STAGE 3UNITOF WORKABORIGINALROLEMODELS

PURPOSE

To provide opportunitiesforstudentsto explore the conceptofrole models,how thisconceptaffectstheirown development,andto help themdevelopan understanding ofAboriginal identities as rolemodels.

STUDENT OUTCOMES

Movestowards developing awareness ofthe valueof‘role models’ insociety

Movestowardsdeveloping a greaterunderstandingofthe importance ofAboriginal role models

Identifies,classifies,researchesand reports on Aboriginal role models.

OUTCOMES / IMPLEMENTATION
Session 1–IntroducingtheTopicWholeclass
•Askstudentstoexplainwhattheythinka‘rolemodel’is.
•Brainstorm,andwriteonboard,characteristics/attributesandvalueof arolemodel.
•Comparecharacteristicsstudentssuggestwiththoseon yourchart,explainingwhyyou’veincludedthoselistedon thechart.
•Discussthevalue/relevanceofthosesuggestedanddecideif theyshouldbe addedtothechart.
•Addextracharacteristicsagreedupon.Use the chartinfollowinglessonsandbuildonit.
Workingin groups
•Askgroupstochoosearecordertowritegrouplistsofrolemodels.
•Explainthattheywillidentifyrolemodelstheyknow,encouragingstudentstoidentifyrolemodelsfromallwalksoflife, aswellas thesporting category.
•Askstudentstobrainstormpeopleconsideredtobe rolemodels,thentoidentify,andlist,examplesofAboriginalpeopleconsideredrolemodels. / RESOURCES
AustralianPrincipalsAssociationProfessionalDevelopmentCouncil:DaretoLeadproject:
.au
ABC televisionSBStelevision:MessageStickLiving
Black: ABC6pmFriday
SBS6pm Wednesday
HeadlinersSeries:
AlbertNamatjira:AnArrernteman/BARLOW, Alex(1991) / REG
•Collectlistsofpeopletocollateandwriteonboard/chartfornextlesson.
•Anadditionalsession to follow:ifpossible,invitea localElderand/or role models tosharestories/information.
Session2–identifyingfurther role models
Wholeclass
•Recaplastlesson(s),andlookatlistofrolemodelsgenerated.
•Explainthatitisusefultolookoutsidepeoplestudentsalreadyknowaboutforpotential rolemodels.
•Selectanumber ofAboriginal role models fromtheseriesofbooks‘Australia’sAboriginal Peoples’and/or viewtherecommendedwebsite/s discussingandidentifyingotherAboriginal role modelsstudentsmayknowand/orliketofindoutabout,addingtheirnames totheclasslist.
Youmaywishto havestudentsundertake anadditional taskaspartofthissession. Forinstancefor anartistyoumayaskstudents towriteaparagraphdescribingtheir artform;foranotherrolemodel youmayaskstudents towriteabiographicalparagraph; foranotheryoumayask students todrawdiagrams/sketchesoftheir work …
Session 3–selectingarolemodel toresearch(inpairsorindividually)
Wholeclass / NON920BAR
Youngachieversseries : CathyFreeman/ DOLAN,Beth (1997)
NON920DOL
AusieStars:MillenniumSeries
TracyI thoughtthereweremoreofthese?
ErnieDingo[PRC5-6] /writtenbyGrantMcCallum(2001)
NON791.4DIN
MandawuyYunupinguandYothuYindi[PRC5-6] /writtenbyGrantMcCallum(2001)
NON782.42166YUN
•Discusslistofrolemodelsidentifiedinpreviouslessons.
•Askstudentstoselect arolemodel they’dliketoresearch.
•Drawattentiontosupportingresearchmaterialscollected.
•Askstudentstosuggestwheretheycanfindadditionalinformation(internet,libraries…).
•Discusshowto useresourcesandtakenotes …
•Discussreportformattoassiststudentsinknowinghowtoorganise notesabouttheir findings.
•Distributestudentcopiesof Activitysheet1:researchnotes.
Readinstructions,andheadingsfor sectionsoftheir reports,discussing whererequired,andshowinghowtorecordinformationundereachheadingtoensuretheycollectrelevantinformation
•Gooverpresentationrequirementsandensurestudentsareclear thatthis is whatthey’llbeassessedon.
Session 4–researchingselectedrolemodel(inpairsorindividually)
Sessions5& 6–writingareport
•Modelreportformatusingarolemodelasexample,andprovideframework tosuityour students’levelofexperience.
•Discussrequirementsofreportpresentation:content,format,presentationskills …
•Askstudentstowriteuptheir reports–then edittheirdrafts / ChristineAnu[PRC5-6]/ writtenbyGrantMcCallum(2001)
F FANU
CathyFreeman[PRC5-6]/ writtenbyGrantMcCallum(2001)
F 796.4 FRE
TheMacmillanencyclopediaofAustralia'sAboriginal peoples:Volume9( Index)/BARLOW, Alex(2000)
REF994BAR
WebsitesonGPS
andpreparetheirfinal copiescompletewithrelevantpictures,diagrams …
Sessions7& 8–makingadiorama(inpairsorindividually)
•Introduceanddescribethepurposeofadiorama(provideamodel if possible).
•Askstudentstoplanandcompleteadioramadepictingamajorlifeeventor achievementoftheirrole model.
Sessions910–presentations (inpairsorindividually)
•Present reportsanddioramastothe whole class.
•Classifyrolemodelsaccordingtotheachievement forwhichtheyarefamous,egmusic,mathematics,sport,acting,communityservice...
•Addclassificationstoclasschartofrolemodels,and discusstherangeoffieldsinwhichtheyhaveachieved.
•Displayreportsanddioramastosharewithotherclassesand/or parents
ASSESSMENT
Observeand recordaspectssuchasstudents’ abilityto:
•identifywhatarolemodelis;
•identifyAboriginalpeopletheyconsidertoberolemodelsandreasons for identifyingthemassuch;
•identifycharacteristicsandthevalueofrolemodels insociety;
•useActivity1: researchnotes toresearch,write,and present / Librarysite underTeacher Resources:
choesFlash.htm
Dream, Believe,AchievePart1-3
areportaboutachosenrolemodel.Recordtheseaspectsinanywaythatsuitsyou(oral presentationevaluationsheet)butusepointsonthelearningguideas a basis for assessingeachstudent’spresentation.Someexamples:Istheresufficientinformationunder eachheading?Didstudentshowlocationofrolemodel onamap?Didusediagramsandpicturesto supporttheir writteninformation?Couldstudentsdepict amajorlife eventor achievementofrole modelandconstructindividualdioramatodisplay?
•participateinclassdiscussions;andclassifyrolemodels
TEACHINGNOTES
KEYBACKGROUNDPOINTS
Rolemodelsplayanimportantroleinsupportingactivities/
endeavoursofpeoplegenerallyandinparticular,children.Rolemodelsarefound inall walksoflifeandit isimportant toencouragestudents toidentifyrolemodels inmanyareas,notjust inthesportingcategory.Someotheroccupationsinclude:law,arts,politics,education,tourism,hospitality,defenseandmedicine.
ExamplesofAboriginalrole modelsinclude:
•Dr.FaithBandler,NevilleBonner,ErnieDingo,SandraEades,Graham(Polly)Farmer,CathyFreeman,EvonneGoolagongCawley,ChrisLewis,EddieMabo,SallyMorgan,AlbertNamatjira,OodgerooNoonuccal (KathWalker),DrLoisO’Donoghue,PatO’Shane,NovaPeris-Kneebone,CharlesPerkins,ShirleySmith(MumShirl),Truganini,KyleVander-Kuyp,NickyWinmar,MandawayYunupingu…
Rolemodelshave aresponsibilitytoact inaconstructiveandencouragingmannerinorder tosettherightexample,atalltimes.Characteristicsofarolemodel include:
•abilitytodisplayself-control
•goodcommunicationskills
•maturity
•highlevelsofcommonsense
•cooperative,friendly,positiveattitude
•abilitytomanageavarietyofsituationsandidentify‘situations’ withoutoverreacting
•demonstrate,promoteand fosterrespect
•applaudeffortsofothers
Rolemodelsindirectlycontributetoincreasedlevelsofself-esteem,health,educationandpositivesocial behaviour
CULTURALPROTOCOLCONSIDERATIONS
Trytoidentifyandresearchlocalrolemodels if possible.
InaccordancewithAboriginal protocol, it isimportant touselocalresourcesand/orcontentwherepossible.Thisinformationprovidesthe basisforrelevantandmeaningful learningwhilstadheringto Aboriginalprotocol.Questions forschoolstoconsiderwhengatheringthisinformation,include:
•Areanyofour studentsfrom original local Aboriginal families?
•Arethere Aboriginalstudentsintheclass/schoolwhoidentifyasATSI?Ifso, findout thelocationoftheirparticular cultureandtheAboriginalnameandpronunciationforthe‘place’ orcountrythatyourstudent/scomefrom/belongto.
•DowehavearelationshipwiththeATSIfamilies intheschool?Ifnot, tryto develophealthyinteractiverelationshipsandaskiftheycansuggestlocal Aboriginalrolemodel/models fromtheirAboriginal ‘country’forstudentstostudy.
•Canweask if theschool’sATSIfamilies canlinkusupwithafamilyfriendorrelativewhoiswillingtoplantheselessonswith
us so we‘doitright’andfollowrecommendationsandprotocolsthathavebeendevelopedbyAboriginalpeopleandothereducators?
•Arethereteachersor school staffwho haveAboriginal friendsorrelativeswhocansuggestlocalAboriginalrolemodelsforstudents to study?
Session 1
•teacher-preparedchartlisting‘Characteristicsof arolemodel’
•boardandmarkers
•writingmaterials
Session 2
•InteractiveWhiteboard(IWB)
•teacher-preparedchartlisting‘Characteristicsof arolemodel’
•writingmaterials
•
Sessions2,4, 56
•collectionofresearchmaterials(encouragestudentstocontribute)egnewsandmagazinearticles,books,photos,CDs,videos,dvds …
•studentcopiesofActivitysheet1: researchnotes
•teacher-preparedchartlisting‘Characteristicsofarole
model’
•teacher-prepared model of a report about a role model(optional dependingon levelofstudents)
•writingmaterials …
Sessions7& 8
•modelof adiorama
•boxfordiorama
•paints,textas/crayons …
•cardboard,string,tape,scissors …
Sessions910
•studentreportsand dioramasaboutrolemodels
•teacher-preparedevaluationsheetfor oralpresentationsbasedonpresentationrequirements(onActivitysheet1:researchnotesabove)
•displaychartandmarker pens
LessonSteps
Thesuggestionsbelowprovideideasforaseriesoflessons.Pleasefeel free to developandpresent theinformation inanywaythatsuitsyourstudents’needsandtimetabling requirements.
Preparation
•LiaisewithAEIOand/or REOAboriginalEducationteamto
helpidentifyandinvitealocal Elder and/or guestspeakers toprovidefurther(and maybepersonal)informationaboutthistopic,whatrole modelsmean toAboriginal childrenandlocalrolemodelschildrenmaylookupto. Youmayfind someonewhowouldbea goodrolemodel to talk to yourstudents.
•AskiftheElderwouldvisityourclasstotalk tostudents,ifpossible.TheAEOwillalsoadviseyouaboutprotocolswhichneedtobeobservedwhenarranging andduringthevisit.
•Meet withyourinvitedElder anddiscussyourproposedseriesoflessons,askingfortheir inputand ifthey’dfeel comfortablepresentingtothestudents.Alsoask if they’dbehappytoanswerstudents’ questions.
•Discusswithstudentshowto behaveforthevisit.
•Selectandpreparestudentstowelcomeandthankyourvisitor.
•Discussproposedvisitwithyourprincipalandstaff,alertingthemtorequiredprotocols.
•Read KEY BACKGROUND POINTS and CULTURAL PROTOCOLCONSIDERATIONSabove.
•Read/watchrecommendedresources,andothersyouhave(Seeresources forrecommended websitesandbooks inwhichyou’llfindsuitablerolemodels).
•Planhowbest toshareinformationwithyourstudents.Youmaysetupaclasscorner andaskstudents tocollect
information (newsandmagazinearticles,books,photos…)aboutrolemodels.
•Prepareachartlistingcharacteristicsofarolemodel(seeKEYBACKGROUNDPOINTSsectionabove).
Prepareanoral presentationevaluationrecordsheet