STUDIES OF SOCIETY AND ENVIRONMENT
Studies of Society and Environment Level 6 Unit Overview
'Rights and Wrongs: Indigenous Australians and the Democratic System'
|Duration |Phase |Outcomes |Inquiry questions |Learning activities |Resources |
|2 hours |Defining | |What do we mean by the term 'Indigenous Australians'?|Brainstorm terms and concepts (eg |Discovering Democracy Middle Secondary Units, |
| | | |How do we define culture and identity? |Indigenous, non-Indigenous, democracy, |Curriculum Corporation, 2000, pp 48–51. |
| | | |Do all Australians have the same human rights? |legal rights, human rights, equality, |Brian Hoepper, Deborah Henderson, Julie Hennessey, |
| | | |Whose rights are protected in Australia? |culture, perspective). |Drew Hutton and Suzette Mitchell, Inquiry 2: A |
| | | |Who are some famous Indigenous Australians? Why are |Values clarification activity. |Source-Based Approach to Modern History, Jacaranda, |
| | | |they famous? | |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,|TCC 6.1 |What was the lifestyle of Indigenous Australians |Engage in excursion to cultural centre |Excursion to cultural centre. |
| |changes and continuities, |CI 6.1 |before settlement? |(eg the Aboriginal and Torres Strait |SOSE for Queensland 2, Jacaranda, Milton, Qld |
| |motives and causes |CI 6.4 |What do sources tell us about the initial contact |Islanders Cultural Centre at Inala in |(textbook for background information). |
| | | |between Indigenous and non-Indigenous Australians? |Brisbane). |Middle Secondary Units, pp 55–7, 68–70. |
| |Examining sources | |What have been the different phases of contact? |Students investigate secondary source |Discovering Democracy Middle Secondary Units |
| | | |What are the differences between primary and |materials to identify aspects of the |Assessment Resources, Curriculum Corporation, 2000, |
| | | |secondary sources? |lifestyle of Indigenous Australians |pp 40–7. |
| | | |How can we assess which sources are reliable? |before settlement. |Australian Readers Discovering Democracy Upper |
| | | |How do Indigenous and non-Indigenous perspectives |Jacaranda Atlas activity. |Secondary Collection, Curriculum Corporation, 2002, |
| | | |vary? |Analyse primary source documents to |'When Strangers Meet', pp 29–31. |
| | | | |determine types of contact between |Australian Readers Discovering Democracy Lower |
| | | | |Indigenous and non-Indigenous |Secondary Collection, Curriculum Corporation, 1999, |
| | | | |Australians. |'The Myall Creek Massacre' |
| | | | |Read stimulus material from Australian |pp 17–19. |
| | | | |Readers Secondary Collection to stimulate|Videos: |
| | | | |discussion. |° The Australian Experience, Episode 1, ABC TV. |
| | | | |View videos for background information. |Available at: |
| | | | |Discussions regarding perspectives and |° Rabbit-Proof Fence, Becker Entertainment, 2001. |
| | | | |reliability of sources. |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 |TCC 6.3 |How has the past impacted upon Indigenous Australians|Revising definitions of terms (eg |Assignment materials: Multimedia Scrapbook. |
| |effects, interests and |TCC 6.4 |today? |rights). |Robert Darlington, Liz Macginnis and Sarah Mirams, |
| |arguments |CI D6.4 |Do Indigenous and non-Indigenous Australians |Examining the Declaration of Human |Unity and Diversity, Heinemann, 2001, 'Aboriginal |
| | |SRP 6.5 |experience equality in relation to human rights? |Rights. |Australians and Inequality' pp 37–8. |
| |Examining sources | |Have Indigenous Australians participated on an equal |Examining primary source materials. |Australian Readers Discovering Democracy Middle |
| | | |basis with non-Indigenous Australians? |Viewing videos to further understand |Secondary Collection, Curriculum Corporation, 1999, |
| | | |Have any issues been resolved? |perspectives. |'Trying to Change the World' p 17 and 'Through My |
| | | |Who have been prominent Indigenous Australians? |Using technology to investigate issues. |Eyes' pp 38–40. |
| | | |What roles have been played by them? |Investigating how Indigenous Australians |Council for Aboriginal Reconciliation resources. |
| | | |What are the possibilities for the future? |have gained rights and had their voices |Videos: |
| | | | |heard (including an analysis of the |° Peeping through the Louvres, Video Education |
| | | | |changing role of the media). |Australia. |
| | | | |Develop a multimedia scrapbook on a |° Discovering Democracy Secondary Video: 'Men and |
| | | | |prominent Indigenous Australian. |Women in Political Life', Curriculum Corporation. |
| | | | |Discuss possibilities for the future. |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? |Redo values clarification activity. |Reflection activity. |
| | | |Did my own views influence my research? |Class discussion. | |
| | | |How significant have the contributions of Indigenous |Complete reflection activity for | |
| | | |Australians been? |submission with assessment. | |
| | | |Has my perspective changed? | | |
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