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'?
  • 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 48–51.
  • 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 133–4.
  • Wayi-Erwer: The Interactive Multimedia Presentation of Aboriginal and Torres Strait Islander People, CD-ROM, QUT, 'Voices' section.

5 hours / Investigating backgrounds, changes and continuities, motives and causes
Examining sources / TCC 6.1
CI 6.1
CI 6.4 /
  • What 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 55–7, 68–70.
  • Discovering Democracy Middle Secondary Units Assessment Resources, Curriculum Corporation, 2000, pp 40–7.
  • Australian Readers Discovering Democracy Upper Secondary Collection, Curriculum Corporation, 2002, 'When Strangers Meet', pp 29–31.
  • Australian Readers Discovering Democracy Lower Secondary Collection, Curriculum Corporation, 1999, 'The Myall Creek Massacre'
pp 17–19.
  • Videos:
° The Australian Experience, Episode 1, ABC TV. Available at:
° 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 1–4.

12 hours / Examining the major effects, interests and arguments
Examining sources / TCC 6.3
TCC 6.4
CI D6.4
SRP 6.5 /
  • How 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 37–8.
  • Australian Readers Discovering Democracy Middle Secondary Collection, Curriculum Corporation, 1999, 'Trying to Change the World' p 17 and 'Through My Eyes' pp 38–40.
  • Council for Aboriginal Reconciliation resources.
  • Videos:
° Peeping through the Louvres, Video Education Australia.
° Discovering Democracy SecondaryVideo: '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, 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?
  • 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.