View Enquiry Questions related to HASS and corresponding resources (below) or view resources by title further down the page.
Griffith University would like to acknowledge the important role of the PLC3 cluster schools in generating questions that informed the video content. These Gold Coast educators were curious about how to respectfully embed Kombumerri histories and culture sensitively into the classroom.
Now educators can utilise their professional expertise to embed this knowledge into unit planning relevant to their year level, learning area and school context. Likewise, Griffith University aims to incorporate these perspectives into teaching practices and increase awareness and appreciation of local cultural knowledge and recognise the Kombumerri people’s custodianship of the land on which our Gold Coast campus is located.
HASS resources respond to the following Enquiry Questions –
| Q# | Enquiry Questions related to HASS |
|---|---|
| 1. | Indigenous family structures and roles and responsibilities.Corresponding resources – |
| 2. | Commemorating special places and talking about their significance in the past and present.Corresponding resources – |
| 3. | Aboriginal symbols used in traditional maps and artworks.Corresponding resource – |
| 4. | Ways to care for a familiar place – Indigenous perspective on how they care for their special places.Corresponding resources – |
| 5. | Commemoration of local Indigenous events.N/A |
| 6. | How the Kombumerri cared for Country.Corresponding resources – |
| 7. | Significant totems or symbols recognised by the Kombumerri people.Corresponding resources – |
| 8. | Well-known Kombumerri people past and present.Corresponding resources – |
| 9. | How did the Kombumerri people dispose of their waste?Corresponding resource – |
| 10. | Were weddings and birthdays important to the Kombumerri people and how did this happen? (Celebrations and Corroborees).Corresponding resources – |
| 11 | How did Kombumerri people know which foods were in season?Corresponding resources – |
| 12. | Sharing stories about the past and present and passing on to the next generation.Corresponding resource – |
| 13. | How did the Kombumerri people’s concept of time differ to today?Corresponding resource – |
| 14. | What were the traditional laws, protocols and customs of the Kombumerri people?Corresponding resources – |
| 15. | What areas/topics are men’s/women’s business?Corresponding resource – |
| 16. | Was the Kombumerri clan an extended family of their own people?Corresponding resource – |
| 17. | What important roles did members of the Kombumerri people play within their community?Corresponding resources – |
| 18. | Compare/contrast: land use/sustainability in the past and present.Corresponding resources – |
| 19. | Rules in the community, decision making and managing conflict.Corresponding resource – |
| 20. | How did the Kombumerri people respect the environment?Corresponding resource – |
| 21. | How did the clans manage their traditional boundaries?Corresponding resources – |
| 22. | Where did the Kombumerri people live in this area prior to white settlement?Corresponding resource – |
| 23. | Was the Yugumbeh language the main language spoken and which clans used it?Corresponding resource – |
| 24. | Were there other dialects of the Yugumbeh language?Corresponding resource – |
| 25. | How did the Kombumerri people trade with other clans and what was their main source of currency?Corresponding resources – |
| 26. | What were the spirits and gods significant to the Kombumerri people?Corresponding resources – |
| 27. | Historical timeline of settlement and events?Corresponding resource – |
| 28. | Did any Kombumerri men fight as black diggers in the World Wars?Corresponding resource – |
| 29. | Did the Kombumerri people preserve their food and how was it stored?Corresponding resource – |
| 30. | Are the local significant cultural sites still used by the Kombumerri people?Corresponding resources – |
Video titles relevant to HASS
The video content has been provided by Uncle Graham Dillon, his three grandchildren: Max Dillon, Justine Dillon, and Emerald Brewer; and his two great nieces: Tess Blundell and Madeleine Pugin. All contributors are members of an extended family network and descendants of Andrew and Jenny Graham. The knowledge and stories shared by these contributors have been passed down through generations of families and provide insight into how Country has always been a place of teaching, research and learning for Kombumerri people. While Griffith University and the Department of Education acknowledge that Kombumerri people own the Indigenous Cultural and Intellectual Property contained in the videos, they understand that versions of the knowledge and stories shared in the videos may vary from that of others within the broader Kombumerri community.
Kombumerri Together Project 
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