Activity 4 (Part one of two): Researching an Indigenous nation

Activity 4 (Part one of two): Researching an Indigenous nation

Note: This activity consists of two distinct parts. In part one, students will research the Indigenous nation related to the case studies. In part two, they will learn more about the specific case study. Supporting material has been provided. 

Focus: Engage in research to discover and present information about an Indigenous nation, including the traditional landowners, language/s and key landscape features. 

Possible Overarching Question: How do specific land features, language, and culture define and differentiate Indigenous nations?  

Step by step guide  

• Step 1: Connecting to students' prior learning 

• Step 2: Shared text and discussion 

• Step 3: Setting the scene- model researching an Indigenous nation 

• Step 4: Researching an Indigenous nation 

• Step 5: Sharing research 

• Step 6: Reflection  

Required Resources: 

• Teacher Support Material 

• Picture Story Book “Our Flag, Our Story: The Torres Strait Islander Flag" by Bernard Namok Jnr (Thursday Islander) and Thomas Mayo (Kaurareg Aboriginal and Kalkalgal, Erubamle Torres Strait Islander); Illustrated by Tori-Jay Mordey (Torres Strait Islander). 

• AIATSIS Map of Indigenous Australia 

• Research Cards and Support Templates

Step 1: Connecting to students' prior learning 

Refer back to the insights and discussions on the diversity of Indigenous nations highlighted through "We are Australians" and the AIATSIS map See, Think, Wonder. Recall the process of identifying and appreciating the variety of landscapes, languages, and cultural practices across different Indigenous nations from the research undertaken for students’ special place.

This could also be an opportunity to spend some time on student wonderings from the See, Think, Wonder. 

Step 2: Shared text and discussion 

Read “Our Flag, Our Story: The Torres Strait Islander Flag by Bernard Namok Jnr (Thursday Islander) and Thomas Mayo (Kaurareg Aboriginal and Kalkalgal, Erubamle Torres Strait Islander); Illustrated by Tori-Jay Mordey (Torres Strait Islander). 

Our Flag, Our Story: The Torres Strait Islander Flag. Written by Bernard Namok Jnr and Thomas Mayo; illustrated by Tori-Jay Mordey. Magabala Books. © Bernard Namok Jnr, Thomas Mayo and Tori-Jay Mordey. Used with permission.

Focus on the first few pages that highlight Australia was and always will be Aboriginal and Torres Strait Islander land, the three flags and what each represents. Let students know that this book will provide further insights in Torres Strait Islander people, their culture and land. 

Step 3: Setting the scene- model researching an Indigenous nation 

Note: This activity may require a series of lessons depending on the depth and the final product students are expected to create. 

Explain to students that they will be researching an Indigenous nation. Each student or group will either select or be assigned an Indigenous nation to explore from the provided resources.

They will gather information about:

• the nation's name

• traditional landowner(s)

• language(s)

• key landscape features

• living things

• any interesting information. 

Based on your observations from Activity 3, identify any areas where students need further skill development for their research.

Model the research process by using the local Indigenous nation of your school as an example. Demonstrate how to find and organise information effectively. You may use the provided research support template to guide students with their research.

Step 4: Researching an Indigenous nation 

Students will undertake their research using the provided research cards, as well as any additional research they are capable of. They will focus on gathering information about:

• the nation's name

• traditional landowner(s)

• language(s)

• key landscape features

• living things

• any interesting information.

They will also record the sources for their information. 

Step 5: Sharing research 

In partners or small groups have students share their research. Encourage students to draw comparisons between each students' chosen nation focusing on similarities and differences in language, land features, and any other interesting information.  

Step 6: Reflection 

Update the anchor chart or wall display with new information and insights from student research, reinforcing the enhanced understanding of cultural and geographical diversity among Indigenous nations.

There could also be an opportunity to revisit the wonderings from the See, Think, Wonder.