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Stage 6 | History

Course: Year 11 Modern History Stage 6 Year 11 Duration 4 weeks/16 hours


Title: Remembering the Stories of Our Past
Content Focus: Students develop an understanding of the nature of modern history through an investigation of relevant methods and issues in the topic ‘History
and Memory’ with reference to Aboriginal histories. Historical concepts and skills are to be integrated as appropriate.
Content: Rationale
Students investigate: ‘Aboriginal and Torres Strait Islander histories and cultures’ is an important
 the contribution of Aboriginal oral history and memory to a shared cross curriculum priority that values Aboriginal and Torres Strait Islander
understanding of the past (critical and creative thinking, ethical perspectives on modern events. In 2017 at the First Nations Constitutional
understanding, intercultural understanding, personal and social Convention of Uluru, over 300 Aboriginal and Torres Strait Islander people
capability) signed in support of a constitutional reform and a makarrata which sought to
 the nature of history (in style) compared with memoir with reference to “supervise (1) a process of agreement-making between governments and First
Acknowledgement of or Welcome to Country statements and Stolen Nations and (2) truth-telling about our history” (Referendum Council, 2017).
Generation testimonies (ICT capability, literacy, difference and diversity, This proposal was rejected by parliament. In 2018, for the first year since 1989,
critical and creative thinking, ethical understanding, personal and social Triple J moved their Hottest 100 Countdown from 26th January to the 27th of
capability) January in support of Aboriginal and Torres Strait Islander recognition. This
 the tensions between national memory and different perspectives of the decision was supported by more than 65000 respondents (approximately
past with reference to The Statement From the Heart (ICT capability, 60%) of a survey ran by Triple J. What were the perspectives of Aboriginal and
literacy, critical and creative thinking, civics and citizenship, ethical Torres Strait Islander people towards these events? What do these events show
understanding, personal and social capability) about what has changed and what has stayed continuous about Australian
 an example of how memory can turn into myth with reference to Triple J’s society? And how have these changes and continuities impacted Aboriginal and
‘Change the Date’ petition (literacy, critical and creative thinking, ethical Torres Strait Islander people? These are some of the questions students will
understanding, intercultural understanding, personal and social capability, consider throughout this unit which engages with perspectives as told by
civics and citizenship, difference and diversity) Aboriginal histories and memory. This unit will develop students’ skills in
 the variety of expressions of collective memory and a critical examination analysing a wide range of diverse sources, thinking critically and creatively,
of an expression of memory as reflected through contemporary sources using ICT, developing skills in literacy, using personal and social understanding
including Buzzfeed’s ‘Pretty for an Aboriginal’ podcast episodes, NAIDOC and applying ethical and intercultural understanding. Through a careful
Day posters OR Masterchef Australia’s ‘Native Foods Week’ (ICT capability, selection of important sources and through the use of a source-based formative
literacy, critical and creative thinking, difference and diversity, assessment task, students have the opportunity to research, interpret and
intercultural understanding, ethical understanding, personal and social analyse sources for the purposes of communicating about Aboriginal modern
capability) histories. Students are reminded that history is a record of people who have the
opportunity to be heard. Aboriginal histories and memories as told and shared
by Aboriginal people dignify Aboriginal perspectives, provide clarity and
insight into the experiences of Aboriginal and Torres Strait Islander people and
help construct the past.
Outcomes Key questions
MH11-1 describes the nature of continuity and change in the modern world 1. What is the purpose or significance of Acknowledgement of Country and a
MH11-2 proposes ideas about the varying causes and effects of events and Welcome to Country statements? (Significance, Perspective, Empathic
developments Understanding)
MH11-3 analyses the role of historical features, individuals, groups and ideas
in shaping the past 2. What does the change of acceptance of Acknowledgement of and Welcome
MH11-4 accounts for the different perspectives of individuals and groups to Country statements show about the change of values and attitudes in
MH11-5 examines the significance of historical features, people, ideas, Australian society? (Continuity and Change, Cause and Effect)
movements, events and developments of the modern world
MH11-6 analyses and interprets different types of sources for evidence to 3. Describe what rights and freedoms Aboriginal people experience today?
support an historical account or argument What has changed and how does Australia’s history of the treatment of
MH11-7 discusses and evaluates differing interpretations and representations Aboriginal and Torres Strait Islander people shape the lives of Aboriginal
of the past and Torres Strait Islander people today? (Change and Continuity, Cause
MH11-8 plans and conducts historical investigations and presents reasoned and Effect, Significance, Empathic Understanding)
conclusions, using relevant evidence from a range of sources
MH11-9 communicates historical understanding, using historical knowledge, 4. What is the value of learning about the Stolen Generations through
concepts and terms, in appropriate and well-structured forms testimonies? (Perspective, Cause and Effect, Empathic Understanding)
MH11-10 discusses contemporary methods and issues involved in the
investigation of modern history 5. How do oral histories communicate about culture and about the past?
(Perspective, Cause and Effect)

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)

8. How does memory represent Aboriginal modern history through


contemporary sources? (Perspective, Empathic Understanding)
Historical Concepts and Skills Learning Across the Curriculum Focus: Literacy
Integrated in the above ‘Key Questions’ In the selection of, comprehension of, analysis of and evaluation of written,
visual and aural sources, students develop their skills in literacy. Students
demonstrate their knowledge of grammar, word, vision and text by completing
the ADAMANT scaffolds in source analysis activities showing that they can
understand and comprehend texts through listening, reading and viewing.
Diversity of Learners Key Terms
This unit incorporates universal design principles of providing multiple means First Nations People
of representation, expression and engagement. Source analysis tasks are Acknowledgement of / Welcome to Country
scaffolded using worksheets to accommodate for low literacy learners and to Aboriginal spirituality
model the expectations of a task for all students. ICT based activities have the Colonisation
capacity to be personalized for students with additional needs. The inquiry White Australia Policy
based style of the learning activities allow for capable students to extend their Protection Policy
learning. The content is made accessible for all students by using a project Assimilation Policy
based learning style that includes social learning opportunities. Stolen Generations
Freedom Riders
Mabo Decision
Sorry Day
2008 Apology
Aboriginal rights and freedoms
United Nations Declaration on the Rights of Indigenous Peoples
Makarrata
The Statement From the Heart
Constitutional Reform
Australia Day

Content Teaching and Learning Strategies Resources


The nature of history compared to Unpacking the ‘nature of modern history’: modern history is Information sites on Acknowledgement of / Welcome to
memory: commemorative and relevant to people and groups today. Country statements
https://www.commonground.org.au/learn/acknowledg
Students learn about the significance of Driving question: ement-of-country
an Acknowledgement of / Welcome to 1. What is the difference between an Acknowledgement of
Country Country and a Welcome to Country? http://www.reconciliationsa.org.au/learn/welcome-
2. What is the difference between announcing the and-acknowledgement-of-country-
MH11-5 examines the significance of Aboriginal history of a site and delivering an
historical features, people, ideas, Acknowledgement of / Welcome to Country statement? Video clips: acknowledgement of / Welcome to Country
movements, events and developments (Significance, Perspective) Examples
of the modern world 3. Why is Acknowledgement / Welcome to Country so https://www.aecg.nsw.edu.au/wpcontent/uploads/201
important? (Significance) 6/11/welcomecountry_lowres-1.pdf
MH11-9 communicates historical
understanding, using historical Learning Activity 1: https://www.youtube.com/watch?v=rfkuiTACpYA&list
knowledge, concepts and terms, in =PL4OaBCdO34bBYSBxtn R1OtKWwcQC2bnFv
appropriate and well-structured forms
Inquiry based, project based learning: students form project https://www.youtube.com/watch?v=zwB19
MH11-1 describes the nature of teams to respond to these key questions using the website PARVRc&list=PLRGdx6a8KOsnj-zxBO4Xlh_ikC2RP8XEO
continuity and change in the modern resources provided.
world Differentiation opportunity: teams can be configured with a Video Clip: example of the significance of place
mix of ability levels, and questions can be allocated https://www.youtube.com/watch?v=tow2tR_ezL8
(question 1 includes lower order thinking skills whereas
questions 2 and 3 include higher order thinking skills). Aboriginal Languages Map
http://www.abc.net.au/indigenous/features/map/
Learning Activity 2:
ICT based inquiry task: students locate their local country
on the Aboriginal Languages Map. Students then find an
Acknowledgement of / Welcome to Country clip or visual
image that appeals to them. Students upload their clip or
visual image with the name of the country it acknowledges
to their Google Classroom. These clips will be used to
acknowledge country throughout the unit.

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 2 – Virtual Site investigation:


https://www.commonground.org.au/learn
ICT based inquiry task: students analyse the role of
websites such as Common Ground in shaping
understanding of the past (Significance, Perspective).
Students first engage in inquiry based learning to
investigate the site. They then select sources from this site
to complete source analyses using the ADAMANT Scaffold.
(Cause and Effect)
Differentiation opportunity: sources range in complexity;
teachers may wish to allocate sources to particular students
based on suitability.

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

Presentations will informally formatively assess students’ http://www.abc.net.au/news/2018-04-05/indigenous-


ability to communicate about the past using key dancers-at-uluru-constitutional-convention-in-
terminology, demonstrating their comprehension of 2017/9619054
historical concepts and skills in analyzing a diverse range of
sources, researching, explaining and communicating http://theconversation.com/explainer-why-300-
discerning perspectives and interpretations and indigenous-leaders-are-meeting-at-uluru-this-week-
understanding empathically. 77955
Differentiation opportunity: teachers can arrange that
groups are in mixed ability configurations or teachers can
deliberate distribute the lower order thinking and higher
order thinking questions to appropriate groups.
An example of how memory can turn Unpacking the ‘nature of modern history’: modern history Triple J Hack Episode:
into myth with relation to the 26th of considers multiple perspectives on key issues. http://www.abc.net.au/triplej/programs/hack/hack/9
January 198544
Driving Questions:
MH11-2 proposes ideas about the 1. What led to and what was the significance of Triple J’s Articles:
varying causes and effects of events decision to move the Triple J Hottest 100 Countdown https://www.sbs.com.au/nitv/nitv-
and developments from the 26th January? news/article/2017/11/28/ill-be-boycotting-triple-j-
2. What was the significance of this change? (Significance, aus-day-and-other-reactions-hottest-100-move
MH11-7 discusses and evaluates Cause and Effect, Change and Continuity, Perspective)
differing interpretations and http://www.abc.net.au/news/2017-11-27/hottest-100-
representations of the past Learning Activity 1: wont-be-held-on-australia-day-triple-j-says/9197014
Literacy based task: students listen to the Triple J Hack
MH11-10 discusses contemporary Episode and identify the different aspects that are
methods and issues involved in the presented in the clip using a list or graphic organizer.
investigation of modern history Differentiation: this can be scaffolded from the board by the
teacher while the audio is being played for lower ability
classes.

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

Literacy based task: students critically examine the


expression of memory in Masterchef’s ‘Native Foods’ Week.
Students respond to the questions below about the
secondary source of ‘The Petition Site’ article.

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

Literacy based or ICT based task: students critically


examine the expression of memory in any of the sources
they have encountered in the unit so far. Teachers may wish
to use this content point to Scaffold the expectations of the
assessment task.
Assessment Details Outcomes MH11-6, MH11-5, MH11-3, MH11-4, MH11-7, MH11-8, MH11-9
Students are required to make a contribution to the class’ Source Website. This assessment task assesses students’ ability to (1) research to find and analyse
Students collect and annotate three unique sources (different from their quality sources, (2) use sources to make critical, analytical arguments about the
class mates). Each source should be annotated using the ADAMANT scaffold past, (3) consider various diverse perspectives on past events that are significant to
provided and annotations should be 500 words in length. Source Aboriginal people, (4) understand these diverse perspectives with empathy and
annotations must be uploaded along with an image of the source to the class’ personal and social understanding of the impact of past events on Aboriginal people
Source Website. This assessment task has an ICT and literacy focus. and others, and (6) explain and communicate how modern history is shaped by
collective memory.

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