TITLE: Getting Things Done: Freedom Rides

Topic: Towards Reconciliation

Stage: Five

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Duration: 8 hours

STUDENT LEARNING OUTCOMES / CONTENT AND INQUIRY QUESTIONS / TEACHING AND LEARNING STRATEGIES / RESOURCES / TIME (LESSONS)
M5.8 – compares and contrasts
M5.9 – recounts some major events in Aboriginal and non -Aboriginal relations
M5.14 – explains meaning, purpose and context of sources
M5.15 – explains different perspectives
M5.15 – explains different perspectives
M5.19 – creates well -structured texts
M5.10 – accounts for how and why the nature of Aboriginal and non -Aboriginal relations has changed
M5.13 – uses historical terms and concepts
M5.14 – explains meaning, purpose and context of sources
M5.15 – explains different perspectives
M5.19 –creates well- structured texts
M5.8 – compares and contrasts
M5.10 – accounts for how and why the nature of Aboriginal and non- Aboriginal relations has changed
M5.12 – accounts for how and why rights and freedoms have changed
M5.16 – locates, selects and organises information
M5.17 – defines the purpose of an historical investigation and plans and conducts independent research
M5.18 – selects and uses appropriate written, oral and graphic forms for communication
M5.19 – creates well -structured texts / What is meant by self-determination and reconciliation? / 1.'“Special Treatment”'
(a)Song analysis: “'Took the cChildren aAway'” and “'Special tTreatment”'..
(b)Readings and analysis of Aboriginal stories of the Stolen Generation.
(c)Court case:– newspaper article. What effects are the policies of the past still having today?
2. Why is 'sorry' so hard to say?
(a)aAnalysis of the arguments for and against. Why is this word so loaded? Building on student knowledge and development of ability to recognise and think about different views on an issue. Students write a letter to the Prime mMinister expressing their opinion (with evidence).
3. Definitions.
(a)Self -determination.
(b)Reconciliation. Opportunity to address student questions about reconciliation.
4. Reconciliation
(a)Stereotypes/myths and prejudices. What role does the media play in promoting and hindering reconciliation?
(b)Redfern park speech. Class analysis of the speech for the continuation of themes throughout this unit.
5. What can we do?
(a)Aboriginal community member guest speaker.
(b)Local issue affecting Aboriginal community.
(c)Narara Valley High School's Aboriginal resource room and its role in reconciliation in the school community.
(d)Research assignment (contract). Research one of the following Aboriginal people:. Pat O’Shane, Charles Perkins, Mum Shirl, Albert Namatjira, Oodgeroo Noonuccal, Sally Morgan, Neville Bonner, Aiden Ridgeway, Burnum Burnum, Eddie Mabo, Faith Bandler. Students can choose research an Aboriginal person of their own choice–– with teacher approval (preference away from sportspeople and musicians). Student choice of presentation.
(e) / -Kelly, P. 1999,Don’t Start mMe tTalking:– lLyrics 1984-–1999.
-Bird, C. 1998.,‘The Stolen Children’.
-Guilliatt, R, in Good wWeekend mMagazine, 20/11/1999, pp. 18 ff.
-Anderson & Ashton, Focus on Australian History, p .205;;Nicholls et al, Images of Australian History, p. 93.
-Kennedy, G et al, Everyone Is Talking About It . . . , pp. 16-–17 andpp. 32–-33.
-Squires, W. 1999, in Daily Telegraph, vol 6, p. 6
Council for Aboriginal Reconciliation, Australians for Reconciliation, p .5.1
-Kitson, J. 1994., cassette. / 2
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