Studies of Society and Environment Level 6 Unit Overview
'Rights and Wrongs: Indigenous Australians and the Democratic System'
2 hours /
Defining
/ · What do we mean by the term 'Indigenous Australians'?· How do we define culture and identity?
· Do all Australians have the same human rights?
· Whose rights are protected in Australia?
· Who are some famous Indigenous Australians? Why are they famous? / · Brainstorm terms and concepts (eg Indigenous, non-Indigenous, democracy, legal rights, human rights, equality, culture, perspective).
· Values clarification activity. / · Discovering Democracy Middle Secondary Units, Curriculum Corporation, 2000, pp 48–51.
· Brian Hoepper, Deborah Henderson, Julie Hennessey, Drew Hutton and Suzette Mitchell, Inquiry 2: A Source-Based Approach to Modern History, Jacaranda, Milton, Qld, 1996, pp 133–4.
· Wayi-Erwer: The Interactive Multimedia Presentation of Aboriginal and Torres Strait Islander People, CD-ROM, QUT, 'Voices' section.
5 hours / Investigating backgrounds, changes and continuities, motives and causes
Examining sources / TCC 6.1
CI 6.1
CI 6.4 / · What was the lifestyle of Indigenous Australians before settlement?
· What do sources tell us about the initial contact between Indigenous and non-Indigenous Australians?
· What have been the different phases of contact?
· What are the differences between primary and secondary sources?
· How can we assess which sources are reliable?
· How do Indigenous and non-Indigenous perspectives vary? / · Engage in excursion to cultural centre (eg the Aboriginal and Torres Strait Islanders Cultural Centre at Inala in Brisbane).
· Students investigate secondary source materials to identify aspects of the lifestyle of Indigenous Australians before settlement.
· Jacaranda Atlas activity.
· Analyse primary source documents to determine types of contact between Indigenous and non-Indigenous Australians.
· Read stimulus material from Australian Readers Secondary Collection to stimulate discussion.
· View videos for background information.
· Discussions regarding perspectives and reliability of sources. / · Excursion to cultural centre.
· SOSE for Queensland 2, Jacaranda, Milton, Qld (textbook for background information).
· Middle Secondary Units, pp 55–7, 68–70.
· Discovering Democracy Middle Secondary Units Assessment Resources, Curriculum Corporation, 2000, pp 40–7.
· Australian Readers Discovering Democracy Upper Secondary Collection, Curriculum Corporation, 2002, 'When Strangers Meet', pp 29–31.
· Australian Readers Discovering Democracy Lower Secondary Collection, Curriculum Corporation, 1999, 'The Myall Creek Massacre'
pp 17–19.
· Videos:
° The Australian Experience, Episode 1, ABC TV. Available at: http://www.abc.net.au/schoolstv/
° Rabbit-Proof Fence, Becker Entertainment, 2001.
· Jacaranda Society and Environment Atlas and worksheets.
· Aboriginal Life in Australia, CD-ROM, White Oaks Education, section on culture.
· Archie Roach, They Took the Children Away, CD-ROM (music).
· Wayi-Erwer, sections on people and culture.
· Leisa Scott, Sharing History, Key Issues Paper No 4, Australian Government, Canberra, 1994.
· Val Donovan, The Reality of a Dark History: From Contact and Conflict to Cultural Recognition, Queensland Government, Brisbane, 2002, Chapters 1–4.
12 hours / Examining the major effects, interests and arguments
Examining sources / TCC 6.3
TCC 6.4
CI D6.4
SRP 6.5 / · How has the past impacted upon Indigenous Australians today?
· Do Indigenous and non-Indigenous Australians experience equality in relation to human rights?
· Have Indigenous Australians participated on an equal basis with non-Indigenous Australians?
· Have any issues been resolved?
· Who have been prominent Indigenous Australians?
· What roles have been played by them?
· What are the possibilities for the future? / · Revising definitions of terms (eg rights).
· Examining the Declaration of Human Rights.
· Examining primary source materials.
· Viewing videos to further understand perspectives.
· Using technology to investigate issues.
· Investigating how Indigenous Australians have gained rights and had their voices heard (including an analysis of the changing role of the media).
· Develop a multimedia scrapbook on a prominent Indigenous Australian.
· Discuss possibilities for the future. / · Assignment materials: Multimedia Scrapbook.
· Robert Darlington, Liz Macginnis and Sarah Mirams, Unity and Diversity, Heinemann, 2001, 'Aboriginal Australians and Inequality' pp 37–8.
· Australian Readers Discovering Democracy Middle Secondary Collection, Curriculum Corporation, 1999, 'Trying to Change the World' p 17 and 'Through My Eyes' pp 38–40.
· Council for Aboriginal Reconciliation resources.
· Videos:
° Peeping through the Louvres, Video Education Australia.
° Discovering Democracy Secondary Video: 'Men and Women in Political Life', Curriculum Corporation.
· Full Voice (pamphlet), 'Timeline of Indigenous History' and 'Reconciliation Needs You', The Body Shop, 1999.
· QUT CD-ROM (see first row, third column), sections on culture and rights.
· Leisa Scott, 'Dark Secret, White Lies', in Weekend Australian Magazine, 2–3 March 2002.
· John Hirst, Discovering Democracy: A Guide to Government and Law in Australia, Curriculum Corporation, 1998, pp 56–7, 60, 72–5, 78–9.
· Val Donovan, The Reality of a Dark History, Chapters 5–7.
· Council for Aboriginal Reconciliation, Controlling Destinies: Greater Opportunities for Indigenous Australians to Control Their Destinies, Key Issues Paper No 8, Australian Government, 1994.
2 hours /
Reflecting
/ · What have I learnt from this inquiry?· Did my own views influence my research?
· How significant have the contributions of Indigenous Australians been?
· Has my perspective changed? / · Redo values clarification activity.
· Class discussion.
· Complete reflection activity for submission with assessment. / · Reflection activity.