A possum disturbs Old Dog, and a ‘cranky’ magpie swoops at anyone who steps into the backyard. Little J and Big Cuz share a room and when Little J steps on Big Cuz’s art project, a disagreement over territory ensues. The result is a clear dividing line to mark their individual territory. But they discover they have to compromise on a shared space, and cooperate in order to move in and out of the room, and to get past the swooping magpie in the backyard. Their joint, inventive solution wins high praise from the class at ‘show & tell’.

Engage - Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities.   Identify and practise emotional responses that account for own and others’ feelings.

Theme - RIGHTS

After viewing Little J & Big Cuz, Episode 12 ‘Territories’, engage students with the following activities to support their understanding about cooperation, sharing, resilience and safety.

Focus students’ attention on the dispute between Little J and Big Cuz over the division of space in the bedroom. Have students recall or assume why the room was divided and how the characters negotiated a fair division.

Ask students to share stories about their experiences of claiming ‘areas/spaces’ for their use from another person. For example, in the playground when one group of students want to play a game and require a certain space that others occupy. How do these students negotiate with the others to use the required space? How do they negotiate, or do they use ‘strong-arm’ tactics? Have students suggest ways people could resolve a situation like this, and what rules may apply.

Present the students with different scenarios where they need to develop and suggest a strategy for a ‘peaceful’ resolution. These scenarios may include the following as starters:

1. I woke up late one morning and needed to get to school on time but my sister was in the bathroom, and I needed to clean my teeth before leaving the house. She wouldn’t let me in the bathroom.
2. My friends and I are playing in an area of the playground, but a group of boys want to play ‘Red Rover’ in the area where we are playing. For them to play their game, we can’t play ours. There is nowhere else to go.
3. A new student arrives in class and sits next to me. He/she spreads their belongings over the desk and takes up too much room so that I can’t do my work or stow my belongings. What should I do? I don’t want to hurt their feelings on their first day.
4. My little sister is being read a story by my mother/guardian, but I need a hug, NOW!
5. We are travelling to my grandparents’ place and it is a long drive. My brother keeps moving across to my side of the car which annoys me.

Also, include scenarios that the students suggest they have experienced.

Using a Think-Pair-Share strategy, have students think about and suggest what they would do in the scenarios listed above, and others. Then pair individual students with another student to compare and compile a longer list of strategies, Then have the original pair share these ‘paired’ strategies with another pair before suggesting commonly held strategies with the class.

Introduce students to the concept of (native) Land Rights. Read/view the following picture book story:

• Lowe, P and Pike, J (1997) Jimmy and Pat Meet the Queen, Backroom Press, Broome, WA. Synopsis: “Jimmy is amazed when he is told that Walmajarri land is Vacant Crown Land and therefore really belongs to the Queen. The Queen accepts Jimmy’s and Pat’s invitation to visit, and she arrives with her corgis in tow. Jimmy challenges her to identify all the waterholes in his country to prove ownership, and the Queen is stumped.”

As a class, discuss the story and have students identify the difference between the characters’ views about ‘owning’ land and ‘belonging to’ the land. Alternatively, watch the following video clips,

• Land Rights (Mabo Day)
• 5 Seasons

and discuss the issues involved in Land Rights’ claims, and how the two sides could negotiate the issue.