Country and Place

History Years 3-4

Key Questions

  • How long have Aboriginal Peoples lived in Australia?
  • How are local Aboriginal Peoples connected to Country and Place?
  • What were the effects of British Colonisation on Aboriginal Peoples?
  • What do symbols (flags), commemorations and celebrations mean to local Aboriginal Peoples?

Learning Objectives

  • Understand Victorian and New South Wales maps from the perspective of local Koorie Peoples.
  • Understand local Koorie Peoples connection to country.
  • Understand the effect of British Colonisation on local Koorie Peoples.
  • Understand the meaning behind our Aboriginal flags, commemorations and celebrations, e.g.  NAIDOC Week, Reconciliation Week, National Sorry Day, anniversary of the National Apology.

Curriculum Links

Historical Knowledge

  • The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area (VCHHK072)
  • A significant example of change and a significant example of continuity over time in the local community, region or state/territory (VCHHK073)
  • One significant narrative, myths or celebration from the past (VCHHK075)
  • Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day(VCHHK076)
  • The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives (VCHHK078)
  • The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions (VCHHK081)

Historical Skills and Concepts 

  • Identify and explain the causes and effects of European settlement and exploration (VCHHC070)
  • Describe the significance of Australian celebrations, symbols and emblems (VCHHC071)
  • Describe perspectives of people from the past(VCHHC068)
  • Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement (VCHHC066)

Intercultural Capability 

  • Describe what they have learnt about themselves and others from intercultural experiences including a critical perspective on and respect for their own and others cultures (VCICCB006)
  • Explain the role of cultural traditions in the development of personal, group and national identities (VCICCD007)

Key Local Knowledge Featured in this Unit

Aunty Ella

Local Stories of Country and Place

There are a number of different recorded stories of elders and community members talking about the importance of country and place listed in the unit outline.

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Bangerang Cultural Centre

Central to this unit is taking students to visit the Bangerang Cultural Centre.  An Excursion Booklet to support this excursion accompanies this unit.  Details on how to arrange this excursion are included within the Unit Outline.

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Life on Missions and Reserves

Towards the end of the unit, students will examine the impact of settlement in the area – particularly life on missions and reserves.  A number of relevant local stories and videos are included within the unit plan.

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‘3 Rivers Flow’ – Echuca/Moama – IHHP

This video features the local Indigenous peoples of the Echuca/Moama area.  It was developed by the Indigenous Hip Hop Project, and brings together local and traditional Indigenous knowledge.