It is the time of year when Australia often experiences extreme weather events. February is renowned as the hottest month and, in some parts of the country, also the wettest month. It often brings cyclones to our coasts and storms, which conversely enough, may trigger fires as lightening strikes the hot, dry bush. Aboriginal people carefully managed the Australian environment in the period before contact with Europeans. They used strict fire-management regimes on small and large scales to manage the timing and occurrence of fires, the impact on vegetation (including for those native plant species that need fire to germinate), as well as the impact on people (who had inhabited every corner of the continent for many thousands of years) and animals.
Disruptions of traditional Aboriginal ways of life in the 18th and 19th centuries had many severe impacts – on Aboriginal people, on the Australian environment, and on the European settlers in turn. One of these impacts was the breaking down of the country-wide fire management schemes which has been in place before the colonial period. European settlers did not recognise the necessity for regulated burning in the Australian landscape. The build-up of dry timber fuel meant that when storms brought lightening, as in Victoria in February, 1851, large swaths of bush burnt with unstoppable fury. Similarly ferocious fires in Victoria in 1939 (the Black Friday fires) led governments to start to re-introduce fire management schemes. Today these fire management schemes protect us from the worst fury of bushfires, just as they did back in pre-colonial Australia.
At the other end of the scale the storms and cyclones of February often bring flooding rains, especially to Queensland, NSW and Western Australia. In 1852 in Gundagai, NSW, in February 1893 in Brisbane and in many other times and places, most recently 2011 in Brisbane, devastation and loss of property and life have accompanied these events. Seven of the worst 10 floods in Australia have occurred in summer, with several in February. Aboriginal people avoided living in low-lying areas, especially during times of potential flooding, during the pre-colonial period. In fact, Aboriginal people warned the people of Gundagai, NSW, that their settlement was too close to the river before the floods, and were instrumental in saving one fifth of the town’s population from drowning during the floods themselves.
Fortunately this year we have not had any dramatic extreme weather events, but, these topics can still be built into HASS studies (as they are in the OpenSTEM® Understanding Our World® program). Students in Year 5 study natural disasters and the environment as part of the HASS curriculum, however, discussions about climate (Year 3) and Aboriginal Australia (Year 4) can also be incorporated into these topics. OpenSTEM® resources (some of which are linked above) also include quotes of primary sources, as well as contemporary paintings and photographs, addressing necessary skills across a range of year levels.
This week our youngest students are looking at Aboriginal Places, while slightly older students are comparing Australia to other places around the world. Our older students are starting their class election segment of work, covering several parts of the Civics and Citizenship, as well as the History, curricula.
Foundation/Kindy/Prep to Year 3
Students in Foundation/Kindy/Prep (Unit F.4), including those in combined classes with Year 1 students (Unit F-1.4) are focusing on caring for special places by looking at Aboriginal Places around Australia. Students consider their school as a special place, the local area as a place special to the local Aboriginal group, as well as other Aboriginal Places around the country. This section of work can be backed up using the Aboriginal places included in the Aunt Madge’s Suitcase Activity. Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are comparing Australia with places overseas. The places chosen for comparison can be the places from the stories chosen in week 1. Year 1 students compare the landscape, weather, animals and environment between Australia and the other countries and consider how the similarities and differences influence lifestyles. Students in Year 2 undertake similar comparisons, whilst focusing on issues of scale and the impact of degree of urbanisation. Students in year 3 consider how people in each place view their local environment and how different places might be experienced differently by different people.
Years 3 to 6
Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.4) and 6 (Unit 6.4) are starting a segment where they will conduct a Class Election. In this first lesson of the 4 lesson activity, students will be selected to campaign for particular issues. These issues should result in actual results for the class in the form of a ‘political promise’, such as a day without homework or a special class activity. It is recommended that the teachers allow students to suggest issues, which can then be negotiated with the teacher. Students will be chosen to lead campaigns on each issue. Students in Years 3, 4 and 5 also consider Environmental Issues, and create a poster highlighting an environmental issue. Students in Year 6 consider Political Issues and make a poster on one of these. Teachers and students will also use resources from the Australian Electoral Commission (AEC) during the course of this unit. Students also continue to monitor the growth of their plant, as their Scientific Investigation.
This week our youngest students are looking at special places locally and around Australia, slightly older students are considering plants and animals around the world, while our older students are studying aspects of diversity in Australia.
Foundation/Prep/Kindy to Year 3
Students in standalone Foundation/Prep/Kindy (Unit F.4) and combined classes with Year 1 (F-1.4) are thinking about special places this week – what places are special to them and their families? What places are special in Australia? This focus gives the teacher a chance to guide the students through the process of considering natural beauty and how we and other agencies, such as the government, can look after special places and places of natural beauty. Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) are continuing their focus on the stories of families from around the world from week 1. This week Year 1 and 2 students are focusing on plants and animals from the places described in the stories in week 1. Students in Year 3 also consider the role of climate in the diversity of plants and animals.
Years 3 to 6
Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.4) and 6 (Unit 6.4) are studying different aspects of diversity this week. Students in year 3 are looking at Aboriginal people and the environment, in the context of climate. Students in Year 4 consider both Aboriginal people and technology with respect to the Australian environment. Students in year 5 are starting to consider how Aboriginal people’s interactions with the environment over millennia have set the stage for the recognition of Native Title in Australia; while students in year 6 examine the history of Aboriginal suffrage and Native Title in Australia. These studies of diversity in Australia provide information for the students to start planning a celebration of identity and diversity in the last week. Students in Years 3 to 6 also continue with their scientific experiment of growing a plant.
The last term of the school year – traditionally far too short and crowded with many events, both at and outside of school. OpenSTEM’s® Understanding Our World® program for HASS + Science ensures that not only are the students kept engaged with interesting material, but that teachers can relax, knowing that all curriculum-relevant material is covered by the middle of the term, ensuring enough time for marking and preparation of reports. Furthermore, following the OpenSTEM® Understanding Our World® program across an entire year guarantees that your students have met the curriculum requirements for all of History, Geography, Civics and Citizenship, Economics and Business (HASS) and Science for the whole year, matched to their year-level, even in multi-year level classes. This term our youngest students are reviewing some of the material covered earlier in the year and then preparing for a Play (with props and dress-ups) matched to this material. Students in Years 1 to 3 examine modern families around the world and then prepare a short presentation or dramatisation based on what they have learned. Older students are studying migrants and cultural identity and using the information to plan an end-of-year celebration of cultural diversity. These students also hold a class election, with preferential voting.
Foundation/Prep/Kindy to Year 3
Our youngest students – those in Foundation/Prep/Kindy (Unit F.4) and combined classes with Year 1 (Unit F-1.4) are start the term by reviewing Celebrations (this is a great time to grab that Class Calendar and look ahead to Christmas!). They then examine how people celebrated these occasions in the past. Students in Years 1 (Unit 1.4), 2 (Unit 2.4) and 3 (Unit 3.4) start looking at Modern Families Around the World. This resource includes stories about families in Australia, Brazil, Canada, Denmark, Japan, Saudi Arabia and Somalia. Teachers can choose from these stories to tailor the unit to the class’s needs and interests. Students are encouraged to consider family and community structures around the world and compare them to their own.
Years 3 to 6
Students in Years 3 (Unit 3.8), 4 (Unit 4.4), 5 (Unit 5.4) and 6 (Unit 6.4) start the year by examining their own Ancestry, prior to looking at Migration and Diversity. Students interact with the OpenSTEM® “Our World” map, in order to gain an understanding of the wide range of places around the world in which Australians have their ancestry. Students in Year 3 will be focusing on diversity in Australian society over the next few weeks and will choose a group of migrants to study in more detail. Resources on several migrant groups are available to complement this unit. Students in Year 4 will focus on Australia’s connections to other parts of the world through time and will study either a group of Aboriginal people, or members of other groups with whom Aboriginal people had early contact, such as Macassan traders, or Europeans. Students in Year 5 will focus on migrants from European countries, such as the Irish, Greek or Italian communities. Students in Year 6 will focus on migrants from Asian countries, such as the Chinese or Vietnamese communities.
Students in Years 3 to 6 will also grow a plant from a seed, as a Science experiment, linked to their HASS studies. Students have the option to choose a plant brought to Australia by the migrant group or other community which they are studying. They will investigate when this plant arrived in Australia, from where it came, what conditions it needs to thrive and what cultural importance it has for the group. The linking of these areas of focus helps add additional relevance and immediacy to the curriculum material for students.
In the most recent edition of Australian Archaeology, the journal of the Australian Archaeological Association, there is a paper examining the exchange of stone axes in Victoria and correlating these patterns of exchange with Aboriginal stories in the 19th century. This paper is particularly timely with the passing of legislation in the Victorian Parliament on 21 September 2017, concerning management of the Yarra River. This legislation, the first in Victorian state legislation to include phrases in an indigenous language (Woi-wurrung, the language of the Wurundjeri people – custodians of the Yarra River) recognises the connections between the river and local indigenous people. The Act contains a strategic plan for the river’s management and protection, and provides for a council (the Birrarung – a local indigenous name for the Yarra River – Council), which must include at least 2 traditional owners, to advise and advocate for the river.
The Yarra River runs south-west from the Australian Alps and enters Port Phillip Bay in the city of Melbourne. During the Ice Age, when global sea levels were lower, the river drained directly into Bass Strait (see image to right). Port Phillip bay was flooded by rising sea levels at the end of the Ice Age, reaching its present extent about 8,000 years ago. The bay was briefly drained when the entrance was blocked by a sand bar between 800 and 1,000 CE (about 1,000 years ago). Aboriginal stories recall this well: in 1846, the colonial magistrate, William Hull recorded that local Aboriginal people told him that they:
“recollected when Hobson’s Bay [Port Phillip Bay] was a kangaroo ground; they say, “Plenty catch kangaroo, and plenty catch opossum there;” and [an informant] assured me that the passage up the bay, through which the ships came, is the River Yarra, and that river once went out at the heads, but that the sea broke in, and that Hobson’s Bay, which was once hunting ground, became what it is“
This detailed knowledge of the now submerged area shows the depth of Aboriginal oral traditions, passed down in stories and lore, as part of their ongoing management of the Australian landscape. Many of these stories had intricate myths, which nevertheless included information on how to manage the environment. It appears that the exchange of axes, initially of stone, and later of iron, was part of these stories. The best raw material for making stone axes (and thus the best stone axes) came from the stone quarry at Mount William, near Lancefield about 78 km north of Melbourne. The local Wurundjeri people made very fine greenstone axes, which were traded over huge distances, some as far as 1,000 km, in the period before Europeans arrived in Australia.
In 1803, the British tried to start a convict settlement on Port Phillip Bay, near modern Sorrento, but within a few months the convicts were moved to Tasmania when a lack of water and conflict with local Aboriginal groups made the settlement unviable. During the upheavals, some convicts escaped, one of whom was William Buckley, who then lived with local Aboriginal people, the Wadawurrung, for the next 32 years. After Melbourne was settled and Buckley had rejoined European society, he worked as a translator for the missionary George Langhorne, who wrote down some of Buckley’s stories. One of these mentioned axes (or “tomahawks”):
“There are… two imaginary Beings whom [the Wadawurrung] treat with a certain degree of respect. One of these is supposed to reside in a certain marsh and to be the author of all the Songs which he makes known to them through his Sons. The other is supposed to have charge of the Pole or Pillar by which the Sky is propped. Just before the Europeans came to Port Phillip this personage was the subject of general conversation it was reported among them that he had sent a message to the Tribes to send a certain number of Tomahawks to enable him to prepare a new prop for the Sky as the other had become rotten and their destruction was inevitable should the sky fall on them to prevent this and to supply as great a number of iron Tomahawks as possible ”
Very similar stories are repeated in a range of sources, including the records of A.W. Howitt, a 19th century anthropologist, who interviewed William Barak, a senior clan head of the Woiwurrung, who had been about 11 years old (and a witness to events) when John Batman signed his treaty with clan leaders. Barak’s uncle was custodian of the Mount William stone axe quarry, a title which Barak later inherited. Howitt recorded:
“They believed too that the sky was propped up by poles where it rested on the mountains in the north-east. Before the “white men came to Melbourne” a message was passed from tribe to tribe, until it reached the Wurunjerri, that the props were becoming rotten, and that unless tomahawks were at once sent up to cut new ones, the sky would fall and burst, and all the people would be drowned“
A similar story was recorded by Ethel Shaw, the daughter of the station manager at Yelta Station (also a mission) on the Murray River, about 500km north-west of Melbourne, home of the Marawara people, as having been told to her father in the late 19th century. These stories were linked to the flood stories, which are very common in Aboriginal traditions, and relate in great detail which areas were flooded. Various mythological reasons are given for these inundations, including that the sky fell, causing the clouds to burst open when they hit the ground and release all the rainwater in huge floods.
Stories also record the efforts of ancestors to manage the water flow down from the mountains, by cutting channels for water to flow – an activity which is described as “using up too many stone axes”. As custodians of the land, each Aboriginal group had responsibilities related to managing the environment and trying to ensure that it remained healthy and stable. It appears that the need for stone axes in the mountains, some distance from the Mount William quarry, was articulated in stories, which ensured that stone axes were supplied to the mountains, thus helping maintain exchange networks over long distances and ensuring equitable access to resources.
We now know that ground stone axes date back 65,000 years to the earliest evidence of Aboriginal settlement in Australia. Over the millennia, especially following the huge climate changes at the end of the Ice Age, Aboriginal people developed ways of managing the environment and exchanging resources. The framework for these activities was a rich tradition of stories and mythology, which helped people to relate to their world and their role within it. We are still learning to interpret all the information within these stories.
OpenSTEM’s ® Understanding Our World® Units are designed to cover 9 weeks of the term, because we understand that life happens. Sports carnivals, excursions and other special events are also necessary parts of the school year and even if the calendar runs according to plan, having a little bit of breathing space at the end of term can be essential for teachers and students alike. We have many suggestions for activities that can keep the students engaged and learning if there is extra time at the end of term.
So this week is the last week of scheduled lessons in our term 3 units. This week our younger students are ending the term on a high note with a class party! Older students are completing their Reflections on the term’s Scientific Report and engaging in a discussion on the role of Science in our society – always topical.
Foundation/Prep/Kindy to Year 3
The second half of the year can be tough for younger students – they are often starting to get tired and attention may be flagging at this stage. In order to liven things up, the units for Foundation/Prep/Kindy (Unit F.3), Year 1 (Unit 1.3), Year 2 (Unit 2.3), Year 3 (Unit 3.3) and combined Foundation/Prep/Kindy and Year 1 (Unit F-1.3) have a class party scheduled for this week. A range of options are discussed in the Teacher Handbooks – building on year level appropriate material covered during the term. Our Food In the Past resource is always popular and even contains recipes tailored to match the stories covered by students earlier in the term. However, sometimes food is not practical in the classroom, in which case dress-ups, decorations and games can promote the party atmosphere! Our Games From the Past resource has a range of activities both new and familiar, which students love. These games are also matched to the places from the stories covered in the beginning of the term, allowing the teacher to provide a coherent theme for the term.
Years 3 to 6
The older students have finished or are finishing off their Scientific Reports. This week there is an opportunity for them to reflect on what they have learnt during the term. The Student Workbook guides the students through the task of looking back at their work for the term, naming the enjoyable aspects of their projects, as well as any challenges encountered. Students are encouraged to think about alternate ways they could have approached their work, as well as recapping what they have learnt (an important step in integrating their knowledge). These skills of re-evaluating their own work and the processes they used are critical in the development of independent thinking and in teaching them how to manage their work, not only as they go on towards high school, but also for work habits in later life. In addition, we suggest a class discussion on the perspectives Science provides on issues in the world. How do modern perspectives differ from historical ones and what role has Science played in changing our understanding of these issues. The discussion of these points also addresses key parts of the curriculum. Students in Year 3 (Unit 3.7) will consider how their capital city or local community has changed over time. Those in Year 4 (Unit 4.3) can discuss our understanding of Australia before Europeans arrived and around the time of the First Fleet – how has our understanding of Aboriginal Australia changed over time? Year 5 (Unit 5.3) classes can compare colonial Australia to modern Australia and Year 6 (Unit 6.3) students will consider how Australia has changed since Federation.
The material is much more interesting. When I discussed a topic later in the term, I found that the students…
Laura Davidson, Teacher