TITLE: Getting Things Done: Freedom Rides

Topic: Aboriginal Land Rights 1972–-1990s.

Stage: Five

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Duration: 10 hours

STUDENT LEARNING OUTCOMES / CONTENT AND INQUIRY QUESTIONS / TEACHING AND LEARNING STRATEGIES / RESOURCES / TIME (LESSONS)
M5.9 – recounts some major events in Aboriginal and non- Aboriginal relations
M5.10 – accounts for how and why the nature of Aboriginal and non -Aboriginal relations has changed
M5.11 – identifies marginalised groups who have struggled for rights and freedoms
M5.14 – explains meaning, purpose and context of sources
M5.15 – explains different perspectives
M5.1 – chronology
M5.2 – sequencing
M5.7 – describes social and cultural life
M5.18 – selects and uses appropriate written, oral and graphic forms for communication
M5.19 – creates well -structured texts
M5.13 – uses historical terms and concepts
M5.9 – recounts some major events in Aboriginal and non- Aboriginal relations
M5.14 – explains meaning, purpose and context of sources
M5.15 – explains different perspectives
M5.16 – locates, selects and organises information / What steps took place leading to the recognition of land rights and native title?
How have traditional views about Australia'’s history been challenged by the end of terra nullius?
Why was there a Royal Commission into Aboriginal Deaths in Custody? / 1. Wave Hill Strike
(a)Song and lyric analysis: 'From Little Things Big Things Grow'.
(b)Background information.
2. Other protests
(a)Source analysis. Burnum Burnum’s Declaration 26/1/88; cartoons.
(b)Role -play. Division of students into roles for role- play about mining on Aboriginal land to promote understanding of the role of stakeholders.
3. Mabo to Wik and Bbeyond
(a)Timeline. Comparison of native title timeline with resistance timeline for similarities, differences, etc.
(b)Students are divided into groups to research one of the following topics. Results are to be presented as a two- page summary and a ½ half-hour lesson to the class. Topics include: Mabo, Native Title Legislation, Wik, 10 pPoint pPlan, rResponse of National Indigenous Working Group on Native Title.
4.Terra nullius.
(a)Student discussion:of ‘'What was terra nullius?’' and sources -based questions.
(b)What influence does this have on traditional views of Australian Hhistory? Analysis of history textbooks over time.
5. Deaths in Ccustody.
(a)Cartoon analysis. Discussion about stereotypes and need for the rRoyal cCommission.
(b)Source analysis. Students' reading and analysis of extracts from the Royal Commission. What were the recommendations of the report? How could these be best implemented? / -Kelly, P 1999,.Don’t Start mMe tTalking: lLyrics 1984-–1999.
-Parbury, N. 1986.,Survival.,P.p 130.
-Education Department SA. 1990,.Aboriginal Land Rights, p.pp 53-–57, 63.
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-Legal Information Access Centre. Luker, T, Hot tTopics, Number 14: Native tTitle, p.pp 24-–25.
-Curriculum and iInternet resources (see Case Study file).
Anderson & Ashton, -Focus on Australian History, p.pp 189-–192.
-Variety of textbooks.
-Kennedy, G et al, Everyone Is Talking About It . . . , pp. 11 ff.
-NSW Dept of Education & Training, Aboriginal Education Policy TD Resource, pp. 65 ff. / 1
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