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

Yabbies

[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.


History

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 [1]

Activity 1: The Mumaga
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Subtheme(s): Beliefs; Culture; Indigenous perspectives
The Mumaga
Discover
  • 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.

 


Reflect
  • 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.

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