teacher resource: the eagle, the crow and the bat …...the all-encompassing role of the eagle, the...

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Teacher Resource: The Eagle, the Crow and the Bat An Overview

http://www.sharingstoriesfoundation.org/

© SharingStories Foundation 2019 www.sharingstoriesfoundation.org

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The Eagle, the Crow and the Bat: The Big Picture The intended learning Intended learning for the series of lessons: The all-encompassing role of The Eagle, the Crow and the Bat teaching for the Jaara People

The effects of being off Country Connections between Country, Elders and teachings and the guidance they provide

The longevity of Aboriginal Peoples

Session titles and suggested time All session titles arose from conversations with a Jaara Elder

Title Essential questions

Tuning in: developing understand of Aboriginal and Torres Strait Islander cultures

What is the “special connection”, physical and spiritual, to Country that Aboriginal and Torres Strait Islander Peoples have?

How do Teachings (often called stories) relate to Culture and Country?

Which components of Culture, Country and Teachings are essential to the diverse Peoples in Australia?

How do Teachings differ from stories?

What role do Elders have with regards to Teachings?

2-3 lessons

Learning to be whole: well-being, resilience and leadership How does The Eagle, the Crow and the Bat teaching reinforce the role of community and culture?

What can we learn about valuing people equally and honouring their roles from The Eagle, the Crow and the Bat?

2-3 lessons


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Country and its power: why Country is so important What are the special physical and spiritual connections to Country and culture for Aboriginal and Torres Strait Islander People, as demonstrated by the ECB Teaching?

What are the effects of breaking connection to Country and culture?

2-3 lessons

Making landscapes: how Country is formed Why do different cultures have different understandings of the formation of landscapes and what can we learn from these?

1-2 lessons

Learning from Teachings: how we should be living What does the EBC teach us about the importance of building respectful and positive relationships?

How can we put these in place in our own lives?

1-2 lessons

Reading the landscape: investigating the long-term dwelling on Country of the Jaara People

How can we learn from Dja Dja Wurrung Country about its long-term occupation by the Jaara People?

Why is it important to preserve key Aboriginal and Torres Strait Islander sites?

1-2 lessons


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1. Tuning in: developing understand of Aboriginal and Torres Strait Islander cultures (2-3 sessions) Overview Curriculum connections

This session provides background information for students involved in the trial. It develops understanding of key features of broader Aboriginal cultures across Australia, such as the:

• special physical and spiritual connections to Country

• the role of Elders in community

• the difference between Welcome to Country and Acknowledgement of Country

• the diversity of Aboriginal people and languages

• different interpretations of ‘teachings’ and ‘stories’

Aboriginal and Torres Strait Islander Histories and Cultures (The Victorian Curriculum no longer includes this priority) Organising idea 1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity. Organising idea 3: Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. Organising idea 4 Aboriginal and Torres Strait Islander societies have many Language Groups Organising idea 5: Aboriginal and Torres Strait Islander ways of life are uniquely expressed through ways of being, knowing, thinking and doing

Capabilities • Consider the importance of giving reasons and evidence and how the strength of these

can be evaluated • Consider the importance of giving reasons and evidence and how the strength of these

can be evaluated • Examine and discuss the variety of ways in which people understand and appreciate

differing cultural values and perspectives, and the things which promote or inhibit effective engagement with diverse cultural groups

• Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual

English • Use metalanguage to describe the effects of ideas, text structures and language features

on particular audiences • Analyse and evaluate similarities and differences in texts on similar topics, themes or

plots • Use comprehension strategies to analyse information, integrating and linking ideas from a

variety of print and digital sources


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• Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience

• Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements

• Use a range of software, including word processing programs, learning new functions as required to create texts

• Understand how to move beyond making bare assertions and take account of differing perspectives and points of view

• Participate in informal debates and plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

Health and Physical Education • Explore how identities are influenced by people and places

Humanities • Identify and describe patterns of continuity and change in daily life for Aboriginal and

Torres Strait Islander peoples, ‘native born’ and migrants in the Australian colonies • The different experiences and perspectives of Australian democracy and citizenship,

including the status and rights of Aboriginal and Torres Strait Islander peoples, migrants, women, and children

• Describe and explain the diverse characteristics of places in different locations from local to global scales

• Influence of people, including the influence of Aboriginal and Torres Strait Islander peoples, on the environmental characteristics of Australian places

• Describe and explain interconnections within places and between places, and the effects of these interconnections

Maths • Use a grid reference system to describe locations. Describe routes using landmarks and

directional language


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Media Arts • Develop skills with media technologies to shape space, time, colour, movement and

lighting, within images, sounds or text when telling stories • Use comprehension strategies to analyse information, integrating and linking ideas from a

variety of print and digital sources • Explore representations, characterisations and points of view of people in their

community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text

• Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks

• Plan, produce and present media artworks for specific audiences and purposes using responsible media practice


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2. Learning to be whole: well-being, resilience and leadership (2-3 sessions) Overview Curriculum connections

This session introduces the teaching The Eagle, The Crow and The Bat and its importance for the Jaara people. Students will learn how the role of the teaching reinforces connections to community and culture and about its power to heal those whose connections have been broken.

Students will listen to and interact with the story through the multitouch book. They will engage with the community voices and learn what the teaching means to them. The practice of negotiating solutions and considering the needs of all is examined and student consider this in terms of their own family, community and the wider world. Students will discuss the part played by personal resilience and pride in identity and culture and implications this has for them and their community.

This session contrasts the eagle’s grab for power with the crow’s revenge and examines the leadership role of the bat as peacemaker. Students will learn about the power of respectful negotiation, valuing people equally and honouring their roles.

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Aboriginal and Torres Strait Islander Histories and Cultures (this priority is no longer included in the Victorian Curriculum) Organising idea 3: Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. Organising idea 5: Aboriginal and Torres Strait Islander ways of life are uniquely expressed through ways of being, knowing, thinking and doing Organising idea 6: Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and contemporary impacts of colonisation.

Capabilities • Explore the links between their emotions and their behaviour • Explore and discuss behaviours that demonstrate sensitivity to individual, social and

cultural differences • Describe the characteristics of respectful relationships and suggest ways that respectful

relationships can be achieved • Identify the characteristics of an effective team and develop descriptions for particular roles

including leadership, and describe both their own and their team’s performance when undertaking various roles

Health and Physical Education • Explore how identities are influenced by people and places • Practise skills to establish and manage relationships • Examine the influence of emotional responses on behaviour and relationships

Civics and citizenship • How people with shared beliefs and values work together to achieve a civic goal


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Note:

In this session student are to be introduced to the concept of an iBook journal account of their experience of The Eagle, the Crow and the Bat

English • Explain sequences of images in print texts and compare these to the ways hyperlinked

digital texts are organised, explaining their effect on viewers’ interpretations • Present a point of view about particular literary texts using appropriate metalanguage, and

reflecting on the viewpoints of others • Plan, draft and publish imaginative, informative and persuasive texts, choosing and

experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

• Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements

Media Arts • Explore representations, characterisations and points of view of people in their community,

including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text

• Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks


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3. Country and its power: exile from Country, returning to Country (2-3 sessions) Overview Curriculum connections

This session concentrates on the importance of Country for the Jaara people. It explores their connections to Country through listening to the voices of Elders and their own experiences of losing connection to Country. The responsibilities of caring for Country are linked to its key role in establishing, connecting to and maintaining culture and identity. Students will use the crow’s experience of being banished from Country as a springboard to explore the ongoing effects of dispossession and being taken from Country and community for the Stolen Generation and for their children.

Students will hear from members of the Stolen Generation, explore the historical thinking behind taking children from their families, and develop their own response to the practice and its outcomes for Aboriginal people.

Aboriginal and Torres Strait Islander Histories and Cultures (the Victorian Curriculum no longer includes this priority) Organising idea 2: Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place. Organising 3: Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. Organising idea 5: Aboriginal and Torres Strait Islander ways of life are uniquely expressed through ways of being, knowing, thinking and doing Organising idea 6: Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and contemporary impacts of colonisation. Organising idea 7: The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.

Sustainability (the Victorian Curriculum no longer includes this priority) Organising idea 6: The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local, global equity and fairness across generations into the future. Organising idea 7: Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. Organising idea 8: Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts. Organising idea 9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments


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Capabilities • Examine how different kinds of questions can be used to identify and clarify information,

ideas and possibilities • Consider the importance of giving reasons and evidence and how the strength of these

can be evaluated • Examine the contested meaning of concepts including truth and happiness and the extent

to which these concepts are and should be valued • Explain how intercultural experiences can influence beliefs and behaviours, including

developing a critical perspective on and respect for their own and others’ cultures History • Identify and describe patterns of continuity and change in daily life for Aboriginal and

Torres Strait Islander peoples, ‘native born’ and migrants in the Australian colonies • Explain the causes of significant events that shaped the Australian colonies, contributed to

Australian Federation and the effects of these on Aboriginal and Torres Strait Islander peoples and migrants

• The nature of convict or colonial presence, including the factors that influenced changing patterns of development, how the environment changed, and aspects of the environment

Geography • Describe and explain interconnections within places and between places, and the effects

of these interconnections • Influence of people, including the influence of Aboriginal and Torres Strait Islander

peoples, on the environmental characteristics of Australian places • Environmental and human influences on the location and characteristics of places and the

management of spaces within them Health and Physical Education • Explore how identities are influenced by people and places English • Analyse strategies authors use to influence readers • Use comprehension strategies to interpret and analyse information and ideas, comparing

content from a variety of textual sources including media and digital texts


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• Use a range of software, including word processing programs, learning new functions as required to create texts

• Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience

Science • Living things have structural features and adaptations that help them to survive in their

environment • The growth and survival of living things are affected by the physical conditions of their

environment Media Arts • Explore representations, characterisations and viewpoints of people in their community,

using stories, structure, settings, and genre conventions in images, sounds and text • Develop skills with media technologies to shape space, time, colour, movement and

lighting, within images, sounds or text when telling stories


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4. Making landscapes: how Country and its creatures are formed (1 session) Overview Curriculum connections

This session examines the formation of landscapes in Dja Dja Wurrung Jaara Country. It concentrates on the formation of volcanoes in the environment and compares the Jaara People’s explanation of how they are formed to other explanations, including Western scientific explanations.

Students investigate key geographic features of Country and create their own classroom map that shows key features of importance to the Jaara People.

Students will also explore explanations for other natural phenomena in the teaching, such as why the crow’s feathers are black and why eagles and crows inhabit different areas of Country.

Aboriginal and Torres Strait Islander Histories and Cultures Organising idea 3: Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. Organising idea 5: Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing. Capabilities • Consider when analogies might be used in expressing a point of view and how they should

be expressed and evaluated • Explore what a criterion is, different kinds of criteria, and how to select appropriate criteria

for the purposes of filtering information and ideas • Identify the characteristics of an effective team and develop descriptions for particular roles

including leadership, and describe both their own and their team’s performance when undertaking various roles

Geography • Collect and record relevant geographical data and information from the field and secondary

sources, using ethical protocols • Represent the location of places and other types of geographical data and information in

different forms including diagrams, field sketches and large-scale and small-scale maps that conform to cartographic conventions of border, scale, legend, title, north point and source; using digital and spatial technologies as appropriate

• Interpret maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions, explanations and conclusions that use geographical terminology

• Geomorphic processes that produce landforms, including a case study of at least one landform


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Science • Living things have structural features and adaptations that help them to survive in their

environment • The growth and survival of living things are affected by physical conditions of their

environment • Sudden geological changes and extreme weather events can affect Earth’s surface


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5. Learning from Teachings: how we should be living (1-2 sessions) Overview Curriculum connections

In this session, students will investigate the Teaching to find behaviours that show both positive and negative ways of behaving. They will explain the destructive force of poor behaviours as shown by the eagle and the crow and compare these with the healing brought about by respectful negotiation and compromise and strong but gentle leadership as shown by the bat. Students will listen to community voices and consider what they say about the teaching and its messages about how we should be living. Students will examine their own communities and relationships in light of the teaching and identify their own strengths in building positive relationships. They will discuss what this means with their friends, in the classroom and at home and how their own positive behaviours can contribute to the well-being of themselves and others.

Aboriginal and Torres Strait Islander Histories and Cultures (the Victorian Curriculum no longer includes this priority) Organising idea 2: Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place. Organising 3: Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. Organising idea 5: Aboriginal and Torres Strait Islander ways of life are uniquely expressed through ways of being, knowing, thinking and doing Capabilities • Analyse how aspects of their own and others lifestyle, behaviour, attitudes and beliefs can

be culturally influenced • Reflect on how personal strengths have assisted in achieving success at home, at school

or in the community • Describe what it means to be confident, adaptable and persistent and why these attributes

are important in dealing with new or challenging situations • Explore and discuss behaviours that demonstrate sensitivity to individual, social and

cultural differences • Describe the characteristics of respectful relationships and suggest ways that respectful

relationships can be achieved Health and Physical Education • Practise skills to establish and manage relationships • Examine the influence of emotional responses on behaviour, relationships and health and

wellbeing Civics and Citizenship • Investigate how people with shared beliefs and values work together to achieve their goals

and plan for action


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English • Use a range of software, including word processing programs, learning new functions as

required to create texts • Participate in and contribute to discussions, clarifying and interrogating ideas, developing

and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience

Media Arts • Explore representations, characterisations and viewpoints of people in their community,

using stories, structure, settings, and genre conventions in images, sounds and text • Develop skills with media technologies to shape space, time, colour, movement and lighting,

within images, sounds or text when telling stories


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6. Reading the Landscape: Investigating the on Country Long-Term Dwelling of the Jaara People (1-2 sessions) Overview Curriculum connections

In this session, students are introduced to the many signs of ongoing and long-term connections to Country. They will look at evidence from scar trees, the uses of the Boort Lake, the giant clay oven, the birthing tree and so on. They will investigate the way the Jaara People lived (and live) on Country, their relationship with other clan or language groups and totem spirits. Students will investigate signs of long-term occupation on the Country where they live. They will hear from Elders about what has been preserved and learn about why signs of ongoing dwelling may be harder to find in some places than others. They will consider the implications of being able to prove ongoing occupation for granting of Native Title.

Aboriginal and Torres Strait Islander Histories and Cultures Organising idea 2: Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for country/place throughout all of Australia Organising idea 3: Aboriginal and Torres Strait Islander peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. Organising idea 4: Aboriginal and Torres Strait Islander societies have many Language Groups. Organising idea 5: Aboriginal and Torres Strait Islander ways of life are uniquely expressed through ways of being, knowing, thinking and doing Organising idea 7: The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.

English • Plan, draft and publish imaginative, informative and persuasive texts, choosing and

experimenting with text structures, language features, images and digital resources appropriate to purpose and audience

• Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements

Geography • Factors that influence people’s awareness and opinion of places

Health and Physical Education • Explore how identities are influenced by people and places


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Media Arts • Explore representations, characterisations and points of view of people in their community,

including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text

• Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media


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Special thanks to our project partners

Resources created by Deb Palmer with Aunty Julie McHale andSharingStories Foundation for The Eagle, the Crow and the Bat.

These resources are for trial purposes and should not be repurposed or adapted.

teacher resource: the eagle, the crow and the bat …...the all-encompassing role of the eagle, the...

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