Professional Documents
Culture Documents
6. What led to and what was the significance of the Statement From the
Heart? What was the response? (Significance, Cause and Effect, Change and
Continuity, Perspective)
7. What led to and what was the significance of Triple J’s decision to move the
Triple J Hottest 100 Countdown from the 26th January? What was the
significance of this? (Significance, Cause and Effect, Change and Continuity,
Perspective)
4. Has an Acknowledgement of / Welcome to Country SBS Article: Acknowledging Country Modern History
always been apart of Australian culture? Track this https://www.sbs.com.au/nitv/article/2017/05/31/ack
change. What values and attitudes have changed to nowledging-country-modern-history
reflect this? (Continuity and Change, Cause and Effect)
Learning Activity 3:
Literacy based activity: students track the changing
attitudes towards Acknowledgement / Welcome to Country
statements using the SBS article provided. Students transfer
this data onto a ‘timeline of attitudes’, or by representing
this using a continuum with the entire class. Students
discuss the impact of these changes via whole class
discussion or in pairs or small groups.
5. Why do we do this? What is the purpose and Australian Geographic Article: Significance of
significance of an Acknowledgement of / Welcome to Acknowledgement of / Welcome to Country Statements
Country for Aboriginal People and for others? https://www.australiangeographic.com.au/topics/histo
(Significance, Empathic Understanding) ry-culture/2016/03/richard-walleys-welcome-to-
country/
Learning Activity 4:
Literacy based task: students construct their own Acknowledgement of Country Scaffold (see below)
Acknowledgement / Welcome to Country using the Scaffold
provided. Students share their Acknowledgement /
Welcome to Country with the class in an outside yarning
space.
The nature of history compared to Unpacking the ‘nature of modern history’: modern history Behind the News introductory video clips
memory, including oral history studies events which occurred in the past that still affect http://www.abc.net.au/btn/story/s4296312.htm
people today. https://www.youtube.com/watch?v=CcunE0Hq3J4
Students learn about key events that https://www.youtube.com/watch?v=OiQ8YHDfySA
have shaped Aboriginal history Students revise their knowledge of the history of Aboriginal
through memoir and testimony rights and freedoms Virtual Site Investigation: Common Ground
https://www.commonground.org.au/learn
MH11-3 analyses the role of historical Driving Questions:
features, individuals, groups and ideas 1. Describe Aboriginal Rights and Freedoms for ADAMANT Scaffold (see below)
in shaping the past Aboriginal people today? What has changed? (Cause
and Effect, Change and Continuity)
MH11-9 communicates historical
understanding, using historical 2. How does this history shape Aboriginal and Torres
knowledge, concepts and terms, in Strait Islander people’s lives today (Significance,
appropriate and well-structured forms Empathic Understanding)
Learning Activity 1:
Literacy based activity: students revise Aboriginal rights
and freedoms from their Stage 5 learning, revising key
terms and responding to the content from the sources of the
introductory Behind the News videos. Students complete
comprehension activities about this content, engage in a
discussion to learn the significance of key events, construct
a timeline on key events or debate what students believe to
be the most significant event for Aboriginal and Torres
Strait Islander rights and freedoms.
Differentiation opportunity: content selection and learning
activities based on the prior knowledge of students.
Learning Activity 3:
Literacy based task: students complete an extended writing
task based on the following question: What has changed in
terms of Aboriginal rights and freedoms in Australia’s
history? How has this history affected the lives of Aboriginal
and Torres Strait Islander People? (Change and Continuity,
Cause and Effect, Empathic Understanding)
Differentiation opportunity: if students are unable to write
for an extended period of time, paragraph writing should be
taught. This can be modelled and scaffolded from the board
to indicate what is expected of students and to support
students’ learning.
The contribution of oral history to our Unpacking the ‘nature of modern history’: modern history The Conversation Article on ‘Memory Codes’
shared understanding of the past interrogates the past using a variety of sources https://theconversation.com/the-memory-code-how-
oral-cultures-memorise-so-much-information-65649
MH11-2 proposes ideas about the Driving Questions:
varying causes and effects of events 1. What do you remember about The Stolen Generations? ABC Article on Oral Traditions and ‘Song Lines’
and developments (Cause and Effect, Significance) http://www.abc.net.au/radionational/programs/allinth
emind/songlines-indigenous-memory-code/7581788
MH11-9 communicates historical 2. What do these Stolen Generation testimonies
understanding, using historical communicate about culture and about the past? Stolen Generation Testimonies
knowledge, concepts and terms, in (Perspective, Empathic Understanding, Cause and http://www.stolengenerationstestimonies.com/
appropriate and well-structured forms Effect)
ADAMANT Scaffold (see below)
3. Why are oral histories and personal testimonies
valuable sources to teach us about the past?
(Perspective, Significance, Contestability)
Learning Activity 1:
Literacy based task: students recall their knowledge of the
Stolen Generation using a brainstorming activity, Think
Tank or class brainstorm.
Learning Activity 2:
ICT based inquiry task: students engage with an
investigative task of selecting and reflecting on the content
of one testimony from the Stolen Generation Testimonies
website, responding to the source analysis worksheet.
Students should be given the opportunity to share this
knowledge with peers and teachers may wish to have
students communicate their learning through reflective
writing or through the composition of an image or
presentation.
The tensions between national Unpacking the ‘nature of modern history’: modern history Introductory Videos
memory and different perspectives on assesses present circumstances in light of past events. https://www.youtube.com/watch?v=s3HPJnsDx0E
the past
Students learn about the Statement From the Heart from https://www.youtube.com/watch?v=7S9o3fA3twI
MH11-4 accounts for the different the First Nations Constitutional Convention in Uluru in May
perspectives of individuals and groups of 2017. Group 1 Links – ‘Before’
https://www.humanrights.gov.au/publications/constit
MH11-6 analyses and interprets Driving Questions: utional-reform-fact-sheet-recognising-aboriginal-
different types of sources for evidence 1. What led to the Statement of the Heart? torres-strait-islander-people
to support an historical account or 2. What did the Statement of the Heart include?
argument 3. What was the response to the Statement of the Heart? https://www.humanrights.gov.au/sites/default/files/c
4. What was the impact of the Statement of the Heart for ontent/constitution/reform/constitutional_reform2011
MH11-7 discusses and evaluates Aboriginal people and others? .pdf
differing interpretations and
representations of the past Learning Activity 1: Group 2 Links – ‘Pre-cursors’
Literacy based task: students view the introductory videos https://www.reconciliation.org.au/wp-
MH11-8 plans and conducts historical and record their impressions of what the purpose of The content/uploads/2017/11/NRW2014_Constitutional-
investigations and presents reasoned Statement From the Heart’s was. Recog_FactS.pdf
conclusions, using relevant evidence
from a range of sources Learning Activity 2: http://www.abc.net.au/news/2017-05-
Informal group formative assessment task 22/constitutional-recognition-lessons-of-1967-
MH11-9 communicates historical ICT based inquiry task: students engage with a project- referendum-apply/8546906
understanding, using historical based learning task requiring them to construct the events
knowledge, concepts and terms, in of the Uluru Statement from the Heart. 5 Groups will Group 3 Links – ‘The Statement’
appropriate and well-structured forms investigate and present on the content of the following 5 Uluru Statement from the Heart
points in order. Each group must construct 3 inquiry https://www.referendumcouncil.org.au/sites/default/f
MH11-10 discusses contemporary questions and are given the cited resources as a guide. iles/2017-05/Uluru_Statement_From_The_Heart.PDF
methods and issues involved in the
investigation of modern history
Group One https://www.aph.gov.au/About_Parliament/Parliament
- Before: Students learn about what constitutional ary_Departments/Parliamentary_Library/pubs/rp/rp1
recognition Aboriginal people had before 2017. 617/Quick_Guides/UluruStatement
(Change and Continuity).
Group 4 Links – ‘Response’
Group 2 https://www.referendumcouncil.org.au/event/first-
- Pre-cursors: Students learn about the catalysts of the nations-regional-dialogue-in-uluru
Statement including the background of the First
Nations Constitional Convention in Uluru. They http://www.abc.net.au/news/2017-11-05/malcolm-
investigate what occurred in the lead up to the turnbull-defends-decision-on-indigenous-
Statement identifying who was responsible for bringing recognition/9120252
the Statement forward. (Cause and effect).
https://www.youtube.com/watch?v=2LqGRgR6TxE
Group 3
- The Statement: Students learn about the content of the https://www.theguardian.com/australia-news/uluru-
statement and share what was actually said. (Cause and statement-from-the-heart
Effect)
https://www.theguardian.com/australia-
Group 4 news/2018/may/26/a-year-on-the-key-goal-of-uluru-
- Response: Students learn about how people responded statement-remains-elusive
to the Statement, identifying attitudes that people held
in response to the Statement and the formal ‘decision’ Group 5 Links – ‘Impact’
that was made by the Government (Perspective) https://theconversation.com/indigenous-recognition-
in-our-constitution-matters-and-will-need-greater-
Group 5 political-will-to-achieve-90296
- Impact: Students will learn about the impact that the
formal ‘decision’ had on Aboriginal people and others. https://www.sbs.com.au/nitv/article/2018/04/10/con
(Significance, Empathic Understanding). stitutional-reform-line-was-drawn-red-sand-uluru
Learning Activity 2:
Literacy based task: students read and respond to the SBS
and ABC articles about Triple J’s decision using
comprehension questions.
Learning Activity 3:
Literacy based task: Students evaluate the impact of Triple
J’s decision on Aboriginal people and others a class debate,
small group discussion or other communicative task.
(Significance, Empathic Understanding)
The variety of expressions of collective Unpacking the ‘nature of modern history’: modern history is Buzzfeed Australia’s ‘Pretty for An Aboriginal’ podcast
memory and a critical examination of a conversation. Episodes 6, 8, Bonus Episode Live from the Junket: Race
an expression of memory as reflected Matters
through a podcast, posters, reality TV Driving question: https://player.fm/series/pretty-for-an-aboriginal
shows or any other source 1. How does memory represent Aboriginal modern
history through contemporary sources? (Perspective, Worksheet (see below)
MH11-7 discusses and evaluates Empathic Understanding)
differing interpretations and NAIDOC day posters
representations of the past Learning Activity 1: https://www.naidoc.org.au/resources/poster-gallery
Literacy based task: students critically examine the
MH11-5 examines the significance of expression of memory in the selected ‘Pretty for an Articles: Masterchef’s Native Foods Week
historical features, people, ideas, Aboriginal’ podcast episodes. Students respond to the http://www.natif.com.au/natif-blog/native-foods-on-
movements, events and developments Worksheet to consolidate their learning. masterchef-australia
of the modern world
OR https://www.thepetitionsite.com/302/070/159/celebr
ate-first-nations-people-with-an-aboriginal-week-on-
Literacy based task: students learn about NAIDOC day as an masterchef-australia/
example of an expression of collective memory using the
link provided. Students also identify the change and https://www.datsip.qld.gov.au/be-involved/deadly-
continuity of NAIDOC day posters using the link, responding stories/deadly-stories-gallery/brisbane/tom-mosby
to the questions below on select posters.
OR
Driving Questions:
1. What is the type of source? What are the opportunities
for communicating through this type of source?
(Significance, Perspective)
2. How does this source show change or continuity or
both of the expressions of Aboriginal collective
memory? (Change and Continuity)
3. What is the impact of this source on Aboriginal and
Torres Strait Islander people and others? (Cause and
Effect, Significance, Perspective)
OR