Introductory activities

Cultural sensitivity and establishing the tone of your classroom

When teaching about the experiences of Aboriginal and Torres Strait Islander peoples, it is important to remain sensitive and to deal with the content appropriately. The Yield navigates several areas that not only demand cultural respect, but require both teacher and student to be cognisant of the broader impacts of the themes and ideas being explored. The novel specifically references and alludes to sexual abuse and molestation, murder, cultural genocide and the impacts of intergenerational trauma (including lifestyle diseases and self-destructive behaviours).

It is important to acknowledge these themes in your classroom and establish an environment where students feel safe to take part in discussions around these ideas. Aboriginal and Torres Strait Islander students should be supported to engage with the content. Magabala Books has a guide to teaching Indigenous content with some useful strategies and ideas for the classroom. Here are some starting points for building cultural empathy and respect:

  • read an Acknowledgement of Country before reading the text – this could be a shared experience that the class undertakes together
  • find out what Country you are on (if you don’t already know)
  • find out what you can about the local languages in your area
  • look for opportunities to engage with people’s experiences with languages – involve your students in the discussion
  • acknowledge that First Nations Australians are complex individuals with varied and diverse experiences
  • be aware of your local traditional custodians and make an effort to understand their histories and connections
  • be mindful that some students may feel anxious about acknowledging languages they speak at home – don’t force them to explain or demonstrate
  • avoid making generalisations about Aboriginal and Torres Strait Islander peoples and their experiences
  • don’t involve students in discussions if they find the content distressing – have some other activities that they can undertake independently should they not feel like participating
  • establish some ground rules for communicating in your classroom in respectful ways

Additionally, it is important to support students by leading them safely in and safely out of the material being covered. Some strategies for doing so include:

  • facilitating a safe space for students to engage in the material
  • acknowledging students’ level of comfort/discomfort around certain topics
  • creating clear processes for students to inform the teacher if they are uncomfortable
  • focusing on the successes of individuals and communities
  • allowing time to debrief at the conclusion of each lesson so that students leave the classroom without concerns or anxieties
  • teaching students how to respond to material with empathy
  • avoiding asking students to relate to experiences that they are unfamiliar with
  • addressing racist attitudes and/or ideologies swiftly
  • giving students an opportunity to act

For more advice on creating a space to engage with the material of The Yield in your classroom, see Cara Shipp and Phil Page’s workshop at the 2020 AATE/IFTE National Conference, which covers strategies to support both Indigenous and non-Indigenous students to handle culturally sensitive and challenging themes. Cara’s additional resources are available through AATE Digital.

Understanding the significance of language

In her Author’s Note at the rear of the text (pp. 339–342), Winch outlines her motives for writing The Yield. Whilst the Gondiwindi family and their experiences are fictional, they reflect the very real injustices faced by Aboriginal and Torres Strait Islander peoples throughout Australia’s colonial history (p. 339), particularly in relation to government and church-imposed language bans.

This loss of language (and the importance of preserving culture through language) is the linchpin that holds The Yield together, allowing the reader to explore Albert, Elsie and August Gondiwindi’s stories and connections to the land at Prosperous. As Winch notes, Aboriginal and Torres Strait Islander language loss is occurring at an alarming rate (p. 340), with 90% of the approximately 250 languages spoken before invasion considered endangered. With this loss of language comes a loss of culture, autonomy and heritage.

Exploring this notion with students before studying The Yield is important. The text alternates between August’s present experiences at Prosperous, mourning her grandfather and protecting the family farm from the threat of miners, and the dictionary that Albert was keeping to reconnect with his lost heritage and prove a connection to the land on which his family lived. These chapters are punctuated by extracts from a letter from Reverend Ferdinand Greenleaf to Dr George Cross at the British Society of Ethnography.

A starting point for class discussion should be the First Languages Australia website, which details the importance of preserving Aboriginal and Torres Strait Islander languages and links to a range of projects and resources, including an interactive map. Further, this short video for the 2019 International Year of Indigenous Languages may provide an accessible springboard to engage with ideas around language and belonging/connection – not just for Aboriginal and Torres Strait Islander students, but for all students in your classroom.

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Aboriginal spirituality and the connection to land

In order to engage with the text, students will need some knowledge of Aboriginal spirituality and how the land forms a basis for identity. This will help them to understand the significance of the actions taken against the Gondiwindi family, as well as August’s internal struggles upon returning to Prosperous. A good starting point is the Australians Together website, which features Uncle Graham Paulson sharing his insights into Aboriginal spirituality.

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Australia’s colonial history

Understanding the colonial practices of the federal government, as well as individual states and territories, is central to studying this text. Reverend Greenleaf’s letter offers the perspective of a Lutheran missionary working in the fictional community of Massacre Plains. He demonstrates a genuine concern for the welfare of the Aboriginal people in his community, despite being ‘wrongly instructed’ in the initial undertaking of his role. Greenleaf’s letter provides an account of the cultural genocide and violence enacted upon the Aboriginal community, and also functions as evidence for the Gondiwindi family’s claim to prove Prosperous as a site of cultural significance.

It would be remiss not to address the concerns around Australia’s colonial history with students. The following links provide starting points for discussion and give appropriate context so that students can engage respectfully with the text:

  • understanding the significance of the land (as described by Aboriginal people from NT, NSW and VIC)
  • Parks Victoria’s guide to caring for Aboriginal sites and places of significance
  • excerpts from Welcome to Country by Marcia Langton (upcoming Reading Australia unit)
  • information about the Native Title Act (1993)
  • understanding early missions in Australia
  • the writings of Reverend J. B. Gribble (the inspiration for Reverend Greenleaf) and his observations on the treatment of Aboriginal people in NSW in 1879
  • an overview of colonisation in Australia, particularly one that challenges the idea of a ‘peaceful’ settlement
  • some insight into the push to remove racist place names and other colonial place names that serve as reminders of the atrocities committed against Indigenous Australians
  • further information about the destruction of culturally significant sites by mining companies

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Personal response on reading the text

The novel’s epigraph

An epigraph is typically used by authors to help establish the theme or message of a novel. The quote by Saint Augustine at the front of The Yield sets the tone for the story to come. There is an interesting discussion about this quote on this blog. Consider how it frames the novel and alludes to the themes in the text. Discuss this with students prior to and after reading.

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The role of language

Having broken down the cultural significance of language, turn students’ attention to understanding how this applies to the text itself. Firstly, there are several occasions when Winch’s characters illuminate the significance of language for the nourishment (cultural, historical and spiritual) of the individual. It may be worthwhile having students document and explore the nuances of these comments. Two quotations to get started with are below:

  • ‘“Well, food isn’t just the things you can eat”’ (p. 94).
  • ‘Death and life are in the power of the tongue’ (p. 114, from Proverbs 18:21 KJV).

Secondly, and most importantly, Albert’s dictionary forms a significant component of this text. Activities pertaining to the dictionary can be found later in this resource. For now, you could check what students understand about the impact of Albert’s dictionary:

  • What is the point and purpose of a dictionary?
  • What are the key components of a dictionary?
  • What can be learned from looking at a dictionary?
  • How does Albert’s dictionary differ from a typical English language dictionary?
  • In what ways does Albert’s dictionary highlight the special connection between culture and land?

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Preserving memories and stories

The impulse to preserve memories and stories is inherently human and transcends cultural differences. Encourage students to examine the stories and memories that they have preserved in their own lives and those of their families.

  • How do they do it (e.g. photographs, diary entries, scrapbooks)?
  • Which stories do they tend to remember more than others?
  • How do these memories stay ‘alive’?

In The Yield, the stories of the people of Prosperous are preserved in multiple ways:

  • Through Albert’s dictionary, which diligently explains the meanings of words in the language of the Wiradjuri people.
  • Through the incidents recounted in Reverend Greenleaf’s letter.
  • Through the artefacts preserved in the museum that August and Missy visit in their quest to prove their family’s connection to Prosperous.
  • Through oral history.

Explore what can be learned about the way memories are preserved with this table (PDF, KB).

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Historical notes

Whilst Winch states that The Yield is a work of fiction, her Author’s Note outlines the research and inspirations that informed her story. It is worth exploring these sources in order to fully understand Winch’s rationale for writing the text – as well as the gravity of the circumstances she describes. For extension, students could investigate other works of historical fiction and seek to understand the key characteristics of the genre. Useful supporting resources are:

The text also makes reference to historical events such as the 1965 Freedom Ride, specifically segregation at the Moree Baths and Swimming Pool Complex in February 1965.

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Outline of key elements of the text

Themes

There are several key themes in The Yield that are explored variously through the differing perspectives of August, Albert and Reverend Greenleaf. Have students complete the theme tracking sheet (PDF, KB) to record details about how the themes are represented. They include:

  • Racism, including government processes designed to oppress and control Aboriginal and Torres Strait Islander peoples
  • Environmental sustainability, including mismanagement of the land through mining
  • Language
  • Spirituality and religion
  • Family
  • Nature
  • Trauma
  • Grief
  • Identity

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Plot

As already discussed, The Yield develops across three narratives: the story taking place in the present with August’s return to Prosperous; the story of colonial Australia as told by Reverend Greenleaf; and the stories shared by Albert in his dictionary. These interwoven stories reveal the pain of the losses suffered by Aboriginal peoples, and the quest for belonging and identity through reconnecting with language and land. Have students complete the plot lines table (PDF, KB) to identify each narrator’s primary concerns. Once they have completed the table, work through each of the characters as follows.

August Gondiwindi August’s story follows a traditional narrative structure and forms the overarching action. Review plot structure with students. Group events in August’s story according to exposition, rising action, climax, falling action and resolution.

Consider the role that flashbacks play in August’s narrative.

How does August’s narrative combine the environmental movement (mining) and Indigenous land rights?

Reverend Greenleaf Greenleaf’s letter is broken up and inserted throughout August’s narrative, with nine parts and a final eulogy. What is the main motivation for Greenleaf’s letter?

What role does the letter serve in facilitating August’s narrative?

Albert Gondiwindi Albert’s dictionary is peppered throughout The Yield. Explain the significance of Albert’s dictionary in the broader narrative.

How does the time difference between August and Albert facilitate the overarching themes of the novel?

What are the key plot points in Albert’s story?

How is Albert’s narrative revealed and how is this different from the way that August’s story is told?

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Characters

August Gondiwindi

August’s narrative centres on her search for connection: to establish both her identity as a Gondiwindi woman and her place in the landscape. Her return to Australia and subsequent quest for self-discovery is prompted by her grandfather Albert’s funeral. She admits that she does not know who she is without Prosperous, and that the idea of it comforted her when she was abroad (p. 217).

Consider:

  • Who is August? How does she explain herself in the opening stages of the novel?
  • Where does she fit in? With whom does she align herself?
  • Does she feel accepted by her family and the community of Massacre Plains?
  • In what ways has August been forced to choose between multiple identities?
  • What does August want?
  • Does August accept herself?
Albert Gondiwindi

Albert fulfils an important role as an Elder of Massacre Plains’ Aboriginal community, who is trying to piece together and prove his family’s connection to Prosperous Mission. His quest to write a dictionary of the Wiradjuri language leads him to reflect on stories from his past and explain his family’s connection to place through special and formative memories. The role of place is instrumental in Albert’s life; having explored the significance of the land for Aboriginal peoples, students should be able to draw connections between Albert’s character and the way his life and identity has been formed by the land. Eventually, they should be able to understand the urgency of Albert’s dictionary.

  • What connections can students draw between Albert’s stories and place?
  • What is the most important entry in Albert’s dictionary?
  • What qualities can be given to Albert from reading his dictionary?
  • What did you learn from reading Albert’s dictionary?
  • In what ways does the dictionary help to combat negative stereotypes of Indigenous Australians?
Jedda Gondiwindi

Jedda is August’s sister who is missing and presumed deceased. The mystery of her disappearance is brought to light throughout August and Albert’s sections of the novel, and appears to weigh heavily on both characters. August in particular feels unable to leave Prosperous (both literally and figuratively) until the mystery is resolved and Jedda has been farewelled. In many ways, August’s inability to grieve the loss of her sister, the lack of clarification and certainty around Jedda’s disappearance, and the tragic circumstances surrounding this incident are symbolic of the plight of Aboriginal and Torres Strait Islander peoples, mirroring our colonial history.

  • While telling the story of Uncle Fred’s arm, Elsie says, ‘You can’t always see a thing that hurts’ (p. 117). How does this relate to the Gondiwindi family’s pain resulting from Jedda’s disappearance, and the continuing pain felt by Aboriginal and Torres Strait Islander peoples today?
  • As children, August and Jedda recorded themselves telling stories and reciting letters for Princess Diana. August rediscovers the tape when she is packing up her family home. Winch writes: ‘After all that time August had Jedda’s words again … she wasn’t lost like they’d always feared’ (p. 309). How does this quote celebrate the text’s overall message about the importance of language and voice?
Reverend Ferdinand Greenleaf

As already discussed, Reverend Greenleaf’s letter punctuates the text, but his role as a missionary (along with the broader role of missionaries in Australia) is also referenced by other characters. Surprisingly, he is offered some sympathy; Aunt Missy says that he probably thought he was doing the right thing (p. 250), and even Greenleaf acknowledges that his behaviours were not always in the best interests of the Aboriginal community.

  • Read Greenleaf’s letter again. What does he believe to be his role and responsibility to the community of Massacre Plains?
  • What is Greenleaf’s primary concern and how does this spur him on to write his letter?
  • Aunt Missy suggests that the Reverend only realised the error of his ways when the tables turned on him (p. 250). What happened to Greenleaf and how does this shift his perspective about the community?
Eddie Falstaff

Eddie provides an interesting point of contrast in the novel. He is a long-time friend of August, though their relationship has been strained and damaged in the past. It is revealed that his father donated a collection of artefacts from Prosperous Mission to the (fictional) Historic Museum Australia. Despite his friendship with August, Eddie makes several references that highlight his internalised racism and illuminate the persistent colonial views in Massacre Plains: from not inviting August to his eleventh birthday party (p. 58), to stating that the Falstaffs ‘saved’ the Gondiwindi family (p. 218). Eddie appears to have inherited his father and grandfather’s paternalistic attitudes towards the Aboriginal community, believing that it needs to be ‘fixed’ or ‘saved’, and that he is responsible for providing a space for its members to receive a colonial education.

  • Read the sentence where Eddie describes Prosperous House as a ‘slave yard’ (p. 218). Unpack this statement with students. What kind of colonial attitudes are present? Consider the notion of land ownership and the stereotypes that are perpetuated about Indigenous Australians.
  • What kind of relationship exists between Eddie and August throughout the novel? What kind of developments does their relationship go through?
  • Why does Eddie lose his patience with August in Chapter 29? What are his expectations of August, and how does this conflict with her own journey of self-realisation?
  • When Eddie reveals his father’s donations to the museum, he tells August that he couldn’t bring himself to show them to Albert (p. 218). Why do you think this might be the case?
  • What other instances are there of Eddie acting with a racist attitude?

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Synthesising task

The importance of language is undoubtedly a key concern of The Yield. Once students have grasped this concept, guide them to create their own individual dictionary or vocabulary journal. They should keep a record of words that they use in their daily life and communications that may reflect their cultural background or popular culture influences. Ideally, this task should be completed over an extended period to give students time to think about the words they might include. Words selected for the dictionary should be explained, used in an example, and (if possible) tied to a formative memory or experience with direct relevance. This dictionary template (PDF, KB) may be helpful.

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