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What happens when cultures collide? rabbits
The Rabbits by John Marsden…
What happens when cultures collide? 
The Rabbits by John Marsden and Shaun Tan
HASS
Geography
The importance of environments to animals and people, and different views on how they can be protected (ACHASSK088)
Using TonyRyan’s Thinker's Keys (The Interpretations Key), give 3 possible explanations for why environments are so important to people and why we have different views on how to protect it.
Aboriginal and Torres Strait Islander Peoples' ways of living were adapted to available resources and their connection to Country/Place has influenced their views on the sustainable use of these resources, before and after colonisation (ACHASSK089) #
The natural resources (e.g. water, timber, minerals) provided by the environment and different views on how they can be used sustainably (ACHASSK090) #
History
Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (e.g. treatment of convicts, daily lives, social order) (ACHASSK085)
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The diversity and longevity of Australia's first peoples and the ways they are connected to Country/Place (e.g. land, sea, waterways, skies) and their pre-contact ways of life (ACHASSK083) #
The nature of contact between Aboriginal and/or Torres Strait Islander Peoples and others (e.g. the Macassans, Europeans) and the impact that these interactions and colonisation had on the environment and people's lives (e.g. dispossession, dislocation, the loss of lives through conflict, disease, loss of food sources and medicines) (ACHASSK086)
Museum excursion – Finding out about Aboriginal Culture. Students discover what evidence we have that aboriginal people were here, and evidence that aboriginal culture is ongoing.
Students generate questions for inquiry into different cultures. Use Padlet to record these questions.
Students examine historical images and comment on the nature of the contact between Indigenous Australians and the Europeans.
Civics and Citizenship
People belong to diverse groups, such as cultural, religious and/or social groups, and this can shape identity (ACHASSK093)
Invite speakers who have migrated to share their ‘moving’ story. Students record information gained about the moving story, emotions, celebrations, feelings of belonging etc. on Padlet. Use these ideas to inform further research about particular cultures
Students create a family tree showing where their families have originated. Ask students to track back their family tree to a point of Australian migration if they can. Students use Canva to present their findings.
DRAMA, DANCE AND VISUAL ARTS
Visual Arts
Exploration of artwork from varying times and cultures that represent different styles, such as realistic, narrative and abstract (ACAVAM110)
Use of visual art elements and selection of materials, media and/or technologies to create specific artwork (ACAVAM111)
Development of artistic processes and techniques to explore visual conventions through shape, colour, line, space, texture and/or value to create artwork (ACAVAM111)
Students research different cultures and their different art styles. Students create art pieces such as Chinese Scrolls, Chinese Lanterns, Indigenous Art etc. to display their knowledge.
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Create a class mural to display the diversity of children in the classroom
Dance
Purpose of dance from different cultures (ACADAR008)
Invite an Aboriginal or Torres Strait Islander dance group or storyteller to share their cultural dance and its significance.
Exploration, improvisation, selection and combination of movements to create dance that expresses an idea or message (ACADAM005)
Integration of the four (4) elements of dance (BEST) to create dance (ACADAM005)
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Drama
Ideas in drama from different cultures (ACADRM034)
Exploration and experimentation of eight (8) elements of drama when creating improvised or devised drama (ACADRM032)
Students role play situations in which cultures may collide. Students then devise an alternative view point - valuing cultural diversity.
Music
Reasons why and how people make music across different cultures, events or occasions (ACAMUR087)
Students research musical instruments from different cultures and discover how they make them from things found in their local environment like dried gourds (hollow vegetables), hollowed tree trunks or dried cactus branches. Many instruments, including percussion, can be made from inexpensive, found or recycled objects.
Development and consolidation of aural and theory skills to compose and perform music (ACAMUM084)
Students make their own percussion instruments using recycled materials. They can invent their own instrument or use their research for ideas. Students compose a musical piece and perform it to the class.
ENGLISH
Reading and Viewing
Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
Using Historical images , students examine images depicting the contact between early settlers and local Aboriginal people. The images are displayed around the classroom.
Groups rotate around the room to the different pictures and use sticky notes to record their findings and expand on their peers observations.
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)
Identify any new vocabulary and create a word bank for new vocabulary and words used in Standard Australian English that have been derived from Aboriginal languages. This could be a chart on the classroom wall, or a digital tool such as Padlet
"From Gumnuts to Buttons" activity: Through access to imagination, role-play, artefacts and narration, the Aboriginal perspective on history and its impact on current health and wellbeing are explored. Participants gain insight and empathy for Aboriginal peoples' experiences following colonisation.
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Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
Students read the text ‘The Rabbits’ and analyse the very detailed illustrations. Students describe what they see in the picture, discuss any symbolism present as well as make connections to their own lives.
Make comparisons between " The Rabbits" and "My Place" by Nadia Wheatley. Identifying similarities and differences in the depiction of Indigenous cultures in history and concepts of belonging. Display this knowledge in a Venn diagram .
Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Students use the Think-Pair-Share strategy to discuss the characters of the Rabbits and the Rats and how their point of view is conveyed in the text. Students are provided with question cards to guide their responses.
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
Students explore primary historical sources from the period of European Settlement such as pictures, informative texts etc. In doing so, students examine the language features and vocabulary of the time. #
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Students are provided with a persuasive and informative texts that have a common theme of cultural identity. Students read, highlight and discuss the key features of each text
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
Students take part in Guided Reading sessions in which they use reading comprehension strategies such as analysing, evaluating, asking questions and making inferences to expand their knowledge about the nature of contact between two different cultures.
Students complete a literature review, using De Bono's six thinking hats. Each group may be allocated one hat and all students within the group contribute or each student in the group is responsible for one hat.
Speaking and Listening
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Plan and Present a class multicultural day in which students prepare a short oral presentation on their chosen culture and how we can incorporate this culture in Australia to promote a culturally inclusive society. This is accompanied with a stall including the cultures traditions, clothing, food etc.
Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
Using Google Hangouts, connect with another classroom from a different country/area of cultural significance. Students prepare and pose questions to the other classroom about their cultural identity. Students participate in collaborative discussions, building on and connecting ideas and opinions expressed by others.
Writing
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694) #
Students create an informative text on the history of European settlement and the nature and contact between Indigenous Australians and the Europeans
Students choose a 'Cultural Hero". That is, someone in their community who is working towards maintaining culture and creating a culturally diverse society. Students write a biography or autobiography detailing their life, referring to where they came from (culture) and what they are doing to make our community a better place that is more culturally inclusive
Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Students imagine they are voyaging on the First Fleet and write a diary entry describing their experiences e.g. food, diseases, friendships, feelings etc. #
Students write letters home to England from a ship or the new settlement. #
Students retell significant events of the First Fleet from various perspectives e.g. European or Indigenous Australian perspectives #
Students generate 'I wonder' questions they have about different culture's. Students choose one and research their question. Students write a response to this question using this research.
Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)
MATHEMATICS
Measurement and Geometry
Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
Students examine the Aboriginal languages map. According to this source, students discuss which language group would have observed the landing of the First Fleet and it's impact on the local people.
Create digital maps of the voyage of the First Fleet #
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Earth and Space
Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075) #
Chemical
Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)
Students research tools and technology used by Indigenous Australians. Students look at the properties of each. #
Students then investigate plastic and compare this to the natural tools used by the Indigenous. Students examine how its properties can affect the management of waste or can lead to pollution.
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Biological
Living things depend on each other and the environment to survive (ACSSU073)
Living things have life cycles (ACSSU072)
Students investigate the role of seed banks in research, conservation, propagation and supply, through class discussion and a hands-on research project. Students discover more about Australia’s native plants and the conservation of our environment through creating their own seed banks
Students participate in an excursion to the ocal botanic gardens or wildlife park to explore native plants.
During the exploration the concept of ecosystems could be explored to discuss what plants and animals need in a place to survive: space, light, water, food, shelter and a place to breed
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DESIGN TECHNOLOGIES
Processes and production skills # #
Develop and communicate design ideas and decisions using annotated drawings and appropriate technical terms (WATPPS23)
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Work independently, or collaboratively when required, to plan, safely create and communicate ideas and information for solutions (WATPPS26)
Students investigate ways Indigenous Australians connected to the land and ways the Europeans used the land. Students then learn from the success and failures of both cultures to complete a STEM project. in which they build a successful settlement that survives in the face of multiple challenges. They explore the choices colonists made that led to a colony’s success or failure. Then, apply this knowledge to design a colony.
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