The First People Series: Resource Book

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The First People r o e t s Bo er

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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About Ready-Ed Publications Ready-Ed Publications was established in 1984 with the purpose of creating practical classroom blackline master activities.

At the time, the role of the teacher was becoming ever more diverse with an increasing range of duties and responsibilities within the school and school community. Since then, the role of the teacher has continued to evolve with an escalating range of tasks and obligations, ensuring a reduction in time available to prepare work for the daily instructional program.

Throughout these past 24 years, Ready-Ed Publications has built a reputation as publishers of Australian made, high quality, innovative, timesaving materials for teachers of primary and lower secondary levels. In addition, all materials are based on state or national curriculum guidelines or specific age-related interest areas and subjects.

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Ready-Ed Publications aims to assist busy professionals by making available contemporary classroom materials that contain relevant and stimulating work to support the requirements of the curriculum.

Teac he r Acknowledgements: Acknowledgements: i.

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The First People – Teachers’ Manual © 2008 Ready-Ed Publications Printed in Australia Author: Lauren Princi Typesetting and Cover Design: Shay Howard Illustrations: Shannon Melville

Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

iii. Photos from individual sources have been acknowledged where applicable. While every attempt has been made to acknowledge the ownership of photos used herein, in some instances this has not been possible. If you know of the photographers for these images, please contact the publisher so that proper acknowledgement can be given.

San Hunter.. With the permission of the Ju/Hoansi Historic Living Village in Namibia and woodsmoke.uk

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A Sami (Lapp) family in Norway around 1900. Image courtesy of Wikipedia.

Sitting Bull. Wikipedia – public domain. Photograph by D.F. Barry, 1885.

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Maori Chief New Zealand c.1861 Courtesy National Park Service, Longfellow National Historic Site

Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6023 www.readyed.com.au info@readyed.com.au

From page 17 Photographs by Kazuo Miyamoto, from the website Doing Photography and Social Research in the Allied Occupation of Japan, 1948-1951: A Personal and Professional Memoir

by John W. Bennett, http://library.osu.edu/sites/rarebooks/ japan/

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Cover images:

From page 33-35 These people are from the Grashoek village and began this Historic Living Village in 2005.

Credit: With the permission of the Ju/Hoansi Historic Living Village in Namibia and woodsmoke.uk San hunters drinking from a water tree tap.

Grashoek village elder and child.

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ISBN: 1 86397 746 3 PHOTOCOPYING LICENCE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes.

However, this permission is not transferable and applies only to the purchasing individual or institution.

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Contents For the TTeacher eacher

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Curriculum Links Teachers’ Notes

Bloom’s Taxonomy

Page 7 Useful Websites Page 8

Page 11

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Multiple Intelligences

Page 4 Assessment Page 9 Page 6 Rubric for ‘The First People’ Page 10

Resource Book P ages Pages

Pages in the associated The FFirst People irst P eople resource book are reproduced here exactly as they are in the student book, except colour is not used.

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NA TIVE AMERICANS NATIVE

WILD WEST © ReadyEdPubTHE l i c at i ons •f orr evi ew pur posesonl y• JAP AN’S OTHER PEOPLE JAPAN’S

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MA ORI MAORI

SAMI

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SUPER SAMI

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Page

HEADS IN THE CL OUDS CLOUDS

o c . chePage 20 e Page 48 r o t r s s r u e p ABORIGINALS THE SAN

FIRST PEOPLE OF THE KALAHARI

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WONDERFUL WIZARDS OF OZ

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Curriculum Links NEW SOUTH WALES

Human Society & Its Environment (HSIE) Change and Continuity Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage.

CUS3.4

Society & Environment Time, Continuity and Change Describes and records ages and sequences using timelines, calendars and flow-charts to present historical information.

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Environments Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.

CUS3.4

ENS3.6

NATIONAL CURRICULUM (NT/TAS/ACT)

Place, Space and Environment Understands that people cause changes in natural, built and social environments, and that they act together in solving problems to ensure ecological sustainability.

Societies and Culture Describes the diversity of practices, customs and traditions of groups and communities.

4.8

Investigation, Communication and Participation Frames questions and identifies sources of information.

Presents information to explore a key idea.

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Cultures Describes beliefs and social organisation of groups in communities other than their own.

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SOSE Time, Continuity and Change Interprets accounts and artifacts of people in other times.

Constructs a sequence from a set of events.

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2.2

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Cultures Examines how cultures change through interactions with other cultures and the enivronment.

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SOUTH AUSTRALIA

2.7

Curriculum Links QUEENSLAND

WESTERN AUSTRALIA

SOSE Time, Continuity and Change Organises information about the causes and effects of specific historical events.

Society & Environment Time, Continuity and Change Understands that there have been significant events, people and ideas in communities and societies at particular times in the past.

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Place and Space Compares how diverse groups have used and managed natural resources in different environments.

Culture and Identity Students explain changing attitudes in different time periods towards gender, age, ethnicity or socioeconomic identities.

PS 3.1

CI 3.5

Understands that at particular times there are various factors which result in change.

Place and Space Understands that the use people make of different places is affected by natural and built features.

Culture Understands that beliefs and traditions influence the nature of cultures.

VICTORIA

SOSE Time, Continuity and Change Interprets accounts and artifacts of people in other times.

Constructs a sequence from a set of events.

Investigation, Communication and © ReadyEd3 P ubl i cat i ons Participation Gathers information from more than one 3 source and s records usefulo information using• a •f orr evi ew pur p o e s n l y variety of techniques.

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Culture Describes some of the achievements of people from a range of cultures.

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TCC3.2

Recognises key ideas and patterns, discards irrelevant information, and transforms information into structured forms for display.

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C4.1

ICP3.1

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Place and Space Analyses how people’s beliefs and practices influence the ways they interact with places.

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Teachers’ Notes Article one of the Universal Declaration of Human Rights states that:

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‘All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.’

* The Wonderful Wizards of Oz

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These stories can be read both independently or collaboratively within the classroom and provide students with opportunities to become engaged with the topic. Through reading the information provided, the students’ curiosity is stimulated and research questions are raised, forming the initial step of the inquiry process. After immersing students in the world of indigenous culture, have them complete the associated inquiry cards as part of a larger investigation or as an individual program of work.

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The First People is a complete program of work for upper primary students. The books explore indigenous cultures of the world and the validity of the above statement in relation to the treatment of indigenous people. Emerging from this historic perspective is the resources’ rationale for study – to build an understanding and appreciation of indigenous cultures, both pre- and postcolonisation. Similarly, knowledge of cultural diversity and world history helps students to address certain social and civic responsibilities, as well as challenging their existing view of the evolution of our global community.

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* Heads in the Clouds; and

© ReadyEdAbout Pu bl i cat i ons the Activities (Inquiry Cards) •f orr evi ew pu r po se stoo nl y • Students are able choose inquiry

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How to Use this Book

This book should be used in conjunction with the associated student resource book, The First People. This resource book contains the following six sections, which are also contained in this Teachers’ Manual (although not reproduced in colour): * Japan’s Other People * Super Sami * The First People of the Kalahari 6

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Inquiry learning is the fundamental key to the success of this resource and provides the scaffold on which all activities are built.

cards with varying intelligences and degrees of difficulty, allowing responsible and intrinsically motivated learners to emerge. The students can complete an entire set of inquiry cards to progress from a basic understanding of the text to a stage where their understanding of the topic is being extended and challenged. If a student wishes to improve their visual/spatial intelligence, they may complete only the cards within this category.

This is a flexible learning program that accommodates the needs of individual classrooms and students. The sequential, investigative learning in this book is characterised by Bloom’s Taxonomy of Thinking and Gardner’s Multiple Intelligences Theory as detailed on Pages 7 and 8.

Bl oom’s ttaaxonomy Bloom’s Knowledge: At this level students will be recalling information from what they have read about each culture.

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Comprehension:

Application:

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This level calls on students to explain and give interpretations of the information they have read.

Students apply concepts learned from the information provided to new situations.

Analysis:

Students aim to understand an idea by contrasting and comparing, gathering information from the text and additional sources and breaking it down and analysing it.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Synthesis:

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Evaluation:

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Students compose a variety of written pieces for different audiences as well as designing and creating inventions, plays and songs.

Students make judgments about ideas presented within the information and related ideas and issues occurring in society; and value the effectiveness of their own work.

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Mul tiple Intelligences Multiple Intrapersonal Intelligence:

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Assists people in working effectively in collaborative situations. It enables an understanding of others and their relationships with others which enhances everyday interactions.

Linguistic Intelligence:

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The capacity to understand one-self and to identify feelings and emotions and deal with them accordingly is characteristic of this type of intellect.

An understanding of the written and spoken word and the ability to utilise language effectively to express ideas is the key component of this intelligence.

Š ReadyEdPubl i cat i ons Logical-Mathematical Intelligence: •f or r evi ew pur posesonl y• Problem-solving abilities, as well as the propensity to

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Musical Intelligence:

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analyse and investigate issues in a logical way, are the skills associated with this intelligence.

This intelligence involves the capacity to recognise, create and appreciate the different elements of a musical composition and to understand the relationship between feeling and sound.

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o c . che e r o Bodily/Kinesthetic Intelligence: t r s s r u e p The body is utilised to explore the world around us and assist the mind in solving problems and expressing concepts learned.

VisualSpatial Intelligence: Visual-Spatial The ability to view problems in a visual way allows a creative understanding of how to solve it through the use of imagery.

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As ses sment Asses sessment Notes and suggested rubrics have been included on the next page.

Students will always benefit from knowing what is expected of them. If they are aware of the standard that has been set, they will usually try and achieve the highest standard possible.

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By providing students with a rubric before they begin an inquiry, they can assume the role of responsible learner, using the explicit criteria set to guide their future learning, without having to guess what’s in the teacher’s head.

The Evaluation step of Bloom’s Taxonomy, allows students to reflect on the learning process and to evaluate their perceived level of understanding and quality of work. The following two methods will assist students in this task:

Edward De Bono’s Six Thinking Hats

Edward De Bono’s Six Thinking Hats is a parallel thinking process which enhances a person’s ability to view and solve problems in a logical and meaningful way. It can guide a person’s written or verbal reflection, argument or group meeting/discussion.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• White hat: information and facts known about the topic being

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spoken or written about.

Black hat: negative points or weaknesses.

Yellow hat: positive points or strengths.

Green hat: changes, alternatives and new ideas.

Red hat: feelings, emotions and intuition.

Blue hat: the overseer of the thinking process. What conclusions have been reached and where can the thinking progress to from here?

o c . che e r o t r s super Mind-maps

Mind-maps are an effective way of measuring the level of understanding that a student has reached. This powerful and creative technique uses colour, links, and visual images to help the brain summarise and understand information in a divergent form.

For examples of mind-maps access: www .mind-mapping .co.uk/mind-maps www.mind-mapping .mind-mapping.co.uk/mind-maps .co.uk/mind-maps-- examples.htm

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Rubric for FFirst irst P eople People

This rubric can be used to assess the entire process of completing any of the inquiry cards.

The level of thinking and intelligence that has been addressed can be highlighted by the assessor.

Multiple Intelligences

WORKING BEL OW BELOW EXPECTED LEVEL

Bloom ’s Bloom’s Taxonomy

WORKING TTOW OW ARDS OWARDS EXPECTED LEVEL

WORKING A T AT EXPECTED LEVEL THINKING SKILLS • Has provided extensive content to meet the requirement of the task.

• Ideas are original and demonstrate an in depth understanding of the topic.

• Has succeeded in achieving thinking at the level and type specified by the inquiry card.

RESEARCH SKILLS • Shows little evidence of research and information has not been broken down into a useable form.

• Information is not accurate or cannot be checked.

Not Applicable

RESEARCH SKILLS • Shows evidence of some research and attempts a variety of note-taking techniques.

• Most sources are identified and most of the information appears accurate.

Not Applicable

RESEARCH SKILLS • Shows evidence of extensive research and successfully uses a variety of note-taking techniques.

• All sources have been acknowledged and information is accurate Not Applicable

ORGANISA TION SKILLS ORGANISATION • Exhibited poor organisation a majority of the time.

• Work was not completed within the assigned time frame and the student was constantly reminded by the teacher to return to task related activities.

ORGANISA TION SKILLS ORGANISATION • Exhibited satisfactory organisation skills.

• Work was completed within the assigned time frame and the student was intrinsically motivated and remained on task for a majority of the time.

ORGANISA TION SKILLS ORGANISATION • Exhibited highly satisfactory organisation skills.

• Work was completed within the assigned time frame.

• The student performed to the best of their abilities and showed intrinsic motivation and unswerving focus at all times.

PRESENT ATION PRESENTA play,, song song,, ORAL (speech, play computer program): • Does not present in a clear or confident manner.

• Demonstrates a minimal understanding of the topic.

PRESENT ATION PRESENTA ORAL:: (speech, play play,, song song,, ORAL computer program): • Attempts to present in a clear and confident manner.

• Demonstrates a satisfactory understanding of the topic.

Comprehension

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THINKING SKILLS • Has provided sufficient content to meet the requirement of the task.

• Ideas appear original and demonstrate a satisfactory understanding of the topic.

• Has shown some areas of achievement in thinking at the level and type specified by the inquiry card.

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Knowledge

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THINKING SKILLS • Does not provide enough content to meet the requirement of the task.

• Ideas do not appear original and demonstrate a minimal understanding of the topic.

• Has not achieved thinking at the level and type specified by the inquiry card.

Analysis

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Application

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WRITTEN or CREA TED: CREATED: • Information is not presented in a neat, clear or innovative way.

• Product is hastily put together and does not follow the design.

WRITTEN or CREA TED: CREATED: • Attempts to present information in a neat, clear and innovative way.

• Care has been taken with the construction of the product which closely resembles the design.

PRESENT ATION PRESENTA ORAL:: (speech, play play,, song song,, ORAL computer program): • Presents in a clear and confident manner.

• Demonstrates an in depth understanding of the topic.

WRITTEN or CREA TED: CREATED: • Information is presented in a neat, clear and innovative way.

• Product has been constructed with care and skill and stays true to the original design concept.

For Useful Web sites: ebsites: Go to:

www.readyed.com.au/urls/Various/

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Clas sroom Str Classroom Straategies Bloom ’s TTaxonomy axonomy Bloom’s

Multiple Intelligences

surfaquarium.com/MI/

Six Thinking Hats www.debonogroup.com/6hats.htm

Mind Mapping

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www.coe.uga.edu/epltt/bloom.htm

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www.mind-mapping.co.uk/mind-maps-examples.htm

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Japan’s

Other People

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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In 1986, Prime Minister Nakasone made a statement that “Japan is a nation of homogenous people”. The word homogenous means ‘of the same nature’ and suggests that all Japanese people are alike. This is not the case as there are some people living in Japan today who are descendants of the ancient Ainu (pronounced eye-nu). These people are the original inhabitants of Hokkaido, the northernmost island of Japan; Sakhalin and the Kurils, islands that are near to, and belong to, Russia.

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Japan’s Other People

© ReadyE dmakes Pub l i c at i o ns is the What these people so fascinating fact that they have both European and Asian traits, and speak an language that is •f orr evi ewphysical pur po se so l y•

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Ainu hunter in mountain clothes,1871.

Courtesy National Park Service, Longfellow National Historic Site.

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unrelated to any other known language in the world. These facts have forced many people to ask the question – Where did they come from?

Ainu people have deep-set eyes, more body hair and higher-bridged noses than Japanese people.

. te o First Facts c . c e htheer r Some people think that o t s super Ainu people could be

descendants of the prehistoric race that produced the Australian Aborigines as they have similar facial characteristics.

One theory suggests that the Ainu are actually a lost race of people from Europe who made their way to the islands of Japan thousands of years ago.

You are probably wondering where the Japanese people living there now originally came from. Well, during the Ice Age there was believed to have been a land bridge connecting mainland Asia with the islands of Japan.

Between 35,000 BC and 30,000 BC people from Asia migrated to these islands and settled there, eventually meeting the Ainu people and enforcing their way of life upon them.

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Long Beards

Girls didn’t need to worry about messing up their moustaches because these were tattooed on to their faces and didn’t get in the way.

Your parents would probably have a fit if you told them you wanted to get a tattoo at twelve years of age.

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Believe it or not, if you belonged to the Ainu people your parents would be ordering you to get tattooed.

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When Ainu men reached a certain age they stopped shaving their beards and moustaches forever. This proved a bit tricky when eating so they cleverly invented moustache lifters to keep crumbs out of the hairs. The use of chopsticks also helped guide the food straight into their mouths whilst the women ate with wooden spoons.

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Tattoos

That’s right, at the beginning of puberty, a girl’s lips were washed with a boiled solution of birch bark and clear water. Grandmothers or aunts would then prick the skin with a sharp piece of metal. Birch wood soot from the bottom of the cooking kettle was rubbed into the cuts, giving the girl a permanent moustache, which was considered very beautiful and showed that she was ready for marriage.

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The age of marriage was 17 to 18 for men and 15 to 16 for women. If a man wanted to propose marriage to a woman he would visit her house.

The woman would hand the man a bowl full of rice and the man would eat half of the rice and return the bowl to the woman. If the woman ate the rest of the rice it meant she had accepted his proposal.

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The practice was officially outlawed in 1871 by the Japanese, as well as the wearing of clothes made from animal skins, and the wearing of earrings by men.

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Animism

Fashionable

Bark

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Many cultures have used the bark of trees to produce different things and the Ainu are no exception. They used the bark from the elm tree to make beautiful, golden coloured cloth called ‘attush’.

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Animism is the traditional religion of the Ainu and is the belief that everything has a god spirit, even everyday objects you might find in your house. Prayers are offered to the mountain god, the sea god, the hunting god and to animal gods.

One animal, the bear, holds an important place in Ainu culture and is involved in a ceremony called iyomante. A young cub is taken from its hibernation den by a family, cared for in captivity for about two years and then killed, in order to send the visiting bear spirit back to the spirit world. The bear is believed to be a god who has been sent to the earth to provide the Ainu with fur and meat and this sacred ceremony sends the bear back to Kamuy Mosir, or god’s land.

They did this by carefully stripping the bark off the tree, removing the rough outer bark and placing the rest into a stream of water.

This helped the thin layers of bark to separate. Once these layers had been carefully dried and divided into threads, they were woven into bolts of cloth and worn as a garment for work, or as a decorated garment used in ceremonies.

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Ainu Creation Myth

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Before the world was created, a large trout lived in a swamp. He was so big that his body reached from one end to the other. When God made the earth he decided to place the world on the back of this mighty trout. When the trout gets angry he shakes his body and the earth shakes too.

When he sucks water into his mouth, the tide comes in and when he blows the water out the tide recedes. Sometimes he blows the water out too hard which causes a tidal wave of water to travel across the oceans. To calm his angry nature, the creator of the earth sent two spirits to stand on either side of the trout with one hand holding him down at all times.

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Life at Home r o e t s Bo r e p ok u S

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Four to ten families made up an Ainu village or ‘kotan’ which could be found near river basins and seashores where food was easy to obtain. The single roomed houses were made of different types of grasses and tree bark and were about seven metres in length, with an entrance at the west end. A sacred window located on the east side of the house was called ‘rorun puyar’ and was believed to be the entrance and exit site of the gods. Looking through this window was strictly forbidden by the Ainu and any guests of honour brought into the house were seated at the east end of the room near this opening of the gods. The two other windows could be found on the south side of the house. An open fireplace was constructed in the centre of the room with mats placed on either side.

The husband and wife sat on mats on the left side of the fireplace whilst the children sat on the right.

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A traditional Ainu house.

o c . che e r understoodo how important it was t r s supe forr males and females to have Ashinru

Menokoru

Being very clever people, the Ainu

different toilet arrangements so This flag of the Ainu people was designed by Bikki Sunazawa in 1973. Courtesy of Wikipedia

they built separate lavatories outside their houses – ‘ashinru’ for men and ‘menokoru’ for women.

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Japanese policies have made life difficult for the Ainu, who have had to endure violence and discrimination.

The Meiji government of Japan forbade the language of Ainu people to be spoken and listed Hokkaido as ‘ownerless land’. The catching of salmon and hunting of deer became illegal for the Ainu and their children were sent to separate schools, where they were forced to speak the Japanese language.

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Photograph:Kazuo Miyamoto, (refer to page 2).

Inaw

A special stick called an Inaw was used as a messenger and sacrifice to the spirits and gods. What looks like hair, is actually wood that has been painstakingly whittled down to fine, curly strands.

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Ainu Today

Today, there are believed to be only a handful of elders who can speak the Ainu language and the Japanese government does not acknowledge them as an indigenous people. The exact figure of Ainu people living in Japan today is unknown as many hide their heritage to protect themselves, or their children, from racism.

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It was believed that when a prayer was heard by the gods, the Inaw would turn into a bird and fly away.

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che r o t r sIn 1992, the United super Nations officially

recognised the Ainu as Japan’s aboriginal nation.

Photograph:Kazuo Miyamoto, (refer to page 2).

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Inquiry Cards

AINU – KNOWLEDGE

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The magazine has requested a brief outline of the content of your article and would also like a list of your top ten things to do when visiting an Ainu village.

AINU – COMPREHENSION

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After living with the Ainu for three months, it is time for you to return to your home and begin writing an article about these indigenous people for National Geographic.

Using the photos of the Ainu man carving an Inaw prayer stick, write a set of instructions explaining, step by step, how to make a stick out of willow wood. You must be very specific about how the wood is shaved and then curled.

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AINU – APPLICATION

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Photograph:Kazuo Miyamoto, (refer to page 2).

. te o c Write your own creation myth explaining the origin of the earth. and all of the che such as earthquakes,r e things in it. Natural phenomena tidal waves and o t r volcanoes should be explained in u yourp story well. s s easr

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Inquiry Cards

AINU – ANALYSIS You are the president of the Human Rights Council of the United Nations.

The year is 1992 and you are responsible for a campaign that aims to officially recognise the Ainu as Japan’s original inhabitants.

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Plan an agenda for the next meeting and prepare a debate explaining why their land should be returned to them and why they should be allowed to practise traditions such as salmon fishing, facial tattooing and bear sacrifice.

Other students in your class can represent different countries and prepare debates that argue against your cause.

Conduct your debate in front of an audience, who can later decide whose argument was the most convincing.

AINU – SYNTHESIS

© ReadyEdPubl i cat i ons Read the information under the title •f orr evi ew pur po ses odraw nl y • eye ‘Life at Home’ and a bird’s

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AINU – EVALUATION

Ainu hunter in mountain clothes,1871.

Courtesy National Park Service, Longfellow National Historic Site.

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view of a traditional Ainu house, with all windows and entrances placed in the correct positions.

In groups, create a play that shows the possible travel route of the Ainu and the time period in which they arrived in Japan. Your play must also attempt to answer questions such as: Why did they leave their original homeland? Why do they look so different from traditional Japanese people?

How were some of their traditions and beliefs developed over time?

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Super Sami

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Super Sami r o e t s Bo r e p ok u S

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Can you imagine going to bed when the sun is still shining? Or even worse, waking up and going to school in the dark? School is hard enough without having to do times tables by moonlight.

Arctic

Continent - Sapmi

Circle

NORTH ATLANTIC OCEAN

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Europe’s only indigenous people, the Sami, live in a giant area of the continent named Sapmi. This area covers all land north of the Arctic Circle in Sweden, Norway, Russia and Finland. To live in these freezing, harsh conditions, the Sami have to be super strong and super smart to survive. Originally they lived a nomadic lifestyle which meant that they didn’t stay in the same spot for long periods of time. Herding reindeer, hunting and fishing were the basic occupations of the Sami people and some of them have continued this traditional way of life today.

Finland

Norway

Sweden

Russia

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Sapmi residents certainly couldn’t complain that there weren’t enough hours in the day to get their work done!

FIRST FACTS Scientists believe that reindeer can change

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This is the reality for people living in the Sapmi region of Northern Europe who have to endure long winter days of complete darkness. Everybody looks forward to the arrival of summer when they can enjoy nearly 24 hours of daylight, also known as the midnight sun.

their eyes according to the season. This is so

o hour sunlight in c . che e summer and 24 hour r o darkness in winter. The r st super

These extreme conditions resulted in an intelligent and resilient people who used the natural resources around them to survive and succeed, making the Sami one of the most studied indigenous cultures of the world.

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eyes of winter reindeer

are deep blue when a light is shone into them and the eyes of summer reindeer are yellow.

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SAMI How does Father Christmas deliver all of his gifts to the children of the world? On a sleigh pulled by reindeer of course!

THE EIGHT SEASONS OF REINDEER HERDING

Being an environmentally friendly method of transport means that it’s the only sensible way to travel these days.

The reindeer herd begins moving from the forests to the mountains where the females will give birth.

Pre-summer

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r o e t Spring s Bo r e The snow begins to melt as the temperature p o u increases. The calves are k born at the base of S the mountains.

For the Sami, reindeer are not just a symbol of Christmas but an important life source. They provide food, clothing, shelter and a very special way of life for these people. Traditionally small numbers of wild reindeer were captured and tamed. They were a means of transport during the winter months by pulling the sleigh over icy land and they provided meat for a family throughout the entire year. Every part of the reindeer was used – the meat was eaten and the hide and bones used for making shoes, tools, utensils and clothing. Even the sinews of the reindeer’s muscles were used as a super strength thread to sew pieces of reindeer hide together.

These hides were then stretched over poles to make tents or katas. Needles weren’t a problem either for the clever Sami who used the bones of the reindeer to fashion sewing needles to stitch their clothes and houses together. Nowadays Sami tents are made out of bought fabric but reindeer skin is still used for clothes and shoes.

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Spring winter

The reindeer and their calves feed.

Summer

For most of this season, there is 24 hour sunlight. All of the calves are earmarked to show which Sami community they belong to.

© ReadyEdPubl i cat i ons Pre-a utumn re-autumn •f orr evi ew pu r posesonl y• The Sami begin preparing for the winter by Autumn

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choosing which bull reindeer will be slaughtered for food.

Fishing in the mountain-rivers happens now and the Sami prepare to leave before the harsh winter months set in.

o c . che The herd is led out r of e the mountains to o plants are still thriving. r st supwhere er Pre-winter Winter

The most difficult part of the year is covered in 24 hour darkness.

The Sami move the reindeer to the forest where they feed on lichen – a type of energy-rich moss.

Reindeer Herd.jpg , http://en.wikipedia.org/wiki/ Image:Caribou_thelon_river_1978.jpg

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SAMI

A Nuclear Disaster FIRST FACTS

r o e t s BoThe Sami National r e p o Day is celebrated u k S on 6 February in

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On the night of April 26, 1986, something happened that would alter the lives of the Sami living in Sweden and Norway for many years to come. A nuclear reactor at the Chernobyl plant in Ukraine exploded, causing radioactive fallout to contaminate the soil and water of countries thousands of kilometres away. As a result, nearly 80% of all reindeer meat in Sweden was destroyed during the 1986 slaughter season.

Following the explosion, rainfall carrying radioactive fallout spread through lakes and forests, contaminating the berries, animals and fish that lived there. The threat of cancer still remains today in the people who were exposed to this radiation over twenty years ago as it takes between five and twenty years after exposure to radiation for cancer to develop. Today, there are special mobile units that visit Sami communities to test the radiation levels of the people living there.

Norway, Finland, Russia and Sweden.

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Heavenly Berries . te

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o c . che e r o In the Sami kitchen you can also find a berry that t r s super seems to have fallen from the sky.

Fish, caught in the many lakes of the Sami’s homelands, and reindeer meat are eaten smoked, dried, salted or boiled.

During the summer months the cloudberry, along with many other types, such as lingonberries and bilberries, become a part of the Sami diet.

Today these little clouds of vitamin C are eaten with cheese in Finland, ice-cream in Sweden and with whipped cream and sugar in Norway. Delicious!

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SAMI

Kolt and Katas

Freaky Folklore

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Being a nomadic people, it is essential that homes are easy to take down and reconstruct. The simple structure of wooden poles arranged in a cone-shape and covered with hides is perfect for the Sami’s nomadic lifestyle. The wooden frame was so easy to make that it was often left behind when the Sami moved on to their next destination. An opening at the top of the Kata let out the smoke from the cosy fire that burned inside.

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The kolt, or traditional costume of the Sami, are very different in style and colour depending on what part of Sapmi the wearer comes from. These colourful costumes of red, yellow and blue are striking against the white snow, and would make it very easy for somebody to find you if you got lost.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

© Matti Tirri

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All of those freezing winter nights were perfect for story-telling by the fire. That kind of weather is especially good for telling scary stories, the type that make you want to jump into bed and hide beneath the covers.

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One of these stories tells of Stallos, a race of troll-like giants who ate humans or sucked out their strength through an iron pipe. Sounds deliciously scary right? Sami children everywhere would shiver from fear, not cold, as their parents told of giant men stealing children from their parents to fatten up and roast in the oven.

SAMI

The Magic Drum

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After telling the Tjudes to tie themselves together with rope to secure their safety, the boy leads them to the edge of the cliff where he throws his torch over the side and yells, “Come, follow me!” The giants (not being a particularly intelligent bunch) run after the boy’s torch and tumble over the cliff to their death.

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Another Sami tale tells of a village that is attacked by a tribe from the east called the Tjudes (Chudes). These evil people killed everybody, except for a small boy whom they enlist to lead them to the next village, which they also plan to attack. Having no choice, the boy agrees to their request and leads the tribe through the mountains.

When night falls, the Tjudes decide to wait until morning in case they get lost or lose their footing on the rocky cliffs, but the boy urges them forward, assuring them that his knowledge of the area will help them reach their destination.

The shaman was someone who acted as a messenger between the Sami people and the gods. He could heal the sick by beating a special drum and entering into a trance. Whilst he was in this trance his soul could travel to the world of the dead where the soul of the sick person had been taken by spirits.

Here he could negotiate with the gods and ask for the soul of the person that was ill to be returned.

Foretelling the future was also aided by the beating of the drum.

On the membrane of the drum was drawn the world that the Sami lived in. A ring of brass or silver was then placed on the top of the membrane so that when the shaman drummed, the ring moved around.

By looking at the movements the ring was making, the shaman could predict future events.

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SAMI

r o e t s Bo r e p ok u S Public Domain http://karenswhimsy.com/

When the Sami were converted to Christianity during the sixteenth century, the drum was seen as a symbol of evil and devil worship by Christian missionaries. From 1593 to 1695, it is reported that 175 people living in Arctic Norway were accused of the crime of witchcraft and were burnt at the stake, along with their drums. With outsiders trying hard to destroy the beliefs of the Sami people, they have fought hard to have their culture recognised and preserved, so that many elements of their traditional life have survived the ages.

The Sami live in four different countries but have the same flag. Astrid Bahl won a competition to design the Sami flag in 1986. The four colours used are the colours of the traditional Sami costume.

The blue part of the circle represents the moon and the red part, the sun.

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FIRST FACTS

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o c . che e r o t r s super A Sami (Lapp)

family in Norway around 1900.

Image courtesy of Wikipedia.

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Inquiry Cards

SAMI – KNOWLEDGE

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SAMI – COMPREHENSION

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List six advantages and six disadvantages of having 24 hour sunlight in summer.

What story does the Stallos folklore remind you of and why? Create your own Sami folklore character that somehow shows a relationship with the environment, culture and traditions of the Sami people.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Draw your Sami folklore character and write a description of them which includes visual appearance, special powers they may possess and whether they use these powers for good or evil.

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Design a poster showing the 8 seasons of reindeer herding. Include illustrations and notes to describe what is happening in the lives of the reindeer during each season.

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Inquiry Cards

SAMI – ANALYSIS

r o e t s Bo r e p ok u S

Public Domain http://karenswhimsy.com/

SAMI – SYNTHESIS

Recreate a rhythm that the Shamans may have used on the drums and try out your song. Write the words to a song or poem for a special premonition or healing ceremony.

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You are a Finnish archaeologist who has discovered this Sami drum dating all the way back to 1734. Your job is to write a report, detailing your discovery and explaining the meaning of the symbols found on the membrane of the drum.

© Re ad ymany Ed Pu bl i c t i o ns There are different recipes fora eating cloudberries.

They are enjoyed with ice-cream in Sweden, with cheese in Finland andp with whipped cream and sugar •f orr ev i ew ur pose so nl y•in

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Norway. Create and draw your own fruit that would grow well in the climate in which you live and write a recipe that uses your fruit as the main ingredient.

. te o Using De Bono’s six thinking hats, write a summary of the Sami. c . che e r o t r s super SAMI – EVALUATION

White hat:

what you already knew and facts you have learned about the Sami.

Black hat:

negative points or weaknesses you think the Sami have as an indigenous people.

Yellow hat: positive points or strengths the Sami possessed as an indigenous people.

Green hat: what are some changes you would make in the history of the Sami?

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Red hat:

how do the Sami make you feel? What opinions have you formed about them?

Blue hat:

what would you like to learn about the Sami in the future?

Kalahari

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r o e t s Bo r e p THE SAN ok u S First People Of The

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First People Of The

Kalahari r o e t s Bo r e p ok u S

In Southern Africa there live the Bushmen of the Kalahari, regarded by some scholars as one of the oldest living cultures on earth.

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Also known as the San or Basarwa people, their homeland stretches across South Africa, Botswana and Namibia. Groups or bands of Bushmen and women consisted of between 15 and 80 people and all decisions were made as a group rather than by a chief or leader. These peaceful tribes lived as hunter-gatherers until white colonists claimed the land as their own, forcing the San to ask permission to forage for food or collect firewood in the space they used to call their home.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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An all night dance party sounds great, right? By participating in these late night boogie sessions, the San Bushmen enter into a trance which links them to the spirit world. In this state they can appeal for rain, heal the sick and even drive away evil spirits. The Shamans or medicine people of the village use the sound of the dancing and the chanting of the women to trigger a trance in which they can take on the powers of different animals, particularly the eland which is a very important symbol in the religion of the San. Rattles are made from dried seed pods and are worn on the dancers’ legs, creating a more intense rhythm as their legs beat faster and harder. With legs rattling and bodies shaking uncontrollably, the men are at the height of their trance and can begin healing people.

Sometimes they might even try and throw themselves into the fire or cover themselves in hot coals but there are always people present who help control the dancers and make sure they come to no harm. When they awake from their trance they may truly feel as if they have danced the night away.

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THE SAN

Hungry For

Hoodia

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The sad part of this story is that CSIR told a lie to the company whom they put in charge of making the diet pills. They said that the tribe who discovered the Hoodia plant had died out, which meant they didn’t have to pay these people any money.

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You may think of the desert as a dry, inhospitable place with little to eat or drink, but the San have survived on a diet consisting mainly of edible plants growing in the desert. One of these plants called Hoodia Gordonii, is eaten on long hunting trips when they may not be able to find much food. This amazing plant actually suppresses the Bushmen’s appetite so they don’t feel hungry. It tricks the brain into thinking that it’s full without having any nasty side effects on the person who has eaten it. Their secret was discovered in 1996 when the Council for Scientific and Industrial Research (CSIR) in South Africa was carrying out a study of foods that the Bushmen ate. They found that when they fed the Hoodia plant to animals, they mysteriously lost weight.

They got to work on isolating the miracle weight loss molecule in Hoodia and obtained a patent so nobody could copy them.

a lawyer by the name of © ReadyEdPubLuckily, l i c a t i orepresented ns the Roger Chennels and told the •f orr evi ew pur poBushmen s e s on l y•that they pharmaceutical companies

Courtesy of beutuyndication.com

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must pay money to the San whenever they harvested the Hoodia plant.

As water is hard to find in the desert, the San survive the drier months by squeezing the roots of plants and digging holes in the sand.

o c . che e r o t r s super First Facts

In the dry months from April to September, ostrich eggs are used to store and carry water.

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THE SAN ‘The Danger Diner’ Makes eating out an experience to remember *****

Roasted Porcupine with bush vegetables.

r o e t s Bo r e p ok u S *****

First Facts

Eland are the world’s largest antelope and are found in East and Southern Africa.

Women provide the majority of the food, traveling some distance away from the camp to forage for mongongo nuts, water roots, bitter melon, berries and fruits. Men are responsible for hunting meat and will often run for hours at a time, tracking a herd of eland or antelope. They also eat zebras, fish, porcupines, flying ants, snakes and even tortoises.

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The chef recommends ordering this dish with the spikes included as they make excellent toothpicks.

Fast Food

© ReadyEdPubl i cat i ons Could a tiny beetle kill a full grown giraffe?

•f orr evi ew p ur p oknowledge seso nl yand• With the San of hunting

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tracking, they have successfully developed a foolproof technique for killing animals of all sizes, an essential skill when a MacDonald’s restaurant hasn’t been built in your town.

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They can jump very high and both the male and female have long horns.

When an animal is pierced by the arrow of a San, they know that the animal will not die immediately. This is because the arrow head has been treated with a poison that has been made from the larvae of the diamphidia beetle. Depending on the size of the animal it can take a few minutes or a few days for it to die.

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The poison is extremely dangerous but does not contaminate the whole animal.

This means that the area around which the arrow hit the animal is cut out and thrown away, whilst the remaining meat is safe to eat. Poison has also been made from plants and snake venom but the method of using beetle larvae is preferred by San living in the Northern Kalahari.

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THE SAN

Re-location

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With their freedom, land and © ReadyEdPub l i cat i ons homes taken away, the San bored, depressed and •f orr evi ew pur pbecame o s e sbegan onusing l yalcohol • hungry and

and cigarettes to help them cope with their forced conditions.

On December 13, 2006 the San won a court ruling for ‘wrongly being evicted’ from their ancestral land and they were able to return to a better way of life on the reserve.

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San Hunter, (see page 2).

In 1961, the Central Kalahari Game Reserve was created as a safe haven for the San and the animals on which they depended. On a large area of protected land, the San could continue living their hunter-gatherer lifestyle.

When valuable diamond deposits were discovered outside the reserve in 1966, the Botswana government wanted to move the San from their homes to resettlement camps outside the game reserve where they were told a better way of life could be provided.

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Africa has been invaded by many countries, causing hardships for the San throughout their long history.

When white settlers arrived from the Netherlands in1652, the lives of the San changed forever. They could no longer roam freely, were dispossessed of their land and were introduced to many European diseases, to which they had little resistance. It is also believed that in the 1840’s some San families were taken to Europe and put on display. Everybody loves going to the zoo but can you imagine being the animal in the cage?

o c . che e r o t r s super

The state of Botswana is shaded on this map of Africa.

Kalahari Desert

Today, the San do not live a traditional way of life. They have been driven to the brink of extinction and forced to live on government food handouts.

Others, like the Historic Living Village have preserved the traditions by allowing tourists to view them in a natural environment. In this way, they can live independently and make money from the visitors who wish to see how they live.

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THE SAN

Snap, Crackle and Pop!

The Gods Must Be Crazy!

r o e t s Bo r e p ok u S /

This first click is made by putting the tongue behind the front teeth.

//

This click is a quiet pop sound that is made by putting the tongue behind the ridge which is at the back of your front teeth.

!

This click is a sharp pop that is made by pulling the tongue quickly down the roof of the mouth.

/

The fourth click is a clucking sound.

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In 1980, the magic of the movies brought world wide attention to these ancient people. ‘The Gods Must Be Crazy’ is a film that shone a spotlight on the San and their special culture, although some countries like Trinidad and Tobago argued that the film made fun of the San and refused to play it in movie theatres. The main character Xi is introduced to white culture when a glass coke bottle drops out of an aeroplane and falls from the sky. Xi and his family believe it is a gift from the gods. Pretty soon the coke bottle starts to cause arguments and tension amongst Xi’s group, as everybody wants to own it. Wanting to return to their peaceful way of life it is decided that Xi will go on a journey to throw the bottle off the edge of the world. Many people found the movie both funny and interesting as they had never heard the unique clicking language of the San before. Sometimes it’s hard to know if somebody is laughing with you or at you – maybe this is the point that Trinidad and Tobago were trying to make.

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This fascinating language incorporates ‘clicking’ sounds which are represented by the writing symbols: !, /, // and / .

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San Hunters drinking from a water tree tap, (see page 2).

Grashoek village elder and child, (see page 2).

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Inquiry Cards

THE SAN – KNOWLEDGE

‘The Danger Diner’ Makes eating out an experience to remember

r o e t s Bo r e p ok u S *****

Roasted Porcupine with bush vegetables. *****

The chef recommends ordering this dish with the spikes included as they make excellent toothpicks.

THE SAN – COMPREHENSION

Draw pictures to accompany your dishes and provide prices for your customers.

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Create a menu showing all of the meals the San could make using the ingredients they find in the desert and bush.

The San language incorporates clicking sounds which are represented by the symbols /, #, ! and //. How and why do you think these clicks have become part of the San way of talking?

© ReadyEdPubl i cat i ons •f orr evi e wp ur p os eso nl y• Create your own sounds that can be incorporated into the English language.

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Courtesy of beutuyndication.com

THE SAN – APPLICATION

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Grashoek village elder and child, (see page 2).

Design symbols for your sounds and practise speaking with them added onto your words.

o c . che The Hoodia plant suppresses a person’s e r appetite on long journeys looking for o t r s s r u e p food.

Draw a plant that tricks the brain into thinking that it is empty.

Who would need a plant like that? Design a bottle and marketing campaign for the wonder pill you make from the plant.

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Inquiry Cards

THE SAN – ANALYSIS

r o e t s Bo r e p ok u S San Bushmen

THE SAN – SYNTHESIS

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You

Use a Venn diagram to show the similarities and differences between the San bushmen of the Kalahari and you and your lifestyle.

In groups, devise a sequence of dance moves that would put you or somebody else into a trance.

You will need to write a chant that can be sung whilst you dance. Use instruments or body percussion to create a strong rhythm.

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THE SAN – EVALUATION

San Hunter, (see page 2).

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o c . and Go to www.un.org/Overview/rights.html che e r choose an article from the Universal Declaration o t r s s rthis information to illustrate uRights. pe of Human Use the disregard shown for the rights of the San and suggest ways in which their culture could be incorporated into modern society.

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The Wild

West

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r o e t s Bo r e p NA TIVE AMERICANS ok NATIVE u S

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The Wild

West

Apache© Tribe ReadyEdPubl i cat i ons The Apache Indians were known as fierce fighters who resisted the European settlers.

They lived in the Southwestern regions of Arizona and New Mexico and were the last Indian nation to be placed on a reservation.

When the Spanish arrived with horses the Apache Indians captured the animals and learned how to ride them.

Public Domain http://karenswhimsy.com/

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The culture, food, weapons, dress and habitat of each group varies from tribe to tribe. Let’s take a look at some Native American tribes now.

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The people indigenous to the United States of America are believed to have migrated from Asia around 50,000 B.C. Sometimes referred to as Indians, Europeans mistakenly gave the Native Americans this name because they thought they had landed in the Indies of Far East Asia. A collection of over 300 tribes speaking over 200 languages has been ravaged by the effects of European colonisation.

•f orr evi ew pur posesonl y•

When an Apache girl reaches maturity, her endurance is tested with an ancient ritual called ‘The Sunrise Dance’.

Over a period of four days, the girl must dance and run in four different directions. Through sacred dances and songs, it is believed the girl receives physical and spiritual powers that will help her in her new life as a woman.

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Public domain Edward Curtis, 1903 Wikipedia

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Dome shaped huts called wickiups, thatched with grass, were the dwelling place of the Apache people.

First Facts

NA TIVE AMERICANS NATIVE

Cherokee Tribe

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These people came from the American Southeast. Most Cherokees were forced to move to Oklahoma in the 1800’s along the Trail of Tears. Because they were friends of the white settlers, the Cherokees asked the Supreme Court for help so they wouldn’t have to move from their home. The president, Andrew Jackson, overruled the judges’ decision to leave the Cherokee tribes where they were, and forced them to travel the long distance on foot. Many Native Americans died during the winter death march.

©R eadyEdPubl i cat i ons Mohawk Tribes

Longhouse. Image courtesy of www.native- languages.org/

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A remarkable man called Thayendanegea by his tribe and Joseph Brant by his English counterparts, was a member of the Iroquois (eer-uh-kwoy) nation and a respected Mohawk leader. Brant learned to speak English after attending Moor’s charity school for Indians in Connecticut and was asked to interpret parts of the bible into Mohawk with the help of Reverend John Stuart. Brant and his tribe assisted the British in battles against the American settlers and he was rewarded for his brave efforts with a grant of 3,450 acres of land

by King George 111.

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Many people are familiar with the punk Mohawk hairstyle but are unaware that Mohawk Indians shaved their heads not to be the coolest Indians on the block, but to make themselves look fierce in battle. Mohawk people lived in villages of longhouses, which were made of wooden frames covered in sheets of elm bark.

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Thayendanegea, Chief of the Six Nations Image courtesy of www.uppercanadahistory.ca/

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NA TIVE AMERICANS NATIVE

Snug as a Bug in a RRug ug Have your parents ever sung this lullaby to you to help you go to sleep?

Rock a bye baby on the tree top,

r o e t s Bo r e ok Teepees Sup

When the wind blows the cradle will rock,

Sarcee Indian and Squaws 1889

When the bough breaks the cradle will fall,

If you are wondering where the teepees are then you need look no further than the Plains Indians which included the tribes of Arapahoe, Blackfoot, Cheyenne, Comanche, Sioux and many more who lived in the most well known Native American shelters.

Some people believe that this lullaby was written by a pilgrim who sailed to America and saw the way Native American women rocked their babies in wooden cradleboards.

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And down will come baby, cradle and all.

Many Native American tribes fashioned cradleboards out of cedar and decorated them with paint, beads and even porcupine quills.

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eight to twenty different animal skins which made them extremely durable to the strong winds which blew across the plains. The door of the teepee always faced east towards the rising sun.

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. te o c . c e r First Factsher o t s super Women were responsible for putting up and taking down the teepees.

Public Domain http://karenswhimsy.com/

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Soft animal skins and moss were used to cushion the baby and keep them warm. Bands were attached to the side of the board and were wrapped around the baby, bounding them snugly to the wood.

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Hopefully no babies were hurt in the writing of the nursery rhyme. Even though there was the possibility of strong wind knocking the cradle off the branch, the women would not have put their babies in the trees if they didn’t think it was safe.

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The cradle kept small children safe from surrounding dangers and could even be hung from the branches of a tree, where it could rock gently in the breeze.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

To keep the baby amused, Indian mothers would hang dry bones, shells or beads in front of them.

Northwestern University Library, Edward S. Curtis’s. The North American Indian”: the Photographic Images, 2001

NA TIVE AMERICANS NATIVE

o c . che Dream Catchers e r o catchers were hung r Dream st super

by Chippewa tribes in the hope of protecting children from nightmares which were believed to get caught in the netting. Nice dreams were believed to filter through the catcher to the sleeping child.

© Amanda Penrose, 2007 and http://amanda.dd.com.au

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NA TIVE AMERICANS NATIVE

Medicine Man

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Medicine men were used to help restore the balance in a person’s mind and body with their supernatural powers and special knowledge of potions. You had to be someone pretty special to become a medicine man as they had to endure a torturous test to see if they were ready to take on this important role of healer.

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Penicillin was one of the greatest inventions of the modern age but Native Americans had been using it as a remedy to treat illness for centuries.

This advanced understanding of how nature can be used to cure sickness is one of the strengths of the Native American culture. They believe that a person becomes ill when there is something wrong with their spirit.

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Medicine Wheel A basic medicine wheel is a circle with a cross in the middle. Each quarter represents the cycles of life. Each tribe may have a different understanding of the wheel.

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Public Domain http://karenswhimsy.com/

NA TIVE AMERICANS NATIVE

Sweat It Out!

r o e t s Bo r e p ok u S Lif hout PPopcor opcor Lifee wit without opcornn

Mi’kmaq This information is based on a Mi’kmaq medicine wheel.

South Quarter

Adult W oman Woman Direction: Colour: Guide: Medicine: Element: Season:

South Yellow Thunderbird Sage Fire Summer

Direction: Colour: Guide: Medicine: Element: Season:

East White Eagle Sweet Grass Water Spring

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If you have ever been in a sauna you will understand the appreciation the Native Americans have for a good sweat. Special structures called sweat lodges helped purge the body of toxins as well as healing the mind and spirit.

When Christopher Columbus arrived in a new land and saw the native people eating popcorn, American settlers copied the clever Indians and began eating the delicious treat with cream or milk.

© ReadyEdP utheir bl i cat i on sprobably but crunchy snack was the world’s very first breakfast cereal.

•f orr evi ew pur po seso nl y• Thank goodness these clever people Infant East Quarter

North Quarter

Elder

cottoned on – can you imagine life without cornflakes or fruit loops?

The soft, starchy material of the corn seed holds some water and when it is heated, the water inside turns into steam. This steam makes the kernel explode, turning it inside out.

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West Quarter

They may not have known it at the time

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Direction: Colour: Guide: Medicine: Element: Season:

West Red Black Bear Cedar Earth Autumn

Adult Man Direction: Colour: Guide: Medicine: Element: Season:

North Black White Bear Fungus Air Winter

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NA TIVE AMERICANS NATIVE

As one of the most recognised Native Americans, Tatanka Iyotanka, or Sitting Bull, is still remembered today for his courage and fighting spirit. Born in 1834 in South Dakota, Sitting Bull became a leader of the Sioux (pronounced soo) tribe. When gold was discovered in 1874, white settlers poured into sacred Indian sites and began digging; giving no thought to land ownership and the rights of the Indians who had lived there for thousands of years. As the head of the Sioux war council, Sitting Bull made plans with other Indian tribes to force the intruders out. The American government realised that a battle would occur so they ordered all Indians to return to their reservations.

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Sitting Bull. Image courtesy of Wikipedia.

Sitting Bull

Native Americans were forcibly removed from their homes to these reservations or areas of land, intended to keep them separate from the whites and to convert them to Christianity. In a matter of forty-five years, half of the Native American population had died of starvation, disease or been killed.

© ReadyEdPubl i cat i ons • f o rr ev i ew pu r pothemselves seso n l y •to Ignoring this order, 3,000 Indian warriors prepared for the battle

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reclaim their land. It promised to be the battle of a lifetime for Sitting Bull and he danced for more than a day and a half before he received a vision showing him the outcome of the conflict. He saw white soldiers falling upside down from the sky into the Indian camp. This vision made Sitting Bull confident that his tribe would be victorious.

The Battle of Little Big Horn saw Sitting Bull’s dream come true but it is now referred to by some as ‘Custer’s Last Stand’.

George Custer was a United States Army commander who led the charge against the Sioux Indians. This was a very brave thing to do considering that the Indians outnumbered Custer’s men by five to one. Custer and every last one of his men were killed.

After fleeing to Canada and being imprisoned for two years, Sitting Bull became something of a legend to the whites, allowing him to travel with Buffalo Bill’s Wild West Show as a star attraction. Surprisingly, Sitting Bull and his son Crow Foot were killed not by white Americans, George Armstrong but by Indian police who were sent to arrest him.

Custer image courtesy

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of Wikipedia

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NA TIVE AMERICANS NATIVE

Navajo Code Talkers FIRST FACTS

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While Navajo men were being relied upon to speak their language, Navajo children were being punished for speaking their native language at reservation schools.

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During the beginning of World War ll, the Japanese broke every code the United States devised for communicating combat messages.

That is until 29 volunteers from the Navajo tribe were called upon by Phillip Johnston to help develop a code using the complex, unwritten language of the Navajo people. Johnston had grown up on a Navajo reservation where his father worked and was convinced that the language he knew so well could be used to transmit important information about the war without being decoded by the Japanese.

Messages were created by translating Navajo words into English, then using the first letter of each English word to work out the meaning. The code was so successful that it confounded the Japanese and was credited with saving countless American lives.

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What the men didn’t know is that the bodyguards had been ordered to shoot them if they were captured by the enemy. Fortunately, none of the code talkers were discovered and their secret remained hidden until 1969 when the Fourth Marine Division honoured the Navajo men with medallions to recognise their war time efforts.

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By the end of the war, 420 Navajo men held the invaluable job of code talker and were each assigned personal bodyguards to protect their vital secret.

Quotes

By Sitting Bull

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‘The earth has received the embrace of the sun and we shall see the results of that love.’

‘Now that we are poor, we are free. No man controls our footsteps. If we must die, we die defending our rights.’

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Inquiry Cards

NATIVE AMERICANS – KNOWLEDGE

r o e t s Bo r e p ok u S

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Public Domain http://karenswhimsy.com/

Create a timeline of Native American history, using dates from the information you have just read about.

Think about what you could add to your timeline to make it really interesting. Colour, pictures, symbols and additional researched information will help your work stand out from the crowd.

Can you explain these Sitting Bull proverbs?

• The earth has received the embrace of the sun and we shall see the results of that love.

• How can you own the land that the people walk on? © Re adyEdPubl i cat i ons • Each man is good in his sight. It is not necessary for crows.

•f orr eeagles vi etowbe p ur posesonl y• • The white man knows how to make everything, but he does not know how to distribute it.

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Sitting Bull. Image courtesy of Wikipedia.

NATIVE AMERICANS – COMPREHENSION

NATIVE AMERICANS – APPLICATION

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Create your own medicine wheel by using the colours and directions to represent different seasons, animal guides, medicine plants, elements of the earth, planetary bodies, or anything you like. Use a table to show the different parts of your medicine wheel and what they represent. What materials could you make your medicine wheel out of?

Colour

Direction

Planet

Blue

East

Saturn

Public domain Edward Curtis, 1903 Wikipedia

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Symbol

Animal

Medicine

Owl

Lavender

Inquiry Cards

NATIVE AMERICANS – ANALYSIS

Longhouse. Image courtesy of www.native- languages.org/

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As an architect traveling to the Americas, your job is to investigate the various living arrangements of the different Native American tribes and establish how the environment and lifestyle of these tribes has contributed to the style of their house. Describe the shelters of four different Native American tribes and provide images to accompany your information.

Cherokee log house.

Pueblos.

Seminole Chickee 1887, Clayton MacCauley.

NATIVE AMERICANS – SYNTHESIS

This is part of the code that the Navajo code-talkers used to transmit messages during World War ll. Create your own code and see if a partner can break it.

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English Letter

Navajo Word

Meaning

A

Wol-la-chee

Ant

B

Shush

Bear

C

Moasi

Cat

D

Be

Deer

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. te o NATIVE AMERICANS – EVALUATION c . che e r o t r strying to convince potential su r As a travel consultant for Flight Centre, you are pe

tourists to visit “Native America” before the arrival of Europeans. Using Microsoft Publisher or on a piece of paper, create a travel brochure that outlines the best of “Native America”. You should include information about geography, where to stay, how to get there, things to see and do, transportation and weather conditions. Make your brochure as visually appealing as you can – remember you want to sell as many holidays as possible!

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Teac he r

Clouds

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r o e t s B r e oo MA ORI MAORI p u k S Heads in the

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Heads in the

Clouds Teac he r

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Comprising about 14% of New Zealand’s population, the Maori people are indigenous to the Land of the Long White Cloud or Aotearoa (ay-oh-tay-ah-row-ah) in Maori. For the last fifty years a debate has raged over where the Maori people originally came from. Some groups believe that the Asian island of Taiwan was the place of origin, and others believe it was Indonesia. Molecular biologists have recently made amazing claims that the male and female Maori people actually came from different parts of the world. Studies have shown that the females originated from Taiwan whilst the males came from Papua New Guinea.

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The tradition of the Great Fleet has been handed down orally from generation to generation and explains the origin of the ancestors of modern day Maori people.

These beliefs hold that a fleet of seven canoes arrived in New Zealand from the mythical homeland of Hawaiki, which is thought to be somewhere in Eastern Polynesia.

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© ReadyEdPubl i cat i ons •f oGrea rr evi pur po seson l yw •aiki The tewFleet from Ha

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First Facts che e r oFleet of Seven canoes r st super •Te Arawa

The story of the Hawaiki fleet names Kupe as the first person to discover New Zealand. After circumnavigating the country, he returned home to tell of his great discovery, prompting a migration of people to head to this mysterious land a few centuries later.

Present day Maori tribes still trace their origins to the navigators of each of the seven canoes that arrived in New Zealand around 1350 AD. Over the next few hundred years, the Maori developed a distinct and complex culture that today is celebrated by people all over the world.

•Tainui •Mataatua •Tokomaru •Kurahaupo •Takitimu •Aotea

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MA ORI MAORI If you’re feeling a bit peckish and in the mood for a party, why not have a traditional Maori feast called a hangi. All you have to do is dig a pit in the earth and make a fire in the middle. Place some stones in the fire to heat up and then cover them with cabbage leaves to prevent the food from burning. Fill a basket with a selection of pork, chicken and potatoes and cover it with mutton cloth and earth to help keep the steam inside. Lower the basket into the pit and leave it to cook for about three hours. When the steaming time is complete, pull your basket up and enjoy a hangi feast fit for a king.

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Let’s Have a Hangi

Haka © ReadyEdPubl i cat i ons Who?

Don’t let this scary face fool you. This Maori man is performing a type of dance called a Haka which is used by Maori people for many different purposes, not just to shock the socks off of you. The type of haka that most people are familiar with is the war dance or peruperu, performed exclusively by men before battles to frighten their enemy.

•f orr evi ew pur posesonl y•

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If someone was contorting their face, poking their tongue at you, stamping their feet, grunting and showing the whites of their eyes, you may get the impression that they don’t like you very much which was the original purpose of the dance. Nowadays, you are likely to see the New Zealand rugby team pulling faces at their opposition before a game. It may surprise you to learn that some types of haka are performed as an enthusiastic welcome to guests and can even include women.

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o c . che e r o t r s super Maori Words and Greetings kia ora kei te pehea koe? ae koa

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– hello – how’s it going?

– yes – please

haere ra kei te pai kaore haere mai

– farewell – good, thanks – no – welcome

MA ORI MAORI

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Maori Chief New Zealand c.1861 Courtesy National Park Service, Longfellow National Historic Site

When Dutch explorer, Abel Tasman arrived in New Zealand in 1632, he didn’t stick around for long. After anchoring his ship off the coast of Taitapu Bay he decided to send four of his sailors out to row towards the shore. A Maori canoe rammed the small boat, killing everybody on board and sending a powerful warning to Tasman that he and his men were not wanted on their land. Even though Tasman’s introduction to New Zealand was brief, it began a new era in the history of the Maori.

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Conflict in Paradise

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As we’ve seen before in many other indigenous cultures, the arrival of European settlers spelled disaster for the indigenous people of New Zealand.

White people brought disease, pollution, firearms and alcohol, causing the Maori population to dwindle. The main draw-card for the Europeans was the abundance of New Zealand’s natural resources such as seals, whales, fish and timber. The land itself was highly prized and huge areas of New Zealand were purchased by the British government. When other countries, particularly France, began to show interest in New Zealand, the British government appointed Captain William Hobson in charge of negotiations with the Maori so the British could proclaim sovereignty Like the indigenous Ainu people of Japan, the over the whole of the country.

Fir acts irsst FFacts

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The Treaty of Waitangi was signed c e h r by over forty Maori chiefs on 6 e o t r s super February, 1840, allowing Britain the right to buy and sell land as they pleased. In recent years, the New Zealand government has made many reparations to Maori tribes for the land and resources they lost during this time of British dominance.

Maori also liked decorating themselves with tattoos. The Maori technique was a painful process that used a serrated chisel to cut the flesh. Soot was then inserted into the wound with a comb made of bone, providing a permanent stain.

Tattooed lips and chin could, and can still be seen on Maori women, whilst the men would fully tattoo their cheeks, chin, nose, forehead and other body parts with individual patterns.

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MA ORI MAORI

Stuff Your Head When Maori ancestors arrived in New Zealand, they required new skills and knowledge to help them cultivate the plants and animals that lived there. An abundance of birds meant that spears, nets, snares and traps were all created to attract and catch birds for food.

r o e t s Bo r e Hongi Hello p o u k S

Teac he r

Bringing Pacific rats and dogs from their homeland meant that the Maori had a supply of meat as well as the bats and seals that could be found in New Zealand. The moa bird was hunted so extensively by the Maori that it became extinct over five hundred years ago.

Before you greet somebody in the traditional Maori way, you may want to blow your nose, just in case you transfer any unwanted substances onto the person you are rubbing noses with.

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A trap called waka kereru was built to ensnare wood pigeons in the season when miro berries were growing. This is because the berries made the birds thirsty and the trap was filled with water. As the bird put its head through one of the nooses that made up the large trap, the noose would tighten when it tried to fly away.

‘Hongi’ means the ‘sharing of breath’ and is a Maori way of expressing welcome by touching noses, just like kissing somebody on the cheek really. Come to think of it you may want to brush your teeth as well.

animal numbers were declining.

Anybody who did not follow this conservation practice, called rahui, was severely punished.

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If the pantry was getting bare, human flesh was sometimes eaten to supplement the Maori diet. This custom was also observed by Captain James Cook who reported that enemies killed in battle were usually eaten. A battle between two tribes resulted in a banquet for the winning team who would often eat their enemy or preserve their heads as an act of revenge. In many tribes, women were not permitted to eat human flesh. A bit unfair don’t you think?

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Unfortunately human heads became much sought after by English settlers who created such a demand for this unusual item that some Maori chiefs began decapitating their slaves in order to meet the growing need of European museums for gruesome artifacts.

Firearms and iron tools were given to the Maori in return for a well preserved head, however this macabre trade was banned in 1831 by the Governor of New South Wales.

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© ReadyEdPubl i cat i ons The loss of this important food source prompted •tof o roffr e vi e wp ur posesonl y• wise men close areas of hunting land where

Normally karaka berries were cooked and soaked in water to eliminate their poison. If people were too hungry to wait for this process to be complete and ate them before the poison was removed, they suffered terrible spasms. To help stop their muscles from convulsing, they would be buried up to their chin in the ground.

MA ORI MAORI

Etched in Time

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Hei tiki are female pendants showing a figure sitting cross-legged with its head bent to one side. These pieces of jewellery were usually worn by women.

Instead of learning their A,B,C’s, Maori learned how to read carvings made in wood, pounamu, animal and human bones as well as the patterns found in tattoos. The unique carvings became a way of recording events and telling stories as well as adornments for canoes and Maori meeting houses (wharenui).

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The South Island of New Zealand holds a precious mineral known as pounamu or greenstone. It is considered to be tapu (sacred) by the Maori and is treasured for its strength and beauty. Used for making tools or worn as jewellery, this semi-precious stone was also exchanged by tribes as a symbol of peace. It is such a hard mineral that diamond tools are often used to carve it today.

Fir acts irsst FFacts

Kites were often flown by both children and adults and were believed to have a connection to the gods. The kites were constructed according to strict rules and were designed in the images of gods, birds and men. The most common kites were made from pampas grass, flax and mulberry bark.

Mar ipu Maripu

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This wooden object is a replica of a maripu, a combat weapon used by Maori warriors in battle. The maripu was held by the length of flax which was wound around the wrist and thumb.

Image courtesy of www.shop.newzealand.co.nz/

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© New Zealand Nature Company

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Inquiry Cards

MAORI – KNOWLEDGE Write an A to Z of Maori people providing pieces of information about this mysterious culture for every letter of the alphabet.

r o e t s Bo r e p ok u S e.g. A = Aotea.

MAORI – COMPREHENSION

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The seventh canoe which was believed to arrive in New Zealand with Maori ancestors on board.

Maori people believe that New Zealand was inhabited by the people who arrived from the homeland, Hawaiki, in seven canoes: Te Arawa, Tainui, Mataatua, Tokomaru, Kurahaupo, Takitimu and Aotea.

© ReadyEdPubl i cat i ons •f orr evi e wp ur po esofo nleaders l y•of Write descriptions ofs each the

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MAORI – APPLICATION

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these canoes and the race of people that developed from them.

o c . che e r o t r s super Write a story explaining the meeting of the Recent studies have suggested that the origin of Maori women was Taiwan and the origin of Maori men was Papua New Guinea.

two groups of people and how and why they traveled to New Zealand.

Use a map of the world to help plan your story.

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Inquiry Cards

MAORI – ANALYSIS Carving is an important aspect of Maori culture and can be found in jewellery designs, house decorations, canoes and weapons.

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© New Zealand Nature Company

Create your own Maori design that has a special meaning behind it.

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The koru or spiral represents a fern frond opening and bringing new life to the world. Tekoteko is a human – like figure which is usually found on the apex of a Maori meeting house or wharenui.

MAORI – SYNTHESIS

© RCreate ead yEdPubl i cat i ons words and actions for your own haka. You need to decide whether the purpose of your haka is welcoming •f orr evi ew pur posesonl y• or fear-provoking.

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Perform your creation for an audience.

o c . che Create a mind-mapr e showing everything o Maori culture. you have learnt about r st su per

Remember, a blender can only blend small pieces of food into liquid form and your brain is a bit the same.

Don’t forget to use colour, links and symbols to make the information easy for your brain to process.

You may wish to add beads, pictures from the internet or magazines, cloth or even hand made objects to your mind-map.

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r o e t s Bo r e pABORIGINALS ok u S

Teac he r

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Wonderful Wizards of Oz

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Wonderful Wizards of Oz r o e t s Bo r e p ok u S

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First Facts

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Australia was not always surrounded by water.

It was once connected to Papua New Guinea by a bridge of land. Before the sea levels rose and covered this bridge, the ancestors of the indigenous inhabitants of Australia travelled south over 40,000 years ago to begin their new life in a vast continent . It is important to remember that not all Aboriginal groups were the same. The language, customs and rituals of each tribe differed greatly, but they all created a way of life built around the magic that their ancestors wove through the land.

The term ‘indigenous Australians’ includes Torres Strait Islanders and the Aboriginal people of Australia.

The©Bush Kitchen ReadyEdPubl i cat i ons

•f orr evi ew pur posesonl y•

The witchetty grub is actually the larvae of a large moth that feeds on the roots of the acacia bush.

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Image courtesy of School of Biological University of Sydney Sciences

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An edible grub called a witchetty grub can be found in the roots of acacia bushes and is an important part of the diet of Aboriginal people.

The grubs can be eaten both cooked and raw and are said to taste like almonds. If you care to find out for yourself, remember not to eat the head.

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The ability to ‘live off the land’ was essential for the survival of the Aboriginal people. Their impressive knowledge of the flora and fauna and how it could be used for food and medicine helped ensure an estimated population of one million people before the arrival of European settlers in 1788.

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ABORIGINALS Something Sweet!

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Do you ever feel like something sweet after you’ve eaten your dinner?

Aboriginal people in central Australia didn’t pop an M&M, instead they would bite the sweet bottom off a honey-pot ant.

Perhaps the sugary taste masked any other nasty surprises that may be waiting in the bottom part of an insect. This amazing ant is fed a mixture of nectar and water by the other ants in the colony until its abdomen is so huge it can no longer walk. This is great news for the colony who wait for the worker ants to hang upside down in the nest and then feed off their fat friends’ bums when the rains come, a bit like a Mr. Whippy machine. The only problem is, there’s no handle on a worker ant so how do they get the honey out?

© ReadyEdPubl i cat i ons Animal meat such as kangaroo, emu, •f orr evi ew pur p os es owere nl y • lizard and turtle cooked

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This is the Aboriginal flag. The yellow circle represents the sun, the black represents the Aboriginal people and red is the earth.

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differently depending on where in Australia the Aboriginal people came from. Some groups placed food directly on top of glowing coals, whilst others steamed the food inside pits in the ground.

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ABORIGINALS Dreamless Sleep

First Facts Aboriginal people were

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When the First Fleet arrived in Sydney in 1788, Captain Phillip believed that the indigenous people could be taught how to be more civilised, how to wear clothes and behave like a white person.

He never stopped to think that maybe they were happy with their lives and had no need to change. Reserves were set up, just like in America, and different Aboriginal tribes were forced to live together in a way that was completely foreign to them.

Thousands of Aboriginal people died from diseases that were brought with European settlers, like measles, pneumonia and tuberculosis, whilst many others were poisoned or shot. It was believed and hoped that the entire race of full-blooded Aboriginal people would eventually die out, but a different plan was formed for Aboriginal children.

not recognised as

Australian citizens until 1967 which meant that they were not allowed

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There is no doubt that European settlement in Australia is directly responsible for the hardships that many Aboriginal people face today in the twenty-first century. With their land and sense of identity taken away, most Aboriginal people have found it very difficult to cope with the destruction of their culture.

to vote, to own land or to buy a house.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

On the 26 May, 1998, a National Sorry Day was held in Australia to recognise the treatment of Aboriginal people and the stolen generation.

Hundreds of thousands of people wrote in ‘sorry books’, recording their personal feelings about what had happened to the Aboriginal people of Australia. These books were given to the representatives of indigenous

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First Facts

o c . c e her of these st r It is reported that 100,000 o su per children, especially those of mixed Aboriginal and European descent, were removed from their parents and placed in orphanages and missions, or adopted by white families. The aim of this exercise was to slowly blend Aboriginal people into white society until the indigenous population of Australia became extinct. The practice was officially ended in 1969.

communities.

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ABORIGINALS

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Woollarawarre Bennelong One of the first Aboriginal people to understand and learn the English language was a man called Woollarawarre Bennelong.

He was kidnapped by English settlers two years after the landing of the First Fleet and taken to Sydney Cove to assist Captain Arthur Phillip.

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His manners, intelligence and willingness to learn the ways of the English, impressed Captain Phillip so much that he invited Bennelong to live with him. Over the next Bennelong, undated portrait. Image courtesy of Wikipedia. few months, Bennelong taught the Captain about the customs and traditions of his people and appeared happy in the company of his kidnapper. Surprisingly, the contented captive ran away from Sydney Cove after five months with the Captain, but returned with his family when Phillip was mistakenly speared by a member of his tribe. The site of the well known Australian landmark, the Sydney Opera House, was actually the place where a hut was built for Bennelong and his family and was later named Bennelong Point.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• He was so valued for encouraging peaceful relations between the settlers at Sydney

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Cove and the Eora people living there, that Captain Phillip invited Bennelong to travel with him to England in 1792. Bennelong had the time of his life, learning to skate and box, visiting parliament, dining with high society and even meeting with King George lll.

Homesickness eventually got the better of Bennelong and he returned to Australia in 1795.

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On his return, Bennelong began to drink heavily and was rejected by his own people. After all of the wonderful things he had achieved in his lifetime, his obituary in the Sydney Gazette referred to him as ‘a thorough savage’. I wonder how many savages have met the King of England?

ABORIGINALS

Six Seasons in One Day The Noongar people of South-West Western Australia follow six seasons:

Aboriginal people lived in family groups or clans, with each clan having special ties to an area of land. They are connected to the land by the ancestral spirits who were born, lived and died there. These spirits are believed to have created the earth and all of the things in it.

This time is very hot and winds from the east blow during the day.

Noongar people would burn sections of scrubland to force animals out into the open so they could be hunted.

Bunuru February to March

A dry time when the Noongar people moved to the estuaries to catch fish.

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Birak December to January

Teac he r

Clans and Kinship

Many of these beliefs can be seen in Aboriginal art, dance and creation stories.

It would be rude of you to enter your neighbour’s house without knocking on the door first and Aboriginal people felt the same. Anyone travelling outside their territory needed to ask permission of the clans in neighbouring lands if they could pass through their area.

© ReadyEdPubl i cat i ons The• weather begins to cool with f o r r e v i ew pur posesonl y• winds from the south west. The Noongar people continued fishing and seeds and bulbs were collected for food.

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Makuru June to July

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Noongar people moved inland to hunt as the rains had filled inland water sources.

To help make this job a bit easier, a message stick was carried by a messenger from one clan to another, as an official request to pass through their land. These sticks were a bit like emails on legs and could be used to send and receive important messages, like when the next corroboree was going to be held.

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Djeran April to May

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Djilba c e her r August to September o t s super

The weather starts to get warmer.

Kangaroos, possums and emus were hunted for food and roots were gathered.

Kambarang October to November Families moved towards the coast where they could catch tortoise, crayfish and frogs.

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ABORIGINALS

The Bullroarer

r o e t s Bo r e p ok u S

The simplest instrument used has to be the good old gum-leaf.

The normal playing technique shown in the diagram has the musician holding the leaf tightly in a bent shape. The leaf is held firmly against the lower lip and softly against the upper lip.

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The didgeridoo is an indigenous musical instrument familiar to most people; the bullroarer however, may not be. This Aboriginal instrument consists of a simple slab of wood, about 30 to 40cm in length, and a piece of cord. The cord is swung around and around and the vibrations produced by the flat object as it rotates through the air make a low, humming sound. As well as making a groovy noise, the bullroarer was believed to ward off evil spirits and was sometimes used to scare the women away from tribal ceremonies where only men were allowed to attend. This type of instrument has actually been used by many different indigenous cultures such as the Maori people of New Zealand, the Navajo tribe of the North American Indians and even the ancient Greeks.

Music to My Ears

As air is blown out of the mouth, the leaf lifts away from the upper lip, allowing the air to escape and producing a trumpet like sound.

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How to play a gum-leaf. © Courtesy of Neville H. Fletcher

Bullroarer. © Courtesy of Neville H. Fletcher

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ABORIGINALS

Maralinga Meltdown r o e t s Bo r e p ok u S

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Between 1952 and 1957, the Australian government allowed the British government to conduct 12 nuclear tests around the country.

Operation Buffalo and Operation Antler were the code names given to the seven tests which were conducted in a remote area of South Australia called Maralinga. Nothing much was said about these tests until the 1980’s when the effects of nuclear radiation on the local Aboriginal people started to surface. Many of them were suffering from cancer, blindness and sores.

© ReadyEdPubl i cat i ons First Facts •f orr evi ew pur posesonl y•

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Recent studies have shown that more than 17% of the descendants of British men who worked on the test sites have suffered from miscarriages, still births and birth deformities.

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There are several tonnes of plutonium in our biosphere from testing carried out in the 1950’s and the 1960’s.

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An investigation revealed that the land where the tests were carried out was still radioactive and the cost of cleaning up the area would exceed $600 million dollars, some of which Britain paid for.

Plutonium is one of the most deadly substances known to man and remains poisonous to humans for up to 250,000 years.

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In 1994, the Maralinga people won a settlement of $13.5 million from the Australian government for the emotional and physical strain they had endured as a result of the atomic tests.

Life TToda oda odayy

These wizards of the bush created a life based on close ties with nature and with each other.

Even though some of these ties have been broken, many Aboriginal people are trying to reconnect with a traditional way of life.

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Inquiry Cards

ABORIGINALS – KNOWLEDGE

Write a quiz about Australian Aboriginal history and culture for a friend to complete. You can use the information in this book and additional information to help you complete this task.

r o e t s Bo r e p ok u S

ABORIGINALS – COMPREHENSION

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Bennelong, undated portrait. Image courtesy of Wikipedia.

• Figures for unemployment, health problems and poverty are much higher for indigenous Australians than the non-indigenous population.

Why do you think this is?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Why do you think this is?

• National Australia Day is held every year on 26 January and is observed as a public holiday by all states and territories. Some Aboriginal people refer to this date as a ‘Day of Mourning’.

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Create a news reel for the rest of the world covering this important day in Australia’s history. Create a new title and describe some of the events that take place across the country for indigenous and non-indigenous people.

o c . che e r o Different t indigenous Australian r s sup r e groups identified six different seasons

ABORIGINALS – APPLICATION

within the year depending on where they lived in the country.

Create and name six distinct seasons and describe the weather and general activities that occur during each season.

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Inquiry Cards

ABORIGINALS – ANALYSIS “We have made a successful start. When the nuclear tests are completed, as they soon will be, we shall be in the same position as the United States or Soviet Russia. We shall have made and tested the massive weapons. It will be possible then to discuss on equal terms.”

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Harold Macmillan, U.K. Prime Minister, 1957 (talking about nuclear tasks).

What do you think Britain’s Prime Minister meant by this statement?

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ABORIGINALS – SYNTHESIS

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Write a statement that could have been issued by a representative of the Maralinga Tjarutja people that lived in the area where the atomic tests took place.

and P create al musical instrument of your © ReadDesign y E d u b i c a t i o n s own that uses materials that would be available to traditional •f orr evi e w pAboriginal ur popeople. sesonl y•

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Bullroarer. © Courtesy of Neville H. Fletcher

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Your instrument must produce a sound (no matter how awful) and you should be able to explain how that sound is produced.

Have a practice with some other people in your class and you’ll have your very own bush band!

o c ABORIGINALS – EVALUATION . che e r o t r s super Indigenous peoples account for 6% of the total world population.

Jump back in time and imagine that the colonisation of different continents didn’t occur. People stayed in their own countries and had no desire to travel and conquer unknown civilizations. Now jump forward and think about what the world would be like today.

Rate the indigenous cultures you have read about in this book from most to least affected, in terms of the result of European colonization.

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Teac he r

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r o e t s Bo r e p ok u S

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