Discussion Director 1: Maha

Discussion Director 2: Maryam (Mosawi)

Vocabulary Enricher: Aleeyah

Literary Luminary: Samantha

Connector: Sylvia

Travel Chaser: Lara

Discussion Director: Jana

Vocabulary Enricher: Seemel

Literacy Luminary: Mariam I

Connector: Idris

Travel Chaser: Mouna

Discussion Director 1: Derek

Discussion Director 2: Lucy

Vocabulary Enricher: Simran

Literary Luminary: Layla

Connector: Cindy

Travel Chaser: Siyi

Literary Lumnary: Hanann

Connector:Natalia

Discussion director: Sanjana

Vocabulary enricher: Sama

Connector: Sarah

Travel chaser: Ruya

1. What item does Raphael discover that sets the story in motion?

2. Who is Senator Zapanta, and why is he important to the plot?

3. Why do the boys choose to stay loyal to each other despite the danger?

4. What does the setting of Behala teach us about the boys’ lives?

5. How does the author use different narrators to build the reader’s understanding of justice and injustice?

1. Peculiar 

• Definition: Strange, unusual or odd. It is typically used to describe something that deviates from the normal or unexpected. 

• Example of use from the book: “...but the English shaved it off in peculiar places.” pp.8

• New sentence: My peculiar training routine of only eating bananas and running backward improved my game time performance.

2. Grimaced 

• Definition: Distorted facial expression, typically to show pain, disgust or disapproval. 

• Example of use from the book: “ Emmeline grimaced at me.” pp.9 

• New sentence: she grimaced after stubbing her toe against the table.

3. Stupefied

• Definition: astonished, shocked or unable to think or feel properly.

• Example of use from the book: “when they’d gone I sat stupefied.” pp.16

• New sentence: The difficult math problem left students stupefied and confused.

4. Inexpressibles

• Definition: a term used in the 18th and 19th centuries to refer to trousers worn by men.

• Example of use from the book: “OH, and two pairs of leather inexpressibles.” pp.25

• New sentence: He changed out of his muddy inexpressibles after a long day at work.

5. Spinifex 

• Definition: A sand-binding grass with spiky leaves and spiny flower flower heads that break off and resemble tumbleweed. 

• Example of use from the book: “I understood why Padar called the spinifex bushes in the dessert boats.” pp.36

• New sentence: We walked through the dessert, avoiding the spiky spinifex.

Who

·      Who are the main characters in the story, and how do they evolve by the end?

·      Who is Jośe Angelico, and why is he important to the story?

·      Who can the boys trust in their journey?

What

·      What did Raphael find in the trash that changed everything?

·      What risks did the boys take, and why?

·      What is the significance of the key and map in the leather bag?

Why

·      Why are the police so desperate to find the bag?

·      Why do the continue their dangerous mission instead of handing the bag over?

·      Why is Behala an important setting for the story?

When

·      When does the story take place, and how do we know? (modern but poor society)

·      When do the boys realise the true value of what they’ve found?

Where

·      Where is Behala, and what is life like there?

·      Where do the boys go to follow the clues, and what challenges do they face?

How

·      How do the boys solve the mystery and avoid the authorities?

·      How does the author use multiple narrators to tell the story?

·      How does the setting impact the boys’ decisions?

What if

·      What if Raphael hadn’t found the bag – how would that have changed the story?

·      What if the boys had chosen to give the bag to the police – what might have happened?

·      What if corruption wasn’t a part of the story – how would that affect the characters’ lives.

1. Who is Rat, and why is he called that?

Rat's real name is JunJun, he is a young boy who lives under the dumpsite

WHAT

1. What does the key represent to Raphael and the boys? Why is it important?

"Everyone needs a key. With the right key, you can bust the door wide open." This line suggests that the key could unlock something better, perhaps money or answers, which could help them escape their circumstances.

WHY

1.  Why do you think the boys didn’t keep all the money for themselves?

They wanted to grant José Angelico's dream to the worthy members of the mission school because Raphael believed it belonged to the poor as it was stolen by the powerful politician

1. Why don't the boys trust the police, even though there’s a reward being offered

   Because they know that the police aren't trying to help them. The police are desperate and will do anything to get that bag.

   WHEN

   1. When Raphael says, “With the right key, you can bust the door wide open,” what does that mean? Why is it more than just about a key?

   This is a metaphor, meaning the key could open the way to a better life or opportunity, not just a locker.

   1. when did the boys find the leather bag in trash?

in the beginning of the story

WHERE

1. Where do the boys go after they leave Behala?

They go to Samplo, which is Rat's home island. There, they use the money to buy boats and tart a new life.

1. Where do the boys find the bag?

They find the bag at the dumpsite if Behala

1. Where does the story take place?

In Behala at the dumpsite

HOW

1. How does Rat return the money he stole from Father Juilliard?

2. How did the boys' discovery of the bag change their lives?

Allowing them to leave their poor lives in the dumpsite and build a new life for themselves

1. How do the boys manage to outsmart the police?

With Rat's "street smarts", Gardo's quick thinking, they boys merge themselves with the crowd and escape.

WHAT IF?

1. What if Raphael had told the truth to the police? What do you think would’ve happened?

2. What if the boys had never found the wallet? How would the story be different?

• Dumpsite boy - a young person who lives and works at a landfill, scavenging for recyclable materials to sell for money. The term highlights their impoverished circumstances and their reliance on the trash for survival.

• Stupp - Solidified human waste, it's used to highlight the squalid living conditions of the landfill's residents. “What I really mean is, No, never – because what we mainly find is stupp.” chapter 1.

• Battered - in this context, something damaged by age and repeated use. “A little battered and creased, but you could make him out easy enough.” Chapter 2.

• Shanty - a small, crudely built shack, a community of shanties. “You don’t see many police in Behala, because in a shanty you sort out your own problems.” Chapter 3.

• Canal - a man-made waterway constructed for various purposes, including navigation, irrigation, and drainage. “We’d gone left, right, over the little canal that just about gets through, stinking of the dead – and then off we went into a lane only the trash people use – no trucks, and not even many people.” Chapter 4.

• Porter - a person employed to carry luggage and other loads, especially in a railway station, airport, hotel, or market. “We jumped early because you don’t ever want to be seen getting off the train. If guards or even porters see you, you can get a real thrashing.” Chapter 6.

• Thrashing - an act of physically beating someone; a beating. “We jumped early because you don’t ever want to be seen getting off the train. If guards or even porters see you, you can get a real thrashing.” Chapter 6

• Bramble - a rough, prickly shrub or vine. “Five minutes later, we got among bushes and bramble, and there was a small pile of concrete sleepers to sit on, and we were out of breath.” Chapter 6.

Camels were originally from the middle east and south Asia were then brought to Australia back in 1800s. this helped to explore the vast arid outback. Afghan cameleers, like taj father played a crucial but often overlooked role in helping explorers survive in the desert.  Cameleers became an essential part to major expeditions, building supply lines, carrying equipment, and guiding explorers across desserts where few Europeans could survive.

Happy detail

Taj gains confidence and earns respect

Over the course of the journey, Taj grows from a timid boy into a brave and resourceful young man. By the end, he proves himself capable even saving lives at one point and gains the respect of both the cameleers and the expeditions leaders, this makes him feel proud and confident. Throughout this process, Taj undergoes a powerful transformation from a quiet, uncertain boy into a brave, capable and respected young man.

Sad detail

Taj feels like an outsider

Despite his contributions and bravery, Taj often feels like he doesn’t truly belong and not fully accepted by the Europeans because of race and religion and is unsure if he fits into his Afghan background expectations. This inner struggle for identity creates a deep sense of loneliness and sadness in parts of the story. Despite tajs growing bravery and valuable contributions to the expedition, he continues to struggle with deep sense of truly belonging because he tries to fit in an environment where is different from his upbringing and is caught between worlds of not being fully Australian but not entirely Afghan.

Literacy techniques

-              First person narration: Taj perspective makes the story personal and emotional engaging

-              Imagery and description; vivid description of the Australian desert help bring the setting to life

-              Dialogue: shows cultural difference and misunderstandings, but also how people teach each other

-              Historical references: real events and people are woven into the story.

1. The Camel Who Crossed Australia by Jackie French.

- Both books highlight the role of camels and Afghan cameleers in Australian exploration history.

- Both texts contribute to the understanding of Muslim and migrant groups in shaping the country.

2. Parvana by Deborah Ellis

- Both Taj and Parvana follow young protagonists from Muslim backgrounds facing hardship and responsibility at a young age.

- Taj and Parvana both grow up in difficult conditions, Taj in the Australian desert and Parvana in Taliban-controlled Afghanistan, and both show resilience, courage, and maturity beyond their years.

Text-to-world connections.

1. Afghan cameleers in Australian history.

- The novel expresses the real contribution of Afghan cameleers during the 19th century who helped explore and transport goods across the Australian outback.

- shows how migrant contribution is often left out of mainstream media.

2. Cultural Diversity and Multiculturalism

- Taj’s identity as an Afghan Muslim boy in colonial Australia connects to today’s conversations around inclusion, multiculturalism, and acceptance.

Answer: It's set in Beltana South Australia in 1875

Inferential Question 2 : What is the novel main themes?

Answer: Idenity, the importance of family and culture, camel and camel drivers, explorers

Literal Question 3: What dangers does or can the expedition face?

Answer: the expedition faces serval threats across the Australian desert inculding, lack of water threat to survival, heat/sandstorms, wild animals like wild dogs, venimous species like scorpions, and lack of supplies

Literal Question 4: Who are the main charcters in the book?

Answers: The primary charcters in the book are Taj, Saleh mohamed known as padara (Taj's father), Mustara the camel and Ernest Giles.

Implied Question 5: Why is Mustara the camel important to Taj, despite the fact that he his not the strongest?

Answer: Taj values the frindship and trust between them which makes their bond stronger than the strength. Mustara provides emotional support comforting Taj on the risky trek.

Inferential Question 6: Why in your opinion did Rosanne Hawke decide to use a young Afghan boy instead of an Australian explorer to tell the story?

Answer: As an Australian the author may have done this to showcase the other viewpoints of various cultures on the expedition, such as Taj's experience as an Afghan living away from his homeland and poeple in a foreign land where he doesn't feel like he belong, this can connect to young readers and older who feel different. From Taj's point of view younger readers can relate to his struggles as the desert highlights a barrier although he embraces these difficulties teaching young readersif you dont try new things and step out of our comfort zone they can grow.

Text-to-Text
The story reminded me of The Little Prince, as both feature desert journeys filled with reflection and observation. It also connected to Are We There Yet? by Alison Lester, which shows a journey across Australia, teaching about the land and its people. Even stories like Aladdin share the themes of wonder and survival in harsh settings. In each of these texts, young characters grow stronger through their journeys. Taj’s story fits this theme, showing that young people’s voices and experiences carry value and lessons.

Text-to-World
The book highlighted the Afghan cameleers’ role in Australian history, which is often overlooked compared to European explorers. This made me think about the importance of recognising contributions from diverse communities. It also reminded me of children today facing tough journeys, such as refugees, who show resilience like Taj. The desert environment connected to real-world issues like climate change, where people must adapt to extreme conditions. Taj’s trek reflects broader themes of migration, culture, and survival, reminding us to listen to voices left out of history.

(16 May) Beltana was the start point, Taj and his father loaded up the camels getting them ready for the big trip

(13-23 May) Port Augusta

Taj takes part in a goat race and he was very excited he was very focused and doing his best to win

(30 May – 2^nd June) The Elizabeth

over here they were searching for water and having a break before continuing their journey

Coondambo

They kept searching for clean water as they were very thirsty and desperate for it they also set up a camp and got some rest

(22-26 Jun) Wynbring

They found clean water and everyone was so happy they stocked up on water and they also stayed at Tommys home

Queen Victoria springs

they find an oasis, everyone drinks and rests up taj was very happy that they’re still going and strong.

October 1875- Coolgardie region

Taj met the aboriginal people and he learns about there culture and beliefs and he starts feeling like his at home

Nov- Perth WA

The trek has ended!!! Taj has changed he is a very strong person now, going on this trip was a good experience for Taj

Taj and his father Padar prepare the camels in Beltana to join Ernest Giles’ second expedition across the continent from South Australia to Western Australia

June 1875 – Port Augusta (South Australia)

The expedition moves out from Port Augusta into the arid desert. The harsh conditions scorching heat, scarce water, and rough terrain challenge the team. Taj learns survival skills and bonds with his camel, Mustara 

July 1875 – Coondambo

As the environment becomes ever tougher and water vanishes, the journey through central South Australia becomes treacherous. The group loses a camel and Taj gains a deeper understanding of the desert’s dangers.

Late July 1875 – Queen Victoria Spring area

The group discovers a vital water source at or near Queen Victoria Springs providing a much-needed oasis of relief. Taj feels renewed hope and pride that they continue onward.

August–September 1875 – Nullarbor Plain

Crossing the Nullarbor Plain highlights the endless, rocky, and arid terrain. Taj finds himself reflecting deeply on who he is and where he belongs in this vast, unforgiving landscape 

October 1875 – Approaching the Western Desert / Nearing Perth

As the troupe pushes into what today would be considered the eastern fringes of Western Australia, they likely encounter Indigenous groups and benefit from their deep knowledge of survival techniques enhancing Taj’s sense of connection to the land's history .

November 1875 – Reaching Perth (WA)

The expedition completes its gruelling but transformative trek by arriving in Perth. Taj has matured he is resilient, confident, and deeply changed by his experiences .

"It fell into my hand: a small leather bag, zipped up tight and covered in coffee-grounds. Unzipping it, I found a wallet. Next to that, a folded-up map – and inside the map, a key. Gardo came right over, and we squatted there together, up on the hill. My fingers were trembling, because the wallet was fat. There were eleven hundred pesos inside, and that – let me tell you – is good money. ... I gave him five hundred, which was fair because I was the one who found it. Six hundred left for me. We looked to see what else there was, but it was just a few old papers, photos, and – interesting … an ID card. A little battered and creased, but you could make him out easy enough. A man, staring up at us, right into the camera, with those frightened eyes you always have when the camera flashes. Name? José Angelico. Age? Thirty-three years old, employed as a houseboy. Unmarried and living out somewhere called Green Hills – not a rich man, and that makes you sad. But what do you do? Find him in the city and say, ‘Mr Angelico, sir – we’d like to return your property’? ... But I was excited. We were both excited, and we were right to be, because that bag changed everything. A long time later I would think to myself: Everyone needs a key. With the right key, you can bust the door wide open. Because nobody’s going to open it for you." 

Why this passage is interesting: 

This passage is the turning point of the story. What seems like a lucky find turns into a dangerous journey for the three boys. The excitement over the money quickly turns from excitement to risk and danger, pulling the children into the adult world of corruption, secrets, and danger. 

Device – Foreshadowing to the reader the importance of the bag as an integral part of the plot, and that this discovery is more than it seems  

Device – Symbolism as the key represents access to the truth, justice and an escape from poverty  

Device-  Metaphor: “You can bust the door wide open, because nobody’s going to open it for you”, highlights the need for self-reliance and taking control of one's fate. 

What I find most significant in this passage is how Raphael immediately shares nearly half of his find with his friend Gardo rather than keep the money to himself.

Despite his desperate poverty, Raphael displays a spirit of solidarity that foreshadows how, at the end of the book, the boys will give away to the poor the majority of the six million dollars they risk their lives to find. 

#2

"So sorry, but I want to tell you about Rat, and then I will hand over. Rat is a boy, three or four years younger than me. His real name is Jun-Jun. Nobody called him that, though, because he lived with the rats and had come to look like one. He was the only kid in Behala that I knew of who had no family at all, and at that time I didn’t know too much about his past" 

Why this passage is interesting: This passage introduces Rat (Jun-Jun), one of the story's most unique and resourceful characters. It immediately paints a picture of his difficult life, living with rats and without a family, but also makes readers curious about his strength and survival.

• Characterisation: This quote shapes Rat as an outsider, physically and socially. His nickname isn’t just descriptive; it also reflects how invisible and discarded he is by society. 

• Imagery: “Had come to look like one” creates a vivid, even uncomfortable, image that makes you sympathise with him. 

• Theme: Rat’s isolation touches on the broader theme of poverty, abandonment, and the resilience of children in harsh conditions. 

#3 

‘Who were you with? Who saw you?’ ‘Nobody, sir. I was—‘That’s a lie,’ said the policeman, and he came at me from the side. I don’t know where he hit me or what with, but I was knocked to the floor. My chair turned over and the side of my face was split. I fell badly, and my wrist was bent under me, and I saw him standing over me and I thought he was going to start kicking. I screamed, ‘No! No! No!’ over and over again, and tried to get under the table. The policeman didn’t kick me. He reached down, grabbed me, and he and the man in the suit lifted me up by the hair and an arm, and I was put back in the chair. Someone had me by the hair still. ‘I was with Gardo,’ I shouted. There was blood in my mouth. ‘Just my friend! But I didn’t give him money! He didn’t see me find it. I’m sorry, I’m sorry! I was with Gardo, and I found some money – I did not …’ I started to sob. ‘I did not find a bag!’ 

Why I found this interesting: The author exposes the brutality and corruption of the authorities in Raphael's world. The police are acting in a way designed to intimidate and extract a confession from the young boy. The author used first-person narration so that the reader feels as though they are directly experiencing this terrible scene.

 Summary

Retracing the 1875 expedition of explorer Ernest Giles as he treks the desert between South Australia and Perth, Taj and the Great Camel Trek is an adventurous and realistic account of this difficult journey. Based on extensive research and historically accurate details, Rosanne Hawke retells the experience of an Afghan cameleer and his son as they embark on this challenging crossing with Ernest Giles(Reference from teacher's notes).

Characters 

Main Character: Taj

• 12-year-old boy of Pakistani heritage.

• Living in Australia with his father, who works as a cameleer.

• Eager to prove himself and help on the camel expedition.

• Curious, observant, and brave, though sometimes unsure or homesick.

• Begins to mature and grow more confident throughout the journey.
  
  

Other Key Characters

• Taj’s Father – A skilled cameleer, respected by others. He is strict but loving and wants Taj to learn responsibility.

• Mr. Ernest Giles – The expedition leader. A well-known explorer. Professional and determined.

• Camels – Not just animals but important members of the journey. Taj begins to bond with them and learn how to care for them.

Themes Learned So Far

1. Courage and Bravery

2. Responsibility and Growing Up

3. Belonging and Identity

4. Friendship and Trust

5. Afghan Culture

Questions

Q1.Who is Taj with, and what are they preparing for? (Literal) 

 Taj is a 12 year old cameleer who is also the protagonist of the novel. He is preparing for an expedition from south Australia (Beltana) to Perth.  

Q2. How does Taj feel about being involved in the expedition? What clues tell you this? (Inferential) 

Taj feels excited and proud about being involved in the expedition, but also a little nervous and unsure at times.

Clues that show this:

• He shows enthusiasm when he helps with tasks or rides the camel, which suggests he feels proud to be part of the journey.

• His curiosity about the desert, animals, and people around him shows excitement.

Q3 What would be the hardest part for you if you were in Taj’s place? (Implied )

If I were in Taj’s place, the hardest part for me would be living in the hot desert and travelling such long distances on a camel. It would be tiring to cope with the heat, sand, and lack of comfort, but I would try to stay strong like Taj. 

Q4 How many camels are being selected, and  name at least one camel who was chosen ? (Literal)

22 camels, Salmah was one of the camels.

Q5 How does Taj feel when he watches the men choose the camels? Why? (Inferential)

He’s fascinated by the process and wants to be involved, but he also feels like an outsider because he’s young and not taken seriously by the adults yet. He watches closely, hoping to learn and show that he’s capable. His strong interest shows that he’s keen to be part of the expedition in a meaningful way and wants to prove himself, especially to his father and Mr. Giles.

Q6 What kind of preparations are made at Port Augusta? (Literal)

Final supplies are packed, camels are checked and loaded, and the team gets ready for the outback journey.

Q7 What are the main themes incorporated by the author in the novel? (Implied)

Afghan culture, Leadership and Survival, Explorers and their Relationships with Indigenous Groups, Early Australian history and camel drivers.

Additional questions 

1.If you were allowed to choose a camel for the journey, what qualities would you look for?

2.How do the other men in the expedition view Mustara?

3.Why might Mustara be a symbol of trust or friendship for Taj?

4. How does friendship and trust play an important role in Taj’s Journey? Implied 

 Why is the story told from a child’s perspective ? Implied 

• Twelve Angry Men: By linking the novel Trash by Andy Mulligan with Twelve Angry Men, it shows the injustice and inequality experienced by individuals when their social status is measured within the system.

Text to Self

• By reading this novel it has encouraged me to deeply understand different perspectives and challenges of people. It has also reminds me of times when I have witness others individuals been treated unfairly due to their low social status.

Text to World

• The setting of Trash reminds me of third world countries where children must scavenge for trash and how children live and work in extreme harsh and dangerous environment poverty.

Honestly, I think the boys knew that if they gave the bag to the police, they wouldn’t get anything out of it or worse, they might get into trouble. In a place where corruption are part of everyday life, they’ve learned to protect themselves and take opportunities when they come. Keeping the bag wasn’t just about curiosity it was also about hope. Hope that maybe this could change something for them.

2.If you were Raphael, would you have continued to pursue the truth like he did? Why or why not?

Raphael was really brave even when he knew he could get beaten, arrested, or worse, he still chose to keep going. If it were me, I think I’d feel torn, but I’d probably do the same. Once you’ve seen the truth, staying silent feels like you’re letting the bad guys win. I think Raphael wasn’t just doing it for himself, but for justice, and for all the people who don’t have a voice.

3. Do you think Trash gives a voice to the invisible people in society, especially poor children?

Definitely, yes. Trash isn’t just about the boys’ journey it gives a voice to the millions of children living in terrible conditions, ignored by society. The book shows us that these kids aren’t just victims they’re smart, strong, and full of courage

Guiding points: Discuss "stuppa," the items found, the idea of people being treated like trash and the ultimate use of the money.

Who are the true heroes of thus story, and why?- Beyond the main trio, consider

other characters who demonstrate courage, integrity, or compassion. How do their

actions, big or small, contribute to the overall narrative of hope and resistance?

Guiding points: Encourage students to define "heroism" in the context of the novel. Discuss

Raphael, Gardo, Rat, José Angelico, Gabriel Olondriz, Sister Olivia, Father Juilliard, and even

Frederico Gonz.