ࡱ> \^[U@ bjbj )>HHHHHHH\```8d\?hv?x?x?x?x?x?x?$_ARC?Hqqq?HH?qHHv?qv?N<0HH"> R`G.=$B>4?0?=$7Du7DH">\\HHHH7DH"> l??\\` \\`Studies of Society and Environment Level 6 Unit Overview 'Rights and Wrongs: Indigenous Australians and the Democratic System' Duration PhaseOutcomesInquiry questionsLearning activitiesResources2 hoursDefiningWhat 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 4851. 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 1334. Wayi-Erwer: The Interactive Multimedia Presentation of Aboriginal and Torres Strait Islander People, CD-ROM, QUT, 'Voices' section.5 hoursInvestigating backgrounds, changes and continuities, motives and causes Examining sourcesTCC 6.1 CI 6.1 CI 6.4What 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 557, 6870. Discovering Democracy Middle Secondary Units Assessment Resources, Curriculum Corporation, 2000, pp 407. Australian Readers Discovering Democracy Upper Secondary Collection, Curriculum Corporation, 2002, 'When Strangers Meet', pp 2931. Australian Readers Discovering Democracy Lower Secondary Collection, Curriculum Corporation, 1999, 'The Myall Creek Massacre' pp 1719. 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 14. 12 hoursExamining the major effects, interests and arguments Examining sourcesTCC 6.3 TCC 6.4 CI D6.4 SRP 6.5How 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 378. Australian Readers Discovering Democracy Middle Secondary Collection, Curriculum Corporation, 1999, 'Trying to Change the World' p 17 and 'Through My Eyes' pp 3840. 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, 23 March 2002. John Hirst, Discovering Democracy: A Guide to Government and Law in Australia, Curriculum Corporation, 1998, pp 567, 60, 725, 789. Val Donovan, The Reality of a Dark History, Chapters 57. Council for Aboriginal Reconciliation, Controlling Destinies: Greater Opportunities for Indigenous Australians to Control Their Destinies, Key Issues Paper No 8, Australian Government, 1994. 2 hoursReflectingWhat 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.  v ! 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