Whose Country: exploring First Nations peoples languages map (13-18yrs)

Time Allocation: 30 minutes

Activity Level: Easy

Introduction

Adam Shipp a Wiradjuri man shares the following.

“Language is a part of everything we do. It is in our country, our rocks, trees and landscapes. For Aboriginal and Torres Strait Islander people, it is important for us to connect and reconnect to the language of our ancestors and to speak this language every day. We believe our ancestors are always watching over us, so to speak our native tongue is to connect directly to them.”

Checklist

  • Access to the Gambay First Languages or AIATSIS map of Indigenous Australia online interactive language maps
  • Research materials, e.g. books, pamphlets, devices, internet access and those resources suggested in the Reference list below
  • Printable activity sheet
  • Writing pencils
  • Clipboards (optional)

    • Instructions

    STEP 1

    Begin this activity at your location with an Acknowledgement of Country. By acknowledging the Land, you are also making a promise that you will care for the land, the waterways, the plants and the animals.

    Use the story to encourage the students to talk about their understanding of First Nations languages.  What did they learn from the story? What do they know about the languages of First Nations peoples? Have they heard anyone speak in these languages? Do they know some words for their local language group?

    Can First Nations students share some language from their own culture with the others?

    STEP 2

    Use the online Gambay First Languages Map to explain the significance of language. Tell the learners that each language group had and still has, an important relationship with their Country and between Countries. No part of Australia was empty or without people. Language is important for identity.

    Compare the language map with a political map of Australia showing the States and Territories.

    How are they different? Compare the sizes of the groups? Why would they be different sizes? How would the groups differ across Australia?

    What role would the type of environment and climate play in where people live?

    STEP 3

    Take some time outside with the students to sit quietly and listen for 2 minutes.

    Is there an environmental sound that they heard that they have heard before – or that they like to hear? How could they look after the land they are on to ensure that these natural sounds can continue?

    How they might behave to show respect for the land and Country they are on?  What other ideas do they have and what actions can they take?

    Discuss that an Acknowledgement of Country is way of showing respect for the Aboriginal or Torres Strait Islander Traditional Owners and Custodians of the land on which learning is taking place or a meeting or event is being held.

    STEP 4

    Find the location of where you are on a map of Australia. Find that location on the language map to find the name of the group for where you are located.

    Not only are there many different First Nations communities across Australia, there is a great diversity of languages and therefore diversity of cultures. These languages are complex and as diverse as the people.

    Use the activity sheet to write the location of where you live, and the language group of that place. You can also write the language groups for each Australian capital city. Write an Acknowledgement of Country for where you live. Find the language group for some other locations of your own choice.

    Extension Activity

    Extension 1

    Research the First Nations peoples language in your local area for native plants and/or animals. Contact a local Elder and use the resources provided to help you with the research. You could use this information to help design the signage for your Indigenous plant-use garden.

    Extension 2

    Practice saying words from your local First Nations peoples language group. What ways can you incorporate this language into your everyday life?