EEO311 Unit Planner 2018 – Learners Living in their World: Humanities Perspectives

Year Level: 2 Duration: 10 weeks

Topic chosen: Local Perspectives
Your names: Laura Mirtschin (216154209) and Katie Buwalda (216123643)
Unit focus statement

Understand the many different features that make up the local community.

CONCEPTS LEARNING INTENTIONS KEY SKILLS

These concepts are developed By the end of this week/lesson, students will understand: Throughout this unit, students will have developed these
through this unit 1. Understanding and respect for the local area. skills (include where this will happen)
● Family History 2. People of diverse backgrounds form a community.
● Local History/ Change over 3. People and places are connected. ● Identify and describe people and places in the
time 4. The significance and importance of landmarks in the local local community. This occurs throughout all unit
● Care for local area community. activities.
● Indigenous sites and their 5. People have roles and responsibilities within a ● Research using ICT of navigating Google Maps,
value community. reading Lone Little Seagull by the Hopkins River
● Identity and belonging 6. Local communities change over time. and researching key information about an
7. It is important to acknowledge and respect the traditional Aboriginal topic from the local community.
owners of the land. ● Present their findings from activities to other
8. The significance of the Aboriginal history of the local class members throughout the unit.
community. ● Collaboration during all group tasks.
● Decision-making during the Guess Who activity,
Aboriginal research task, and the sustainable
future activity.
● Comparing and examining results from
Grandparent surveys.

SUMMATIVE ASSESSMENT DIAGNOSTIC ASSESSMENT FORMATIVE ASSESSMENT

● By the end of the unit students should ● The diagnostic assessment will be ● The Guess Who activity in week 4 allows for the
have a wide understanding of their conducted through the initial class teacher to identify if students’ have developed a
 local community. This will be revealed discussion of where Warrnambool is deeper understanding of the local landmarks in
through the explanations that students located on an Australian Map. The comparison to their basic descriptions of
give of the reasoning and importance teacher will take anecdotal notes on landmarks in week 1 (My Life Island Activity).
for respecting the local community, in the students’ responses. ● During weeks 7 and 8, students recognise the
week 10. ● Another diagnostic assessment will be importance respecting the traditional landowners
the My Life Island, in week 1, as it will of the land in which they live and play today. It is
reveal students prior and personal hoped that students will gain this understanding
understandings of their local through key knowledge and information that is
community. The teacher is able to taught throughout the activities.
collect work samples as evidence of
initial knowledge.

TEACHING PROPOSAL

Child-directed and guided play and shared interactions allow children to construct ideas and make sense about people, places objects and experiences
they encounter everyday (Department of Education and Training [DET] 2016). Many factors affect learning such as social environments, involvement of
adults, active engagement and critical thinking (DET, 2016). Building on children’s prior skills and interests is very important to make the learning
experience engaging and relevant. Teachers need to extend students’ prior knowledge by revealing new understandings to them (Gilbert 2017, p. 75).
Throughout the unit all students are given the opportunity to engage in whole class, small group and one-one discussions. For example, before the
students begin independent or small group work they engage in a whole class discussion with the teacher to gain new understanding and knowledge
they can put into practice.

The Victorian Curriculum Assessment and Authority [VCAA] (2016) states that for Level 2 Humanities, students are to investigate how places are defined.
Students are to study the places in which they live and begin researching places of familiar size to them. They need to understand personal, family and
local history. They are to recognise that features of places can be described differently and how the past is different to the present. Students should
understand where and why different activities are located. The concept of interconnection between people and places is discovered. Students also need
to be able to use labelled maps and construct tables to represent data and the location of places (VCAA, 2016). Throughout this 10-week plan activities
have been created and designed so that students can have the opportunities to engage further and develop their understandings for the content
required.

It is important for students to grasp and understanding of their local community and this can be achieved through the teaching of local perspectives in
humanities. In the junior years, it is important for students to develop an understanding and perspective of their local community, including; ‘civic
identity, roles in the community, the rights and responsibilities of citizens, and connections and participation between school and community’ (Kate
Harvie, EEO311 Learners Living in Their World: Humanities Perspectives, Deakin University, seminar 2, 19 July 2018). It is important for Foundation-2
students to develop a sense of belonging to their school and community (Kate Harvie, EEO311 Learners Living in Their World: Humanities Perspectives,
Deakin University, seminar 3, 26 July 2018). The humanities unit has been divided into important aspects of a local community, including; family, local
landmarks, aboriginal history, and a sustainable future.

According to the Early Years Learning Framework, it is important for educators to be aware of the range of students’ interests, abilities and strengths in
the classroom to ensure individual motivation and engagement [DET] (2009). Therefore, throughout the unit planning, catering for diversity was of
importance when determining activities to ensure no student is unintentionally excluded. Teachers must understand the diversity and have strategies to
cater for the children in their classrooms (Petriwskyj 2010, p 195.). Both the children’s backgrounds, and individual needs and abilities were considered in
order to cater to the range of students within the classroom.

During planning, it was considered that not all students will be originally from the same local community as the majority of students in the classroom,
therefore, these students may not have the same depth of local knowledge and understanding. To ensure inclusion, it has been assured that the weekly
activities that have been planned are modifiable to accommodate to each individual student if necessary. In every early year’s classroom there will be a
wide range of abilities and needs, thus, it is important to ensure there is differentiation in the tasks (Petriwskyj 2010). This diversity has been ensured by
providing extension activities for students who may complete tasks swiftly, as well as modified activities for the lower students.
References:

DET – see Department of Education and Training

Department of Education and Training 2009, Belonging, Being & Becoming – The Early Years Learning Framework for Australia, Australian Government,
Canberra.

Department of Education and Training 2016, Victorian Early Years Learning and Development Framework/ For all Children from Birth to Eight Years, State
of Victoria, Melbourne.

Gilbert, R 2014, ‘Planning for student learning’, in R Gilbert & B Hoepper (eds), Teaching Humanities & Social Sciences, Cengage Learning Australia, South
Melbourne.

Petriwskyj, A 2010, ‘Diversity and Inclusion in the early years’, International Journal of Inclusive Education, vol. 14, no. 2, pp. 195-212, retrieved 5
September 2018, <https://www.tandfonline.com/doi/pdf/10.1080/13603110802504515?needAccess=true>.

Victorian Curriculum and Assessment Authority, 2016, The Humanities, Victoria State Government, retrieved 5 September 2018,
<http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/introduction/about-the-humanities>.

Victorian Curriculum HUMANITIES areas covered in this unit

HISTORY
Historical Concepts & Skills Content Descriptions
VC code
Chronology Sequence significant events about personal and family history to create a VCHHC053
chronological narrative
Historical sources as evidence Identify perspectives about changes to daily life from people in the past or VCHHC055
present
Continuity & change Identify examples of continuity and change in family life and in the local area by VCHHC056
comparing past and present
Historical Knowledge Content Descriptions
VC code
Personal histories Differences and similarities between students' daily lives and perspectives of life VCHHK061
during their parents’ and grandparents’ childhoods, including family traditions,
leisure time and communications
Community histories The history of a significant person, building, site or part of the natural VCHHK063
environment in the local community and what it reveals about the past.

The significance today of an historical site of cultural or spiritual importance. VCHHK064

GEOGRAPHY
Geographical concepts & skills
Content Descriptions VC code
Place, space & interconnection Identify and describe the features of places at a local scale and how they change, VCGGC057
recognising that people describe the features of places differently

Describe and explain where places and activities are located VCGGC059
Data & information Collect and record geographical data and information from the field and other sources VCGGC060

Represent data and the location of places and their features by constructing tables, VCGGC061
plans and labelled maps
Geographical knowledge
Content Descriptions VC code
Places and our connection to them Natural, managed and constructed features of places, their location and how they VCGGK068
change.

Activities in the local place and reasons for their location, and the influence of purpose, VCGGK070
distance and accessibility on the frequency with which people visit places.

CROSS CURRICULUM PRIORITIES & PERSPECTIVES

Outline how and where these perspectives will be embedded in your unit
Indigenous and Torres Strait Islander Histories & Cultures
As the local community of Warrnambool and surrounding areas has an abundance of Aboriginal history and culture, students will be provided with a
range of opportunities that allow them to develop their understandings and respect for the traditional landowners.
Asia and Asia’s engagement with Australia
N/A

Sustainability
Sustainability is a topic that will be introduced to students within the last few weeks of the last 4 weeks of the unit. Through discussions students
recognise and identify how they can respect and preserve the environment around them in which they interact with.
Worldviews & Religions
N/A

GENERAL CAPABILITIES
INTERCULTURAL CAPABILITY
Cultural practices Describe their experiences of intercultural Cultural diversity Identify and discuss cultural diversity in
encounters in which they have been involved the school and/or community
VCICCB002 VCICCD003
ETHICAL CAPABILITY
Understanding concepts N/A Decision Making & N/A
Actions
PERSONAL & SOCIAL CAPABILITY
Self-Awareness and Management
Recognition & expression of N/A Development of N/A
emotions resilience
Social Awareness and Management
Relationships & diversity Identify how families can have a range of Collaboration Use basic skills required for participation
relationships in group tasks and respond to simple
VCPSCSO011 questions about their contribution to
Listen to others’ ideas, and recognise that group tasks
others may see things differently VCPSCSO014
VCPSCSO012
CRITICAL & CREATIVE THINKING
Questions & Possibilities Identify, describe and use different kinds of Meta-Cognition N/A
 question stems to gather information and ideas
VCCCTQ001
Reasoning Compare and contrast information and ideas in
own and others reasoning
VCCCTR005

Weekly Planning over the school term

Week/ session: 1 hour Resources Whole class learning experience Independent/small group task Knowledge sharing (How do students
Image/URL (Differentiation?) give feedback on their learning)

Week 1 Google Earth

As an introduction to the unit,Students work individually to In pairs students will share
Understanding and students work as a class to complete their own version of and present their Life Island
respect for the local identify where their local a My Life Island. They will with each other. They will
area. community (Warrnambool) is draw important people, discuss their drawings and
located on Google Earth, in places, and things in their life. explain why they included key
People and places perspective of the world, From students’ drawings, people and places. Students
are connected. Australia, and Victoria. teachers can identify, for will also tell each other why
This allows students to locate example, important people in these things are important to
VCPSCSO012 where their own town is. The student’s life, important them.
http://chrrup.org/map-
following activity links their places, etc.
VCGGC060 property-using-google-
personal experiences to It also allows for teachers to
earth/
Warrnambool. recognise where students are
VCGGK068 originally from if not from
If there are students in the Warrnambool, to then modify
VCICCD003 classroom from different lessons to accommodate for
countries/communities, Google non-locals who may not have
Earth can be used to recognise a local understanding of the
and acknowledge their area.
different homes.
 Terri Redpath, EEO311
Learners Living in Their
World: Humanities
Perspectives, Deakin
University, seminar 1, 12 July
2018.
Week 2 YouTube Video: All families
are different. Students watch the YouTube Students individually To conclude the lesson,
People of diverse video with the teacher, who is complete their own special students will all be given the
backgrounds form a reading out the captions. persons tree. The tree will chance to tell the class what
community. Following this, a group consist of siblings, they call their grandparents.
discussion is commenced on parents/guardians, and This will give them the
VCHHC053 how all families are structured grandparents. The main idea opportunity to see the
differently and can come from of this task is for students to difference between families
VCHHK063 https://www.youtube.com/ different places. This grasp an understanding of and show them that all
watch?v=udlY_kvnPJA introduces the ideas around their own family structure. families are different.
VCPSCSO011 perspectives of each students’
life. It will be called a special
VCPSCSO012 person’s tree to ensure
students who may not have
biological family members,
such as foster parents or
‘Mum’s boyfriend’, are
 included.

https://ficardo-
weddings.com/file/family-
tree-coloring-pages-
printable_2243768.html
Week 3 Students watch a video that Following the concluding In pairs students will compare
compares school 50 years ago discussion in week 2, this their table results. They will
People of diverse to now. This exposes to week focuses on the students’ highlight any similarities and
backgrounds form a students the obvious grandparents. Student have differences. Students will
community. differences between student taken home interview write down one similarity and
life that their grandparents questions for their one difference between their
Local communities would have experienced in grandparents to complete. If tables.
change over time. https://www.youtube.com/ comparison to their own students do not have
watch?v=u7H9wtZO8nM&t= personal experiences at school. Grandparents, they can
VCHHC055 1s interview an older adult. With
the answers, students will
VCHHC056 complete a table that allows
them to fill out their
VCHHK061 grandparents’ answers to the
questions along with their
VCGGC057 own answers. Students can
then see the differences and
VCHHK063 grasp a personal
 understanding. The interview
VCGGC059 questions to be used will be
similar to questions 1-16 in
VCCCTQ001 the image below.

VCGGC060

VCCCTR005

http://www.thehouseofhendr
ix.com/2013/05/25/lessons-i-
learned-when-you-turned-
100/
Week 4 This is an example of one of The teacher will ask the Students will complete the Once students have
the who am I questions that students what makes activity ‘Guess Who’. This completed the activity, the
The significance and students must match with Warrnambool liveable. involves individuals matching class comes back together for
importance of the picture. Students will engage in a whole a picture of a local landmark a group discussion.
landmarks in the class discussion, listing ideas of with its description. Individually students identify
local community. ‘I contain large areas of lush what they believe makes their The landmarks will be: the and describe one landmark of
green grass to play on. area liveable. Below are some beach, Lake Pertobe, the importance to them and give
People and places I have a large pond where of the answers students may Warrnambool Library, Botanic reason as to why they have
are connected. you can feed the ducks. list: Gardens, Hopkins River selected this location in
I have many colourful - school Mouth, Hopkins Falls, Liebig Warrnambool. It should be
VCHHK063 flowers. - shops Street, Tower Hill, Flagstaff noted that the landmark can
I have many big trees that - playground Hill, Breakwater, and Middle be one from the sheet or
VCPSCSO012 you can sit under on a sunny - cafes Island. Students will glue each another, if the individual
day. - sporting clubs picture and description next deems it to be important.
VCGGK068 I have a big old cannon from - cultures to each other in their
war on display.’ - gardens workbooks. If they know the
What am I? - beach name of the landmark they
(Warrnambool Botanic These answers link with the will also write this underneath
Gardens) activity as they are the basis for the description.
the ‘Guess Who’ activity.
The teacher will discuss with Some students may complete
the students what a landmark this activity quickly therefore
is so that they have an idea and as an extra extending task
understanding before they will be given a picture of
beginning the activity. Liebig Street in 1945 and
2018. Students will be given a
Venn diagram to compare the
old picture and the new
picture (Old, New, Same).

http://www.victorianplaces.c
om.au/node/71873?page=1
Week 5 Google maps App on the As a group, students take part Students use google To conclude this week of
iPad or tablet. in the completion of a maps/google earth on iPads Humanities, students come
classroom survey in order to to locate their home or school back together to share their
Understanding and identify how students arrive at in comparison to other parts maps they have drawn.
respect for the local school. The teacher questions of Warrnambool, such as the The teacher asks students
area. students on their mode of beach, shopping centre, etc. questions that prompts
transportation, such as; taking These locations can be of individuals to elaborate on
People and places the bus, car, walking, riding, their choosing and can come their map. For example; asking
are connected. etc. The results are written on from the things identified on students to share their specific
the whiteboard for students all their Life Island completed in route they take to school from
VCGGC060 visually observe, to then week 1. While using the iPads, home or the mode of
http://google.com/maps
discuss the differences of on a printout map of transport to another location
VCGGC061 transport and reasons as to Warrnambool and on their map.
why students may use different surrounding areas, students
VCGGK070 modes of transport. draw their findings. For
example, they would draw
the school in its correct
location in Warrnambool to
gather an understanding of
the local area.

Week 6 Book: Look Where We Live! Students were asked to bring in Students will create a Socratic To conclude the lesson
a prop that represents who Circle. The strategy will be students must complete an
People of diverse they think a hero in the modified slightly to suit the exit pass before they can leave
backgrounds form a community is, for the following activity. Students on the the classroom. They must
community. activity. inside of the circle will be share with the class something
The teacher will read the book talking and the students on they learnt or found
People have roles ‘Look Where We Live’ by Scot the outside will be listening. interesting from another
and responsibilities Ritchie. This book is about 5 The inside students are student’s prop.
within a community. children who explore and learn required to tell the outside
about the people and places person why they chose the
VCPSCSO012 that make up their community, prop, what makes them a
along with what it means to be hero in the community and
VCCCTQ001 a part of one. The book why they are a hero. Once the
explores the roles, jobs and inside student has finished
VCCCTR005 economics of a successful telling their partner this
community and what it takes information they can ask the
to be a good citizen. As a whole outside students if they have
group, students will discuss any questions. Students on
what they think a community the outside rotate around
means and what theirs consists until they have shared with
of. Students will then describe everyone. The students on
and discuss what a hero is and the inside will then move to
what characteristics they think the outside and vice-versa for
make up a hero. the outside students.

Week 7 Students watch the YouTube After watching the video, Students come together as a
video that provides them with students use iPads to access a group to discuss the overall
People of diverse a brief understanding of Gunditjmara Language website lesson. They are prompted to
backgrounds form a Australian Aboriginals. This (http://www.moyjil.com.au/gu share a sentence they have
community.
then allows the teacher to nditjmara-language). This created, speaking in English
explains to students that the website allows students to and then in Gunditjmara.
The significance of the
Aboriginal history of Indigenous Australian people hear the translations from
the local community. of southwestern Victorian are English to Gunditjmara for a
the traditional owners of the variety of words and phrases.
YouTube link:
It is important to land of Port Fairy, In their activity books,
https://www.youtube.com/wat
acknowledge and ch?v=R6xlUg7i1gs
Woolsthorpe, Portland, and students are to write
respect the traditional Warrnambool. Students learn sentences in the Gunditjmara
owners of the land. that this area is traditionally language with the English
called the Gunditjmara translations. Sentences that
VCHHK063
 country. students will be required to
VCPSCSO014 translate will include ‘hello, my
name is___’ and ‘where is the
VCGGK068 toilet?’. Students will then
make their own sentences or
translate keywords they find of
interest, such as the different
animals.
Students are going to Tower
Hill in the week 9, therefore,
this allows children to practice
common phrases that they
have the opportunity to use on
their excursion.
For students who complete
this task quickly, they can use
the iPads to access the ‘Lone
Little Seagull by the Hopkins
River’ app. This app tells a
story about friendship in Peek
Wurrung, the traditional
language of the Gunditjmara
people, and can be translated
to English.
The Lone Little Seagull by the
Hopkins River App:

https://itunes.apple.com/au/app
/the-lone-little-seagull-by-the-
 hopkins-
river/id975954100?platform=ipa
d&preserveScrollPosition=true&p
latform=ipad#platform/ipad&plat
form=ipad

Week 8 Students are shown a 6- Students are divided into 4 Groups will present their
minute video that introduces groups and are given an findings to the teacher and
Understanding and them to important places Aboriginal topic to research. the class. Listening to the
respect for the local around Warrnambool that are These research topics include: other group’s presentation of
area. of Aboriginal significance. The Gunditjmara Art in different topics allows for
video is of a young Warrnambool, Aboriginal students to grasp a wider
The significance of the Gunditjmara woman who history of Warrnambool, understanding of the
Aboriginal history of shares her many stories of the animals of importance to Aboriginal culture and history
the local community. land, her tribes, animals and Aboriginals, and Aboriginal in Warrnambool.
Video link to episode on SBS: the significant Aboriginal sites. bush tucker. Students will put
It is important to https://www.sbs.com.au/onde The episode focuses on places together a slideshow of images
acknowledge and mand/video/353161795529/cus such as Tower Hill and Hopkins they have found while
respect the traditional todians-gunditjmara-
falls, and as both places have researching.
owners of the land. warrnambool been covered in previous
Key Websites for students to
VCHHK063 weeks, it will be beneficial for
use:
students to grasp another
VCHHK064 understanding of these local https://warrnamboolhistory.or
places. g.au/warrnambool-
VCPSCSO012 history/history/

VCPSCSO014 http://makingfutures.net/scho
ols-and-
VCGGK068 communities/warrnambool/w
arrnambools-history/
VCICCD003
http://www.worngundidj.org.a
u/?q=tower-hill/about-reserve
http://glenelglibraries.vic.gov.
au/historictreasures/stories/o
ur-rich-indigenous-history
http://www.traveller.com.au/
on-a-mission-uncovering-the-
past-of-victorias-gunditjmara-
country-gtvi9t
http://www.warrnamboolstre
etart.com/ngatanwarr-
welcome-mural
Week 9 Excursion to Tower Hill During the excursion: After the Excursion:
Reserve.
A Gunditjmara local person Students will move into small
Understanding and Before the excursion: will take the students on a tour groups to show a picture of
respect for the local around Tower Hill. The tour their favourite thing they
area. Students have already learnt
guide will stop at a number of were shown on the tour.
about the traditional owners
features to give students some They must explain to the
The significance of the of their land. They have also
https://www.towerhill.org.au/in background knowledge and other students why it was
Aboriginal history of watched a video in the
the local community. dex.php/experiences previous week about Tower
information. Students will see their favourite.
geological features of Tower
Hill which informs them on
It is important to Hill, Australian Flora and Fauna
where they are going, what it
acknowledge and and informative elements of
looks like and gives the
respect the traditional
owners of the land. students insight into some of Aboriginal Australia.
the things they will see and do.
VCHHK063 Students will practice their
Students will also be able to
Gunditjmara language skills
share some of the knowledge
VCHHK064 with the tour guide
about the Gunditjmara
throughout the tour.
language they have learnt.
VCPSCSO012
Students will each have an
iPad and take photos of some
VCPSCSO014
of their favourite things they
VCCCTQ001 see.

VCGGK068

VCICCB002

Week 10 Book: The Day the Trash This book, ‘The Day the Trash Individually, students draw Students are to present their
Came Out to Play. Came Out to Play’ written by what they DO NOT want drawings of a negative future
Understanding and David Beadle, is about a boy, Warrnambool to look like in Warrnambool to the class.
respect for the local Robin, who carelessly disposes the future. For example; They explain how this future
area. of his candy wrapper, which streets covered in rubbish. may have happened and why
then creates a litter problem. it is bad. They then explain
Local communities Next, to prevent their negative
Robin and his community have their sustainable ideas of
change over time. predictions from occurring,
to work together to collect all protecting a chosen place in
students are to take on the
of the rubbish. This teaches Warrnambool. They share
People have roles and imaginary role of being a
responsibilities within Robin and the readers to take their drawing of what they
member of the Children’s
a community. care of their neighbourhood. hope this place will look like
Future Warrnambool
As it is the final week of the in the future and why this is
Committee.
VCGGC057 Local Community unit, important.
students are encouraged to In pairs students chose a
VCCCTR005 think about the future of ‘special place’ of theirs from
Warrnambool and their role as the Warrnambool region. They
a community member. The will discuss and write down
 group will discuss how people some ways they can protect
are connected to a and look after this place for
community, and how they can the future. Once they have
look after their place in written down their ways of
regards to sustainability and protecting their ‘special place’,
responsible citizenship. each pair will draw a picture of
what they hope this place will
look like in the future.

BIBLIOGRAPHY:
Teaching Proposal:

DET – see Department of Education and Training

Department of Education and Training 2009, Belonging, Being & Becoming – The Early Years Learning Framework for Australia, Australian Government,
Canberra.

Department of Education and Training 2016, Victorian Early Years Learning and Development Framework/ For all Children from Birth to Eight Years, State
of Victoria, Melbourne.

Gilbert, R 2014, ‘Planning for student learning’, in R Gilbert & B Hoepper (eds), Teaching Humanities & Social Sciences, Cengage Learning Australia, South
Melbourne.

Petriwskyj, A 2010, ‘Diversity and Inclusion in the early years’, International Journal of Inclusive Education, vol. 14, no. 2, pp. 195-212, retrieved 5
September 2018, <https://www.tandfonline.com/doi/pdf/10.1080/13603110802504515?needAccess=true>.

Victorian Curriculum and Assessment Authority, 2016, The Humanities, Victoria State Government, retrieved 5 September 2018,
<http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/introduction/about-the-humanities>.

Week 1:

Churrup, 2016, Map your property using Google Earth, retrieved 6 September 2018, <http://chrrup.org/map-property-using-google-earth/>.

Google, 2018, Google Earth, retrieved 4 September 2018, <https://www.google.com.au/earth/>.

Terri Redpath, EEO311 Learners Living in Their World: Humanities Perspectives, Deakin University, seminar 1, 12 July 2018.

Week 2:

All families are different 2015, YouTube, Kids song, 16 October, retrieved 5 September 2018, <https://www.youtube.com/watch?v=udlY_kvnPJA>.

Colouring World, 2017, Family Tree Coloring Page, retrieved 5 September 2018, <https://ficardo-weddings.com/file/family-tree-coloring-pages-
printable_2243763.html>.

Week 3:

Hendrix, A 2013, Lessons I learned when you turned 100, retrieved 6 September 2018, <http://www.thehouseofhendrix.com/2013/05/25/lessons-i-
learned-when-you-turned-100/>.

School then and now, 2013, YouTube, Megan Power, 2 September, retrieved 5 September 2018,
<https://www.youtube.com/watch?v=u7H9wtZO8nM&t=1s>.

Week 4:

Victorian Places 2015, Liebig Street, Warrnambool, 1945, Monash University & The University of Queensland, retrieved 4 September 2018,
<http://www.victorianplaces.com.au/node/71873?page=1>.

Week 5:

Google 2018, Google Maps, computer program & application, Where 2 Technologies Sydney.

Week 6:
Ritchie, S 2015, Look Where We Live, Kids Can Press, Toronto.

Week 7:

Brief Introduction to Australian Aboriginal Culture, 2014, YouTube, Haidarr Jones, 13 February, retrieved 5 September 2018,
<https://www.youtube.com/watch?v=R6xlUg7i1gs>.

Warrnambool City Council 2018, ‘Gunditjmara Language’, Moyjil Point Ritchie, retrieved 5 September, <http://www.moyjil.com.au/gunditjmara-
language>.

Warrnambool Primary School 2015, The Lone Little Seagull by the Hopkins River , application, Victoria Aboriginal Corporation for Languages & KIWA
Digital Ltd.

Week 8:

Custodians: Gunditjmara Warrnambool 2018, television program, SBS, Australia, 23 July.

Week 9:

Kim, P 2015, Tower Hill, Worn Gundidj Enterprises, retrieved 5 September, <https://www.towerhill.org.au/index.php/experiences>.

Week 10:

Beadle, DM 2004, The Day the Trash Came Out to Play, Ezra’s Earth Publishing, California.