Stage 4 Technology Unit:
Aboriginal Knowledge In Product Design
Outcomes:
4.1.1 applies design processes that respond to needs and opportunities
4.2.1 generates and communicates creative design ideas and solutions
4.2.2 selects, analyses, presents and applies research and experimentation from a
variety of sources
4.5.1 produces quality solutions that respond to identified needs and opportunities
Assessment criteria linked to outcomes:
Application of design process responding to needs.
A
B
C
D
E
Development of solutions responding to needs.
A
B
C
D
E
Original creation of design ideas and solutions
A
B
C
D
E
Polished presentation of design ideas and solutions
A
B
C
D
E
Application of research to designs and solutions
A
B
C
D
E
Teaching And Learning Activities:
Teacher intro:
Three hundred years ago an Aboriginal warrior from Gunnedah called Red
Kangaroo made a new invention. He sharpened the bottom of his shield and shaped it
so that it could be used for attacking as well as blocking. Fighting in close, you tip
the shield upwards and shove it into your enemy’s throat, cutting his windpipe and
killing him. This invention made his tribe the most powerful people in the area.
Indigenous people are not primitive. All over the world, aboriginal peoples have
always invented and adapted new technologies for tools, plants, textiles etc. A lot of
modern technologies were taken from indigenous peoples.
Eg. 75 percent of the vegetables you buy in the shop were stolen by European
invaders from plant/food technologies developed by American Indians – eg. Corn,
tomatoes, potatoes, beans – all developed by Native Americans. Modern textile
manufacture technology was taken from indigenous peoples in India. Writing was
invented in Africa by indigenous people, as well as a lot of modern maths.
Mind mapping/ Venn diagram:
Brainstorm local traditional Aboriginal technologies – eg. Tools and weapons, food
(eg grinding flour from gidgee seeds), craftwork (eg weaving).
Brainstorm contemporary Aboriginal technologies that are sold in the marketplace
(eg. Souvenirs – boomerangs etc).
Brainstorm European technologies adapted by Aboriginal people, used today and in
mission times. (eg. Aboriginal flag, flour for Johnny cakes, Aboriginal stockmen
equipment, steel spear tips, cigarettes/tobacco, alcohol, billy tea, etc)
Backward mapping:
Brainstorm how Red Kangaroo from Gunnedah might have produced his shield
invention. Start initially with the finished product, and backtrack to how he got there.
From brainstorm, come up with a list of steps from getting the idea to producing a
prototype to mass production for his tribe.
Procedural text relevance for Gamilaraay:
Gamilaraay traditionally used to carve steps in trees, called “Manday”. This was also
the word for steps in a process to follow, or items in a list. So lists and instructions
are ancestrally relevant for the students. Use the results from the backward mapping
brainstorm to produce a whole-class procedural text with at least 6 manday entitled,
“How to invent a new product”.
Discussion:
Have you ever come up with a new idea, or know anyone who has? Share stories.
When you get a new idea, how do you come up with it?
The first electric sheep shears were invented here in Walgett by a man called Wolsey.
How might he have come up with that idea?
Teacher talk:
DeBono, who invented those six thinking hats, he also talks about lateral thinking to
make new ideas. Lateral means sideways. He says most people think in a straight
line, and that’s not good for making new ideas. He says that real creative thinking is
crazy thinking – you’ve got to think away from that straight line. He helped an airline
company invent cameras for the wheels on airplanes, so pilots can see the landing and
make sure there’s no problems with the wheels. He did that by asking a crazy
question – “what if planes could land upside down?” One pilot said, “at least you’d
be able to see the landing gear” and that’s how they came up with the new idea.
For Aboriginal people, this kind of thinking is not crazy. Straight thinking is crazy.
In Gamilaraay culture there is a star called Wamba. The story for that star is of a man
who went silly and travelled in a straight line – that’s why he’s called wamba – crazy.
Gamilaraay way of travelling on country is a winding path, not a straight path. That’s
the Gamilaraay way of thinking too.
Discuss/review:
What are the differences between Aboriginal ways of thinking and non-Aboriginal
ways of thinking? I.e. for Aborigines straight thinking is crazy, for non-Aborigines
roundabout thinking is crazy. What way of thinking is best for inventing new ideas?
So do Aboriginal people have an advantage or disadvantage in technology?
Provocation Questions:
Brainstorm ideas for making the classroom better by asking crazy questions:
Eg. What if the windows were on the roof? What if there were no desks? What if the
desks all faced the back of the room? What if students had to write without using
their hands? What if we kept a pet emu in the class? What if the classroom was in a
boat? What if the teacher had to sing all the lessons?
Reversals:
Another way to get ideas is to reverse accepted ideas, eg learning to read – reading to
learn. Ask some of these crazy reversal questions to add to the classroom brainstorm
list:
Eg. Teacher teaches students – turn it around – what if the students taught the
teacher? What if students were rewarded for bad behaviour and punished for good?
What if we studied at lunch time and ate in class time? What if we had sport in the
classroom and writing on the oval? What if students slept at school and did their
schoolwork at home in the evenings? Instead of kids going to school, what if school
went to the kids? What if the teacher wrote in a book and the students copied from
that onto the board?
From the student responses to the crazy questions, make a list of changes to
implement in the classroom. Trial these changes for the rest of the unit.
Local Resources and Needs:
Divide board in three columns. One side Walgett resources, one side Walgett
problems/needs (opportunities?). Middle column blank. Brainstorm lists of resources
and problems for the two side columns. (resources include plants, animals, skills,
culture, equipment, etc. Problems include boredom, flooding, drought, vandalism,
theft, poverty, arson etc)
Students in pairs write crazy questions and reversals based on the info in the lists.
(Eg. What if kangaroos hunted people? What if bankers burnt down arsonists’
houses?) Each pair puts questions to the class, and teacher makes notes in the middle
column on the board of ideas that come from the discussion. After discussion, draw
lines from resources and needs to a few of the ideas. (eg. Roos hunting people – idea:
a new kind of outback skirmish game – use bush resources: red ochre paint, kangaroo
skin, mulga wood – solve problems of boredom and poverty). Discuss further and
come up with five ideas for new products or technologies needed in the town to solve
problems, using local resources.
Planning:
Class chooses one of these product ideas. Teacher refers to the earlier procedural text
the class produced on how to invent a new product. Follow the manday (steps) to
make a plan for how the class would get from the idea to selling the product. This
will be a big plan, written up on the board (use symbols and pics too) and copied by
students.
Practical:
Teacher gives an example of a design for the product on paper. Students then draw
their own version. Whole class evaluates the drawings, suggesting improvements.
Research:
On internet, students research the manufacturing processes needed, perhaps get local
expert to talk to class about the process, etc.
Text:
Teacher produces model text of paragraph outlining the manufacturing process (using
research results from internet lesson), with justifications for decisions on materials,
costs etc. Deconstruct text (scaffolding) with students.
Practical:
Students make prototypes/models of product.
Brainstorm:
Class comes up with ideas for marketing/advertising the product (radio, door to door
sales, meeting with IGA management to pitch product, etc). Produce some posters,
web pages, etc.
Text:
Teacher produces a model text of a simple, short marketing plan for the product.
Deconstruct (scaffolding) with students.
Display:
Class collaborates to present texts and prototypes and designs in a display in the
classroom. Aim of the display is to attract investors. Class presents the display to a
community member or admin or another teacher – like a sales pitch.
Student Assessment Task:
Using either some of the remaining ideas for products from the earlier lateral “crazy”
thinking session, or individual ideas, each student must:
 design an original product, with a drawing and model/prototype;
 write a paragraph about manufacturing process, materials and costs;
 prepare a basic marketing plan and advertising materials (eg posters);
 present a display for potential backers/investors.
Extension activities:
Class organises a technology design expo, presenting the product displays in the
community.
Students prepare a promotional talk for their product.
Class works with LOTE teacher in integrated task for promoting and exporting their
product to Germany, using German persuasive language.
Excursion to meatworks to see how local animal resources are processed and made
into products to be sold overseas.