’s Lair

Watch some clips more than once. Guide and model questioning as it is playing. Note down questions as it is playing. Create a Question Wall. Choose some of these questions for further investigation. Use texts at various levels for guided and silent reading activities: An introduction to Noongar Culture (SCLSC, n.da) Avril Dean’s account published on the Noongar Culture Site of how dolphins collaborated with Noongar people to fish

(SCLSC, n.dc), Mamang (Winmar et al, 2011) a picture book of a traditional Noongar story. Mark of the Wagarl (Little, 2012) also a picture book.

Nanberry by Jackie French Class Novel Read aloud The Arts History English

Sketch, paint and draw cartoons while listening to the class novel. Create and perform short theatre vignettes in groups as a form of comprehension exercise. Listen to music written at the time. Conduct character interviews in groups / show to class – with special reference to the differing perspectives of the characters.

Nanberry explores the complexity of relationships which existed between Aboriginal people and Europeans. These themes resonate with local stories and give a broader perspective on the issues raised in a local history context. See Annotated bibliography for more details. Read the original journal entry by the First Fleet surgeon, John White (White, 1788) Does the information contained in the journal entry match the information in Nanberry? Where did the author Jackie French, get the information to write the story? Why has she chosen to write the story?

Class novel activities Teacher reads aloud students simply listen, drawing, sketching or painting in response to the words, writing unknown/new words on post it notes, writing questions, writing recounts of what has happened in the book in their journals, orally recounting what they just heard, discussing comprehension strategies, listening for particular types of words or phrases (adjectives, sensory references, words to denote time), identifying text structures. See Annotated bibliography for more information.

Flinders, Kim Scott, That Deadman Dance and Perth International Arts Festival The Arts History English

Students devise a re-enactment of the Deadman Dance scene from That Deadman Dance (Scott, 2011) inspired by the journals of Flinders (Flinders, 1813). Plan, devise, brainstorm, collaborate in groups and as a whole class. Edit, refine, rehearse and present the

Explore the story which inspired Kim Scott to write That Deadman Dance through a selection of texts. Texts are from different time periods, perspectives and genres. How does history travel from the past, present and in to the future? Why do we choose particular stories to tell and retell? In what form can they be told? Students work in groups to prepare texts as choral reading. The text is not identified: students discuss who and when they think the text was written and for what purpose.

Exploring diverse text types which convey historical information and stories. Develop ongoing discussions involving metalanguage. What kind of words are being used for particular texts? What sort of text structures are used for different audiences? Model how to think about and write a variety of text types

Marianthe Loucataris | 21279209 | EDUC5501 | Integrated Unit of work | History, English and The Arts

movement and text sequence. Record performance to incorporate into the Online Multimodal Class Project. Use creative process as a means to engage in metacultural conversations about how to clearly communicate with each other to negotiate processes and decide on outcomes. Discuss dance as a form of oral culture which can transmit historical events in a similar way that written texts can transmit history. Noongar people used dance as a way to pass on the story of Flinders men doing their strange military dance as a parting gift to the Noongar people.

Students present their choral reading and then their thoughts on who and when it was written and for what audience. Class discussion follows. (Choral reading could incorporate words, movement and music of some kind to ensure struggling readers have a role). Performances can be rehearsed and recorded in audio or visual form using ipads and incorporated in to the Online Multimodal Class Presentation. Texts for choral reading exercise.

That Deadman Dance (Scott, 2011,67-69)

Flinders published journal, A voyage to Terra Australis (Flinders, 1814).

Painting by Captain Ffarington of a Noongar corroborree at King George’s Sound (Tilbrook, 1986)

PIAF performance/ re-enactment of the event website information (Perth Festival Website, n.d).

Kim Scott’s speech from the opening of the Albany Entertainment Centre (Scott, 2010b)

inspired by the History texts. What are the differences between journals, newspaper articles, spoken texts and fiction? Are there differences in how Flinders writes? What kind of language does the Noongar characters in Kim Scott’s use in That Deadman Dance? Explore Noongar words which are used as part of English. Use the gradual release model for teaching the narrative text type. ‘ I Do – You Watch, I Do – You Help, You Do – I Help and finally You Do – I Watch. Students maintain a Logophillia Book which contains all vocabulary extension, word consciousness and spelling activities. Feedback given to students regularly on their efforts. New content area vocabulary included in weekly spelling tests eg Voyage, dance, collaboration and Noongar words

Assessment for Flinders, Kim Scott, That Deadman Dance and Perth International Arts Festival Continuous formative assessment through observations, and questions. Make use of Oral Language rubrics and check lists and Interpersonal/collaboration skills rubrics. Evidence of learning will be gathered through the recordings made of Choral Reading and Deadman Dance re-enactment. Students will also keep a regular journal of their own- documenting their learning in history and their literacy skills in the form of recounts. Students will create content for the Online Multimodal Class Project; including videos of the Deadman Dance, an individual written narrative and audio or video of the choral readings. Progress in vocabulary learning and spelling will be documented in their Logophillia Books and in weekly spelling activities and assessments. Excursion to the WA Museum Albany

Mokare and the Six Seasons explored at the Museum and the Mokare statue. The Arts History English

If appropriate, ask a Noongar elder to come and tell stories related to the Wagarl or connection to country. Explore other depictions of the Wargarl story including the information presented at the WA Museum. Write and rehearse short vignettes of conversations between Mokare and Collie. Ask Harley Coyne to come in to the class and speak about the possible burial sites of Mokare and the cultural implications. (He came in to my Year 5 class and gave a presentation about the reburial of remains returning form international museums and found during building activities- the students loved it)

Explore the Residency permanent exhibition. Set students Museum Quest tasks to be completed in groups, supported by parent volunteers. Locate information on the Menang Noongar people’s dreaming and connection to country. Take photographs of displays which relate to this for future use; of text as well as artifacts and images. Which stories have you heard before? Link this to Mark of the Wagarl (Little, 2012) classroom activities. Mokare Walk up the hill and visit the statue of Mokare on York Street. Who was Mokare? How and why did Mokare become friends with the white settlers? Why did Collie ask to be buried with Mokare? Where is Mokare buried? Take photographs of the statue for later use in a multimodal class presentation to be shared with family and other classes. Have you ever seen a statue of a Noongar person before? Why did the people of Albany decide to have a sculpture of him made? Why did Collie decide to be buried with him? If Mokare is still buried near the Town Hall should it stop the building of the proposed community centre? Organise an afterschool history study club to extend gifted and talented students and other

Discuss the use of Noongar language at the WA Museum installation. Which words do they remember? Create a Noongar language word wall including words for the six seasons. Gather these from the Season Wheel at the Museum –look to see if they are the same on the front of Spencer Park School. Use the paintings on the mural to identify which time of year they may relate to and what is happening in nature at that time. Compare this with the Six Seasons Calendar published by South Coast Land and Sea Council (SCLSC, (n.d). Create a six season wall where students place photographs or drawings of their observations of seasonal change in each season. Use guided reading sessions to explore multiple texts on Mokare including; texts available through South Coast Land and Sea Council (SCLSC, n.dc), Mokare chapter in KURA (Aboriginal Education Resources Unit, 1983),excerpts from Kim Scott’s That Deadman Dance which mirror the Collie-Mokare story (Scott, 2011). Excerpts from Nind’s journal (Doctor who arrived with Lockyer on the Amity in 1826) (Nind,

1831).Excerpts from the Mokare entry in the Australian

Marianthe Loucataris | 21279209 | EDUC5501 | Integrated Unit of work | History, English and The Arts

students passionate about history at the Albany Library History section. Explore documents related to Mokare and his burial, including documents related to where Mokare ’s body may be, the plan for a Community Centre on the possible burial site and the desire of Noongar people to construct a Noongar remembrance park on the site. The students report could be incorporated into the Online Multimodal Class Project.

Dictionary of Biography (Green, 2005). Discuss the different perspectives of Mokare presented by these texts: compare with information gathered at the Museum and the statue of Mokare on York Street.

Excursion to the WA continued...... The Amity and Convicts

The Arts English Create a storyboard/ cartoon of the day using sequence words.

Students participate in the Amity Convict education activity provided by the WA Museum. The activity involves exploring and experiencing the day to day lives of the convicts, as well as exploring the conditions on board the Amity. Clothes, punishments, being a chain gang are all included. Each student is also given a card with the demographic details of one of the 52 convicts who arrived with Lockyer in 1826. Students see the travelling exhibition Convict in the Family which is a photographic exhibition. Relatives of convicts pose with an item which represents the kind of item a convict was convicted for. Example a teenager with a handkerchief whose relative was sentenced for stealing a handkerchief. Once back in the classroom they use their demographic card from the Museum to make a similar photographic/ image or drawing. If they have a convict in their family they could use their own research for the task.

Brainstorm experiences from the excursion. What were people’s favourite parts? Write new vocabulary on to word walls and in to Logophillia books. Model writing a recount of the day. Use sequence words. Students write their own recount of their experiences in their history journals. Students write freely in their journals of their experiences- using whatever style they choose.

Assessment see more information in the Rationale The Queensland Studies Authority (QSA, 2013) has produced an invaluable resource which could be used as templates for historical inquiries. It includes note taking templates, question guides, narrative templates and assessment rubrics and guidelines. These could easily be modified for any inquiry based history unit of work. I would use these in combination with an oral language rubric (I made one for my prac) a rubric for a written Narrative and a rubric outlining the elements of the Online Multimodal Class Presentation for my summative assessments. A history book, a journal, visual art work and the Logophilia Books would also be evidence of learning. These should all be marked regularly so that students have responsive feedback and so that data can be transferred into ongoing assessment records. Moderation can be done in consultation with teachers of the same year level and by consulting the exemplars on the ACARA website (see more in rationale). Cross Curriculum Priorities Aboriginal and Torres Straight Islander: The Unit of Work highlights the perspectives of Indigenous people by integrated texts authored by Indigenous people, inviting local Noongar people to give presentations in the school. (The appropriateness of this needs to be ascertained on a context basis. Sustainability: The theme of sustainability is an underlying which is explored by examining different views of the environment. Comparing Connection to Country with a vi ew of nature as a resource to be used. These different perspectives will also be explored by the choice of books provided for silent reading, independent reading and guided reading. For example; Where the Land Meets the Sea (Baker, 1987), Window (Baker, 2002), The Stone Swan (Bell, 2000) and Once there was a boy (Leffler, 2011). The different perspectives of land usage would also be explored through changes to landscape evident between historical paintings and contemporary photographs. Australia’s Engagement with Asia: This priority will be touched on only briefly when exploring the Maccassan’s contact with the Yolngu people. General Capabilities : Critical and Creative Thinking: An inquiry approach to History, creating artworks and collaborative performances as well as a multi -literacies approach to English ensures that this unit of work will extend the creative and critical thinking of all students. Literacy : The skills we use to discover interesting facts by listening, watching and reading as well as the skills we use to communicate our ideas to the people around us and the world and include reading, writing ICT : The tools we use as part of learning and sharing our learning: A pedagogy first approach to ICT. Ethical Understanding : Injustices occurred in Australian history – people’s personal choices effect the lives and futures of others. Local, National and Global perspectives help us to understand events in Australia. Intercultural understanding : being open to cultural difference- knowing that people have different views of the world. Personal and social capability : collaborative processes, communicating thoughts effectively, thinking of the best outcomes for groups and the class. Numeracy : timelines and coordinates