Aboriginal site study

Suitable for: Teachers, educators

Learning stage: History curriculum for stages 4 and 5, Years 7-10

Learning area: Aboriginal Studies, Self-determination and Autonomy, The modern world and Australia,

Contains: PowerPoint presentation, History Videos, teachers notes, question sheet for students, teachers guides, detailed syllabus links, historical sources and extended bibliography of relevant items from Inner West Libraries’ collection.

Overview

These 4 units of work focus on Aboriginal history researched and written by Inner West’s Cultural Advisor Deborah Lennis in collaboration with Janelle Scott and community educators.

Topics include covering important Aboriginal Identities who lived and worked within the Inner West. With the history of Ng:tja aka Douglas Grant, who was taken from his home in North Queensland and brought to NSW as part of the Stolen Generation. Was adopted into the family of Scottish taxidermist Robert Grant. He worked many jobs, such as a mechanical draughtsman at Mort’s Dock Balmain. Later enlisting in WW1, where in the First Battle of Bullecourt in France was captured, spending almost two years confined at German POW camps, becoming an object of fascination to German doctors, scientists and anthropologists. Once Returned after suffering from mental illness, he spent his time fighting for Social Justice for Aboriginal peoples and helping design and build the Callan Park War Memorial.

Self-determination and Autonomy covers the history of First Nations people, including the Freedom Rides, 67’ Referendum, Tent Embassy, Land Rights Act, Mabo and National Apology. With one case study about the Inner West’s Council Survival Memorial’s like at Yeo Park, Ashfield. A significant meeting place for Aboriginal communities who gathered there to discuss lore and important community issues. Council worked with the Aboriginal community to promote cultural heritage and history, addressing areas of disadvantage, and protect and preserve the environment as well as sites of significance. In doing so, building relationships with local Aboriginal and non-Aboriginal communities enhancing everyone's living experience in promoting reconciliation.