Assessment 2: Intensive activity

Group members:
Chelsea Wright 19092803
Hamida Dafallah 18707786
Drew El Moussalli 17462710
Jake Sanders 19092915

Curriculum Integration
Integrate The Arts domain (Drama) into this lesson by getting students to reenact the
William Buckley story through the European perspective and the perspective of
Indigenous Australians.

History
As per the capabilities outlined in the Australian Curriculum, students should be aware of
the:
Nature of convict or colonial presence, including the factors that influenced
patterns of development, aspects of the daily life of the inhabitants and how the
environment changed (including Aboriginal and Torres Strait Islander Peoples)
(ACHASSK107)

Impact of a significant development or event on an Australian colony

(ACHASSK108)

Role that a significant individual (William Buckley) or group played in shaping a

colony (ACHASSK110).

These areas can be satisfied by exploring the body of knowledge that exists (Research
Race), and extending what we discover to ask questions about content that might be
missing and is of an Aboriginal perspective.

Drama
Using this information student will be required to:

Write a script that includes the missing pieces of the story (i.e. the accounts that
might have been offered by Aboriginal people who were present at the time and
witnessed the event)

Present a performance that incorporates all of the above elements. The

performance should include the following:

Explain how the elements of drama and production elements communicate

meaning by comparing drama from different social, cultural and historical
 contexts, including Aboriginal and Torres Strait Islander drama
(ACADRR038)

Rehearse and perform devised and scripted drama that develops narrative,
drives dramatic tension, and uses dramatic symbol, performance styles
and design elements to share community and cultural stories and engage
an audience (ACADRM037)

Develop skills and techniques of voice and movement to create character,

mood and atmosphere and focus dramatic action (ACADRM036)

History and Culture

Students need to understand history as an account, and not necessarily a reality. Who
told the story?

To explore the fact that history is told through a cultural lense, students can:

Research the Wathaurung communities as part of the research race activity.

Learn about their Aboriginal culture before the arrival of Europeans including their
music and art.
Discuss the social structure of the local Aboriginal community, looking at how they
interacted with the land and each other.
Look at what happened when the Europeans arrived the disruption to the
community, displacement, loss of identity, migration.
Look at today and what is left of the community and their culture. What is being
done to maintain and keep the culture for the new generation.

Planning, including resources

Community
Ask aboriginal elders from the Wathaurung community for advice on the content,
and incorporate their take on the events.
Speak with the Aboriginal students and their parents about how feel on the issue.
Art
Look at paintings or art work from that era, and compare to pictures from today.
Include a field trip to The Wathaurung Aboriginal Corporation (WAC) to meet with
the traditional owners of the land.

Watch http://www.abc.net.au/tv/geo/documentaries/interactive/buckley/ to get inspired for

their drama performance and learn more about William Buckley.
Teaching Strategies

Strategies include both teaching methodologies and content. That is, cultural
requirements of Aboriginal students are accommodated, whilst content is also fashioned
to include Aboriginal perspectives (for the benefit of the whole class).

Strategies to accommodate culturally derived behaviours

Specific strategies should be put in place depending on the specific requirements of the
students in the class, but some general strategies are:

Acknowledge that Aboriginal students may avoid direct eye with adults. Direct eye
contact with adults can be perceived as impolite.

Acknowledge that Aboriginal children may not be naturally inclined towards asking
questions. This is because storytelling is the main vessel for learning in Aboriginal
culture, and this is a different approach as compared to the question/answer
approach.

Allow Aboriginal students to work as a community, by gearing work towards

collaborative activities.

Strategies to integrate Aboriginal perspectives into the content

Developing appropriate historical questions

Overarching inquiry question: whose story is this?

As we research this topic, we need to think about:

What questions are being asked?
What questions are not being asked?
Where can we go to find answers, and whose answers are they?

When watching the video, ask:

Who produced the evidence and what were their motives?
What would the Aboriginal perspective be? How would this perspective differ from
the one above?

Informing our practice through consultation with community

Consult with local Aboriginal community, to ensure that important perspectives are
included in the lesson content. This adds both real-world authenticity to the lesson, and
offers students a sense that their learning is directly relevant to their community.
Some specific measures for content delivery
Story telling
Learning maps
Non verbal
Symbols & Images
Land Links
Non linear examples
Deconstruct/ Construct
Community Links