Claremont College, Tasmania The school and community
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| Claremont College, Tasmania
The school and community Claremont College is located in the northern suburbs of Hobart and draws students from diverse backgrounds. Students come from the northern suburbs of Glenorchy, Claremont, Bridgewater and Gagebrook as well as rural communities in the Midlands and Derwent Valley. Some rural students travel up to one and a half hours each way to and from college. A significant feeder school is New Norfolk High School in the Derwent Valley. For some time post-compulsory retention in New Norfolk has been a significant issue. At one stage New Norfolk had the third lowest retention rate (post- compulsory) in Australia. The College is situated in the educational district of Derwent, which has the highest educational needs index (ENI) of any educational district in Tasmania. The College draws from areas with middle to very low socioeconomic indicators, and, as such, many of our students come from a home background of unemployment and altered family situations, and often have very low self-esteem. The College is a state government secondary college of 900 students of which 120 students are Indigenous. The College offers a full range of pre-tertiary (university entrance) subjects, 19 vocational education and training programs (more than any other Tasmanian college) and a significant range of general courses. The College is noted for its inclusion policy and, as a result, we have a significant enrolment of students with physical and/or intellectual disabilities. The College has a philosophy based on equal outcomes for its students and has been innovative in providing programs tailored to suit the students' needs. For two consecutive years (2001, 2002) Claremont College was named one of the 10 best schools in Australia (The Australian newspaper's Best Schools Project), and in 2003 won the Australian Education Union (AEU) Reconciliation Award. Contact details Claremont College 61 Claremont Link Road Claremont Tas 7011 PO Box 168 Claremont Tas 7011 Website: http://www.clare.tased.edu.au
Students become aware that the origins of Tasmanian Aboriginal people's voices are with us through recorded and oral history. They look at ways the world is perceived to have been created and how the land has been named, and they have the opportunity to research the naming. Claiming a Voice Through researching the experiences of Aboriginal people in terms of their rights, wrongs and responsibilities, students explore the concepts of discrimination and persistence. Sharing a Voice Students focus on texts that describe both the land and Tasmanian Aboriginal people's lives. They use these as inspiration for recording oral histories within the school. Many Voices This section allows students to experience Aboriginal people's writing, poetry, film, and language and to chronicle their experiences. Prior to beginning the unit, display a map of Tasmania showing different language groups. This could be photocopied and enlarged from the one in Kaye Price's Our Land: Our Living History (see Resources). Learning ActivitiesVoices of the Land Part A Begin by asking students to offer theories of how the world was made. Discuss, then introduce the creation story 'Parlevar, Moihernee and Dromerdeener' (Handout 1) that has been adapted from George Robinson's journal in Friendly Mission (reproduced in Our Land: Our Living History). Explain to students that creation stories vary according to where you live and your religious affiliation. Not all people from all cultures are the same. Among Tasmanian Aboriginal people, Laller is believed to have helped create the land. In other parts of Australia, Queensland for example, it is the Rainbow Serpent, in Victoria the Murray Cod, and the Bible tells us that God made the earth and the first two people. The Bible also tells us that Noah saved all the animals from a great flood, yet there are no Australian animals in this story. Many students may not be familiar with the story of Noah, his ark and the flood, but prompting should result in some students naming the animals: giraffe, lion, elephant, among others. (Even if they don't know the story, some students may recognise that 'the animals went in two by two' from nursery school days.) Students may then wish to 'name the animals that Noah forgot'. Some students will begin to realise that much of history was written from a non-Australian and a non-Aboriginal perspective. Part B Within Australian Legends and Landscapes by Oodgeroo Noonuccal (see Resources) there are several Tasmanian stories written by Jimmy Everett, a Tasmanian Aborigine from the Ben Lomond Tribe, the Plangermairreener people from the east coast of Tasmania. In order to demonstrate how creation stories differ, choose one or two of these stories and provide photocopies for each student. Explain who Oodgeroo was, and how the book includes stories from all over Australia. Talk about Jimmy Everett and his place within Tasmanian Aboriginal society (a writer of poetry, short stories and theatre pieces, he has long been involved in Aboriginal politics and the Arts). If possible, have Jimmy visit to talk with the class. If choosing the story about Kuti Kina, you may wish to have students view the video from the Keith Salvat set of Dreaming Stories. Discuss the characters in the stories. For example Kuta Kina both punishes and rewards and Wrageorapper is a force to be reckoned with. Our Land: Our Living History could be a useful resource in relation to Wrageorapper. See also the 20 Dreamtime stories available on
Invite students to discuss the three Rs – Responsibility, Reciprocity and Religious Beliefs in relation to creation. Invite students to depict the phrase 'The land is speaking with one voice' from a visual or performing arts perspective. This could include a group or individual performance. Alternatively, some students may wish to present their interpretation in essay form or on audio or video tape. Part C If time permits, students could explore the naming of the Tasmanian landscape. Draw up a table with the following headings.
Describe reasons for names such as Friendly River, Welcome Plains. Use oral and written sources to explain different names for places. Students could compare maps and languages of Europe and Australia. Using maps to scale, students may wish to discover how many Europes would fit in Australia. Question students about how many languages there are in Europe, and explore this phenomenon further to make clear why there would be more than one original Australian language. Claiming a Voice This unit is about citizenship. Part A Begin by making a citizen concept map on the white board. Ask students what they think being a citizen means. Add their ideas to the concept map. What do we know about being a citizen? Students list what they consider to be a person's rights and responsibilities. Students may offer, for example:
Ask: Who is a non-citizen? Students may offer, for example:
Part B Distribute copies of 'Unity and Diversity', page 56 of the Australian Readers Discovering Democracy Lower Secondary Collection. Read the piece aloud and allow time for reflection before asking the following questions from page 62.
Students could research these issues using the many resources available on the White Australia Policy and the Stolen Generations. The following are readily available online resources. For information on the White Australia Policy see:
For information on the Stolen Generations see: The Human Rights and Equal Opportunity Commission website
Introduce the story of Ella Simon, pages 38-40 of Australian Readers Discovering Democracy Middle Secondary Collection. Have students discuss the questions from page 60 (reproduced, slightly adapted, below).
Provide copies of certificates for each student. Part D Alternatively, students may want to explore the lives of Indigenous service men and women. See, for example, Reg Saunders and Len Waters on the following sites:
Part E Hand out copies of the article 'Chance to give Aborigines the vote passed up' from the Canberra Times, Thursday January 2, 1992 (see Handout 2). Ask students to form pairs, or groups of three and talk about the content. They should be prepared to discuss it as a class group. Following discussion, have students trace the voting and citizenship rights of Aboriginal people on the Internet. This information could be searched for and arranged using the following headings:
The following online and print resources can be used for this task:
Sharing a Voice Part A Show students the video From Little Things Big Things Grow (see Resources). Discuss the vignettes from the video, for example Vincent Lingiari and Gough Whitlam; the Mabo decision; the scene from the Wik settlement.
Distribute the poem 'This Land' by Ian Mudie from Australian Readers Discovering Democracy Upper Secondary Collection, page 6.
Part C Share stories from Tunapi Three: From Family to Community (see Resources). Two stories written by Kevin McDonald that could be appropriate are 'Taken from Loved Ones' and 'An Aboriginal Child in Tasmania (see Handout 3). Part D Students have been given snapshots of a variety of Aboriginal people and Torres Strait Islander people and been introduced to a variety of concepts. This has prepared them to interview Aboriginal students and staff members to record their oral histories. This is a lead-up to interviewing older Aboriginal people within the community and recording their stories. With permission the stories can be made into a book, several copies of which can be placed in the school library. Instructions for students
In planning the interviews it is necessary to develop protocols for interviewing especially when talking to Aboriginal elders. You should use an Aboriginal person in the development of the protocols. This is a valuable learning experience in itself. Many Voices Part A Use the picture of Cathy Freeman and Melinda Gainsford-Taylor in Australian Readers Discovering Democracy Lower Secondary Collection, page 50 as a discussion starter. Questions could include:
Part B Distribute copies of the poem 'All One Race' by Kath Walker (Oodgeroo Noonuccal, from My People (Handout 4). Read the poem out loud and ask students in what ways Oodgeroo's poem is similar to or different from Cathy Freeman's action. Discuss. (Note: Some students may be unfamiliar with some of the terms in the poem, for example 'pukka-sahibs'.) Part C Introduce students to the following videos and books.
Students could prepare their own short biographies with a view to an in-school publication for use in the library. The following names of Aboriginal and Torres Strait Islander people could be used as a means of encouraging students to develop their own 'hall of fame'. Albert Namatjira Allan Mansell (Tasmanian Aboriginal man and artist featured in Many Voices) Auntie Ida West Eddie Mabo Ernie Dingo Kath Walker (Oodgeroo Noonuccal)(her politics rather than her literature) Kickerterpoller Len Waters Lois O'Donohue Michael Mansell Molly Mallett Nicky Winmar Vincent Lingiari
A Kwiambal person, pages 17–19 Sally Morgan, page 57 Cathy Freeman, page 50 Australian Readers Discovering Democracy Middle Secondary Collection Charles Perkins, page 17 Neville Bonner, page 18 Ella Simon, pages 38–40 Nicky Winmar, page 40 In developing biographies, students could comment on how many of these people were removed from their families. Also refer to the list in Signposts … To Country, Kin and Culture (see Resources) to assist students in developing their biographies. Many of these people are remembered or recognised for a particular action. Students (and teachers) may not be aware that Kickerterpoller was given boards depicting Governor Arthur's 1829 proclamation to the Aborigines to fix on trees in the country around Emu Bay. Display Governor Arthur's proclamation from page 29 of Australian Readers Discovering Democracy Middle Secondary Collection to introduce the biography exercise. Have students discuss the way in which the proclamation tells a story and the story that is being told. Discuss pictorial representations further. For example: have students search for, and reproduce, Coats of Arms that feature Aboriginal people. Semiotics note: During the Middle Ages battle armour was essential and, like football supporters today, supporters of warring noblemen distinguished themselves by wearing matching symbols, patterns and colours on their clothing and on the paraphernalia associated with their horses. This custom gave rise to the term 'coats of arms' and became a symbol of identity.
Resources Discovering Democracy materials Australian Readers Discovering Democracy (Lower Secondary Collection, Middle Secondary Collection and Upper Secondary Collection) Discovering Democracy Units Online http://www.curriculum.edu.au/democracy/ddunits.htm Books Adult Literacy and Basic Education (ALBE) Resource Unit 1994, Tunapi Three: From Family to Community, Department of Education, Tasmania, Devonport Australian Electoral Commission (AEC) 2002, History of the Indigenous Vote, Education Section, AEC Bandler, Faith 1989, Turning the Tide: A Personal History of the Federal Council for the Advancement of Aborigines and Torres Strait Islanders, Aboriginal Studies Press, Canberra Bennett, Scott 1989, Aborigines and Political Power, Allen & Unwin, St Leonards, NSW Coghill, L, Ketchell, J, Price, K & Martin, K 1997, Footprints ... To Country, Kin and Cultures, Curriculum Corporation, Melbourne Commonwealth of Australia 1993, Mabo: The High Court Decision on Native Title, discussion paper Connor, L, Moyle, D, Price, K & Smith, S 1997, Signposts ... To Country, Kin and Cultures, Curriculum Corporation, Melbourne Cooke, Kaz 1988, Beyond a Joke ... An Anti-Bicentenary Cartoon Book, McPhee Gribble Publishers, Melbourne Crawford, Evelyn (199?) Over My Tracks: A Remarkable Life, Penguin Books, Ringwood, Vic Egan, Ted 1987, The Aboriginals Song Book, Greenhouse Publications, Richmond, Vic (See Handout 5 for one of Ted Egan's songs, 'Gurindji Blues'.) Everett, Jim & Brown, Karen 1992, Weeta Poona: The Moon Is Risen, Tasmanian Aboriginal Centre Inc., Hobart Flood, Sean 1993, Mabo: A Symbol of Sharing, the High Court Judgment Examined and Commentary on Native Title Act 1993 (Cth), Students' Edition, Fink, Glebe, NSW Gilbert, Kevin 1993, Aboriginal Sovereignty: Justice, the Law and the Land, 3rd edn (includes draft treaty), Burrambinga Books, Canberra Gordon, Harry 1962, 1965, The Embarrassing Australian: The Story of an Aboriginal Warrior [Reg Saunders], Lansdowne Press, Melbourne Mallett, Molly 2002, My Past – Their Futures: Stories from Cape Barren Island, Blubberhead Press, Hobart Miller, Doreen & Haebich, Anna 2002, Many Voices: Reflections on Experiences of Indigenous Child Separation, National Library of Australia, Canberra Noonuccal, Oodgeroo 1990, Australian Legends and Landscapes, Random House, Sydney Paterson, AB 2003, Possum Creek and The Animals Noah Forgot, Murray David Publishing Pty Ltd, Davidson, NSW Price, K forthcoming, Our Land: Our Living History, rev. edn, Department of Education, Tasmania, Hobart Price, K 1997, 'The Longest Journey', in Different Dreams: Integrated Units Collection Years 7 & 8, Curriculum Corporation, Melbourne Taylor, Gail 1999, Albert Namatjira, Cambridge University Press, Melbourne West, Ida 1984, Pride against Prejudice: The Reminiscences of a Tasmanian Aborigine, Aboriginal Studies Press, Canberra Documents and papers Petition to Mr Howroyd from Cape Barren Island 21 November 1911. University of Tasmania Archives RS 40/1 Kits Too Dark for the Light Horse – Available: Australian War Memorial, Canberra Videos Lousy Little Sixpence. Available Ronin Films, ACTStolen Generations. Available Ronin Films, ACTLand of the Little Kings. Available Ronin Films, ACTFrom Little Things Big Things Grow 1993, Blood Brothers series, Trevor GrahamOne People Sing Freedom – The Black March 1988, ABC. Available http://www.abc.net.au/programsales/programs/s103213.htm The Forgotten 2002, Message Stick, ABC Television Websites Australian Aviation Archive http://users.chariot.net.au/~theburfs/waters.html Australian Museum Online: Indigenous Australia http://www.dreamtime.net.au/ Choose: Stories of the Dreaming Australian War Memorial website http://www.awm.gov.au Department of Immigration and Multicultural and Indigenous Affairs http://www.dimia.gov.au/ Choose: Information resources/Fact Sheets/Fact Sheet 8, 'Abolition of the "White Australia" Policy' Digger History http://www.diggerhistory.info/ The Human Rights and Equal Opportunity Commission website http://www.hreoc.gov.au/ Choose: Aboriginal and Torres Strait Islander Social Justice/Stolen Children/ Personal stories from the report. Useful contacts Australian Electoral Commission, Education Section Tel: (02) 6271 4553 http://www.aec.gov.au Australian Institute of Aboriginal and Torres Strait Islander Studies Library Tel: (02) 6246 1111 http://www.aiatsis.gov.au Download 51.1 Kb. Share with your friends:
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