Lesson Three: Further examining ‘The Little

Red, Yellow, Black Book’

Estimated Timing

90 minutes
Lesson Objectives

Australian Curriculum:
English / Year 6 / Literacy / Interacting with others /
ACELY1709
Content Description:
Participate in and contribute to discussions, clarifying and
interrogating ideas, developing and supporting arguments,
sharing and evaluating information, experiences and opinions
Elaboration:
recognising that closed questions ask for precise responses
while open questions prompt a speaker to provide more
information

English / Year 6 / Language / Language variation and
change / ACELA1515
Content Description:
Understand that different social and geographical dialects or
accents are used in Australia in addition to Standard
Australian English (ACELA1515)
Elaboration:
recognising that there are more than 150 Aboriginal
languages and two Torres Strait Islander languages and that
they relate to geographic areas in Australia

recognising that all languages and dialects are of equal value,
although we use different ones in different contexts, for
example the use of Standard Australian English, Aboriginal
English and forms of Creole used by some Torres Strait
Islander groups and some of Australia‟s near neighbours


Humanities and Social Sciences / History / Year 6 /
Historical Skills / Perspectives and interpretations /
ACHHS123
Content Description:
Identify points of view in the past and present
Elaboration:
analysing the language used in sources to identify values and
attitudes (for example „new Australians‟, „boat people‟)

QCAA:

Communicate to:
 interpret and evaluate
information relevant to opinions
 to clarify, question and extend
ideas (LS6 iii)


Use text-processing strategies
when viewing and reading
including:
 using literal and inferred
information to draw
conclusions about significant
concepts, arguments and
descriptions (VR6 iii)




Classroom
Organisation
Whole class, teacher led

Resources 27 x Culture Journal (Blank, lined workbooks)
Colouring Pens
Smart Board
28 x The Little, Red, Yellow, Black Book (27 student copies, 1
teacher copy)
27 iPads/Laptops



Learning Experiences
1. Begin lesson by acknowledging traditional owners of the land.
2. Discuss what was learnt last lesson. Reintroduce “The Little Red, Yellow, Black Book”
(AIATSIS, 2012).
3. Read pages 22, 23, 25 and 25 – “Changes To Traditional Lifestyle – Languages”
4. Students are to use iPads to examine map on a larger scale.
http://www.abc.net.au/indigenous/map/images/indigi_map.png (ABC, 1998) Students
should look at the „Aboriginal Australia map‟ to gain an understanding of the diversity of
Indigenous language groups within Australia. In a class discussion students choose several
language groups and research them to see if the languages are still widely used.
5. Read pages 10, 11 and 13 – “Our Societies, Our world view”
6. Discuss:
What is dreaming?
How does it differ from the European concept of dream?
Does your idea of ‘family’ differ from that held by many Indigenous Australians? In what
ways?
How does family affect identity in your opinion?
7. Record learning reflection in Culture Journal about what was learnt this lesson.