Teaching Sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Gweagal spears

15 minutes

Find Out: First Nations artefact research

25 minutes

Take Action: Repatriation of artefacts

5 minutes

Reflection

Learning intentions

Students will:

investigate items of cultural significance to First Nations peoples of Australia.

Success criteria

Students can:

understand the cultural significance and value of artefacts
develop a historical argument.

Tune In: Gweagal spears

Step 1

Begin this lesson by briefly sharing a personal example of an item that holds significant value to you beyond its monetary worth. For example, a family heirloom.

Step 2

Invite students to think of one item they own with more emotional or sentimental value than monetary worth. Ask students to find a partner, and take turns directing students to briefly describe their item and why it is valuable to them.

Step 3

Show your students the following image of the Gweagal spears. Next, they will be shown Rod Mason's contemporary reproduction, which can be viewed here.

Ask students to think silently about what makes these artefacts valuable and select a few to share their thoughts.

Step 4

Explain to students that they will participate in a round of quick-fire statements using an interactive continuum format, where one side of the classroom is ‘agree’ and the other is ‘disagree’. Invite students to stand up and prepare to place themselves on the continuum depending on their response to each statement.

Read each statement to the class and call on 2-3 students from different points on the continuum to provide a quick justification for their position:

The Gwegal spears are primary sources
Rod Mason’s contemporary reproduction is not a secondary source
The Gwegal spears are more valuable than the ones that are made today
Other artefacts exist in Australia that also hold significant value.

Find Out: Cultural artefact research

Step 1

Display the Visual Explainer to students. It briefly describes a selection of cultural artefacts of First Nations cultures within Australia.

Read through each slide with your students, and outline the artefacts that hold strong cultural value for First Nations people of Australia and are important sources that provide us with a richer understanding of Australia’s history.

Step 2

Your students’ task is to reveal the multiple layers of meaning behind one of the First Nations artefacts of their choice by completing the ‘Unveiling Stories’ thinking routine. Students will independently research the artefact and respond to the questions on the Student Worksheet.

Step 3

Collect Student Worksheets from the class and randomly redistribute them to students. Allow students a few minutes to read through their peers' responses and invite some students to share information about the artefact on the Student Worksheet they received.

Take Action: Repatriation of artefacts

Step 1

Ask students to imagine if something precious to their family, a sentimental item that holds their family history, was to be taken away. It could be a trophy won by their great-grandparent, a handmade quilt, or even a piece of jewellery passed down for generations. Then, invite students to share how they would feel if it was returned to them after years of being gone.

Explain to students that this is what the term ‘repatriation’ means. For First Nations peoples, repatriation refers to returning items taken or removed from First Nations communities. Many sacred artefacts such as those explored in this lesson, objects and even ancestral remains were taken from Aboriginal and Torres Strait Islander peoples and displayed in museums around the world, such as the Gwegal spears that were finally returned to the La Perouse Aboriginal Community in April 2024.

Outline to students that these artefacts are significant to First Nations peoples, as they signify a deep connection to culture, traditions, history, and ancestors. When these items are returned, it is healing for First Nations peoples who can reconnect with what they have lost.

Step 2

Outline to students that their task is to select a First Nations artefact held by The British Museum on their database, which can be accessed here. On a whiteboard, copy the following information that includes what students need to look for:

Cultural significance: Look for artefacts that hold cultural, religious, or ceremonial importance to First Nations Australians. This might be mentioned in the artefact’s description.
Connection to Traditional Custodians: Check if the artefact is described as being from a specific First Nations group or community (for example, the Gunditjmara peoples or Yolngu peoples). Items connected to a particular group are often of great cultural importance.
Date of collection: Was the artefact taken during the colonial period? Artefacts taken in the 1800s and early 1900s often were removed without permission from Traditional Custodians.
How was it acquired? The description may explain how the museum acquired the artefact. Look for clues like "collected during an expedition," "donated by a colonist," or "purchased from a settler." These can indicate that the item was taken without consent.

Step 3

Using this information, students will write a short persuasive letter (250-300 words) to the British Museum arguing for its repatriation. In their argument, students must describe:

information about the Traditional Custodians to whom the item belongs (if available)
the artefact and its importance
explain the importance of primary sources for historical purposes

See the example letter below:

Dear Director,

I am writing to respectfully request the return of a cultural artefact held in the British Museum that belongs to its original community in Australia. This artefact is more than an object; it holds deep cultural meaning and connects its Traditional Custodians to their ancestors, stories, and traditions. The artefact I refer to is a primary source that embodies its community's skills, beliefs, and practices. It is a valuable piece of their cultural identity. When artefacts like this are kept far from their original communities, they lose a vital part of their significance and context. Repatriating the item would allow the community to reconnect fully with its history and pass on its stories and traditions to future generations. Primary sources are essential for accurately understanding history, but they are even more meaningful in the cultural setting where they were created. Returning this artefact would respect the original community’s cultural heritage and promote a stronger, respectful partnership between our nations.

Thank you for considering this important request.

Sincerely,
Jane

Learning support: Students can start by outlining an argument in a single paragraph and, based on their level, work towards writing a full letter.

Learning extension: Write a poem, song, or artwork that captures when an artefact is returned to its traditional custodians.

Reflection

Provide each student with a sticky note. On the sticky note, ask students to write three things they learned in this lesson, two things they found interesting, and one question they still have about the topics covered.

Cultural Artefacts

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

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