Reading Camels - HASS SAhass-sa.asn.au/files/...Camels_with_Rosanne_Hawke.pdf · Aboriginal and...
Transcript of Reading Camels - HASS SAhass-sa.asn.au/files/...Camels_with_Rosanne_Hawke.pdf · Aboriginal and...
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Reading Camels
With Rosanne Hawke
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From Mustara
By Robert Ingpen
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End paper
Mustara
By Robert
Ingpen
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The Khyber Pass
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Bazaar scene
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Advertiser
Review
8 March
2008, p. 8
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Zellica Hassan & family are direct descendants of an
Afghan camel driver
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Australia's Muslim Cameleers
• Photographs, records, artefacts and cameleer stories
•
• As many as 3000 cameleers from Afghanistan, northern India and today's Pakistan developed vital networks of transport and communication throughout Australia's arid inland before the arrival of motor transport. Australia Muslim Cameleers website shows the contribution of these people to Australia's history during the late 19th and early 20th centuries. The website tells their story – drawing upon a rich collection of rare photographs, expedition records, artefacts and more than 1200 cameleer biographies.
• Click here to visit http://www.cameleers.net
• South Australian Museum
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Commemoration to Ernest Giles at Beltana
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Tassie’s Store at Port Augusta
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Diary Format
Pluses
• One person’s perspective
• Intimate details come naturally
• The introduction of rumour, gossip as well
as fact is possible
From Alan Tucker
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Diary Format
Minuses
One person’s perspective can be limiting
Decisions: would a person record this or that?
Dialogue: can it be incorporated in the diary?
Attitudes and language acceptable in the era may not be acceptable at the time of writing. To include or not?
From Alan Tucker
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From
Fact
to
Fiction
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Using
Taj
In
The
Class
room
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Year Level History Programs
• Year 4: Exploration, Aboriginal issues.
• Year 5: Colonial Australia and migration.
• Year 6: Australia as a nation: who came to Australia? What contribution have groups made to develop of Australian society? Aboriginal Rights.
• Year 7: The Silk Road and ancient societies. The Afghan society is an ancient one.
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Themes in Taj • Identity & culture - there are 5 cultures in the
expedition: Afghan, Indigenous, English, Scottish, Cornish
• History and explorers
• Explorers and their relationships with Indigenous people
• Family relationships, friendship
• Fear, grief
• Perseverance, leadership & survival
• And of course the contribution the Afghan camel drivers made to our state.
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• History
• Geography Aboriginal and Torres Strait Islander histories and culture;
Asia and Australia’s engagement with Asia; Sustainability
Yr 5 Climate
Yr 6 Global: recognising that people and events in one
country can have an effect upon people in an environment
in other countries, how places are connected.
• Cultural Studies
• Maths
• Creative writing
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U
S
I
N
G
O
B
J
E
C
T
S
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Questions need to be open.
• What does it look like?
• What does it feel like?
• What do you think it is made of?
• Have you seen anything like it?
• How was it used?
• Who used to use it?
• What would it be like to use it?
Turner-Bisset (p.34).
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‘Learning from Objects’
• Things to think about Some further Questions
• Physical features What colour is it?
• What does it look and feel like? What does it smell like?
• What does it sound like?
• What is it made of?
Natural or manufactured material?
• Is the object complete?
• Has it been altered, adapted, mended?
• Is it worn?
• Construction Is it handmade or machine made?
• How was it made? Was it made in a mould or in pieces?
• How has it been fixed together?
(Turner-Bisset 2005, p. 37)
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‘Learning from Objects’
Things to think about Some further Questions
• Design Does it do the job it was intended to do well?
• Is it well designed? Were the best materials used?
• Is it decorated? How?
• Do you like the way it looks?
• Value To the people who made it?
• What is it worth? To the people who used it?
• To the people who keep it?
• To you? To a bank?
• To a museum?
• (Turner-Bisset 2005, p. 37)
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Creative writing from an object e.g. a compass, a hat, a plate
Who used it?
What for? Where? Why?
Draw a mind map for this character.
Think of a name, an age, a place, family
What does this person want the most?
What does he/she fear?
Could draw a mind map of Taj or
Ernest Giles, Emmeline.
Mind maps can be used for working
out events, a plot.
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More writing ideas
• Mind maps
• Write a story based on the character in the mind map
• Diary entries from a character’s POV e.g. Emmeline or Taj,
Tommy
• Using objects to write metaphors or similes
e.g. the compass
(Emmeline is Taj’s compass)
• This will lead to poetry.
• Read stories aloud or make book
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Other Activities
• Story making
• Using historical documents
• Story telling
• Role Play and hot seating
• Music and drama
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www.janeenbrian.com
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Acknowledgements
Janeen Brian for the use of some historical photographs
Maggie Ragless – photo of Beltana
Gary Hawke – other photography