Curriculum Focus
Australia’s Neighbours – a case study: Timor Leste
Curriculum Focus
Every country has a story to tell: its landforms, its resources, its history, its people, its culture. The aim of this unit is to give students the opportunity to appreciate a world outside their own, yet on their doorstep – the country of Timor Leste. Beginning with a look generally at South-East Asia in context with Australia, the focus will then be drawn to a case study of Timor Leste.
Learning Outcome 1
Appreciates the ways in which the history, geography and economy of Timor Leste have contributed to the country’s specific growth as a nation.
Learning Outcome 2
Presents a case for the future of Timor Leste based on knowledge of the country’s past and present development.
VELS
Historical knowledge and understanding
Students analyse the impact of significant events and ideas in shaping world history in the twentieth and twenty-first centuries. They describe and explain the key changes in social and political attitudes, ideologies and values in society in the twentieth and twenty-first centuries. They explain how key political ideas have operated in one or more twentieth and twenty-first century historical contexts. They demonstrate an understanding of globalisation and understand aspects of Australia’s role in the international sphere and in global issues.
Historical reasoning and interpretation
They critically evaluate sources of evidence and recognise that in history there are multiple perspectives and partial explanations. (INDONESIAN INVASION)
Geographic knowledge and understanding
Students describe global patterns of development from a range of perspectives and identify and describe the factors that determine these patterns. They analyse development issues. They formulate and evaluate comprehensive policies, including those for sustainable use and management of resources, to alter development patterns at a range of scales.
Geospatial skills
At Level 6 students accurately interpret information on different types of maps and photographs at a range of scales, and use map evidence to support explanations, draw inferences and predict associated outcomes.
Economic knowledge and understanding
Students describe how markets, government policies, enterprise and innovation affect the economy, society and environment in terms of employment, economic growth, the use and provision of resources, exports and imports, and ecological sustainability.
Economic reasoning and interpretation
Students use economic reasoning, including cost–benefit analysis, to research and propose solutions to economic issues and problems of global significance, and to clarify and justify values and attitudes.
Unit Outline
| |Topic |Key Question |Key Issues |Activities |Resources |
| |Geography - South-East Asia|Where in the world is Timor|Locate and identify ~10 SE Asian|Students given large map of South-East Asia; firstly, highlight key |Blackline master map of SE-Asia |
|1 | |Leste? |countries |countries and geographical features. Use coloured pencils. |Atlas |
| |(Lessons 1&2) | |Note proximity of Timor Leste to| | |
| | | |Australia | | |
| | | | | | |
|2 |Recent SE Asian |How has Australia been |Recent disasters and political |Students asked to identify current issues, recent major events and |List of events, issues, Australian involvement|
| |political/social events |involved in SE Asian |events in SE Asia |relations with Australia. |
| | |events? | |Glue map (from Lesson 1) onto centre of A3 sheet and label political and |sia.html |
| | | | |social events around it, linking info to country with a ruled line. |BTN website |
| | |What disasters and | | |A3 paper |
| | |political events have | | | |
| | |occurred recently to shape | | | |
| | |SE Asia? | | | |
|3 |General knowledge of SE |What do I know about Timor |Timor Leste is a near neighbour |Intro to Timor Leste – What do I know about Timor Leste? Students draw KLWH|Quiz sheet (teacher copy) |
| |Asia |Leste? |of Australia |chart in book. Think, pair, share (few minutes each for 1,2 & 4 students to|KLWH chart |
| | | | |brainstorm ideas). Students fill in what they can in 1st 2 columns of | |
| | | | |chart. Will return to chart during and at end of unit to check knowledge | |
| | | | |development. | |
| | | | |Tch quiz. Students answer quiz questions in book as best they can. | |
|4 |Geography |What does the East Timorese|Compare and contrast |Produce a map of Timor Leste with major towns, land features, mountain |Atlas |
| |(could be 2 lessons) |countryside look like? |geographical features and |heights, etc, with key map attributes such as scale, direction, legend, |Climate data for Geelong, Sydney, Dili |
| | | |climate data for Timor Leste and|title, source and borders. | |
| | |What is the weather like in|Australia | | |
| | |Timor Leste? | |Produce climate graphs for say Dili, Viqueque, Geelong, Sydney using | |
| | | | |climate data (monthly temp and rainfall). Describe the overall climate of | |
| | | | |Dili and give reasons for its climate. Which Australian city would it be | |
| | | | |most similar to? | |
|5 |History |What are the dream time |Make comparisons between the |Students are given information regarding Timor Leste history; (Guardian |uc./pt/timor/croc2.htm |
| | |stories of Australia and |origins of indigenous |website) | |
| | |Timor Leste? |Australians and those native to | |
| | |How are they similar? |Timor Leste. |Read Crocodile myth of Timor Leste. Recall/read dreamtime stories of |ory/ |
| | | | |Australian aborigines. Make comparisons between the origins of indigenous | |
| | | | |Australians and those native to Timor Leste, i.e. Dreamtime (creation) vs. |
| | | | |Crocodile myth. | |
| | | | | | |
| | | | |Revisit the KLW chart – add/change facts |Dreamtime resource? |
|6 |History |What key events have |Compare Australian and East |Construct a timeline that compares Australia and Timor Leste history over |Pre-federation unit timeline of Australia |
| | |occurred in Australian and |Timorese history. |past 500 years | |
| | |East Timorese history? Have| | | |
| | |they ever been linked in | |Revisit the KLW chart – add/change facts |guardian.co.uk/flash/0,,268557,00.html |
| | |any way? | | |(slideshow) |
|7 |History |Why was Timor Leste |Indonesian invasion and | | |
| | |occupied by Indonesia? |occupation | |guardian.co.uk/flash/0,,268557,00.html |
| | | | | |(slideshow) |
|8 |Government |How did Timor Leste gain |Birth of a Nation - gaining |Go to World Vision website |
| | |independence? |independence (2001-2) | |t.asp?topicID=84 |
|9 |Government |How is democracy being |Emerging democracy and issues | |
| | |carried out in Timor Leste?| | |t.asp?topicID=84 |
| | |Why is the democracy a | | | |
| | |difficult process for Timor| | | |
| | |Leste? | | | |
|10 |Economics |Why is Timor Leste one of |Resources; industries; labour; |Students choose a familiar product (eg carton of milk, loaf of bread). Ask |
| | |the poorest countries on |Sustainable Development |“What is needed to bring this item to the table?” Invite students to |d/go/pid/42#Economy |
| | |earth when it owns many | |brainstorm in small groups what resources are needed to produce this item | |
| | |valuable resources? | |(incl primary and secondary resources). |Fair Trade coffee websites: |
| | | | |Explore info on the Global Education website and respond to the set |
| | | | |discussion starters: |timor_coffee.html |
| | | | |I was most surprised to find out about… | |
| | | | |The most interesting thing was…. |
| | | | |I’d like to know more about… |airtrade/index.html |
| | | | |This reminded me of… | |
| | | | |Someone who would be interested in this would be… because …… |.au |
| | | | | | |
| | | | |Revisit the KLWH chart – add/change facts | |
|11 |Timor Gap |Is it fair that the rich |Looking at Australia’s | |p.144 of Jacaranda Atlas 6th ed. |
| | |get richer and the poor get|controversial claim to oil | |
| | |poorer? How can |reserves based on boundaries | |htm |
| | |international law help? |between Timor Leste and | | |
| | | |Australia | | |
|12 |Helping Timor Leste |What are Australian |Australia’s aid commitment and |View video. Stop video at 36 mins – “desperately needed help from the |Humanities Alive 2 text, chapter 7. |
| |(2 lessons) |international aid |obligation |international community…” |Video: Asia Our Neighbour: East Timor |
| | |obligations to Timor Leste?| |Class United Nations forum. Hypothetical governments/groups form and | |
| | | | |discuss issues that Australia should /could address with respect to aiding |Clickview video – case study of World Aid |
| | | | |Timor Leste. Each member of group adopts role/topic to research and present|(CCG) |
| | | | |to class with group. Students to use websites to research background needs | |
| | | | |and situations faced by East Timorese people on a daily basis today. |
| | | | | |m |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | |
| | | | | |t.asp?topicID=84 |
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