TENNANT CREEK HIGH SCHOOLSUBJECT: Social EducationYEAR:8/9

UNIT: Indigenous Studies/Current Affairs / DURATION:Semester 1, 2003

RATIONALE

To expose students to the major contemporary issues involving Indigenous peoples both in Australia and overseas. To foster analytical thinking which examines information for accuracy, relevance, reliability, bias, racism and paternalism. To provide greater understanding of Indigenous culture, history and concerns which will work towards the reconciliation process. To allow Indigenous students an opportunity to use prior knowledge and skills to gain achievement and feel valued within the school context.
Students will examine and question current events from a political, social and moral stance. The media and the presentation of events will be discussed. Students will develop their analytical and critical thinking skills.

OUTCOMES

Soc 3.2 Explain what they have learned and the core beliefs of urban and non-urban Indigenous peoples,and apply the principles of reconciliation to take action to counter prejudice.
Soc 4.2 Analyse their own cultural practices in comparison to the histories and current experiences of all Indigenous groups, and actively contribute towards reconciliation.
ESSENTIAL LEARNING OUTCOMES: / ESL LEARNING OUTCOMES
In 6 Explains how the past, present and future contribute to their own identity and broaden life directions.
Col 2 Uses constructive strategies to resolve conflict.
Con 1 Accesses information and tools from appropriate sources, analyses these and applies the most relevant aspects to optimise results.
Con 3 Participates in efforts to value diversity and socialresponsibility through active and informed involvement in chosen areas within their family and community.
Con 4 Identifies environmental and social issues within the local and globalcommunity and takes steps to promote change. / S L3.2 Use aspects of spoken SAE language behaviour when communicating and learning at school.
Outcome
Soc 3.2
Soc 4.2 /
Week
2–5
6–10 / Content
The Indigenous experience in Australia
A timeline of events in Indigenous history
Pre-colonisation
1788
European concepts of land ownership
Prevailing ideologies
Genocide?
Protection
Social movements
Other Indigenous experiences
USA, Canada, South Africa, New Zealand, Zimbabwe
Compare the experiences
Government policies
Land – terra nullius
Dispossession
Paternalism
Reserves
Missions
Stolen Generations
Citizenship
Indigenous reactions
Gradual policy changes / Indicators
Describe the effects of contact/colonisation on Indigenous groups.
Investigate and report on how Indigenous peoples and their cultures have adapted and survived.
Compare and contrast the experiences of different Indigenous groups from around the world.
Describe the effects of government policies on Indigenous peoples.
Analyse the effects of government policies on Indigenous peoples.
Link events in Indigenous people’s lives to specific government policies. /
Assessment
timeline /
Resources
White Australia has aBlack History (video), Exploring Indigenous Australia Series, Video Education Australia (VEA), Bendigo, 1999
Missions, Settlementsand Reserves(video), Exploring Indigenous Australia series, VEA, Bendigo, 1999
The Aboriginal Civil Rights Movement (video), Exploring Indigenous Australia series, VEA, Bendigo, 1999
Indigenous Organisations Today (video), Exploring Indigenous Australia series, VEA, Bendigo, 1999
Society and Environment 1, A Atkinson et al., Longman, Sydney, 2001
Jacaranda SOSEHistory, R Cotter, Jacaranda Wiley Ltd, Milton, Qld, 1997
Society and Environment Book 3,
JEshuys, et al., Universal Publishing, Noosaville, Qld, 1998
An Introduction to Aboriginal Societies, WH Edwards, Social Science Press, WentworthFalls, NSW, 1993
Outcome
Soc 3.2
Soc 4.2 /
Week
11–15
16–20 / Culturalidentity
Recording and interpreting Aboriginal history
Living in the environment
Using resources
Social features of Aboriginalsocieties
Kinship
Moieties
Beliefs and rituals – religion, magic
Law and decision making
Communication
Indigenous biography
Students identify Indigenous Australians involved in all aspects of Australian society. Students select one person and conduct research to create a biography. / Indicators
Describe the core beliefs of Indigenous Australian groups through the reflection of, for example, texts read, guest speakers, newspaper articles.
Identify, research and report on the life and achievements of an Indigenous person. /
Assessment
Discussion /
Resources
Society and Environment 3, A Atkinson et al., Longman, Sydney, 2001
Society and Environment 2, A Atkinson et al., Longman, Sydney, 2001
DD Middle Secondary Units, What Sort of Nation?pages 133–165
DD Middle Primary Units, Rules and Laws pages 37–65 (What are Aboriginal laws? pages 46–48)
We Remember pages 67–97.
DD Australian Readers Lower Secondary, The Myall Creek Massacre, pages 17–19, My Place page 57
DD Australian Readers
Middle Secondary, Trying to Change the World pages 17–18, An Australian Citizen First page 18, Through My Eyespages 38–40
Outcome
In6
Col2
Con 1
Con 4 /
Week
2–20 / Content
Current Affairs
Examine topical issues on a weekly basis, looking at the historical background and suggesting solutions to resolve the situation.
Topics will vary from week to week
They could include:
– Iraq
– Terror / Indicators
Identify and analyse current issues and suggest strategies to resolve or prevent conflict or solve the problem.
Critically analyse information for accuracy, relevance, reliability, bias and racism. /
Assessment
/
Resources
Internet search
Newspapers search
Current media programs:
– Dateline
– Four Corners
– 60 Minutes
– Behind the News
– Foreign Correspondent

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