Unit of Work 102085:

Site Details: Red Hands Cave, Blue Mountains National Park

Site Description: Located in Blue Mountains National Park, Red Hands Cave is one of the oldest examples of Aboriginal art in Australia, possibly
dating back 1600 years. The site is named for the numerous red, yellow and white hands stenciled on the back wall of the cave.

Group member Lesson plan number X/10 Outline Curriculum area covered and link to your site

1 Jamie 3/10 History

2 Emily 4/10 Geography

3 Charbel 5/10 Science

4 Natalie 8/10 English

5 Catherine 9/10 Music

Time allocation 10 x 60-minute lessons

Unit description
In this unit of work, students learn about the importance of land and its significance in shaping Australias history. Students learn about the history
of land rights for Aboriginal people within Australia. Students learn about both contemporary and traditional land management strategies and the
importance of the Aboriginal connection to land. Throughout the unit, students will learn about the importance of sustainable land and
environmental management. Students will then learn to express their understanding of this theme/concept creatively through text and music.

Resources
History
Individual student devices
http://www.nma.gov.au/__data/assets/pdf_file/0012/19101/Indigenous_rights_freedoms-all-col.pdf
https://www.youtube.com/watch?v=yzS82Mbuhwk
https://www.youtube.com/watch?v=OiQ8YHDfySA
Eddie Mabo PowerPoint
Land Rights and Native Title PowerPoint
https://www.bluemts.com.au/news/red-hands-cave-site-declared-an-aboriginal-place/
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/changing_rights/changing_rights/43755_Changing_Part_2/43755_Changing_P2_L
8_land.rights.pdf
Source Analysis worksheet

Geography
Virtual fieldwork : collection of photos and videos of the site
Indigenous Map of Australia http://www.abc.net.au/indigenous/map/
Blue Mountains National Park Topographic Map & Worksheet
Soundscape
https://www.youtube.com/watch?v=Wv6yHl0LpgM&t=160s
Climate Graph of Glenbrook & Worksheet
Field Sketch Scaffold
Teacher PowerPoint
Individual student devices/
https://www.youtube.com/watch?v=w0sWIVR1hXw
Jacaranda GeoActive 2 Textbook
Science
<https://www.youtube.com/watch?v=XMKYybtUJ-o>
Individual student devices

English
https://www.bluemts.com.au/news/aboriginal-red-hands-cave-euroka-and-the-actual-first-crossing-of-the-blue-mountains/
Individual student devices
Teacher PowerPoint
Google Docs
Creative Writing Handout

Music:
Instruments (clap sticks, guitars, shakers, keyboards etc.)
Smartboard (or a device to play music and soundscapes)
https://www.youtube.com/watch?v=Jf-jHCdafZY
https://www.youtube.com/watch?v=bBYHWKPLEnE
https://www.youtube.com/watch?v=eVt3vycUigY
http://splash.abc.net.au/home#!/media/2454606/meet-jacinta-tobin-from-the-dharug-nation
Targeted outcomes
History
HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia
HT5-3 explains and analyses the motives and actions of past individuals and groups in the historical contexts that shaped the modern world and
Australia
HT5-6 uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia

Geography
GE5-3 analyses the effect of interactions and connections between people, places and environments
GE5-4 accounts for perspectives of people and organisations on a range of geographical issues
GE5-7 acquires and processes geographical information by selecting and using appropriate and relevant tools for inquiry.
GE5-8 communicates geographical information to a range of audiences using a variety of strategies.

Science
SC5-15LW Explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of
society

English
EN5-1A responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative
expression and pleasure
EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing
and explaining their effects on meaning
EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond
to and compose texts in a range of contexts
EN5-7D understands and evaluates the diverse ways texts can represent personal and public worlds

Music
5.3 performs music selected for study with appropriate stylistic features demonstrating solo and/or ensemble awareness
5.4 demonstrates an understanding of musical concepts through improvising, arranging and composing in the styles or genres of music selected
for study
5.6 experiments with different forms of technology in the composition process
5.7 demonstrates an understanding of musical concepts through the analysis, comparison, and critical discussion of music from different stylistic,
social, cultural and historical contexts
5.11 demonstrates an appreciation, tolerance and respect for the aesthetic value of music as an art-form
 SYLLABUS KEY INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
SYLLABUS OUTCOMES/ TO 8 WAYS -
OBJECTIVES CONTENT Symbol

Lesson 1 Geography GE5-7: Introduction to Red Hands Cave: Where is it? Non-Verbal
acquires and Students will be introduced to their site study of Red Hands Cave through a virtual
processes fieldwork lesson. This lesson will be a skills based lesson to introduce the site and
geographical surrounding national park area. Students will have access to photos, videos, soundscapes
information and maps of the site which they will be able to use this lesson to complete the tasks.
by selecting
and using Indigenous Map of Australia Deconstruct/
appropriate Show students the AIATSIS map of Indigenous Australia. Show students the area of Reconstruct
and relevant Glenbrook and the National Park and have students recognise the traditional owners of this
tools for land are the Darug people. http://www.abc.net.au/indigenous/map/
inquiry.
Mapping Skills: Provide students with a topographic map of Blue Mountains National Park
GE5-8: that includes the location of Red Hands Cave. Also provide students with the question
communicates worksheet which focuses on the following mapping skills: Land Links
geographical Area and Grid References
information to Distance and Scale
a range of Identifying contour lines
audiences Local Relief
using a Discuss answers with the class.
variety of
strategies. Soundscape: Students are to listen to two different soundscapes that were recorded
during the visit to the site. Students are to first listen to the sounds and describe how they
feel and what sense of place is created from the sounds.
Students are to then listen again to the soundscapes and identify sounds that are natural
and sounds that are human made.
 Climate of Glenbrook:
Show students Climate Graphs- Geo Skills
https://www.youtube.com/watch?v=Wv6yHl0LpgM&t=160s (3 mins)
Provide students with a climate graph of Glenbrook and the worksheet which asks students
to interpret data from the Climate graph. Discuss answers with the class.

Field Sketch from photograph: Give students the scaffolded field sketch sheet which
shows a completed field sketch and highlights the essential elements that students should
include. Provide students with at least three different photographs of the landscape
surrounding Red Hands Cave. Have students choose one of these images to create a field
sketch from the photograph.

Collect student workbooks at the end of the lesson for informal formative assessment of
student geography skills.

Lesson 2 History HT5-2: Introduction: Provide students with a brief introduction of Native Title and the history of Land Links
sequences Indigenous Rights in Australia.
and explains
the significant Glossary task: Students will use their individual devices to define the following key terms:
patterns of Crown Land
continuity and Land rights
change in the Native Title
development Terra Nullius Non-Linear
of the modern Aboriginal Land Rights Act 1976]
world and The teacher will discuss these terms with students.
Australia
Timeline: Using the internet, students are to create a timeline highlighting the experiences
HT5-6: uses of Aboriginal and Torres Strait Islander people in Australia from 1901-2017. Students are
relevant to highlight where their key terms are located. Story Sharing
evidence from
sources to Teacher-led presentation and empathy task:
support The teacher will lead a presentation about the timeline of Land Rights, Native Title and the
historical history of Eddie Mabo in Australia. Following this, students will engage in an empathy task
narratives,
 explanations whereby they will consider a scenario taken from the National Museum of Australia
and analyses Investigating the Changing Rights and Freedoms of Indigenous Australians 1957-1975
of the modern (page 2)
world and http://www.nma.gov.au/__data/assets/pdf_file/0012/19101/Indigenous_rights_freedoms-
Australia all-col.pdf
As a class, students will discuss their reaction to the scenario.

YouTube clip: Students watch the YouTube clip and write down five important points in
their workbook. The teacher will explain the Mabo decision in greater detail.
Australias Land Rights: The Mabo Decision and Native Title
https://www.youtube.com/watch?v=yzS82Mbuhwk

Research task: In allocated groups of 2-3, students will undertake a small research task on
Eddie Mabo. Students should consider the following:
When and where was Eddie Mabo born?
Briefly describe Eddie Mabos early life? What did he do for a living?
What was Eddie Mabos greatest achievement?
What was the impact of Eddie Mabo and the Mabo decision?

Lesson 3 History HT5-3: YouTube video: Students watch the YouTube video and answer the following questions in Community
explains and their workbook: Links
analyses the What day is Mabo Day?
motives and What doctrine did the British employ when they began to settle Australia in 1788?
actions of past What does this term mean?
individuals Describe the relationship between Indigenous people and the land.
and groups in Indigenous Australian Land Rights - Behind the News
the historical https://www.youtube.com/watch?v=OiQ8YHDfySA
contexts that
shaped the
modern world Teacher-led discussion and powerpoint: The teacher will lead a powerpoint and
and Australia discussion that will explain land rights and native title. Students will distinguish between
land rights and native title.
HT5-6: uses Red Hands Cave: The teacher will re-introduce students to Red Hands Cave. As a class, Non-Linear
relevant students will read a news article declaring Red Hands Cave as an Aboriginal site.
evidence from https://www.bluemts.com.au/news/red-hands-cave-site-declared-an-aboriginal-place/
sources to The teacher should highlight to students the final sentence of the article. As a class, discuss
support why this declaration does not change ownership of the land. Do you think this is right?
historical Why/why not?
narratives, Story Sharing
explanations Think, pair share source analysis: Students will complete a source analysis using the
and analyses TOMACPRU worksheet. Students will analyse the source individually before sharing their
of the modern findings with a peer. Following this, the class will come together to share their analysis.
world and
Australia Writing task: The teacher will write the following question on the board: What impact has
native title had on Indigenous sites? What effect does this have on an Aboriginal site such as
Red Hands Cave? What can be done to protect sites such as Red Hands Cave if they are not
protected by native title or land rights?
Students are to write a two-paragraph response in their workbooks. They may use their Deconstruct/
devices for further research. Reconstruct

Land Links
SYLLABUS SYLLABUS KEY INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES OUTCOMES/ TO 8 WAYS
CONTENT

Lesson 4 Geography GE5-3 Indigenous Land Ownership and National Parks

analyses the Give students a brief introduction to National Parks in New South Wales and the history of Story Sharing
effect of land Indigenous land ownership with a teacher PowerPoint.
interactions
and Land Management Research Task
connections Have students work in groups of three to four. Give each group one of the following topics
between to produce a brief two-minute presentation to the class.
people, places Aboriginal Places Community
and Rock Art Conservation Links
environments Environmental Protection and Biodiversity Conservation Act 1999
The Aboriginal and Torres Strait Islander Heritage Protection Act 1984
GE5-4 Students are to consider the following in their PowerPoint:
accounts for 1. What is the law/conservation method or policy about?
perspectives 2. How is it designed to manage Aboriginal land today?
of people and 3. How does this impact on Red Hands Cave? Deconstruct/
organisations 4. Consider the law/policy from an Aboriginal perspective. What might they think Reconstruct
on a range of about this?
geographical The appropriate websites to help students are included in the lesson plan. Give students a
issues pre-prepared table for them to complete about each of the management
strategies/regulations during the presentations.

Think/Pair/Share: Non-Linear
Are these management strategies always aligned with what Aboriginal people would want?
Explanation of Discussion with the Aboriginal Discover Officer for National Parks and
Wildlife Services about not wanting people to visit sites etc.

Video:
Show students The Land Owns Us video on YouTube (5mins) and students answer
questions about the Aboriginal connection to land.
https://www.youtube.com/watch?v=w0sWIVR1hXw
 The 4Ss of sustainable land use
Students will look at the 4Ss of sustainable land use and management and will consider
which of these would be more important for Aboriginal people and how this may differ to
the European view of land. Includes PowerPoint and teacher led discussion.

Lesson 5 Science b. Assess Teacher led lecture Non-linear

ways that Topic: Sustainable ecosystems
Aboriginal Educational video
and Torres Describing the cultural practices of Aboriginal tribes in northern Australia about hunting,
Strait Islander maintaining the land and the affects human intervention has on the land, and the Aboriginal
peoples communities occupying the land.
cultural <https://www.youtube.com/watch?v=XMKYybtUJ-o> Community
practices and Links
knowledge of Research Task
the Students use devices with Internet capability to independently research Aboriginal and
environment Torres Strait Islander cultural practices that contribute to the conservation and
contribute to management of sustainable ecosystems.
the Lower ability
conservation Students are required to present their findings in a scaffolded table on Google slides and Land Links
and share their work with the teacher.
management Higher ability
of sustainable Students are required to construct a digital artefact of their choosing to present their work.
ecosystems
Lesson 6 Science b. Assess Teacher led discussion & mind mapping activity Non-linear
ways that Topic for discussion
Aboriginal Aboriginal and Torres Strait Islander cultural practices and knowledge of the land: the
and Torres effects this knowledge has on the ecosystem, environment and land.
Strait Islander
peoples Research Task
cultural Students use devices with Internet capability to independently research Red Hands Cave Community
practices and and possible cultural practices that the Aboriginal people participated in to help maintain a Links
knowledge of sustainable ecosystem.
the
environment Students collate their work into a multimodal presentation.
contribute to
the
conservation Land Links
and
management
of sustainable
ecosystems
SYLLABUS SYLLABUS KEY OUTCOMES/
OBJECTIVES CONTENT
Lesson 7 English EN5-1A responds to and
composes increasingly
sophisticated and sustained
texts for understanding,
interpretation, critical
analysis, imaginative
expression and pleasure
EN5-7D understands and
evaluates the diverse ways
texts can represent
personal and public worlds
INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
TO 8 WAYS
Revision/assessing prior knowledge learnt in previous lessons and Symbols and
KLAs Images
Students take this time to write down everything they know about
Red Hands Cave so far. Students then share with the class, discussing
content and sharing with teacher.
Students analyse article:
https://www.bluemts.com.au/news/aboriginal-red-hands-cave- Community
euroka-and-the-actual-first-crossing-of-the-blue-mountains/ Links
Questions:
When was this article written?
By who?
Does it tell you anything new about Red Hands Cave?
What is the main argument of the article?
Are there any literary or visual techniques used in the article?
How does this article interact with the personal world?
How does this article interact with the public world?
What do you think the significance of the Red Hands Cave is?
Why should the Red Hands Cave be respected?
Collaboration:
Students share their thoughts with the person next to them.
Students then include their answers into a class wide Google Doc and
the class goes through the answers together.
Lesson 8 English EN5-3B selects and uses
language forms, features
and structures of texts
appropriate to a range of
purposes, audiences and
contexts, describing and
explaining their effects on
meaning
EN5-5C thinks
imaginatively, creatively,
interpretively and critically
about information and
increasingly complex ideas
and arguments to respond
to and compose texts in a
range of contexts
Creative Writing Revision & Discussion Symbols and
Images
Students & teacher discuss how to complete a Creative Writing and
the requirements such as: characters, plot, dialogue, setting etc.
Students complete handout as a reminder and to include all
information together. Students complete this in pairs and then share
with the class. (Resource included in appendix)
Deconstruct/
From here, teacher explains that students will be writing a Creative Reconstruct
Writing from the perspective of an Aboriginal person who has left
their hand print on the Red Hands Cave.
Students & teacher reflect on the correct context and terminology
necessary for this task.
Students are required to create a story surrounding their character
and explain how they came to include their hand print in the Red
Hands Cave.
Creative Writing Task:
Students are allowed the rest of the lesson to complete their creative
writing.
Teacher checks in on students and is available for help for the
remainder of the lesson.
Lesson 9 Music 5.6 experiments with Teacher-led discussion - Red Hands Cave: Land Links
different forms of Students will discuss their prior knowledge of Red Hands Cave from a
technology in the previously completed virtual fieldwork lesson.
composition process They will be guided to talk about protecting Aboriginal land, land rights,
as well as images/art/music that expresses this.
5.7 demonstrates an
Story Sharing
understanding of musical Research Task - Jacinta Tobin and Yothu Yindi:
concepts through the Students will complete a short online research activity about Jacinta Tobin
analysis, comparison, and (the sibling of Christopher Tobin who was the tour guide for Red Hands
critical discussion of music Cave) as well as Yothu Yindi (an iconic Aboriginal band) and learn about
from different stylistic, their story.
social, cultural and Students will also listen to their music and discuss its meaning and how Non-linear
historical contexts this is expressed through individual musical concepts (i.e. instrumentation,
pitch, rhythm, lyrics, structure etc.).
5.11 demonstrates an
appreciation, tolerance and Electronic Composition
respect for the aesthetic Students will also revisit soundscapes which they have heard in the
value of music as an art- geography lesson to discuss what it represents and incorporate this into Community
form music. Links

In groups of 2-3, students will use their prior knowledge of using

softwares such as GarageBand to re-organise soundscapes into short
musical excerpts (10 - 30 seconds long).

Lyric-writing activity:
Students will develop 6-10 lines of lyrics based on the theme about land
rights and the importance of land.
SYLLABUS SYLLABUS KEY OUTCOMES/ INTEGRATED TEACHING, LEARNING AND ASSESSMENT CONNECTIONS
OBJECTIVES CONTENT TO 8 WAYS

Lesson 10 Music 5.3 performs music Aboriginal musical characteristics and musical concepts Land Links
selected for study with Students will practice with various instruments, and performing
appropriate stylistic techniques.
features demonstrating solo
and/or ensemble Composition /performance activity:
awareness Based on the contextual information they have learned in the previous
Story sharing
lesson, students will use the lyrics they have written and create a
5.4 demonstrates an melody/simple instrumentation accompaniment in groups of 3-5.
understanding of musical They may also choose to use the electronic soundscapes they have
concepts through created in the previous activity to accompany their composition.
improvising, arranging and Students will then introduce their ideas/concepts to the class and
composing in the styles or perform. Those who are the audience will also provide feedback on Non-verbal
genres of music selected for each performance.
study

5.7 demonstrates an
understanding of musical
Deconstruct/
concepts through the
Reconstruct
analysis, comparison, and
critical discussion of music
from different stylistic,
social, cultural and
historical contexts

5.11 demonstrates an
appreciation, tolerance and
respect for the aesthetic
value of music as an art-
form