SANDTRAKS: Salt Water and Sand Tracks

RIC-6447 3.4/1360

Sandtraks

Copyright Notice Published by R.I.C. Publications® 2013 Copyright© R.I.C. Publications® 2013 ISBN 978-1-922116-63-5 RIC–6447

A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Sandtraks – Salt water and sand tracks (DVD) Filmed and produced by George Fallon of Sandtraks

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For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

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FOREWORD The activities in this book accompany the sections: Introduction to the DVD, Bush medicine, Arts and crafts and a Dreamtime story and animation in the DVD Sandtraks – Salt water and sand tracks, filmed and produced by George Fallon of Sandtraks.

CONTENTS Bush medicine wordsearch ................36 Medicine comparison ........................37 Customs: Role of elders ...............38–39

Historical knowledge and understanding

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BUSH MEDICINE.....................8–33 Gundirr heat bed Teacher information ............................. 8 How to make a Gundirr heat bed ... 9–10 Gundirr heat bed procedure ..............11 Gundirr heat bed quiz ........................12 Gundirr heat bed crossword ...............13 Coughs and congestion Teacher information ...........................14 Coughs and congestion ...............15–17 Bush medicine label ..........................18 Boils, stings and cuts Teacher information ...........................19 Lost in the wild!............................20–21 Stings and cuts ...................................22 Boils, stings and cuts wordsearch ......23 Upset stomach Teacher information ...........................24 Question chart: My sore stomach ......25 Chain of events ..................................26 Report plan.........................................27 Upset stomach treatment quiz ...........28 Eye medicine Teacher information ...........................29 Taking notes .......................................30 Facts and opinions .............................31 Sequencing events.............................32 I can’t see right ...................................33 Bush medicine: Additional activities ................................34–39 Teacher information ...........................34 Acrostic poem .....................................35

ARTS AND CRAFTS ............... 40–60 Spear-making Teacher information ...........................40 Making a spear (guru)..................41–42 Keeping up the traditions ..................43 Pandanus mats and baskets Teacher information ...........................44 Making pandanus mats and baskets ..................................45–47 Pandanus mat design ........................48 Didgeridoo Teacher information ...........................49 Didgeridoo-making procedure ..........50 Didgeridoo-making tools ...................51 Didgeridoo-making: Your turn! .........52 Bark painting – Nuwayak Teacher information ...........................53 Bark painting................................54–55 Bark painting cloze.............................56 Arts and crafts: Additional activities ................................57–60 Teacher information ...........................57 Find the words and meanings ...........58 Write a procedure...............................59 Passing on the knowledge .................60

Year 3

• The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied)

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INTRODUCTION TO THE DVD .....3–7 Teacher information ............................. 3 Homelands of Arnhem Land ................ 4 Where is Arnhem Land? ....................... 5 Learning from elders ............................ 6 Living ‘out bush’ ................................... 7

(ACHHK060)

• ONE important example of change and ONE important example of continuity over time in the local community, region or state/ territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061)

Year 4

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Historical skills Year 3 • Use historical terms (ACHHS066)

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• The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives

• Pose a range of questions about the past (ACHHS067)

• Locate relevant information from sources provided (ACHHS068)

o c . che e r o t r s super DREAMTIME STORY AND ANIMATION ................. 61–66 Teacher information ...........................61 Dreamtime animation cloze ..............62 Dreamtime comic strip.......................63 Dreamtime story and animation: Additional activities ...............64–66 Teacher information ...........................64 Dreaming cross patch.........................65 Dreamtime narrative plan ..................66

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• Identify different points of view (ACHHS069)

• Develop texts, particularly narratives (ACHHS070)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)

Year 4

• Use historical terms (ACHHS082)

• Pose a range of questions about the past (ACHHS083) • Locate relevant information from sources provided (ACHHS084) • Identify different points of view (ACHHS085) • Develop texts, particularly narratives (ACHHS086)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087)

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TEACHERS NOTES This book has been organised into four sections: Introduction—Activities to accompany the introduction to the DVD. Bush medicine—Each of the bush medicine treatments is covered in this section, either combined with another or treated on its own.

Arts and crafts—The traditional methods of making four arts or crafts are covered in this section.

Dreamtime story and animation—Introduces the spirtual beliefs of the Yolngu people.

Each unit with each section has a teacher information page, followed by a selection of blackline masters.

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Each section encompasses a BEFORE, DURING and AFTER approach to viewing the DVD.

The TITLE of the section is given.

A SYNOPSIS of what will be viewed in the specific section of the DVD is provided.

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The DVD TIMES are provided for the teacher to easily access the required section of the DVD.

BEFORE VIEWING • An INTRODUCTORY ACTIVITY may be suggested.

• FOCUS QUESTIONS are included for the teacher to direct the students before viewing the DVD.

DURING VIEWING A selection of activities for students to complete while viewing the DVD. This may require viewing the specific section more than once or pausing the DVD to discuss or identify a part.

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AFTER VIEWING A variety of activities are provided for students to complete after viewing the DVD. Some require reviewing a section.

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TEACHER INFORMATION – Introduction DVD times (mm:ss) Introduction (00:00–04:15)

Synopsis The introduction to Sandtraks – Salt water and sand tracks offers a brief glimpse into the lives of the Indigenous communities of north-east Arnhem Land. It shows the majestic beauty of the natural landscape with the flora and fauna that also call this region home. It also provides a perspective for viewers of how remote the homelands are from the main population centres of Australia.

Before viewing • Look at a world map that shows, simply, the different climate regions; for example, <http://whatnot.fr/hotpotatoes/3unit1/world_climate_1.htm> Explain that lands that lie between the tropics of Cancer and Capricorn have a ‘tropical’ climate.

• Familiarise the students with the worksheet on page 4 so they can quickly answer the questions as the information is presented on the DVD. • Encourage students to listen and watch carefully so they do not miss out on any information.

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The land and sea around the coast of Arnhem Land are protected so the Indigenous people can continue to live by their ancient traditions. From a young age, children are engaged in all activities and learn by observation, participation and explanation.

Nothing is written down so the young must learn from the elders if the traditions are to remain alive.

During viewing

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Focus questions • What animals do you see during the introduction?

• What is the climate of north-eastern Arnhem Land?

• What are the two ways that supplies are brought to the homelands of Garrthalala and Gutjanjan?

• What modern facilities do you think the Yolngu people have?

• What do you think it might be like to live in north-eastern Arnhem Land?

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The narrator, Julie Tweedy, introduces two communities of Yolngu people who have welcomed her and the film crew to spend time learning about their culture and traditions. Although they are people of the modern world, the Yolngu of mainland Garrthalala and the offshore island of Gutjanjan are determined to maintain their traditional customs for future generations.

Students complete the worksheet on page 4 as they watch the introduction to the DVD.

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• Discuss the remoteness of Arnhem Land from the main population centres of Australia.

Students complete activity on page 5.

• Yolngu children learn how to do important things by watching the elders, helping out and having a go themselves. Discuss things that the students have learnt in this way. Students complete activity on page 6.

• Students may find it difficult to understand that the lives of Yolngu children are so very different from their own. Compare and contrast the two lifestyles and record results in a Venn diagram.

• Discuss the advantages and disadvantages of the two lifestyles and record these in the table on page 7

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Access to supplies that we take for granted is difficult for the people of Garrthalala.

For half of the year, during the tropical wet season (October to March), the rain is so heavy that the dirt roads are impassable and the only access is by plane. For the people of Gutjanjan, the plane is the only supply link when the seas around the island are too rough for boats to sail in.

After viewing

Answers

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Beyond generators to provide electricity, houses and a school, there are no modern facilities that townspeople would consider essential; for example, no shops, hospitals or petrol stations.

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1. A – Arnhem Land, B – Arafura Sea, C – Gutjanjan Island, D – Garrthalala, E – Gulf of Carpentaria 2. (a) Darwin (b) Perth 3. Teacher check

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fish, owl, pelican, crocodile, hawk, buffalo, turtle, crab, snake, frog, oysters tropical Garrthalala – plane and 4-wheel drive, Gutjanjan – boat and plane electricity, houses, school Teacher check

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Introduction

Homelands of Arnhem Land

While you watch the DVD, you will find the answers to these questions.

1.

fish

platypus

turtle

wombat

owl

crocodile

koala

snake

pelican

hawk

kangaroo

frog

dingo

buffalo

highland

polar

oysters

mild

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crab r o e t s Bo er Tick the correct answer.p o u The climate of north-eastern Arnhem Land is: k S continental dry

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Tick the boxes to show which animals are shown during the introduction.

tropical

3. How are supplies brought to the homelands of Garrthalala and Gutjanjan?

Tick the correct boxes.

Garrthalala

Gutjanjan Island

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C.Publ i cat i o ns 4-wheel drive and boat f o rr evi ew pur pboat ose s onl y• boat• and plane and plane 4-wheel drive and boat

plane and 4-wheel drive

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4. Tick the modern facilities that the Yolngu people have. library

electricity

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school

. shopping mall cinema te houses o c Tick the words that you think describe what it might be like to live in . c e north-eastern Arnhem Land. her r o t s s r u e p boring exciting hospital

5.

leisure centre

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plane and 4-wheel drive

dangerous

fun

routine

dull

interesting

stimulating

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Use the information to match the letter on the map to its name.

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(a) nearest?

2. Measure the distance between each capital city and Garrthalala. As the crow flies, which mainland capital city is

1.

Teac Arnhem Land is in the far north of the Northern Territory. Garrthalala and Gutjanjan Island are in north-eastern Arnhem h er Land. Garrthalala is a coastal homeland facing the Gulf of Carpentaria. Gutjanjan is an offshore island in the Arafura Sea.

Where is Arnhem Land?

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3. Underline your home state or territory and circle its capital city.

(b) furthest?

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Introduction

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5

Learning from elders

Introduction

Just as the Yolngu children learn many things from the elders in their community, you also learn some things by ‘word of mouth’. Maybe you play a card game that your parents or grandparents used to play or perhaps someone has shown you how to build a fire in the wood burner or set the table properly for dinner. We have all, at some time, been taught a skill that has not been written down.

Think of a skill, activity or job that you have been told about. Record the steps in the order you would use to teach someone else.

How to

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Step

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Introduction

Living ‘out bush’

There are schools in the remote homelands of north-eastern Arnhem Land but the amount of time spent at school is much less than in other schools in Australia. The Yolngu children also spend time learning from the elders of the community.

The homeland communities do not have all the modern facilities that you are used to. What do you think that means for Yolngu children?

Complete the table by writing what you think are the advantages and disadvantages of living in your home area and ‘out bush’ in a place like Garrthalala or the island of Gutjanjan.

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Your home area

r o e t s Bo r e p o Advantages Disadvantages u k S

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TEACHER INFORMATION – Gundirr heat bed

B h medicine Bush di i

DVD times (mm:ss) Gundirr heat bed (04:50–10:10)

Synopsis

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Before viewing Focus questions • What items needed to be collected for the heat bed?

• What are some of the things the children did to help?

• What are some of the things the children learnt while helping?

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

This section is quite long and would best be shown in its entirety first, so the students get the general ‘feel’ of the story of how the bed was made. It could then be viewed again, pausing it to concentrate on parts that reveal the answers to the focus questions and also to construct a flowchart of the steps involved. Use a flowchart similar to the example.

This could be drawn on a whiteboard or displayed digitally. As the number of steps depends on the detail in which they are explained, use an open-ended flowchart that can be added to, rather than one with a set number of boxes. Students can suggest the steps taken; these are then written in the flowchart. A pictorial sequence of steps has been provided on pages 9–10 and a procedural framework for capable students to create their own heat bed procedure is on page 11.

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This section focuses on two female elders, sisters called Laklak and Dhuwarrawarr, who make a heat bed for George, the cameraman. George has an old shoulder problem and the sisters make him a traditional heat bed to treat his shoulder. Their grandchildren assist in collecting items for the bed and observe and help in its construction. This is how the traditional knowledge of using bush medicine is passed on. After the bed is made, George lies on it for two hours as the steam, oil and spiritual healing ritual (not filmed for cultural reasons) work on his shoulder and make it feel, in his words, ‘almost like new’.

After viewing

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How to make a Gundirr heat bed (Refer to pages 9 and 10) • Students read, colour and cut out the pictures. They sequence them in the correct order and number them 1 to 12 using the small box at the top of each picture. The pictures could then be stapled together to make a booklet.

Gundirr heat bed procedure (Refer to page 11) • Students use the headings in the framework to write their own procedure. They may need to review the film segment.

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Gundirr heat bed crossword (Refer to page 13)

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Pages 9–10 1. Pull up clumps of wet swamp reeds.

2. Collect paperbark by stripping it off the tree.

3. Collect several bags of old pandanus nuts.

4. Take everything to the beach.

5. Dig a shallow hole in the sand, as long as the patient.

6. Put a layer of pandanus nuts in the hole, but not where the patient’s head will be.

7. Place dry casuarina twigs and branches on top of the nuts.

8. Set alight and burn until only ash is left and the oily centre of the nuts.

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Answers

Gundirr heat bed quiz (Refer to page 12) • Students use keywords and phrases to answer the questions. They may need to review the film segment.

9. Place wet swamp reeds on top of the ashes.

10. Lay paperbark on top of the reeds.

11. Lay patient on top of heat bed.

12. Leave patient for two hours.

Page 12 Possible answers: 1. thick knife prises off bit of bark, then pulled off by hand in strips 2. inside is softer for patient to lie on 3. so they won’t burn but will make steam 4. has to be enough to spread in hole 5. in a wheelbarrow 6. dry enough to burn; fresh won’t burn 7. dry will catch alight; fresh won’t 8. sacred healing ritual

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Bush medicine

How to make a Gundirr heat bed – 1

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Collect paperbark by stripping it off the tree.

Pull up clumps of wet swamp reeds.

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Lay paperbark on top of the reeds.

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Place dry casuarina twigs and branches on top of the nuts.

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Dig a shallow hole in the sand, as long as the patient.

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Lay patient on top of heat bed.

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How to make a Gundirr heat bed – 2

r o e t s Bo r e p ok u STake everything Set alight and burn until only ash is to the beach.

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Bush medicine

left and the oily centre of the nuts.

Collect several bags of old pandanus nuts.

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Place wet swamp reeds on top of the ashes.

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Put a layer of pandanus nuts in the hole, but not where the patient’s head will be.

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Leave patient (covered with a sheet) for two hours.

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Bush medicine

Gundirr heat bed procedure

Write the procedure for making the Gundirr heat bed for George.

Title: Goal:

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Materials:

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Method:

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Results:

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Gundirr heat bed quiz

Bush medicine

Write notes in each box to answer the questions about the Gundirr heat bed.

r o e t s Bo r e p ok u S Why do the swamp reeds need to 4. Why are so many pandanus nuts be wet?

needed?

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C.Publ i cat i ons •f orr evi ew p ur posesonl y• How did they carry everything to 6. Why do the pandanus nuts have to the beach?

be dry and not fresh?

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2. Why was the paperbark placed with the inside up on the bed?

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3.

How was the paperbark removed from the tree?

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o c . che e r o Why are dry and not fresh green 8.

What part of George’s treatment is t r s s r u e p casuarina twigs used to help light not filmed for cultural reasons? the fire?

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Bush medicine

Gundirr heat bed crossword

The steam heat bed is an important treatment for the Yolngu people. Use the given words and the clues below to fill in the correct answers and learn more about how steam is used to heal.

1.

ritual 2.

heat bed Japan

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paperbark

6.

7.

9.

steam ash

plants

5.

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swamp

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digging

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Across

2. The heat bed is part of a special .

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1.

from a tree is used to cover the bed.

o c . c e r is h used by the is left A 4. Wheno only the hot e t r sthe fire, the bed is ready. super Yolngu people to treat the sick. from

3. Children gather long reeds from to use on the heat bed. the 7.

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pandanus

is another country that uses steam to help health problems.

3. Using the hot pandanus nuts and is made. wet reeds,

are used in traditional 5. Many bush medicine. nuts are placed on the 6. The bottom of the bed and burnt.

8. The children help by shallow hole in the sand.

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TEACHER INFORMATION – Coughs and congestion

Bush medicine

DVD times (mm:ss) Coughs (10:11–11:31)

Synopsis

Congestion (14:08–15:03)

Before viewing Focus questions • When we are sick, who do we see to help us get better?

• What things do we do when we get a cold? Who takes care of us?

• How are medicines made?

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

Students can use a T-chart graphic organiser to identify what they already know about modern cough and congestion medications, and also draw or list what they learn during the viewing of the DVD.

After viewing

What I know

What I found out

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These two sections will focus on some traditional bush medicines for coughs, asthma and nasal congestion. The first remedy uses the fruit from the rotten fruit tree, called burukpili by the Yolngu people. This fruit is harvested and then mixed with water to form a drink which, when taken, helps to suppress coughs. The remedy for nasal congestion involves crushing eucalyptus leaves in the hands and inhaling the oils released.

Young branches of the tree can also be added to hot water in a bath to relieve congestion.

Bush medicine coughs and congestion (Refer to page 15) • Accompanying comprehension activities included on pages 16–17.

Bush medicine label (Refer to page 18) • This activity is intended to follow the comprehension questions and involves students in analysing one of the cold treatments and designing a corresponding medication label.

Answers

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Page 16 1. Teacher check. Possible answers: (a) They did not have regular access to doctors and hospitals. (b) Rotten cheese fruit and water.

2. Teacher check. Possible answers: (1) Find eucalyptus tree (2) Collect leaves (3) Crush leaves in hands to release oils (4) Inhale Page 17 3. (a) False (b) True (c) False (d) False (e) True (f) False 4. Teacher check. Possible answers: Drink tea, take cough medicine/lozenges, use nose spray etc.

Page 18 1. Teacher check.

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Bush medicine

Coughs and congestion – 1 Student information sheet

Coughs and colds Traditionally, the Aboriginal people of Australia did not have access to hospitals and doctors, so they used natural resources from their environment.

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For example, one plant that was used for coughs and asthma symptoms was the rotten cheese fruit free, known as burukpili by the Yolngu people. It was not often that the Aboriginal people made medicines into drinks, but the white, lumpy fruit of this tree could be picked and mixed with water to make a kind of tea. Patients with coughs could drink this to feel better. The fruit could also be eaten. It tasted awful!

Fact: The rotten cheese fruit tree is so stinky that it is sometimes called the vomit tree!

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Stuffy noses One medicine that is still used today by many Aboriginal and non-Aboriginal people is made from the eucalyptus tree. The Yolngu people pick leaves from the tree they call nämbarra and crush them in their hands. Breathing in the eucalyptus oil in the leaves helps to relieve a stuffy nose. This medicine can also be found in chemist shops.

o c . che e r o t r s sup er For a longer-lasting effect, the young

branches of the tree can also be picked and added to hot water to make a bath. The oil from the leaves helps with congestion and aching muscles.

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Coughs and congestion – 2

Bush medicine

Use the text on page 15 to answer the questions.

1.

(a) Why did the Aboriginals make medicines from the natural resources in their environment?

r o e t s Bo r e p ok u S Draw and label the steps for making a bush medicine for stuffy noses.

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Step 1:

Step 2:

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Step 3:

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2.

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(b) What are the ingredients needed to make a traditional medicine for coughs?

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Bush medicine

Coughs and congestion – 3

Use the text on page 15 to answer the questions.

3. True or False. Circle the correct answer. (a) To make a sore throat feel better, you should eat the leaves from the rotten cheese tree.

True

False

(b) You crush the leaves of the eucalyptus tree in your hands to bring out the natural oils to clear a stuffy nose.

True

False

(c) Aboriginal people often made medicines into drinks.

True

False

True

False

True

False

True

False

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r o e t s Bo r e p ok (d) The fruit from the rotten cheese tree tastes delicious. u S (e) Eucalyptus oil can be found in shops.

(f) For a bath to help with a stuffy nose and aching muscles, add the fruit of the rotten cheese tree to hot water.

4. Today we often use modern medicine to help us feel better when we have a cold. In the boxes below write about some of the things that you do to feel better when you have a cough or stuffy nose.

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Stuffy nose

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Cough

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Bush medicine label The medicines that traditional Aboriginal people used were made from things in their environment. Many of these resources were easy to find — leaves, fruits, tree bark and even animals. Aboriginal people were very clever and had learnt which plants could be safely used.

1.

Choose either the traditional cough medicine or the stuffy nose medicine that you have learnt about and design a box label for it. You will need to create a name and design that will catch people’s attention and make them want to buy the medicine.

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Teac he r

r o e t s Boboxes, design and r e Fill in the boxes below. Once you have completed the p ok draw your label on au separate sheet of paper.

S Medicine name

Purpose

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Where it is made

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Ingredients

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TEACHER INFORMATION – Boils, stings and cuts

Bush medicine

DVD times (mm:ss) Boils (11:32–13:20)

Synopsis

Stings and cuts (15:04–15:46)

Before viewing Focus questions • What can we do if we get a bad scratch on our leg, instead of going to the doctor?

• What sort of things do we buy at the chemist to help with a cut or sting?

• What could we use instead of a bandage? What is something that we could use from nature?

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

As a class the use of a graphic organiser such as a KWL chart may be beneficial for prompting K L W discussion about modern medicine (i.e. which What I know What I want to know What I learnt treatments we use for stings and cuts), and also for comparing the traditional and modern remedies after viewing. Using a flowchart or sequencing chart may also assist with the discussion of the steps involved in preparing some of the remedies.

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These two sections of bush medicine will focus on traditional treatments for boils, stings and cuts. Boils and infections are common in Australia’s northern tropical climate and the Yolngu people use the murrtjumun or emu berry plant to make a poultice for boils. The roots of the plant are picked, scraped, pounded, mixed with water and then applied to the wound and left for a few days. This is generally secured with a modern bandage. Upon removing the bandage, the boil or infection has begun to heal. This plant also has small brown berries that can be consumed. For stings and cuts that require a mild treatment, the beach morning glory vine, also known as rowu, is used. The leaves are picked and lightly heated over a fire, then applied to the sting or cut. The roots of this plant can also be roasted and eaten and are similar to small sweet potatoes.

After viewing

Lost in the wild text (Refer to page 20) • Accompanying comprehension and vocabulary activities included on page 21.

Stings and cuts (Refer to page 22) • Collect catalogues and flyers from chemists for students to use for Question 2 of this activity.

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Page 21 1. True/False questions (a) no (b) yes (c) no (d) no (e) yes 2. Teacher check. Possible answers: (a) He was taught about the plant by his teacher, Mrs Lewis. (b) He picked the plant, scraped the bark with his ruler, pounded it with a rock to make a pulp, mixed it with water and applied it with a bandage.

3. Teacher check Page 22 1. Fill in the blanks (a) medicine (b) plants (c) women (d) morning (e) rowu (f) cuts (g) fire (h) leaves (i) roots (j) potatoes 2. Teacher check

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Lost in the wild! – 1

Bush medicine

Read the adventure story.

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

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Teac he r

‘Whoa, I think you have a cut and it’s infected’, said Jimmy, pointing. David looked at his leg. He had cut it while they were walking that morning and hadn’t noticed, but now the cut looked red and was very sore. The bad part was that not only did he have a cut leg, but they were both lost! They were on a school excursion to a national park and had been hiking in the woods with their class when they had stopped to look at a plant with berries. The tour guide had told them that this plant was called the emu berry plant or murrtjumun by the Aboriginal people, and that the small brown berries could be eaten. ‘I know all about this plant because Mrs Lewis told us that the Aboriginal people used it for medicine’, boasted David. The boys looked carefully at the plant and counted the berries, and by the time they were finished the class was nowhere to be seen!

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David knew he had to do something about the cut on his leg or it would get worse. There were no doctors or hospitals close by, so he decided to try the murrtjumun plant. He carefully told Jimmy the steps for preparing the medicine. ‘Mrs Lewis said that this plant can help with infections and boils and start to heal them. First, you need to collect part of the plant and take off the bark.’ Jimmy used his school ruler to scrape the bark off the plant, and then pounded it to a pulp with a rock like David told him to. Using some water from his water bottle, Jimmy mixed it with the mashed bit of the plant to make a poultice, which he put on David’s cut. Together they tied the plant to David’s leg with one of Jimmy’s long sport socks. Just as they were finishing, Mrs Lewis came running out of the woods, shouting, ‘Where have you been? I have been so worried! We have been looking everywhere for you!’

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David and Jimmy looked at her with surprise. They had been so busy making their traditional medicine that they had forgotten about being lost!

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Bush medicine

Lost in the wild! – 2

Use the text on page 20 to answer the questions 1.

Colour or circle yes or no after each question. (a) David and Jimmy were lost at the beach.

Yes

No

(b) Jimmy cut his leg and needed help.

Yes

No

Yes

No

Yes

No

Yes

No

r o e t s r e to tie on the B oo (d) The boys usedp a bandage medicine. u k SJimmy the steps for making the medicine. (e) David told

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Teac he r

(c) The berries from the murrtjumun plant can be eaten.

2. Read the questions and write your answer below them.

(a) How did David know that the plant could be used for medicine?

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(b) What were the steps that Jimmy followed to make the murrtjumun medicine?

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3. Here are some keywords from the story. Use your dictionary to find the meanings of them. boil:

infection:

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poultice:

bark:

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Stings and cuts

Bush medicine 1.

Use the words in the box below to complete the paragraph. rowu

potatoes

morning

roots

women

leaves

plants

fire

medicine

cuts

For thousands of years, Aboriginal people have been using natural products

r o e t s Bopassed down from r knowledge of which to use was e p ok u generation to generation, and it was often Aboriginal S a

to make

, and some still use these products today. The

c

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Teac he r

b

who knew the plants and their use as medicine. Simple plants like the beach d

glory vine, also known as

Yolngu people, were used for treating stings and leaves from this plant were picked and held over a

e

by the

f

. The g

to

h were placed on the © R. I .

C.Pub l i c at i o n ssting or cut on i the skin. As an added bonus, the of the plant could be •f orr evi ew pur poses onl y•

warm up. Then, the

j

dug up, roasted and then eaten like small sweet

.

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22

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2. Look through chemist catalogues and find pictures of modern-day medicines and natural health treatments that you would use for a sting or cut. Glue them below.

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Bush medicine

Boils, stings and cuts wordsearch

The Emu berry plant or murrtjumun is used to heal boils or skin infections, while the morning glory vine or rowu helps with stings and cuts.

1.

Using the key vocabulary in the word box, create a wordsearch. Be sure to fill in all the vocabulary words first, then fill in the extra boxes with letters. Once you are finished, exchange wordsearches with a friend and solve them. boil

sting

berry

pulp

cut

tropical

berry potatoes

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bacteria poultice r o e t s B r e morning ovine leaves beach p ok u S

bark

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TEACHER INFORMATION – Upset stomach

B h medicine Bush di i

DVD times (mm:ss) Upset stomach (13:21–14:07)

Synopsis

Before viewing Our medicines • Discuss the different medicines taken by students and other family members: the name of the medicine, where they get it, what it looks like, tastes like and why it is taken. Ask students to suggest possible reasons as to why some medicines come in tablet or capsule form and others are liquids they need to drink.

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

Question chart: My sore stomach (Refer to page 25) • Students work with a partner to tell each other about an occasion when he/she had a sore stomach. They then record this information in the appropriate columns on the question chart and add an illustration.

Focus questions • Why is the plant called the sandpaper fig?

• What part of the plant was used for the medicine?

• Why couldn’t you drink the medicine as soon as was made?

During viewing

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The plant used to treat stomach upset, diarrhoea and vomiting is the sandpaper fig. It was given this name because of the roughness of its leaves. After collecting the plant, bark is scraped from a woody stem, then the sapwood is shaved off. These white shavings are then steeped in hot water for a few minutes. The mixture, which is allowed to cool before drinking, has a bitter taste. Relief from the pain and the symptoms associated with an upset stomach is said to follow quite quickly.

Chain of events (Refer to page 26) • Students use this graphic organiser to record a sequence of six events starting with finding and collecting of the plant through to drinking the medicine. The events may be recorded pictorially or by writing keywords. See below for an after viewing activity.

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New and old • Students use a T-chart to record things they see that would have been there in Arnhem Land in the past and those that are modern. See below for an after viewing activity.

After viewing

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Chain of events (Refer to pages 26 and 27) • The information recorded during viewing can be used later to write a report about making medicine to cure an upset stomach. See page 27 for a planning sheet for this task.

New and old • After viewing, students can work in small groups to discuss and evaluate each of the things they recorded and the categories in which they placed them. Their information can then be used to complete a new, bigger and better and more comprehensive class T-chart.

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Upset stomach treatment quiz (Refer to page 28) • Words are provided to help students answer this quiz. Some questions ask for opinions rather than facts.

Answers

Page 28 1. (a) Pain, diarrhoea and vomiting (b)–(c) Answers will vary. Teacher check 2. (a) sandpaper (b) rough (c) branches (d) bark (e) knife 3. (a) hot water (b) steeped (c) cooled (d) bitter 4. (a) Answers may include: The doctor is too far away. There aren’t any doctors there. (b) Answers will vary. Teacher check

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Bush medicine

Question chart: My sore stomach

Who?

When?

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Teac he r

Where?

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

Why?

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What happened?

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Who helped?

What medicine?

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This is me when I hadc a sore tummy. e her r o t s super

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Fourth event

Teac he rThird event

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Fifth event

Second event

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Title:

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First event

Bush medicine 26

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Chain of events

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Bush medicine

Report plan

Use the information you wrote on your chain of events page while you were watching ‘Upset stomach’ to plan a report about the traditional medicine used for treating an upset stomach in Arnhem Land.

Title:

Description:

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General statement: (Information about where this treatment happens and who makes it.)

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Conclusion: (A final sentence or two about the treatment and/or a comment saying what you think about it.)

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Upset stomach treatment quiz

Bush medicine

The words from the box below can be used to help you to answer questions about the bush medicine for treating an upset stomach. branches

sandpaper

rough

diarrhoea

bark

vomiting

pain

cooled

steeped

hot water

knife

(a) What are three of the symptoms of an upset stomach?

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r o e t s Bo r (b) Which symptom do you think is the worst? e p o u k (c) Explain why you think this.

S Teac he r

1.

bitter

2. (a) What is the name of the tree used in Arnhem Land to make the bush medicine they take for an upset stomach? fig

(b) The tree was given this name because its leaves are very

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.

(c) What part of the tree is collected for this medicine? (d)

be removed from the twig.

w ww

m . u

is used to shave off the sap wood.

(e) A

3. (a) The shaved off sap wood is placed into

. te

(b) The sap wood is

in the water for a short time.

o c . taste. (d) This medicine hasc a e hpeople r o t r (a) Why can’t many of the e of Arnhem Land just go to the doctor s s r u e p when they have an upset stomach?

before anyone can drink it.

(c) The medicine has to be

4.

.

(b) Would you like to try this bush medicine?

Yes

No

Give reasons.

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TEACHER INFORMATION – Eye medicine

Bushh medicine di i

DVD times (mm:ss) Eye medicine (15:47–16:28)

Synopsis The plant used to treat a number of different eye problems by the Yolngu people of north-east Arnhem Land is a small tree growing in the sand dunes. The small white berries from the lunjiny tree are collected in the morning when they contain more juice. The juice from a berry is squeezed into the eye.

Before viewing Sore eyes • Discuss what sore eyes look and feel like and record descriptive words on a T-chart; e.g. red, swollen, sore, puffy and ugly, painful, blurry, annoying, uncomfortable, stinging.

Focus questions • Why are the berries collected in the morning?

• Where do the trees they use for eye medicine grow?

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

Taking notes (Refer to page 30) • Students use the note-taking format to record information while watching the DVD. They should be encouraged to write keywords in the appropriate spaces (provided). The spaces labelled are: the trees, the berries, how they are used, people’s feelings and anything extra that students want to record because they find it interesting.

• As this is a very short segment of the DVD, students will need to attend closely in order to have something to write in each category.

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During viewing

After viewing

Facts and opinions (Refer to page 31) • Before students read the information on this page remind them of the differences between facts and opinions. It is important that they don’t confuse them with true and false. For example, one person may say that it’s hot when another person considers that it is cold. These are both opinions. A fact would be that the temperature is 20 degrees celsius.

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Sequencing events (Refer to page 32) • On this worksheet, students are required to sequence events. In the first activity they draw a picture and describe something that happened before the berry juice was put in the boy’s eyes. In the second, they are given events and required to determine whether they happened before or after the grandmother squeezed the berry. In the final activity they sequence events by numbering them.

I can’t see right (Refer to page 33) • This play, about using bush medicine to treat sore eyes, can be performed by the students.

Grandma has the most demanding role, then Kevin, a boy with sore eyes. There are three other minor characters.

o c . che e r o t r s super Answers

Page 31 1. (a) Opinion (b) Fact (c) (d) Fact (e) Opinion (f) (g) Opinion 2. (a)–(b) Answers will vary. Teacher check Page 32 1. (a)–(b) Answers will vary. Teacher check 2. (a) before (b) before (c) (d) before 3. (a) 6 (b) 4 (c) (d) 1 (e) 5 (f) (g) 3 (h) 7

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Taking notes

Bush medicine

Watch the DVD and write some notes about what you see and hear. The headings in the boxes will help you to organise your information. You won’t have time to write in sentences, so use keywords to help you to remember the information you found.

The berries

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How they are used

Feelings

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Teac he r

The trees

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30

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Bush medicine

Facts and opinions

When you read, hear or view something it is important to think about it and to work out for yourself if it is a fact or an opinion.

Remember: An opinion is something someone believes is true, but it can’t be proved.

It may be true or false.

r o e t s B r e oo For example: I couldp think my brother is tall, k but my sister couldu think he is short. These S are both opinions. But if we measured him, we could say he is 145 centimetres tall. This is a fact because someone could measure him again and check it.

1.

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Teac he r

A fact is something that can be shown to be true.

Are these facts or opinions about bush eye medicine? Circle your answer.

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•f orr evi ew pur posesonl y• Fact

Opinion

Fact

Opinion

(a) Bush medicine is good for treating eyes. (b)

Fact

(c) The little white berries have juice in them.

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(e) It’s fun picking the berries.

. tefrom the berries should be put in (g) The juice o c . bottles and sold so everyone can use it. ch e r e o t r s (a) Write an opinion abouts bush eyee medicine. r up (f) The berries were picked in the morning.

2.

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(d) The berries grow on trees.

Opinion Opinion

Fact

Opinion

Fact

Opinion

Fact

Opinion

(b) Write a fact about the white berries they use.

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Bush medicine 1.

Sequencing events

(a) Draw a picture to show something that happened before the grandmother put some of the juice from the berries in the boy’s eye.

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Teac he r

(b) What is happening in your picture?

2. Did these things happen before or after the grandmother squeezed the berry? Write ‘before’ or ‘after’ at the end of each sentence. (a) The boy’s eye was held open. (b) They picked the berries.

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C.Publ i cat i ons The berries were on the tree.

•f orr evi ew pur posesonl y•

(c) The juice went into his eye. (d)

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(a) The berry was squeezed.

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3. Read the events below and write the numbers 1 to 8 in the box to show the order in which these things happened.

. twere growing on the trees. (c) The berries e o c . c e r (d) They found the treesh growing in the sand dunes. er o t s super (b) Children picked the berries.

(e) The eye was held open. (f) The sore eye felt better. (g) Children found the berries. (h) The juice went into the eye.

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Bush medicine

I can’t see right

Scene 1: Grandma is sitting on the ground at a campfire stirring a pot. Kevin walks slowly up to her. He is screwing up his eyes up and is looking sad and worried.

Kevin:

Grandma, Grandma, my eyes are sore and they’re not working right.

Grandma:

Come on over here and let’s have a look.

Kevin:

Okay, but don’t touch them, Grandma. They hurt!

Grandma:

Don’t need to touch them. I can easily see they’re all stuck together and they look really gooey.

Grandma:

r o e t s Bo r e p ok Can youu make them better?

S Hey, you kids come over here. We all need to go to the beach.

Lucy:

Come on you lot. Let’s go. What do we need to get you, Grandma?

Grandma:

Some berries. I’ll show you kids when we get there. Come on.

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Teac he r

Kevin:

Scene 2. Grandma and the children are standing together in the sandhills.

Grandma:

Colin:

(pointing) This is the one we need. See the little white berries, pick me some of them. Try and get the big fat fellas with lots of juice in them.

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C.Publ i cat i ons Grandma, wew gotp a mob of o them for you.

•Here, f or r evi e ur p se s onl y•

Kevin:

Will it hurt? Will it sting me?

Grandma:

No, it’ll be okay. Just let me get this eye open a bit and I’ll squeeze some juice in it. There you go. It’ll be better tomorrow.

Lucy:

How come you know about these berries, Grandma?

Grandma:

When I was a girl all the old folk knew about lots of bush medicines. The old women showed me. That’s how I learnt about lots of important things. There was no flying doctor coming out here every two weeks then. We had to do everything ourselves.

Les:

How come Kevin got the sore eyes, Grandma?

Grandma:

Well it’s hot here and there’s lots of flies about.

They get on your eyes and make them sore.

Kevin:

I think they’re feeling a bit better already, Grandma. I reckon this bush medicine is pretty good stuff.

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m . u

Thanks, kids, that’s great. Now come here Kevin and let’s fix you up.

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Grandma:

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TEACHER INFORMATION – Additional activities

B h medicine Bush di i

DVD times (mm:ss) Opening sequence (00:00–01:25) Bush medicine (04:16–04:49) Coughs (10:11–11:31) Upset stomach (13:21–14:07) Stings and cuts (15:04–15:46)

Introduction Gundirr heat bed Boils Congestion Eye medicine

(01:26–04:15) (04:50–10:10) (11:32–13:20) (14:08–15:03) (15:47–16:28)

Activities Acrostic poem (Refer to page 35) • Before commencing this activity it may be beneficial to revisit all of the treatments outlined in the bush medicine section of the DVD. After viewing the DVD, preliminary activities including brainstorming or discussing key points and vocabulary about the traditional medicines shown may be required for students. The acrostic poem will involve students writing statements relating to traditional Aboriginal medicines.

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

Teac he r

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Bush medicine wordsearch (Refer to page 36) • This wordsearch requires knowledge about the introduction and first two treatments featured in bush medicine, the gundirr heat bed and the burukpili asthma and cough medicine. Revisiting these areas of the DVD before commencing the activity, or having students complete the activity during viewing, may be helpful.

Medicine comparison (Refer to page 37) • In this activity students will compare traditional Aboriginal medicines to modern medicines with which they are familiar. Before commencing this activity it may be beneficial to revisit all of the treatments outlined in the bush medicine section of the DVD, as well as brainstorm or discuss with students the kinds of modern medicine that they know or have used previously.

Customs: Role of elders (Refer to pages 38–39) • This activity involves reading an informational text and answering the corresponding comprehension questions. Revisiting the entire bush medicine DVD beforehand including the introduction, would be helpful for students, particularly if they are given direction or focus questions specifically directing them to observe the role of traditional Aboriginal women.

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Wordsearch • Have students write their own wordsearch using vocabulary from any or all of the bush medicine treatments. Either have students choose or preselect an appropriate number of words for their ability level (i.e. 15–20 words). Using 1-centimetre grid paper the students can plot and fill their wordsearches, then exchange them with a friend to be completed.

Page 35 Teacher check Page 36 z l x w c t v y b p n q m x l b

34

g c h e e s e m g h l t j c k u

f u d s e n i c i d e m a q m r

n t m p o g i u y t a r e a w u

b v b c x u z a s d v f e g h k

t r e t y n u i o p e t l k j p

n e r e e d s w q a s d f z v i

. te a i r b f i n j h r e w s q x l

l p y u l r g s t o o r d g q i

p n k a s r h f v c h g u o c z

Page 37 1. Teacher check. Possible answers: (a) Cough medicine/syrup (b) Nose spray (c) Disinfectant, soap, bandage (d) Eye drops/ointment Page 38 1. Teacher check. Possible answers: (a) They were taught by their grandmothers or village elder women. (b) It makes it easier to remember.

There was no paper then. (c) They will not learn and the knowledge will die.

Page 39 2. Teacher check. Possible answers: Similar: Tell me stories. Teach me how to cook.

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Answers

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Discussion • Throughout the film the Yolngu people demonstrate their knowledge and use of traditional medicine, but they also use modern implements and tools to help them. Discuss with the students why these tools are used rather than traditional ones, and have students make notes while viewing the bush medicine treatments. See how many they observe and discuss what sorts of materials may have been used traditionally.

Different: They live in different places. Speak different languages.

3. Teacher check. Possible answers: (a) Care for children. (b) Cook the food. (c) Teach about traditional medicine.

4. & 5. Teacher check

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Bush medicine

Acrostic poem

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Write an acrostic poem using the letters in the word ‘medicine’, telling what you know about traditional Aboriginal remedies.

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Bush medicine

Bush medicine wordsearch Traditional bush medicine has been used

by Aboriginal people for thousands of years. The words below are all about healing and the plants Aboriginal people used.

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Medicine comparison

Bush medicine

Aboriginal people traditionally used natural resources from the environment to make medicines. Many of these medicines came from plants. In the table below are some traditional medicines. Try to think of a medicine that we would use instead today.

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(a) The fruit from the burukpili or rotten cheese tree can be used to help with coughs.

(b) Leaves from the eucalyptus tree can be crushed in the hands and sniffed if you have a stuffy nose.

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(c) If you have a cut you can use the leaves from the morning glory vine heated over a fire.

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(d) The lunjiny berries can be used for eye problems.

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Customs: Role of elders – 1

Bush medicine

Read the text below.

Traditionally, Aboriginal women had an important cultural role to play. They were the main gatherers of foods like insects, roots, grubs, fruits and nuts. They prepared and cooked the food and also cared for their children.

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

Generally, Aboriginal people did not have written records of information, including about traditional medicine, so it was important for elders to share their understanding with younger people as part of their oral history. Today, stories are often told through books and other ways, and Dhuwarrawarr and Laklak have completed a dictionary about their knowledge of north-east Arnhem Land plants.

1.

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Very importantly, elder women also held the knowledge about traditional medicine and healing. This was passed down from generation to generation, and in the film you can see Dhuwarrawarr and Laklak teaching the children about which plants can be used and how to prepare traditional remedies. In Aboriginal culture once people become adults they have a duty to pass on their learning and information to younger people. Without the knowledge of these elder Aboriginal women, there would be no-one to teach the younger generation about natural medicine.

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C.Publ i cat i ons Read the question and write your below.

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(a) How did Dhuwarrawarr and Laklak learn about traditional medicine?

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(b) Why do you think the Aboriginal people taught their children through stories instead of writing the information down in books?

(c) What will happen if the Yolngu children are not taught about natural medicine?

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Bush medicine

Customs: Role of elders – 2

2. Think about your grandparents or some older people you know. Do they try to teach you things? What do they teach you? In the boxes below, try to think of ways that an older person today is similar to or different from elder Aboriginal people like Dhuwarrawarr and Laklak.

Different

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

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Similar

3. List three different jobs that a traditional Aboriginal woman had. (a)

(b) (c)

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4. List three different things that your mother does at home.

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(a)

(b)

. te o c Aboriginal elders would teach children about their culture through stories . c ebeen taught? and songs. What is h a short story or song that you r have er o st super

(c) 5.

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TEACHER INFORMATION – Spear-making

A t and Arts d crafts fft

DVD times (mm:ss) Spear-making (16:29–23:45)

Synopsis

Teac he r

Before viewing Focus questions • How and why did Shaun, the man making the spear, become such a good spearmaker and user of spears?

• What kind of trees were chosen for the spear shaft? Why? • What modern equipment or methods does Shaun use to make the spear?

• What are some things that might go wrong if Shaun doesn’t carefully follow the procedure for making the spear?

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

This section would best be shown in its entirety first, so the students get the overall picture of how the spear was made. The DVD could then be viewed again, pausing to concentrate on parts that reveal the answers to the focus questions and also in constructing a flowchart of the steps involved. Use a flowchart similar to the example shown. This could be drawn on a whiteboard or displayed digitally. As the number of steps depends on how detailed they are explained, use an open-ended flowchart that can be added to rather than one with a set number of boxes. Students can suggest the steps taken and these written in the flowchart. A pictorial sequence of steps has been provided on pages 41 and 42.

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This section shows how to make a spear (‘guru’ in the Yolgnu language) using traditional methods; however, modern methods have been used for parts of the construction; e.g. a knife instead of flint stone to scrape off bark. Shaun, an experienced user and maker of spears, goes out with two young men to get the wood required to make the spears. Younger children watch the lengthy procedure from a distance. Shaun then demonstrates, with his cousin, how to catch fish and crabs using the spear and a spear thrower (woomera). This section also reveals the importance for young boys to practise spear throwing to develop a sense of pride and confidence in their traditions — and for catching food!

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Making a spear (Refer to pages 41 and 42) • Students read, colour and cut out the pictures. They sequence them in the correct order and write one of the numbers 1 to 8 in the small box at the top of each picture. These could then be stapled together to make a booklet.

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Answers

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Keeping up the traditions (Refer to page 43) • These activities are intended to highlight the importance of passing on traditional knowledge, while at the same time incorporating modern methods to quicken the procedure. Students may need to review the film segment.

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Pages 41–42 1. Cut wood for the spear shaft from a macaranga tree.

2. Heat the shaft carefully over a hot fire.

3. Bend the kinks out of the shaft until it is straight.

4. Scrape off the burnt bark.

5. Insert red-hot steel prongs into one end of the shaft.

6. Cool the prongs in water.

7. Ram the prongs in further by hitting them on a stone.

8. Wrap copper wire around the top of the shaft to keep the prongs in place and stop the wood splitting.

Page 43 1. (a) It would become too heavy to keep throwing while hunting. (b) It could catch fire instead of just heating up. (c) It would wobble, not fly straight and miss the target. (d) It could break or the maker could get burnt.

2. (a) use a flint stone (b) use sharpened bone, stone flints or roots of the ironwood tree (c) use resin obtained by burning ironwood roots in a fire

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Making a spear (guru) – 1

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

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Arts and crafts

Scrape off the burnt © R. I .

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Cool the prongs in water.

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Cut wood for the spear shaft from a macaranga tree.

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Insert red-hot steel prongs into one end of the shaft.

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Making a spear (guru) – 2

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Bend the kinks out of the shaft until it is straight.

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Heat the shaft carefully over a hot

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Ram the prongs in further by hitting them on a stone.

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Wrap copper wire around the top of the shaft to keep the prongs in place and stop the wood splitting.

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Arts and crafts

Keeping up the traditions

Shaun learnt how to make spears (gurus) from his father and uncle and has become an excellent spearmaker and hunter. He follows the procedure carefully. If he did not, problems could occur.

1.

Watch the DVD again to find out what could happen if the: (a) wood used to make the spear was too heavy?

Teac he r

(c) spear was not bent to get the kinks out?

(d) hot prongs were not inserted properly?

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r o e t s B r e oo (b) spear was not turned carefully in the fire? p u k S

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2. Shaun used some modern tools and methods in making the spear. What are the traditional ways? Fill in the table.

Modern way

Traditional way

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(a) using a knife to scrape off the burnt bark from the spear

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(b) using prongs made of steel (c)

o c . c e her r using copper wire o t s to hold the prongs s r u e p in place

3. Why are some modern methods used in making spears today?

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TEACHER INFORMATION – Pandanus mats and baskets

A t and Arts d crafts fft

DVD times (mm:ss) Pandanus mats and baskets (23:46–30:46)

Synopsis

Before viewing

The remainder of the chapter details the process of making mats and baskets from pandanus leaves. It shows two female elders teaching children how to gather the leaves, strip them into fibres, and dye them using natural dyes collected from the roots of plants. An elder is shown patiently demonstrating the long and time-consuming process of weaving the strips into fine baskets and mats.

During viewing

Focus questions • When we need a new mat for the house where do we go to buy one?

• What would you do if you couldn’t go to a store to buy what you wanted?

r o e t s Bo r e p ok u S Students can use a simple flowchart to detail the steps in the process of making a pandanus mat.

The students may need to view the DVD a number of times or work in small groups in order to gather all the steps in the process.

Alternatively the flowchart may be completed as a whole class using a digital copy of the flowchart on the whiteboard.

After viewing

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This chapter begins with a short segment showing a female elder demonstrating how to strip bark from the fig tree to make fibres for string by pounding them with a heavy stone or tool.

Making pandanus mats and baskets 1—2 (Refer to pages 45 and 46) • The activity on page 46 asks the students to complete the steps in a procedure that follows the making of pandanus mats or baskets.

The whole process is considered a community event where all can participate and learn traditional skills that maintain the Yolngu culture.

Making pandanus mats and baskets 1 and 3 (Refer to pages 45 and 47) • The comprehension questions accompany the text on page 45.

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Pandanus mat design (Refer to page 48) • Many other interesting facts about Aboriginal life are included in the DVD. Some of these have not been mentioned in the steps for the procedure on page 46.

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Page 46 Step 1: Pull out soft central pandanus leaves.

Step 2: Collect roots to make dyes.

Step 3: Split leaves into strips.

Step 4: Prepare dye by cutting, scraping, chopping and pounding roots.

Step 5: Place dye and pandanus strips into water and boil.

Step 6: Hang up dyed strips to dry.

Step 7: Weave strips into a basket or mat.

Page 47 1. The central leaves are softer making them more pliable and easy to pull out.

2. ... spines on the edge because they are sharp.

3. red — kangaroo grass; yellow — burukpili plant; green — pandanus plant 4. The process becomes a community event with everyone helping and feeling important.

5. It is necessary to keep the pattern neat and round.

6. A pandanus mat can last for generations.

7. Teacher check Page 48 Answers will vary

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Arts and crafts

Making pandanus mats and baskets – 1 Student information sheet The Aboriginal people of Arnhem Land have been creating beautiful mats and baskets in the traditional way for many centuries. The process is handed down from one generation to the next. Elders show the younger children how to create the mats and baskets. So the tradition continues.

r o e t s Bo r e p ok u SThe process

burukpili roots

Woven pandanus mats and baskets take a long time to weave. The mats are beautiful pieces of art. Many are displayed in museums.

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Teac he r

pandanus leaves

The centre leaves of the pandanus plant are pulled from the trees. The central leaves are softer so they are easier to pull out and weave with. However, they have spines on the edges so it takes practice to pull them out without being hurt. Many leaves need to be collected to make one mat.

When there are enough leaves, dyes must be collected.

The roots of kangaroo grass and the burukpili plant (the rotten cheese plant) are dug up. The younger children use sticks. The older children may use sharp knives. Kangaroo grass has red roots and the burukpili plant has bright yellow roots. These are used to make red and yellow natural dyes. Some of the leaves will be left natural green.

kangaroo grass roots

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dyed pandanus strips

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The pandanus leaves are split into strips very carefully.

Meanwhile, the roots are cut, scraped, pounded or chopped into small pieces. The children can easily do this part.

o c . che e r o t r s super The strips are then hung up to dry.

The pandanus strips and the dyes are placed in containers of water and brought to the boil. Gradually, the strips change colour.

The elder demonstrates the proper way to weave a mat or basket while the children watch. New leaves are added using a wooden peg. A large flat stone holds the mat down to keep it flat.

woven pandanus mat

It takes many days to weave one fine mat. When it is completed it may be sold or used in the community.

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Making pandanus mats and baskets – 2

Arts and crafts

Use the text on page 45 to draw and label the steps for making a pandanus mat or basket. The last one has been written for you.

Step 2:

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Step 3:

Step 4:

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Step 1:

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Step 5:

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Making pandanus mats and baskets – 3 Use the text on page 45 to answer the questions.

1.

3. Match the dye colour to the plant from which it comes. red

•

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r o e t s Btaken r e ooto When the leaves are pulled out, care must be p u k . not touch theS

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2.

Why are the central leaves of the pandanus plant used instead of the outer leaves?

• burukpili plant (rotten cheese plant)

yellow •

• kangaroo grass

green •

• pandanus plant

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4. Why are the dyes prepared by everyone, including the children?

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5. The elder takes great care and concentrates very hard while weaving. Why is this necessary? (The DVD gives the answer.)

6.

7.

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Advantage

Disadvantage

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Pandanus mat design The traditional process for weaving mats and baskets from pandanus leaves is very special. Many interesting facts are given apart from the process in the chapter on the DVD. 1.

Choose a number of interesting facts about pandanus basket and mat making to write in the circular sections of the woven mat.

2. Use red, yellow or green pencil to write each new fact, creating a pattern as you write.

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3. Colour to add to the pattern.

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TEACHER INFORMATION – Didgeridoo

Arts and crafts f

DVD times (mm:ss) Didgeridoo-making (30:47–38:09)

Synopsis

Before viewing See during viewing • Complete a KWL to find out what students already know about didgeridoos and what they want to know.

K

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What I know What I want to know What I learnt

Focus questions • Which kind of stringybark trees make a good didgeridoo (or yidaki)?

• What tools are used to make the yidaki?

• Who is involved in making the yidaki?

• What is painted on the yidaki and which painting techniques and colours are used?

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

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Teac he r

This section introduces viewers to the traditional art of didgeridoo-making.

Didgeridoos originally come from north-eastern Arnhem Land where they are called a Yidaki. The process involves finding a stringybark tree that is straight and a good width. It also has to have been hollowed out by white ants, or termites. Once the tree is cut down, chopped to size and taken back to camp it is prepared for painting. People work together to remove the outer bark using knives, then a machete is used to hack off the outer sapwood. The yidaki is then sanded before being painted.

Paint is prepared by mixing ochre (red, black, yellow or white powder), water and glue. An undercoat goes on before the designs, patterns and totems are skilfully painted on the yidaki.

Didgeridoo-making procedure (Refer to page 50) • Familiarise students with the activity on page 50 and assign pairs of students to different steps so they can listen for one instruction. The whole class can collate their information to complete the page after viewing.

After viewing

Didgeridoo-making tools (Refer to page 51) • Students can identify and explain how the different tools are used to make the yidaki and answer some questions. They may need to review the segment.

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Didgeridoo-making: Your turn! (Refer to page 52) • Students can create a mini yidaki of their own. Encourage them to use their own version of the traditional cross-hatching technique, earthy colours and the animals of Arnhem Land in their art.

Students can glue the paper onto card to make the mini yidaki sturdier. When the yidakis are completed, conduct a gallery walk with the students to discuss the art works.

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Answers

Page 50 1. Finding the didgeridoo (a) Find the right shaped stringybark tree. (b) Slice off some bark, down to the sap wood. (c) Tap the bare wood and listen to hear if it’s hollow. (d) Chop it (the tree) down. (e) Cut it to the right length (about a couple of metres). (f) Tap out the termite waste and check how it looks (inside).

2. Preparing the didgeridoo (a) Scrape off the rest of the bark. (b) Chop off the outer sap wood (leaving only the hard inner wood). (c) Sand the yidaki until it is smooth.

3. Painting the didgeridoo (a) Make the paint by mixing ochre, water and glue. (b) Give the didgeridoo an undercoat (to seal it and prevent it from cracking). (c) Paint the design (or the totems) on the didgeridoo.

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Page 51 How the tools are used: 1. Axe – used to chop off the outer bark to check if the tree is hollow, then to chop the tree down and cut it into lengths.

Knife – used to scrape off the outer bark.

Machete – used to chop off the outer sapwood.

Sandpaper – used to sand the yidaki until it’s smooth.

Slate – used to grind the ochre and mix it into paint (with glue and water).

Paintbrush – used to apply the undercoat and to paint the designs on the yidaki.

2 • it has to be straight and not too wide or narrow • it has to be hollow in the middle 3. Group; answers will vary. Could include: so that older people can teach younger people, so that it is finished more quickly.

4. Teacher check.

Page 52 Teacher check

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Didgeridoo-making procedure

Arts and crafts

There are three parts to the process of making a didgeridoo (called a yidaki by the Yolngu). Record the steps for each part under the correct heading.

1.

Finding the didgeridoo (a) Find (b) Slice

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(c) Tap

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(d) Chop (e) Cut

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(f) Tap 2.

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(a) Scrape (a) Chop

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(a) Sand 3.

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(a) Make

by mixing

(a) Give (a) Paint 50

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Arts and crafts

Didgeridoo-making tools Record the answers to these questions.

1.

Six different tools are used to make the didgeridoo. Draw a diagram of each one and write a description of how it is used.

Axe

Knife

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Machete

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Sandpaper

Slate

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2. What are the two factors that help decide if a stringybark tree will make a good didgeridoo?

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. te o c Is making a didgeridoo an individual or a group activity?

Explain why you . c e her r think this is. o t s super

• 3.

4. Do you think it would be hard or easy to make a didgeridoo? Explain why you think this.

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Didgeridoo-making: Your turn!

Arts and crafts

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glue here

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The Yolngu people use cross-hatching in their artwork. This is where there are many lines running parallel to each other and other sets of parallel lines cross them. Create a design for a didgeridoo in the box below using animals from Arnhem Land and this cross hatching technique. Use earthy colours. Cut out your design, roll it into a tube shape and glue to create a mini yidaki.

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TEACHER INFORMATION – Bark painting — Nuwayak

Arts and crafts f

DVD times (mm:ss) Bark painting (38:10–41:02)

Synopsis Kevin, his wife Janet and family venture into the bush to gather bark from the stringybark tree for painting.

The process of measuring, cutting and flattening a sheet of bark readying it for painting are described.

Focus questions • What is your favourite type of painting? Why? • What materials do you like to use when you paint? Why?

During viewing

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Details are also given about what happens to trees that are ringbarked in this way. Everything in the environment has a use including homes for native animals or firewood.

• Students can write down keywords or bullet points to remember key concepts in the DVD. These may involve steps in the process of creating a bark sheet for painting.

• Students may need to watch the DVD more than once to get all the details.

After viewing

Bark painting 1—2 (Refer to pages 54 and 55) • Page 55 requires answers to be supplied for comprehension questions based on the text ‘Bark painting—1’ on page 54.

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Teac he r

Before viewing

Bark painting cloze (Refer to page 56) • This cloze passage extends the knowledge given by the DVD to include additional information about bark painting.

Answers

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Page 55 1. (a) tomahawk (b) knife (c) tomahawk (d) fire (e) rocks 2. Answers should indicate that it is important for traditions to be handed down from the older generation to the younger generation so they continue.

3. Answers may include tribal designs, totems, animals, spirits, stories etc. Teacher check drawings.

Page 56 1. (a) Season (b) wet (c) damage (d) axe (e) hot (f) down (g) string (h) ochres (i) mixed (j) human (k) tribe (l) won 2. Teacher check

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Bark painting – 1

Arts and crafts

Student information sheet Cutting the bark Large, straight stringybark trees with fat trunks are used to gather bark for painting.

r o e t s Bo r Then, a long, sharp knife is used to cut a e p line right around the treeok trunk at the top u and bottom. This is called ringbarking. Trees S usually die after being ringbarked. However,

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A tomahawk is used to cut into the trunk of the tree. Two marks show the length of the bark that needs to be removed.

dead trees do not go to waste. They are used for firewood or as homes for native animals. Everything in the environment has a use.

The bark is loosened with the tomahawk until it can be easily pulled off in one sheet. The adults use the sharp implements but the children help to pull off the sheet of bark.

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Fire is used to straighten the sheet of curved bark.

Everyone, including the children, helps to make a fire from small branches.

The dry bark is placed on the top and held down for a few minutes until the heat straightens the sheet of bark.

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The bark is taken off the fire. Large rocks are placed on top of the bark to hold it flat until it cools. This takes about fifteen minutes. The bark should remain flat but it may take up to a week to dry completely.

Then it is ready for the artist to paint on.

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Arts and crafts

Bark painting – 2

Use the text on page 54 to complete the answers.

1.

Which implement is used for each purpose? Choose from the words given. (a) making the first cut in the trunk of the tree tomahawk

knife

rocks

fire

r o t s rockseB fire r e oo p u k loosening the sheet of bark from the tree S tomahawk knife rocks fire

(b) cutting a line around the whole tree trunk tomahawk

(d) heating the bark to straighten it tomahawk

knife

rocks

fire

(e) holding the heated bark straight until it cools

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C.Procks ubl i cat ns •you f othink rr e v i ew p ueveryone, r pose son l y • to be Why do it is important for including the children, tomahawk

2.

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(c)

knife

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involved in traditional activities such as collecting bark and getting it ready for painting?

3.

. ttraditional designs do you think would be drawn o What sort ofe on a bark c . sheet? List some c then choose one to draw on the bark sheet below. e her r o st super

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55

Bark painting cloze

Arts and crafts 1.

Use the words in the box below to complete the text. human damage

axe down

Season mixed

string hot

wet ochres

tribe won

Sheets of bark (nuwayak) used for painting are stripped from the stringybark tree (Eucalyptus tetrodonta). The

r o e t s Bo r (gadayka) from December e until about May. At this time, p o u k and easy to bend. the bark is still S a

bark is cut during, or just after, the Wet

c

The bark must not have knots, splits or

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b

from termites,

otherwise it will be hard to paint on. After being removed from the tree, the d

bark is trimmed with an

until smooth.

The outside surface of the bark is rough, so it is placed onto the e

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C.Publ i cat i ons •f orr evi ew p r posesonl y• fu by rocks for up to a week, sticks are After being pressed coals when it is being flattened. The part being painted

never directly touches the hot coals.

to stop it from twisting

out of shape.

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g

tied tightly across both ends with

The bark is now ready to be painted. Painters use red, black, yellow and white and earth pigments. . teground up finely and witho water and The pigments are c . ch e vegetable fixatives such as gum or resin from local trees.

A brush made from r er o st supe r hair is used. Artists will paint sacred designs belonging to h

paint which they make using iron

i

j

k

themselves or their

in layers of strokes to make cross-

hatched patterns.

Many awards have been

l

by Indigenous artists with

paintings on bark.

2. Reread the completed text for understanding and to see if it makes sense.

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TEACHER INFORMATION – Additional activities

Arts and crafts f

DVD times (mm:ss) Spear-making Pandanus mats and baskets Didgeridoo-making Bark painting

(16:29–23:45) (23:46–30:46) (30:47–38:09) (38:10–41:02)

Activities Find the words and meanings (Refer to page 58) • Students locate the words listed at the bottom of the page in the wordsearch and highlight each one. They can use their memory, view parts of the DVD if necessary and use the internet to write a definition for each word. Note: Several words will not be found in a standard dictionary.

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

Write a procedure (Refer to page 59) • There are several procedures shown in this section of the DVD. A procedure template has been provided for students to write their own procedure for a specific artwork or craft that was made.

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Passing on the knowledge (Refer to page 60) • This text is intended to highlight and summarise the way in which the Yolngu pass on traditional knowledge about the arts and crafts.

Students could be shown the film segment again, with the points in the text being noted as it happens on the DVD. Discussion • Throughout the film the Yolngu people demonstrate their knowledge and use of creating the arts and crafts, but they also have modern implements and tools to help them. Discuss with the students what these tools are used rather than the traditional ones, and have students make notes while viewing the art and craft-making sections. See how many they observe and discuss what sorts of materials have been used traditionally. (Sometimes the narrator has answered this point.)

Page 58 g e f y i d a k i g

n p u n a r u m d h

u a i u r a e q g n

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j d l a m p g u r u

w a b y o s w k i x

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a q o c h r e y d d

p n z a o o l k d r

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didgeridoo: an Aboriginal wind instrument in the shape of a wooden pipe about two metres long yidaki: Yolngu word for didgeridoo woomera: spear thrower guru: Yolngu word for spear spear: a throwing weapon with a long shaft and sharp head totem: a being, object or symbol that is an emblem for an Aboriginal person gunga: Yolngu word for pandanus pandanus: a tree with leaves that are used by the Yolngu for basket-making etc. ochre: a clay rock used to give colour to paint nuwayak: Yolngu word for bark painting

Page 59 Teacher check Page 60 1. spears 2. gathered 3. hard 4. watch 5. materials 6. knowledge 7. father 8. team 9. knives 10. traditions

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Find the words and meanings

Arts and crafts

The words below are all used in the Arts and crafts section of the Sandtraks DVD. Find them in the wordsearch and explain what they mean. a

g

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u

g

j

w

p

b

e

q

e

p

a

n

d

a

n

u

s

u

i

x

h

l b z l s r o e t s B r e y npu w a y ao k v o u k S i a r e m o o w c

r

d

r

a

e

p

s

o

p

m

e

a

u

e

r

g

w

l

y

e

y

k

m

q

y

u

k

k

i

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f

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t

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didgeridoo: yidaki:

woomera: guru: spear: totem:

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g. eP rb ic dt on o © dR. I C. u l i a i o s • ogrr e i wj pu p s s n y• df hv ne u r xo re uo tl d

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Arts and crafts

Write a procedure

Title: Goal:

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

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Materials:

Method:

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Results:

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Passing on the knowledge

Arts and crafts

During the DVD, you will have seen the Yolngu elders passing on their knowledge to the children about their traditional ways of making arts and crafts. Fill in the missing words and read about some of the ways they do this. watch

traditions

father

spears

materials

gathered

knives

hard

knowledge

team

1

r o e t s B r e oo time to make. p u k Materials have to S be and prepared before they are actually

The DVD showed the Yolngu making

, didgeridoos, weaving

mats and baskets and creating bark paintings. These things all take a long

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2

made.

The Yolngu work very

3

to produce these wonderful arts and

crafts. They also show a lot of patience. The children see this attitude as they 4

their elders.

5

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C.Publ i cat i ons thing as the items are being made is how the knowledge is passed on. There 6 •f orwho r ev i e wonp ur poses on l yfamily • are strict laws about can pass the and which

Observing while helping to collect the

and doing the same

member takes the role for various things. For example, Galkima is the elder .

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who creates the paintings on the didgeridoo. She learnt this art from her

Children are always encouraged to join in with whatever is being made. They

. teas a the best. They work . All the generations chato and laugh c . together as they work.c The gradually participate more as they e hchildren r er o st s become more experienced with the task can show others what to do. The u er pand work at their own pace. There is no competition to see who is the fastest or 8

9

children are allowed to use tools such as

by

themselves once they show enough responsibility.

The children take pride in the 10

they are learning and

gain confidence as they improve with lots of practice.

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Dreamtime i story and animation

TEACHER INFORMATION DVD times (mm:ss) Dreamtime stories (41:03–44:15)

Synopsis

Before viewing

The section shows a short animated dreaming story of the mermaid ancestor spirit (Garak) and of how she was a protector of the people, the reef and the sea creatures. Garak fell asleep on a rock and turned into the spirit of the rock. The people believe she still protects them and they throw coral up onto the rock to ask for her protection.

During viewing

who

Discuss Dreaming stories with the students and ask them to talk about some they know.

Focus questions • What is the ‘moral’ or ‘purpose’ of the Dreaming story?

• Why is the rock special to the Yolngu people?

• Why do the people visit the rock and what do they do there?

when

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

where Story

what

why

• Students can complete a 5 W’s retrieval chart about the story by noting down the title in the middle of the star and who, what, where, when and why in the triangles.

After viewing

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This section introduces the spiritual beliefs of the Yolngu people and discusses the significance and interconnectedness that exists between people and their culture, waterways, plants, animals and land. The Yolngu believe that long long ago ancestor spirits created everything, which is why everything in nature has a spiritual essence.

Dreamtime animation cloze (Refer to page 62) • Students can complete the cloze activity about the Yolgnu beliefs and about the story of Garak the mermaid.

Dreamtime comic strip (Refer to page 63) • Students can create comic strip retelling on the story of Garak with text and illustrations.

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Page 62 1. believe 2. ancestor 3. land 4. culture 5. nature 6. mermaid 7. sea creatures 8. Garak 9. rock 10. reef 11. swords 12. spirit 13. Yolngu 14. lumps 15. coral Page 63 Teacher check, suggested answer: Box 2 – Garak heard the call of the reef below and dived into the water.

Box 3 – She swam around protecting all the sea creatures with her two swords.

Box 4 – When the sun went down, Garak left the water and climbed up onto her rock.

Box 5 – While Garak was sleeping, she turned into the spirit of the rock.

Box 6 – To this day, the people visit the rock to ask for Garak’s protection and they throw lumps of coral on top of the rock for her.

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Dreamtime D ti story t y and animation

Dreamtime animation cloze

Fill in the missing words to complete the story about Yolngu dreaming and Garak the mermaid.

1

Yolngu people

2

that long ago Aboriginal 3

spirits created all the features of the

, water, plants, animals

4

5

r o e t s Bo r e p ok u One Yolngu dreaming story tells of Garak the ancestor and S

and human

. Because of this, everything in

has a spiritual essence.

7

protector of the people, the reef and the 8

morning,

9

woke up on her

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6

. One

. She dived into

10

the sea when she heard the call of the

below.

Garak swam around the reef protecting all of the creatures with her magic

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C.Publ i cat i ons •rock. f or r eshe vi e pu r p ose s onl y•12 up onto her When fellw asleep she turned into the 11

. As the sun was going down Garak climbed from the sea

people still visit Garak’s rock to ask for

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her protection. When they visit the rock they throw 15

sea creatures lumps culture

62

onto the top of the rock for Garak.

14

of

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13

of the rock. The

reef nature rock ancestor . teGarak spirit mermaid Yolngu o c coral believe . land che swords e r o t r s super

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Dreamtime D ti story t y and animation

Dreamtime comic strip

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

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Create a comic strip to retell the story of Garak the Yolngu mermaid ancestor. The first picture has been done for you.

One morning Garak woke up on top of her rock.

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Dreamtime i story and animation

TEACHER INFORMATION – Additional activities DVD times (mm:ss) Dreamtime stories (41:03–44:15)

Activities Dreaming cross patch (Refer to page 65) • The information in this activity is general about Aboriginal Dreaming stories. There is also some reference to the Yolngu story about Garak the mermaid. Students can complete the cross patch using the text and the letter clue to work out the words.

Dreamtime narrative plan (Refer to page 66) • Discuss with the students the two types of Dreaming stories in Aboriginal culture. Creation stories tell about how things came to be (people, animals, plans, landmarks, and even the sun, moon and stars) and Dreaming stories or spiritual narratives tell about lore, relationships and how people should act and behave. Ask the students to write a Dreaming story of their own. They might like to create a story explaining the creation of a landmark in the local area. Stories can be drafted, edited and published electronically, digitally, artistically or in written form.

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

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Dreaming stories • Read and explore a range of Dreaming and Creation stories from across Aboriginal and Torres Strait Islander culture. Look for animations, books, short films and oral recounts and retells. This can be done before asking students to plan a narrative of their own, and as an inspiration for them when they publish their completed story.

Guest speaker • Invite a guest speaker in to share a Dreaming story or some cultural or historical information about Aboriginal people in the local or surrounding area.

Storytelling with Aboriginal art • Discover various examples of Aboriginal art from different places in Australia. Find out about the symbols (for example animal tracks, campfires, waterholes and people) used in the art and the different techniques (for example Yolngu cross hatching and dot painting). When the students are familiar with some of the symbols and techniques they can create some artworks and try to tell a story.

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Page 65 1. land 2. culture 3. creation 4. Aboriginal 5. mermaid 6. stories 7. animals 8. Yolngu Page 66 Teacher check

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Dreamtime D ti story t y and animation

Dreaming cross patch D

1.

R

2.

r o e t s Bo r e p4. A ok u S E

M

5.

I

6.

8.

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3.

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7.

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1

, plants, animals, waterways and everything in nature are 2

very important in Aboriginal

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Fill in the missing words to the text and the cross patch above.

.

o c . chcame to be here and began.r e er o st super Other Dreaming tell about the important law 3

stories tell about how the land, people and

7

6

and traditions that are handed down through the generations by 4

people.

Garak the

5

is a Dreaming story of the

8

people of Arnhem Land.

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Dreamtime D ti story t y and animation

Dreamtime narrative plan

Title

Orientation

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

Complication and events

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• •

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•

Resolution

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Where?

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Who?

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