Teacher instructions

Work through this resource material in the following sequence:

10 minutes

Tune in: 'Makarrata'

25 minutes

Find out: Plotting personal narratives

20 minutes

Take action: The role of allies

5 minutes

Reflection: My own ally-ship

Tune in: 'Makarrata'

Step 1. Read this excerpt from an SBS article on ‘Makarrata’:

“In Aboriginal culture, healing after a conflict begins with a process of truth-telling. The Yolngu Matha (language used by Yolngu (people) from communities across Arnhem land) term for this is Makarrata -- a peacemaking process. In Aboriginal ways of being, recognition of wrongs of the past sparks greater understanding on both sides of the conflict. From this, we can develop a resolution, and a coming together of the parties involved in peace.

When we speak of Makarrata, what we’re talking about is a process that ultimately allows the restitution of wellbeing and happiness. The kind of healing that addresses the deep wounds created by unresolved colonial history. And we begin by acknowledging that this isn’t just an ‘Aboriginal problem’ but a shared scar that’s worn by the nation as a whole.”

Invite students to reflect in small groups on the relevance of ‘Makarrata’ to what they saw in the video about Brenda and her family. Ask students to consider the following question and offer an answer in their Student Worksheets.

What do you think is the relationship between Brenda's story, and those like it, and political movements that advocate for the rights of Aboriginal and Torres Strait Islander peoples?

Find Out: Plotting personal narratives

Step 1. Explain that the focus on this segment of the lesson is to retrospectively plot how each of Brenda's families came to a point of healing along a timeline.

Step 2. In order to complete this activity, students may like to use an online tool like bubbl.us (they can click the 'Mind Map Now' green button on the website to avoid signing in or registering) or use butcher's paper.

Step 3. Watch this clip.

The Last Daughter: 'This Aboriginal lady was a good mother' https://player.vimeo.com/video/814119241?h=3ad00f1f22

Step 4. Have students place this particular event, Nan Brenda, Connie and Mac meeting, at the end of their timeline (this will typically be the far right part of their online board, or piece of paper). This is a point of healing. Direct students to draw a line back from this point all the way to the far right.

Step 5. Assign students a focus - either Brenda's biological family or the Ockers - Connie and Mac. Students are to think back through the film and plot the different events that led to this point of shared healing for Brenda's families. They may find it easier to plot all significant events and then identify the ones that led to a healing place.

eg. Nan Brenda - Has seven children with Gary - A welfare officer removes their children - their children live elsewhere (they have no knowledge of where) - their children are returned to them - and so on and so forth.

Step 6. Have students share their work. Some groups will have focused on the same family - this is a nice opportunity for students to cross reference each other's work.

Take Action: The role of allies

Step 1 Share with students these definitions of the word ‘ally’:

From the dictionary:

“An ally is someone who supports people who are in a minority group or who are discriminated against, even though they do not belong to that group themselves.”

From a First Nations community:

In many First Nations communities, an ally is not a person’s child, spouse or partner; it’s someone who is separate to the situation being experienced. The concept of an ally may be seen differently between First Nations Peoples and communities.

Fingal community leader and Bundjalung man, Kyle Slabb, explains allyship in the following way:

"Ally is not a title people bestow upon themselves. It's not a single act, but consistent action over a period of time.

The best allies don’t call themselves allies; they just show up for a cup of tea and listen.

An ally is a person who offers their support. However, the first thing an ally should do is listen to First Nations people about what support might look like for them.

An ally is prepared to contribute in some way, and is open to being asked what they’re able to contribute.

An ally shouldn’t assume First Nations people need or want support, or assume they can talk for the person or people they’re supporting.

If you want to be a good support for First Nations people, start by interrogating your own culture, understand your privilege.”

Step 2. Discuss these questions as a class:

Who was an ally to Brenda?
What actions did they take to be an ally?

Optional: With the class, you may like to create another timeline of events, similar to the activity in the Find Out segment of this lesson.

Step 3. Read the following statement by Brenda Matthews found at https://thelastdaughter.com.au/

Dear Australia…

We’re a nation of dual identity.

Blackfellas and Whitefellas.

I’m on a quest to help bring our two worlds together.

Two halves, that together, can create a powerful whole.

The Last Daughter isn’t about a change of plans, it’s about a change of heart.

From hurting to healing.

From rejection to belonging.

From disconnection to truth.

We all have a story that connects us to this Country.

In uncovering my own story, I found healing and a place to belong.

I don’t want to walk this road alone.

Will you be part of the change and walk with me to experience collective healing?

We can all find a place to belong, together.

Step 4. As a class, create a mind map of what actions allies can take to support healing and belonging between First Nations peoples and non-Indigenous people in Australia. You could divide the mind map into personal actions and organisation-based actions.

Examples could include: calling out racism, signing petitions, listening to stories, sharing articles or films with others (such as The Last Daughter documentary), advocating for change with politicians or organisations, etc.

Reflection: My own ally-ship

Step 1. Ask students to return to the essential question of the lesson: 'What can non-Indigenous people do to be allies with First Nations Australians?'

Have students write down three actions that they could try to implement within their own lives. They may choose to complete this in their Student Worksheet.

Differentiated Learning

We trust that teachers are the best equipped to know how to cater to the diversity in their classes. At Cool.org, we incorporate a variety of differentiation strategies into each lesson. Firstly, each lesson in this unit appeals to various learning preferences. Learning activities can be completed in several different ways - if a student feels more comfortable speaking rather than writing, there are opportunities to accommodate this. In lessons that feature group work or learning stations, we trust that teachers will use their discretion in knowing how to best organise their students according to positive working relationships and ability. Graphic organisers and scaffolds are often included so students can ‘visually think’ and keep a record of their work. While our lessons are designed to be 55 to 60 minutes in length, we trust that teachers will manipulate lesson and segment times according to the needs of their students.

The Last Daughter - The Road To Reconciliation

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