RIC-0667 Aboriginal Cult 5-6

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Cultural Identity Different Families (page 39) Indicator: Family Customs and Traditions Teachers Notes Identifies that the customs and traditions of families show cultural variations. This section is designed to make students aware of different customs within different cultures. Each custom has its own beliefs and values, and students will be given some examples of these. All cultures are different with different values and beliefs. Family customs differ across many cultures and faiths. For example, Muslims pray at various times during the day and fast at specified times of the year. Balinese people believe that offering gifts to their gods will bring them good fortune. Customs are part of every culture. In Aboriginal society, customs are still being practised today that have been practised for many thousands of years. The kinship system is an important way to classify and distinguish Aboriginal families and relatives. The kinship system provides Aboriginal people with an extended family, as the whole group is seen as family. Because of this, an Aboriginal child may refer to several women as ‘mother’ and several men as ‘father’. In non- Aboriginal society, usually a child refers to his/her birth parents as mother and father. In Aboriginal societies, the siblings of their parents are referred to as ‘Mum’ or ‘Dad’. This may seem complex to us, but to Aboriginal people it is a simple way by which they can work out where they stand in relation to others in their group. For example, ‘Aunt’ is a term that may be used to refer to the father’s sister. Aboriginal people believe it is the role of aunts and uncles to teach the children about rules and punishments. It is also their responsibility to discipline the children. Most Aboriginal families have an extended family unit. In many cases, a grandchild may live with grandparents, aunts and uncles as well as their own immediate family. According to the kinship system, Aboriginal people know how to talk to others and what behaviour is expected of them. Children learn the rules of the kinship system at an early age. It is through traditional stories and songs that the older generation are able to teach children about important aspects of their culture such as history, language and the laws. ©R.I.C. Publications Low Resolution Images Display Copy • Invite some people from other cultures into the class to talk about their customs. (A culture day where costumes are worn and food tasting is held is one way of doing this.) • Talk about ‘customs’ with the class—what are they and why are they significant? • Encourage the class to share any customs they practise at home. • Set up a display with various items and articles from other cultures, such as clothing, artworks, food, tools etc. • Use a feely bag with some of the items from other cultures. Students guess what the items are and what culture they may be from. • Students complete the worksheet by drawing their own family and finding pictures in magazines of families different from theirs. 38 Australian Aboriginal Culture R.I.C. Publications www.ricgroup.com.au ISBN 978-1-86311-807-1
Cultural Identity Different Families Not all families are the same. In the first box, draw a picture of you with your family. Now cut some pictures from magazines of families that look different from yours. Glue them in this box. ©R.I.C. Publications Low Resolution Images Display Copy www.ricgroup.com.au R.I.C. Publications 39Australian Aboriginal Culture 39 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 and 30: Cultural Identity Traditional Abori
Page 31 and 32: Aboriginal Families Teachers Notes
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: Cultural Identity People in a Famil
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
Page 81 and 82: Using the Environment Changes in th
Page 83 and 84: 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
Page 95 and 96:
Rules and Responsibilities Rules Ru
Page 97 and 98:
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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