RIC-0667 Aboriginal Cult 5-6

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Traditional Aboriginal Family Cultural Identity ©R.I.C. Publications Low Resolution Images Display Copy 24 Australian Aboriginal Culture R.I.C. Publications www.ricgroup.com.au ISBN 978-1-86311-807-1
Aboriginal Families Teachers Notes • Write the word ‘family’ on the board. Ask the class what it says and what it means. • Ask, ‘Who are some of the people in your family?’ List the answers. • Present the information to the students using a puppet, firstly reading the background information then using the puppet to relay it to the class. Focus on the Aboriginal family unit. • Discuss an Aboriginal family. Ask the students if they know any Aboriginal families. Who lives with this family? Ask ‘How is an Aboriginal family different from your family?’ ‘How is it the same?’ (Students should recognise that there may be more than the immediate family living in an Aboriginal household and that this is normal.) • Students complete the worksheet by colouring it with paint. • Obtain pictures of families from the library. Display these to the class. Ask students to state who the different members of the families are. • Focus on grandparents. Ask, ‘Who are the people we call Nanna, Pop, Granny?’ Explain to the class that our grandparents are the parents of our parents. • Illustrate a simple family tree on the board to help students understand who grandparents are. • Inform the class that Aboriginal children are lucky because some of them may have their grandparents living with them. Relate the background information to the students in the form of a story. • Focus on the role of Aboriginal grandparents. (They tell many stories to their grandchildren about the old ways.) • Students complete the worksheet. • Read aloud the background information on Aboriginal families. Discuss. • Encourage students to name some of the people in an Aboriginal family who may live in the same house. Record answers on the board. • Ask, ‘Where do your aunts and uncles live?’ List answers. • Explain to students that while not all Aboriginal families are extended, many are, and this is a part of their culture. • Discuss and complete the worksheet with the students. Aboriginal Families are Special (page 27) Grandparents (page 28) Big Families (page 29) ©R.I.C. Publications Low Resolution Images Display Copy Cultural Identity • Gather students on the mat or in the reading corner. • Inform the students you are going to read them a story about an Aboriginal boy and his family. (You may wish to photocopy the story on page 26 for students to follow.) • Read ‘Doogon’s Story’. When you have finished, discuss the students’ thoughts about the story. • Ask, ‘Why did Doogon have his granny and aunt living with him?’ • Complete the worksheet. Doogon’s Family (page 30) www.ricgroup.com.au R.I.C. Publications 25Australian Aboriginal Culture 25 ISBN 978-1-86311-807-1
Page 1 and 2: AGES 5 - 6 ©R.I.C. Publications Lo
Page 3 and 4: Australian Aboriginal Culture Forew
Page 5 and 6: Australian Aboriginal Culture Each
Page 7 and 8: In the Past In the Past focuses on
Page 9 and 10: In the Past Australia’s First Peo
Page 11 and 12: In the Past Letter Puzzle Who were
Page 13 and 14: In the Past Traditional Aboriginal
Page 15 and 16: In the Past Looking for Food Everyo
Page 17 and 18: In the Past Needs - 2 We wear diffe
Page 19 and 20: In the Past Aboriginal Flag Austral
Page 21 and 22: Aboriginal Life Today Teachers Note
Page 23 and 24: In the Past Ernie Dingo Choose the
Page 25 and 26: In the Past Barbara Dalgetty Find
Page 27 and 28: Cultural Identity Cultural Identity
Page 29: Cultural Identity Traditional Abori
Page 33 and 34: Cultural Identity Aboriginal Famili
Page 35 and 36: Cultural Identity Big Families Abor
Page 37 and 38: Indicator: Other Families Teachers
Page 39 and 40: Other Families Teachers Notes • G
Page 41 and 42: Cultural Identity About My Family
Page 43 and 44: Cultural Identity People in a Famil
Page 45 and 46: Cultural Identity Different Familie
Page 47 and 48: Cultural Identity Stories Ketut’s
Page 49 and 50: Cultural Identity My Name is Ari A
Page 51 and 52: Cultural Identity Communication Com
Page 53 and 54: Communication Food Words Aboriginal
Page 55 and 56: Aboriginal Languages - Introduction
Page 57 and 58: Communication Aboriginal Word Games
Page 59 and 60: Communication Aboriginal Language Q
Page 61 and 62: Communication Letters Make Words In
Page 63 and 64: Communication Two Languages Many Ab
Page 65 and 66: Communication Different Words, Same
Page 67 and 68: Indicator: Forms of Communication T
Page 69 and 70: Communication How Many? How many
Page 71 and 72: Communication Dot-to-Dot Didgeridoo
Page 73 and 74: Communication Didgeridoo The didger
Page 75 and 76: Communication Aboriginal Art Tradit
Page 77 and 78: Using the Environment Using the Env
Page 79 and 80: Using the Environment A Natural Env
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Using the Environment Changes in th
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Using the Environment Important Thi
Page 85 and 86:
Indicator: The Natural Environment
Page 87 and 88:
Using the Environment Make a Rubbis
Page 89 and 90:
Using the Environment Nature Walk L
Page 91 and 92:
Using the Environment My Environmen
Page 93 and 94:
Rules and Responsibilities Rules an
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Rules and Responsibilities Rules Ru
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Rules and Responsibilities Teachers
Page 99 and 100:
Rules and Responsibilities Sharing
Page 101:
Rules and Responsibilities Differen
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RIC-0667 Aboriginal Cult 5-6

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