Warning: This resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away.


[Episode 26 | Before Time : Barangaroo]

Barangaroo and Mung collect yabbies for the cook-off. When Barangaroo returns to the camp she finds that Mung has gone missing in Mumuga country, so she and her friends go searching for him.


The Australian curriculum: History

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The Australian Curriculum: History aims to ensure that students develop: 

  • interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens 
  • knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society 
  • understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability 
  • capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.

History activities [2]

Activity 1: The Mumaga
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Subtheme(s): Beliefs; Culture; Indigenous perspectives
The Mumaga
  • As a class, view the clip, Yabbies, and discuss the relationship between the two children, Barangaroo and Mung. As an Indigenous female child, Barangaroo is skilled in catching yabbies and looking after the younger members of the tribe. She is a natural leader though finds opposition to her ideas from the boys. The clip focuses on the expectations for children to learn their cultural heritage.
  • In My Place Episode 26, Barangaroo and her friends have been warned away from the area where the Mumuga lives. The Dharawal people, from the south coastal areas of New South Wales, tell stories about the Mumuga, a monster which lived in caves in mountainous areas. 
  • Ask students to explore, find, document and share at least one other Indigenous story at the following website: 
  1. 'Stories of the Dreaming', Australian Museum, http://australianmuseum.net.au/Stories-of-the-Dreaming
  2. ABC, 'Ancient Stories, New Voices', www.abc.net.au/dustechoes/
  3. Grey Matter, 'Aboriginal Elders Voices', www.greymatter.net.au/pdf/book/AVE.pdf
  • Students should identify the relevant group and area when they share the story.


  • Divide the class into small groups and ask them to develop their own story of the Mumuga based on the evidence revealed in the TV series. Students should jot down what is said about the Mumuga by the different characters and analyse each of the accounts to determine whether it is a first-hand account or a second-hand account.

A first-hand account is reported by the person who actually had contact with the subject of the account.

A second-hand account is reported by others and is not always considered to be as reliable as first-hand accounts.

  • Once they have analysed the episode and collated the accounts, they should write a newspaper article about a sighting of the Mumuga using the accounts they have collected. They should illustrate what they think the Mumuga looks like and include this as an illustration in the article.
  • Remember that when teaching and sourcing Indigenous stories to be respectful of their significance and meaning. Students should understand that they can't copy Indigenous stories or artworks as these may have special cultural meaning to the community and to individuals. If you are in doubt about how to teach Indigenous perspectives, connect with your local Indigenous community to discuss and share their ideas about such issues.


Activity 2: Celebrate!
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Subtheme(s): Celebrations; Customs and traditions; Indigenous perspectives
  • As a class, view the clip and discuss the relationship between the two children, Barangaroo and Mung. As an Indigenous female child, Barangaroo is skilled in catching yabbies and looking after the younger members of the group. Although she is a natural leader, she finds opposition to her ideas from the boys. The clip illustrates the education of Indigenous children and the expectations on them to learn the ways of the group and be brave when faced with the Mumuga.
  • In Episode 26 | 1778: Before Time: Barangaroo the children plan a feast and catch yabbies and fish in preparation. Use the websites below to find out when events which celebrate or commemorate Aboriginal and Torres Strait Islander peoples and cultures will fall this year:
  1. NAIDOC, 'NAIDOC Week', www.naidoc.org.au/ 
  2. National Sorry Day Committee, 'Sorry Day', www.nsdc.org.au/
  3. New South Wales Aboriginal Land Council, 'Survival Day', http://www.alc.org.au/nswalc-in-the-community/survival-day-2011.aspx
  4. Reconciliation Australia, 'National Reconciliation Week 2011 - Let's talk recognition', www.reconciliation.org.au/home/get-involved/national-reconciliation-week
  5. Secretariat of National Aboriginal and Islander Child Care, 'National Aboriginal and Islander Children's Day', www.snaicc.asn.au/news-events/dsp-default.cfm?loadref=58
  6. Torres Strait Regional Authority, 'The Coming of the Light Festival', www.tsra.gov.au/the-torres-strait/events/coming-of-the-light.aspx
  7. ——'Mabo Day', www.tsra.gov.au/the-torres-strait/events/mabo-day.aspx
  8. Treeline, 'TreeLine @ The Bunya Dreaming', www.treeline.org.au/program/treeline-bunya-dreaming 
  • Create a calendar of events that includes local festivals held in your region.
  • Encourage students to find out more about what happens on each of these occasions and what each day celebrates and commemorates. Students should plan, organise, create and participate in a celebratory festival for that day.

  • Choose an event which is occurring soon. Students should research the reasons for the celebration or commemoration and write a letter to the school principal explaining why they think it is important that the class either organise a festival to celebrate the event or take part in festivities organised by a local community group.
  • Next, students should brainstorm ways they can celebrate the event in a culturally sensitive way. This could include creating an exhibit, artistic display or performance and inviting an Indigenous community member, cultural teacher or Elder into the school for the day.
  • Once the class has decided on how they will celebrate or participate in the event they can use the checklist provided in Student Activity Sheet H26.3: Celebrate! to plan their involvement. Allow time for students to create their event or choreograph their performance. 
  • Students should also design posters to market and promote their event.


Student Activity Sheet H26.3: Celebrate!

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