'Good people always crackney in heaven.'
'Good people always crackney in heaven.'
Couldn't load pickup availability
An examination of Tasmanian Aboriginal spirituality, language and the effects of colonial disruption in lutruwita/Tasmania, centred on words recorded in the nineteenth century.
Creator: Grant Finlay
📘 For teachers: classroom and curriculum guide
Suggested level: Years 10-12 and staff professional learning
Learning areas: English; Humanities and Social Sciences; History
Cross-curriculum priorities: Aboriginal and Torres Strait Islander Histories and Cultures, with connections to Country/Place, Culture and People through palawa language, spirituality, colonial records, survival and truth-telling.
🧠Suggested Australian Curriculum V9 content descriptions:
AC9E10LE01: analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts
AC9HH9K03: the causes and effects of European contact and settlement, including impacts on First Nations Peoples of Australia
These are suggested starting points. Teachers should confirm the selected year-level content descriptions against their local program and student needs.
Learning focus: language contact, spirituality, colonial records, interpretation and truth-telling.
Practical lesson sequence
- Before: Introduce the learning focus and essential vocabulary. Invite prior knowledge without requiring students to disclose personal or family experiences.
- During and after: Interrogate who recorded the quoted words, under what conditions and for what audience; compare language meanings and historical context; then write a cautious interpretation that distinguishes evidence from inference.
- Evidence of learning: A source evaluation that explicitly identifies provenance, limitations and interpretive uncertainty.
Curriculum reference: Use the suggested connections to select the most appropriate content descriptions for your year level and local program. See the Australian Curriculum Version 9.0 and the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority.
Respectful teaching
Preview the text for your learners and local context. Present Aboriginal and Torres Strait Islander peoples, cultures and knowledges as living and diverse. Do not expect Aboriginal or Torres Strait Islander students to speak for others. Where local knowledge is involved, seek guidance from local rights holders and approved Community sources.
🎓 For staff professional learning
🎓 Suggested AITSL connections:
2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
6.2: Engage in professional learning and improve practice
6.3: Engage with colleagues and improve practice
View the Australian Professional Standards for Teachers.
Suggested use: Best suited to facilitated staff or senior-secondary inquiry. Use to examine colonial archives, language loss and survival, and the ethical responsibilities involved in interpreting records about Aboriginal people.
45 to 60 minute staff activity: Read an agreed excerpt before the session. Use 15 minutes for individual reflection, 20 minutes for professional dialogue, and 15 minutes to identify one practical change. Record the intended impact, evidence to be collected and a review date.
This is a suggested standards connection, not AITSL endorsement or accredited professional development. Reading should be combined with reflection, professional dialogue, action and evaluation of impact.
Share
