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ESL-Indigenous Australian – Section 1 - Pre-visit Activities - Mar10 1 Discovering Indigenous Australians through the Australian Museum A Teachers’ Resource Pack for ESL and Adult Literacy students Section 1 Preparing for the Museum visit Bush Tucker Dreaming Eric Braeden Arrente/Luritja people Alice Springs, Northern Territory Introduction Teacher’s Notes Student Activities

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Australian Museum
A Teachers’ Resource Pack for ESL and Adult Literacy students
Section 1
Bush Tucker Dreaming Eric Braeden Arrente/Luritja people Alice Springs, Northern Territory
Introduction
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Introduction
The activities in this Section should be undertaken before the visit. They are designed to orient students to:
• the Australian Museum • the topic of Indigenous Australian cultures • what they will find in the Indigenous Australians exhibition.
There are five Activity Sheets in this Section:
Activity Sheet 1: What is a Museum?
Activity Sheet 2: Australia’s Indigenous peoples
Activity Sheet 3: Where Indigenous Australians live
Activity Sheet 4: The Aboriginal and Torres Strait Islander flags
It is suggested that all the Activity Sheets in this section be completed before visiting the Museum. However teachers may need to modify or omit some activities to suit the needs of particular groups or the time available.
Activity Sheet 5: Definitions
To preview the Indigenous Australians exhibition before your class visit, present your Teacher’s pass (provided with your booking confirmation) at the Admissions desk and you will receive free entry. Use this opportunity to trial the Museum-visit Activity Sheets for your class and if necessary, amend them to meet the needs of your students.
Further information about booking an education group excursion can be found by clicking the Education Services tab on the Australian Museum website.
Links to the floorplan of the Museum, and the floorplan of the Indigenous Gallery can be found beneath the links to these notes.
Teaching sequences designed around the Activity Sheets are outlined in the Teachers’ Notes which begin on the next page. The student Activity Sheets for Section 1 follow these Teachers’ Notes
ESL-Indigenous Australian – Section 1 - Pre-visit Activities - Mar10
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Rainbow Serpent Barney Daniels Tgungurrayi, Luritja people Haasts Bluff, Alice Springs Northern Territory
ESL-Indigenous Australian – Section 1 - Pre-visit Activities - Mar10
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Teachers’ Notes for Activity Sheet 1 - What is a museum?
1. Distribute Activity Sheet 1.
2. Write the word museum on the board.
ESL students can use a bi-lingual dictionary to find the word for museum in their first language which they can write on Activity Sheet 1.
3. Elicit and introduce the vocabulary associated with museums and museum visits and write the words on the board. Use the words in the columns for word recognition, spelling and pronunciation activities.
4. Sort the words under the following headings on the white board, for example:
The museum building
The museum foyer
walk
look
read
touch
find
push
rest
talk
search
discover
use
ask
think
5. Ask students to write words from the lists onto Activity Sheet 1.
6. Introduce the idea of different kinds of verbs, that is, physical actions, saying verbs, and thinking verbs. Ask the students to underline and circle these different categories of verbs in Column 4 on Activity Sheet 1.
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7. Ask the students what they think a museum is.
8. Write all suggestions on the board.
9. Ask the students to write the following definition of a museum on their Activity Sheet:
A museum is a place where interesting and rare historical or scientific objects are displayed to the public.
(Australian Learners Dictionary: 563)
10. Ask the students to complete the sentences on their Activity Sheet.
11. Ask students to work in groups and describe other museums they have visited.
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Teachers’ Notes for Student Activity Sheet 2 - Australia’s Indigenous peoples
1. Distribute Activity Sheet 2.
2. Put the adjective Indigenous on the board and ask the students what they think it means.
3. Ask the students to read the definition on Activity Sheet 2.
4. Ask the students to complete the sentences on Activity Sheet 2.
5. Ask the students if they know the names of two different Indigenous peoples around the world. Write the names of these people on the board and then ask the students to write the names of these peoples on Activity Sheet 2.
6. Ask the students if they know the names of the well known Indigenous Australians on Activity Sheet 2. Discuss why these people are well known. Tell the students to write the names and what they do below the pictures.
7. Explain to the students that they will be visiting the Australian Museum to see the Indigenous Australians exhibition.
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Teachers’ Notes for Activity Sheet 3 – Where Indigenous Australians live
1. Distribute Activity Sheet 3.
2. Display a map of Australia on an overhead transparency (OHT). Ask the students to look at the map on Activity Sheet 3. Ask students to name the states of Australia and any capital cities they know. As the students say the names write them on the OHT and tell the students to put them on their map.
3. Read through the statements made by the Indigenous people on Activity Sheet 3. Ask the students where these people live in Australia. Put these places on the OHT map and ask the students to fill in their own map.
• My name is Lavina Grey. I grew up in Wellington in New South Wales. • My name is Taryn Drummond. My family comes from the Torres Strait Islands which
are a group of islands between Papua New Guinea and the top of Queensland. • My name is Gordon Wellington and I was born on the South Coast of NSW, which is
where I still live. • My Name is Josie Crawshaw and I live in Darwin, in the top end of Australia.
NB Tell the students that they will need to take this map to the Museum where they will fill in more places which are mentioned in the Indigenous Australians exhibition.
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Teachers’ Notes for Activity Sheet 4 - The Aboriginal and Torres Strait Islander flags
1. Distribute Activity Sheet 4.
2. Show the students coloured pictures of both the Aboriginal flag and Torres Strait Islander Flag.
3. Ask the students to draw the Aboriginal flag in the space on Activity Sheet 4 and label the colours.
4. Ask the students to complete the description of the Aboriginal flag on Activity Sheet 4.
5. Ask the students to draw the Torres Strait Islander flag in the space on Activity Sheet 4 and label the colours.
6. Ask the students to complete the description of the Torres Strait Islander flag on Activity Sheet 4.
7. Ask the students if they have ever seen the flags flying. Discuss the significance of these flags to the people.
8. Tell students that Cathy Freeman wore both the Australian and Aboriginal flags at the Commonwealth Games. Discuss why they think she did this and how different Australians may have reacted to this gesture.
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Teachers’ Notes for Activity Sheet 5 - Definitions
1. Ask the students to match the words and definitions on Activity Sheet 5.
2. Ask the students to complete the sentences using these words.
3. Ask the students to break the words into syllables and to mark the stressed syllable.
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1. Write the word museum
• in English _________________
Write the words about the museum in the columns below:
The museum building
The museum foyer
door sign label walk
2. Underline the words in Column 4 which tell us what people do.
Circle the words in Column 4 which tell us what people think or feel.
_________________________________________________________
_________________________________________________________
4. Complete the following sentences using the word museum:
a. The kids went on a school excursion to the Australian ________________
b. They’ve opened a new maritime ________________ in Sydney.
.
c. That typewriter’s so old it ought to be in a ______________
(Australian Learners Dictionary: 563)
5. In your group describe a museum you have visited in the past.
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1. Read the following definition of the adjective Indigenous:
If something is Indigenous, it is native to the place where it is found. It has existed there since the earliest times and has not been brought from overseas.
(Australian Learners Dictionary: 445)
Eucalypts are ____________________ to Australia.
______________________
Are there Indigenous people in the country you come from?
_____________________________________________________________
4. Do you know the names of these well known Indigenous Australians? Write their names and what they do beside the pictures.
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Activity Sheet 3 – Where Indigenous Australians live
1. Look at the map of Australia below. Your teacher will work with the class to fill in the names of states and cities. Mark
these on this map.
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2. Read through these statements made by some Indigenous Australians about where they live. Mark these places on the map. Your teacher will help you.
My name is Lavina Grey. I grew up in Wellington in New South Wales.
My name is Taryn Drummond. My family comes from the Torres Strait Islands which are a group of islands between Papua New Guinea and the top of Queensland.
My name is Gordon Wellington and I was born on the South Coast of NSW, which is where I still live.
My Name is Josie Crawshaw and I live in Darwin, in the top end of Australia.
(Activities adapted from Wanyaarri: 17 & 21)
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Activity Sheet 4 - The Aboriginal and Torres Strait Islander flags
1. Look at the pictures of the Aboriginal flag and the Torres Strait Islander flag which your teacher will show you. You will see these flags on a text panel when you enter the Indigenous Australians exhibition.
2. Draw the Aboriginal flag in the space below and label the colours.
Aboriginal flag
3.
Complete this description of the Aboriginal flag using the following words: top, bottom, middle, sun, circle, Aboriginal, red, three
The Aboriginal flag has ________________ colours - black, _____________ and yellow.
The colour black is at the ________________. This colour represents the
________________ people. The ________________ of the flag is red, which represents the
earth and the ochre which Aboriginal people use in ceremonies. In the
________________ of the flag is a big yellow ________________. This stands for the
________________ which gives life to all things.
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4. Draw the Torres Strait Islander flag in the space below and label the colours.
Torres Strait Islander flag
Complete this description of the Torres Strait Islander flag using the following words:
The Torres
________________ Islander flag has ________________ colours - green, blue,
_____________ and black. The colour green ________________ the land and the
________________ stands for the sea. The black represents the ________________ of the
islands. In the middle there is a white ________________ with five points which
________________
(The descriptions in this activity are taken from Wanyaarri: 14 - 15)
of all the Torres Strait Islanders.
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Activity Sheet 5 - Definitions
1. During your visit to the Indigenous Australians exhibition you will come across many words which describe Indigenous people, their beliefs and the social issues confronting them. This Activity Sheet will help you to understand some of the words which you will meet in the exhibition.
Match each of the following words to one of the definitions below. Use your dictionary to help you. One has been done for you.
Words: spiritual, ceremony, ritual, artefacts, heritage, family, justice
Definitions:
heritage _______ a set of customs or traditions passed down by families or the
community
________________ a group of people who are related
________________ fairness
________________ any objects made by humans with an intention to use them
________________ an established procedure which people follow
________________ a formal event held to mark a particular occasion
2. Complete the sentences below using the words listed in question 1.
These days many people do not understand the ______________ significance of
religious festivals.
I have a very extended ______________ and we often gather together.
At weddings there is usually a reception after the _______________.
Archaeologists look for ________________ of ancient civilisations.
Indigenous peoples are trying to preserve their cultural _______________.
We meet together as a regular ______________.
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(Definitions adapted from Australian Learner’s Dictionary and Macquarie University)
3. Break the words into syllables by putting a line between the syllables. Underline the stressed syllable. You can use your dictionary to help you. One has been done for you.
Spiritual spi
Introduction
Teachers’ Notes for Activity Sheet 1 - What is a museum?
Teachers’ Notes for Student Activity Sheet 2 - Australia’s Indigenous peoples
Teachers’ Notes for Activity Sheet 3 – Where Indigenous Australians live
Teachers’ Notes for Activity Sheet 4 - The Aboriginal and Torres Strait Islander flags
Teachers’ Notes for Activity Sheet 5 - Definitions
Activity Sheets for Students
Activity Sheet 4 - The Aboriginal and Torres Strait Islander flags
Activity Sheet 5 - Definitions