Dialogues for reconciliationhistory

A student / Learns to / Learns about / Reflects on / Overview, resources, assessment
Skills / Use complex terms and concepts as they apply to historical issues and forces
Use knowledge of word origins to define specialised and abstract historical terms
Describe how language and graphic features influence how a source is interpreted
Identify and contrast different accounts of the same event or issue and give possible explanations /

Terms and concepts

Land rights; Native title; Terra Nullius; Egalitarian ism; Self-determination; Reconciliation; Citizenship; Conservation; Preservation
Reconciliation and self-determination
Aboriginal Deaths in Custody

Citizen rights

Issues of Aboriginal heritage / Aspects of active and informed citizenship
Aspects of a just society
Intercultural understanding /

Overview

Students learn about some of the discussions and viewpoints of Aboriginal people with links to Tranby College and Mutawintji National Park. Activities encourage students to identify key reconciliation issues for Aboriginal people and the ways individuals and groups have responded to these issues.

Resources, suggested strategies

Maps

Mutawintji National Park
plan of Tranby Aboriginal College

Video

Tranby Aboriginal College
Mutawintji National Park

Audio

Paula Hamilton, Senior Lecturer UTS

Photography

explore the sites: place investigations
Texts
1999 Vincent Lingiari lecture
1999 Indigenous Young People’s Forum
Mabo, Wik and the 10-point plan
student impression of Tranby College
perspective on the authorities in heritage
Tranby response to Statement of Regret
Jack Beetson’s address to UNESCO
excerpts from the Native Title Act 1993
key issues in reconciliation
Pat Dodson at the National press Club 1996
historian on Mutawintji National Park
conservationist on Mutawintji National Park
archaeologist on Mutawintji National Park
environmental scientist on Mutawintji
glossary for Mutawintji National Park
5000 BC to present day at Mutawintji
web links

Firsthand account

park ranger’s introduction to Mutawintji

Newspaper

1999 referendum: republic and preamble

Assessment Activities

summative
Targeted
5.15 Explains different perspectives and historical interpretations about individuals, groups, events and issues
Knowledge and Understanding
Targeted
5.10 Accounts for how and why the nature of Aboriginal and Non-Aboriginal relations has changed
Values and Attitudes
Targeted
Develops skills to participate in society in an informed way as individuals or members of a group
Develops respect for different viewpoints, ways of living, belief systems and languages.

Saving our heritagehistory

A student / Learns to / Learns about / Reflects on / Overview, resources, assessment
Skills / Ask questions to explain the meaning, purpose, context of historical sources
Make deductions about the usefulness of sources for the purpose of a specific historical inquiry
Clarify the scope of a historical investigation by defining key terms and concepts
Locate information from a wide variety of written, oral, audio-visual and multimedia resources
Use strategies to organise information from a range of different sources for different purposes /

Terms and concepts

Natural heritage; Built heritage; Citizenship
Heritage issues (including community values, public policies)

Environmental issues

(including government policies and legislation)
Alliances for community action (including environmentalists and trade unionists) / Aspects of active and informed citizenship
Ecological sustainability /

Overview

Students hear the stories of people involved in the campaigns to save Susannah Place and Kelly’s Bush. Using local histories and historical source material, students undertake an inquiry-based investigation into the events, actions and historical interpretations surrounding a heritage issue in their locality.
Research activity:

Resources, suggested strategies

Maps

plan of Kelly’s Bush

Video

Susannah Place
Kelly’s Bush

Audio

Kath Lehany, Battlers for Kelly’s Bush
Tracy Ireland, University of Sydney

Photography

secretariat of the Battlers for Kelly’s bush
Colin James, green bans campaigner
Jack Mundy, Builders Labourers’ Federation
Joe Owens, Builders Labourers’ Federation
campaign slogans in Waterloo
Margaret Barry, green bans campaigner
protests in Victoria Street
demolition in Woolloomooloo
explore the sites: place investigations
demolition of Woolloomooloo houses
Text
Kath Lehany on Kelly’s Bush
council perspective on Kelly’s Bush
chronology of Kelly’s Bush campaign
Sydney’s green ban campaign 197074
bulldozers and people
after the green bans

Firsthand account

tour of Susannah Place with Ann Toy

Newspaper

letters to the editor on Kelly’s Bush

Interview

oral histories on Susannah Place

Discussion

heritage challenges
conservation and modernity in Sydney

Assessment Activities

formative
summative
Targeted
5.17 Defines the purpose of a historical investigation and plans and conducts appropriate research, with some independence
Knowledge and Understanding
Values and Attitudes Targeted
5.12 Accounts for how and why the rights and freedoms of various groups in Australian society have changed

Images of continuing cultureshistory

A student / Learns to / Learns about / Reflects on / Overview, resources, assessment
Skills / Identify and contrast different accounts of the same event or issue and give possible explanations
Locate historical information from a wide variety of written, oral, audio-visual and multimedia resources
Use strategies to organise information from a range of different sources for different purposes
Make judgements about the usefulness of materials
Select a form of communication appropriate to purpose and audience
Evaluate the effectiveness of own and others communication with greater autonomy /

Terms and concepts

Multiculturalism; Reconciliation; Egalitarianism; National Identity, Intercultural exchanges

Egalitarianism

Diversity (including images of being Australian)
Heritage issues (including heritage tourism)
Environmental issues (including eco-tourism)
Cultural continuity (including international relations) / Aspects of active and informed citizenship
Intercultural understanding
Ecological sustainability /

Overview

Students use historical evidence, including oral histories, to explore the social and cultural implications of keeping significant parts of the built and natural environments.
Heritage values are examined in relation to cultural diversity in Australia’s population, and image of the nation held regionally and globally.
Action-based research:

Resources

Maps

plan of Dundullimal Homestead

Video

scenes at Dundullimal Homestead

Audio

Tony McAvoy, Dept of Aboriginal Affairs
King Fong, Public Relations Consultant
Bernie Howitt, History Teacher

Photography

Harry Choy, President Yiu Ming Society
Dundullimal Homestead prior to restoration
explore the sites: place investigations
Texts
Australia Labor Party multiculturism policy charter for a culturally diverse society (NSW)
views on a multicultural society 1973
media and cultural diversity
key issues in citizenship and republicanism

Firsthand account

elders of Yiu Ming Temple
journey to the land of the Yuin people
Chinese people and political change

Debate

John Howard, racial tolerance
Kim Beazley, racial tolerance
Graeme Campbell, racial tolerance

Assessment Activities

Formative
summative
Targeted
5.19 Creates well-structured texts using evidence to describe, recount, explain, argue, challenge and discuss increasingly complex problems and issues
Knowledge and Understanding
Targeted
5.4 Explains the impact of international events on Australia’s history and evaluates Australia’s contribution to world affairs
Values and Attitudes
Targeted
Develops appreciation of cultural identity and the shared heritage of Australians