Stories of Identity

Lesson Overview

Lesson Title: Introduction to First Nations Peoples
Year Level: Year 5
Unit Title: Stories of Identity: First Nations
Curriculum Links:

• Australian Curriculum (HASS - History)
  • ACHASSK107: The connection of Australian First Nations Peoples to Country/Place and the impact of colonisation.
  • General Capabilities: Critical and Creative Thinking; Intercultural Understanding; Personal and Social Capability.
  • Cross-Curriculum Priorities: Aboriginal and Torres Strait Islander Histories and Cultures.

Lesson Duration: 60 minutes
Focus Question: How do First Nations Peoples express their identities through stories and connection to Country/Place?

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Learning Goals

By the end of this lesson, students will:

1. Understand that Australian First Nations Peoples have a deep and enduring connection to Country/Place.
2. Explore how storytelling is central to the cultures and identities of Aboriginal and Torres Strait Islander Peoples.
3. Begin to challenge stereotypes by recognising the diversity among First Nations Peoples.

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Success Criteria

Students will:

• Articulate why storytelling is important within Aboriginal and Torres Strait Islander cultures.
• Identify the diversity of First Nations groups across Australia (e.g., different languages, traditions, and nations).
• Participate in respectful discussions and activities about First Nations Peoples without relying on generalisations.

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Required Materials

• Large printed or digital map of Aboriginal and Torres Strait Islander language groups (available through AIATSIS or similar cultural organisations).
• A short traditional Dreamtime story (e.g., The Rainbow Serpent).
• Chart paper and markers for brainstorming.
• Sticky notes or small cards.
• An "Acknowledgement of Country" written in advance, tailored to the school's local area.

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Lesson Structure

1. Acknowledgement of Country (5 minutes)

Start the lesson by modelling an Acknowledgement of Country. Explain to the students what this practice means and why it’s important.

• Example: “We would like to acknowledge the [local nation or clan group], the Traditional Custodians of the lands on which we are meeting today. We pay our respects to their Elders past, present, and emerging.”
• Encourage a short discussion: “Why do you think acknowledging ‘Country’ might be important for First Nations Peoples?”

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2. Engage: Map of Language Groups (10 minutes)

• Activity: Display the map of Aboriginal and Torres Strait Islander language groups prominently. Provide each student with a sticky note or card, and ask them to write or draw one thing they notice about the map. Encourage observations such as the number of language groups, how they overlap, or the wide distribution across Australia.
• Key Learning Point: Explain that there are hundreds of First Nations groups in Australia, each with unique languages, traditions, and stories. Reinforce that the idea of one homogenous culture is incorrect.

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3. Explore: The Role of Storytelling (15 minutes)

• Brief the class that storytelling is central to many cultures but especially important to First Nations Peoples as a way to share knowledge, history, and cultural identity.
• Read-Aloud: Read a short Dreamtime story, such as The Rainbow Serpent. Use visuals or props if possible to enhance engagement.
• Discussion:
  • “What did you notice about the story?”
  • “What lessons or messages do you think this story is trying to teach?”
  • “Why might storytelling be important to pass down knowledge in cultures without written records?”

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4. Explain: Connection to Country/Place (10 minutes)

• Clarify the concept of Country/Place: For Aboriginal and Torres Strait Islander Peoples, “Country” is more than just land—it encompasses spirituality, culture, identity, and responsibility.
• Interactive Activity:
  • Ask students to briefly reflect (in pairs or small groups) on a place that is special to them (e.g., a park, beach, or family home).
  • Facilitate a class discussion: “How does that special place make you feel? How might Country have an even deeper meaning for First Nations Peoples?”

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5. Elaborate: Dispelling Stereotypes (15 minutes)

• On a sheet of chart paper, write the heading: “What we think we know about First Nations Peoples.”
• Activity: Use a brainstorming strategy where students volunteer things they believe to be true about First Nations Peoples (e.g., “They lived in the bush”). Write these down without judgement.
• Refer back to the language group map and earlier discussion about diversity to challenge stereotypes gently. For example: “Not all First Nations people live in the bush. Many live in cities or towns, just like the rest of us, while still holding onto their culture.”
• Encourage empathy and curiosity by explaining that learning directly from First Nations voices is the best way to understand their diverse identities.

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6. Reflect/Wrap-Up: Tell Your Story (5 minutes)

• Lead students in a reflection activity: Ask them to think about how they express their identity (through hobbies, family traditions, favourite foods, etc.).
• Challenge: For homework, students will prepare to share a personal story or memory in the next lesson as part of a discussion about identity.

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Differentiation Strategies

• For Students Requiring Extra Support: Provide simpler, visual-based worksheets to aid understanding of complex terms like “Connection to Country.” Offer sentence starters during group discussions.
• For Advanced Learners: Encourage independent research on specific First Nations groups or traditions following the map activity.

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Assessment of Learning

• Formative: Monitor students’ contributions during discussions (e.g., their observations about the map, the story discussion). Note whether they engage respectfully and challenge stereotypes appropriately.
• Anecdotal: Collect sticky notes from the mapping activity as a record of students’ initial observations and level of engagement.

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Teacher Reflection (Post-Lesson)

• Did students demonstrate a good grasp of diversity among First Nations Peoples?
• Were they able to reflect on the role of storytelling and its significance within cultures?
• Which students showed particular interest and empathy, and how can this be fostered further?

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This highly engaging and respectful lesson invites students to think deeply about identity and culture, setting the foundation for a rich exploration of First Nations histories and perspectives over the ten-lesson unit.