aboriginal studies stage 6: hsc course - social justice ... · aboriginal studies hsc course:...

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Aboriginal Studies Stage 6: HSC Course

SOCIAL JUSTICE AND HUMAN RIGHTS ISSUES

Community/ies to be studied Focus area – Unit duration Assessment task General examples from Australia and International community examples to comparative studies programs

overseas. link to GLOBAL PERSPECTIVE – 8 WEEKS

Sample 1 – Extended Response Sample 2 – Short Answers using Weight: 15% Due: last week of unit

using sources sources

Unit outline Skill focus

The focus of worldwide.

this Part is the examination of the social justice and human rights issues for Indigenous people

• • •

Analysing and making inferences from statistics Synthesising information from a range of sources Presenting a balanced argument on social justice and human rights issues using domestic and international examples to support arguments

Big ideas / key concepts Why does this learning matter?

The key •

concepts I want students to learn are that: the experience of colonisation still impacts on The learning matters because:

Indigenous peoples around the world • an understanding of the ongoing impact of colonisation is fundamental to understanding contemporary • Indigenous people have developed initiatives to Indigenous social, political, economic and legal issues

improve access to social justice and human rights • it is critical to acknowledge and understand the role of Indigenous peoples in improving contemporary • current domestic and international political climates cultural, political, social and economic life for their own communities

continue to have a significant impact on the • it is critical to encourage students to use their knowledge and understandings gained from the course to progress or otherwise of Indigenous human rights become proactive citizens both locally and internationally. and their opportunity to achieve social justice.

Aboriginal Studies HSC Course: Social Justice and Human Rights Issues

Global Perspective

Place in scope and sequence / Building the field Target outcomes

This unit draws on knowledge developed in the Preliminary course, focusing on the colonisation of Aboriginal peoples in Australia. Students will extend this knowledge through a study of Indigenous peoples in Australia and overseas to enable them to develop a deep knowledge and understanding of contemporary social justice and human rights issues common to Indigenous communities around the world.

H1.1 explains different viewpoints of invasion and colonisation and evaluates the impact of these viewpoints on Aboriginal peoples

H1.2 analyses and discusses the social justice and human rights issues that are contemporary consequences of the colonisation of Aboriginal and other Indigenous peoples

H1.3 assesses the representation of Aboriginal peoples and cultures for bias and stereotyping H2.1 analyses the importance of land as an aspect of contemporary issues impacting on Aboriginal peoples H2.3 discusses and analyses consequences of colonisation on contemporary Aboriginal cultural, political,

social and economic life H3.1 assesses the effectiveness of government policies, legislation and judicial processes in addressing

racism and discrimination

H3.2 evaluates the impact of key government policies, legislation and judicial processes on the socioeconomic status of Aboriginal peoples and communities

H3.3 compares and evaluates current initiatives that reassert the social, economic and political independence of Aboriginal and/or Indigenous peoples

H4.1 investigates, analyses and synthesises information from Aboriginal and other perspectives H4.3 communicates information effectively from Aboriginal perspectives, using a variety of media H4.5 compares and evaluates the histories and cultures of Indigenous Australian peoples with international

Indigenous peoples


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Websites Books / Articles Audio / Visual / Multimedia Human Rights Organisations

• www.ahrcentre.org Australian Human Rights Centre

• www.amnesty.org Amnesty International

• www.hrca.org.au The Human Rights Council of Australia

• www.hreoc.gov.au Human Rights and Equal Opportunity Commission

• www.hrw.org Human Rights Watch

• www.hrweb.org Human Rights Web

Government and Reconciliation

• http://138.25.65.50/au/other/IndigLRes/toc-V.html Indigenous Law Resources – link to the Vincent Lingiari lectures

• www.abc.net.au/frontier ABC series Frontier – includes teacher/student support

• www.abs.gov.au Australian Bureau of Statistics

• www.aiatsis.gov.au Australian Institute of Aboriginal and Torres Strait Islander Studies

• www.antar.org.au Australians for Native Title and Reconciliation

• www.cityofsydney.nsw.gov.au/barani Indigenous history of Sydney. City of Sydney Council – excellent on early protests and organisations; Redfern

• www.daa.nsw.gov.au NSW Department of Aboriginal Affairs

• www.edna.edu.au/edna/go Education Network of

Burger J, (1990) The Gaia atlas of first peoples: A future for the Indigenous world. Penguin.

Cooke K, 1988, Beyond a joke. Penguin, Fitzroy, Melbourne.

Cunneen C and Libesman T, 1995, Indigenous people and the law in Australia. Butterworths, Sydney.

Healey J (ed), 2003, Racism in Australia. Spinney Press, Rozelle Sydney.

Horton D (ed), 1994, Encyclopaedia of Aboriginal Australia: Aboriginal and Torres Strait Islander history, society and culture. Aboriginal Studies Press, AIATSIS, Canberra.

Huggins, J, 2002, ‘Indigenous politics and rights’ (speech) ABC Message Stick – Speaking Out, June 2002.

Mason KJ, 2006, Experience of nationhood: Australia and the world since 1900. McGraw Hill, Sydney.

McLean D, 1994, ‘Aboriginal local government power in Western Australia’, in Fletcher C (ed), 1994, Aboriginal self-determination in Australia. Aboriginal Studies Press, Canberra.

Mum Shirl (Shirley Smith), 1995, ‘The Tent Embassy’, from Mum Shirl: An autobiography (Heinemann, 1981, pp 110–117) quoted in Moores I (ed), 1995, Voices of Aboriginal Australia: Past, present, future. Butterfly Books, Springwood NSW, pp 117–121.

Parbury N, 2005, Survival – A history of Aboriginal life in NSW. Department of Aboriginal Affairs. (Available through Board of Studies.)

Swain D, 1988, 200 in the shade. Collins, Sydney.

Pilger J, 1985, A secret country: The first Australians fight back (video). Central Independent Television, UK.

Pilger J, 1999, Welcome to Australia (video). ABC Television.


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Australia

• www.hsc.csu.edu.au NSW HSC online

• www.lawlink.nsw.gov.au/ajac Aboriginal Justice Advisory Council

• www.nntt.gov.au National Native Title Tribunal

• www.racismnoway.com.au Anti-racism education for Australian schools

• www.un.org/cyberschoolbus/res.html United Nations Cyberschoolbus

• www.un.org/english United Nations

• www.universalrights.net Universal Rights Network

International

www.census.gov/main/www/stat_int.html US Census Bureau – information for all countries

Links to other sites

www.blackpages.com.au National online Indigenous business and community enterprise directory

www.cwis.org/wwwvl/indig-vl.html Indigenous virtual library

www.nla.gov.au/npapers all newspapers and search available for online journals

www.onlinenewspapers.com/australi.htm link to Australian newspapers, including regional papers

www.spinneypress.com.au (further links – excellent)


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Content from Social Justice and Human Rights Issues

Students learn about (LA) Students learn to (LT)

• current socioeconomic status of Aboriginal and Indigenous peoples − various indicators of socioeconomic status

• social justice and racism issues including: − various types of racism − mechanisms of racism − government responses locally, nationally and internationally in addressing

racism and discrimination − Aboriginal initiatives to address racism and discrimination

• national and international Indigenous human rights issues from a global perspective including: − citizenship rights of other Indigenous peoples − Reconciliation − role of United Nations − World Indigenous People’s Conference − Sovereignty

• Aboriginal and Indigenous responses and initiatives to improve their legal and political status, including political struggle and protest

• the impact of government policies, legislation, inquiries, Royal Commissions and judicial processes since the1960s

• the extent to which Aboriginal and Indigenous peoples have achieved recognition and equality in society.

• use social indicators to analyse and discuss current Aboriginal and Indigenous socioeconomic status

• identify and explain similarities and differences in social justice and

human rights issues in Australia and overseas • construct coherent written texts to explain and evaluate human rights

and responsibilities in regards to contemporary Aboriginal communities and the broader Australian community

• analyse and discuss future directions to address social justice and

human rights issues • present a balanced argument on social justice and human rights

issues • conduct a comparative study of the local Aboriginal community/ies

and a national Indigenous community and an international Indigenous community.

Content from Research and Inquiry Methods Students learn to: • synthesise information from a variety of sources and perspectives • demonstrate empathy with Aboriginal peoples’ views and experiences • acknowledge the history of the local area and be sensitive to the impact this may have had on the local Aboriginal community • identify useful and reliable sources of information


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Learning Experiences – Social Justice and Human Rights Evidence of Learning

Current socioeconomic status of Aboriginal and Indigenous peoples – various indicators of socioeconomic status Brainstorm – find out what students already understand by the following: ‘socioeconomic status’ (may need to break up into ‘socio’ and ‘economic’), ‘indicators’ Aboriginal disadvantage examples of Indigenous peoples in other countries

Listening Activity Teacher reads Reading 1 Socioeconomic Status (see attached) Students complete WORKSHEET 1

Internet Activity Investigating the socioeconomic status of Aboriginal and Torres Strait Islander people in Australia using website

www.hreoc.gov.au Students complete WORKSHEET 2

Comparative Writing teacher lists conjunctions on the board that are used in comparative writing such as – on the other hand, alternatively,

compared to etc. Using information gathered in WORKSHEET 2, teacher and students write some comparative statements together using a

variety of conjunctions. Students are then given a section from the worksheet and in pairs / groups write a comparative paragraph. Each group reads

out their paragraph and the class positively critiques each one. Internet Activity – Investigating International Indigenous statistics. The website: www.census.gov/main/www/stat_int.html provides links to all countries of the world.

Students choose a country with a well known Indigenous group such as New Zealand – Maori). Students create a table with the sections from WORKSHEET 2 and fill in the information as they research on the internet (often

not all sections are available – they at least need information on one so they can complete the following comparative writing activity).

Assessment for Learning – Task 1: Comparative Writing

Using information obtained from their research, students (in pairs or groups) write a comparative paragraph on one of the sections from WORKSHEET 2 (allocate a different section to each group) – this time comparing Indigenous Australians with an international Indigenous group.

Students indicate their understanding of key terms. Students identify key concepts and respond correctly on the worksheet. Students identify and use statistics accurately and appropriately. Students draw conclusions from statistics. Students compare statistics using appropriate writing techniques. Students identify and analyse the correct statistics on an overseas Indigenous group Students analyse statistics on Indigenous Australians and compare to an overseas Indigenous group.


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Class discuss their findings and draw some general conclusions about the current socioeconomic status of Aboriginal and Indigenous peoples around the world.

These are collated as a joint construction of a report / essay (this could be done on hard copy, overhead or as a class Power Point presentation)

Extension Activity – Students write individual responses using the class response as a guide.

Students draw conclusions from this comparison

Social justice and racism issues including:

− various types of racism − mechanisms and manifestations of racism − government responses locally, nationally and internationally in addressing racism and discrimination − Aboriginal initiatives to address racism and discrimination

Revision

Students and teacher discuss various types of racism and mechanisms of racism covered in the preliminary course topics – Colonialism, Racism & Prejudice. Mind maps, consequence webs and/or tables are a good way to recall and recount this information. (A Recount or Explanation text type could be used to assist students with literacy needs)

Read and discuss ‘Facts & Figures’ – reference ‘Racism in Australia’ Ed: Justin Healey 2003 Spinney Press Students categorise key points into concepts, legislation/policy, expressions of racism,

Web Quest

From the website www.racismnoway.com.au – click on Classroom – Web Quests – Exploring Cultural Diversity The scenario explains - You are part of a delegation to the United Nations. Your delegation must compile a report on how

cultural diversity has shaped and benefited the development of Australia as a multicultural nation. One member of the team will be elected to present the report to the United Nations.

Assessment for Learning – Task 2 Source study

Teacher selects a few racist cartoons (most but not all Aboriginal/Indigenous) and students analyse these in terms of their perspective, impact and responses of different groups (these can be sourced from a number of places: Stage 5 History texts, 200 in the Shade (Swain), Beyond a Joke (Cooke), Survival (Parbury), image search on google)

Research

Students research and discuss examples of Australian and an overseas government’s legislation that has been introduced to address racism and discrimination. (Research should be directed to official government websites, HREOC in Australia and the Amnesty International site which provides ‘report cards’ on most countries’ human rights records. This should have relevant international information.)

Students discuss and compare what prompted these governments to introduce their legislation and how effective they have been in achieving their purpose.

Students recall key facts about racism Students categorise and discuss key points on racism Students identify and analyse the significance of cultural diversity to Australia and the role of Indigenous Australia within this framework. Students identify the elements of racism in each cartoon and interprets these in terms of the cartoonists intention & perceived audience. Students identify key government legislation and locate appropriate examples. Students discuss and compare their examples.


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Extension Activity: Create a comparative table based on the information. With a summary of an assessment of strategies and the prevalence of racism in Australia

National and international Indigenous human rights issues from a global perspective including: − citizenship rights of other Indigenous peoples − Reconciliation − role of United Nations − World Indigenous People’s Conference − Sovereignty

Summarising Discuss and complete WORKSHEET 3 – Discuss meaning of Ethnocide and whether it was practiced on Indigenous people

worldwide. Internet Activity

An Overview of Human Rights and Indigenous People – WORKSHEET 4 Download student activities on 1.The Articles of the Universal Declaration of Human Rights; 2. Construct a Human Rights

Timeline, from www.humanrights.gov.au/education/index.html Select all or some of the activities – the first provides the basic elements students need to understand the UN and its key operations.

Extension Activity: 3. Case Study from above website Research

Students research the origins, purpose and current focus of the World Indigenous People’s Conference (WIPC) including the current status of the Declaration on the Rights of Indigenous Peoples using the UN website.

As a class – students discuss what impact the acceptance of this declaration may have on Australia, on both the government and Indigenous Australians, and draw conclusions about the importance or otherwise of the WIPC.

Extension Activity: In pairs, suggest ways in which the declaration could be applied to Australia that would improve the socioeconomic status of Indigenous Australians and give opportunities for the ‘rights’ agenda to re-emerge. Revision

Students recall when and how Indigenous Australians achieved citizenship rights. Class discusses the improvements that have occurred in the lives of Indigenous Australians since the referendum and the

predicted improvements that have not been realised. Compare this information to citizenship rights for Native Americans – see WORKSHEET 5

Assessment for Learning – Task 3 Students create one mind map with the word SOVEREIGNTY in the centre and another with word TREATY in the centre and

discuss the meaning of these terms and what they mean for Aboriginal people.

Students identify the process of ethnocide and apply to Indigenous people here and overseas. Students identify key human rights issues Students understand the UN and its role. Students identify the key features of the WIPC. Students analyse the Declaration and hypothesise on its impact on Aboriginal people and governments. Students draw conclusions on the importance of the WPIC Students recall the 1967 Referendum and analyse its impact on Aboriginal peoples’ status in Australian society. Students compare the Aboriginal experience of citizenship rights with Native Americans.


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Read Reading 2 (see attached) – Sovereignty and Treaty Students discuss these in terms in light of Reading 2 and add to their mind map From their mind map, students synthesise the information into a few key concepts/issues. Each student is allocated a concept/issue and constructs a paragraph analysing the concept/issue in terms of Aboriginal

people’s progress in achieving social justice and human rights in Australia. Teacher and students collate paragraphs to complete a joint construction.

Extension Activity – Further research on treaties is available in WORKSHEET 6 – Internet Activity Listening Activity

Read the text ‘Reconciliation: A united Australia …’ page 155 and ‘400 metres of reconciliation’ on page 176 of Survival by Nigel Parbury (see sources).

Students complete WORKSHEET 7

Students identify key concepts and issues relevant to the concepts and implications of sovereignty and treaty.

Students synthesise this information and demonstrate their level of analysis through group discussion and written work Students recognise and analyse the significance of the Reconciliation movement

Aboriginal and Indigenous responses and initiatives to improve their legal and political status, including political struggle and protest Categorising and summarising

Students use a range of sources including ICT (indicated on the worksheet) to complete WORKSHEET 8 Assessment for Learning – Task 4 Exposition Essay (text type used in Sample 1 Assessment Task)

Teacher explains the exposition essay text type including structural and language features and the inclusion of evidence from source materials using Reading 3 (see attached)

A question such as, ‘Do Aboriginal peoples get equal treatment in Australian society today?’ is posed. After brainstorming, discussion, and the identification of the key points and evidence to support these; students (in pairs or

groups) are given a section of writing to complete. Each group then shows their piece of writing and the class discusses the good features and makes positive suggestions for

improvement. Teacher collates student responses onto one document and provides students with a copy including annotations

concentrating on the use of structural and language features, and sources. Extension Activity - Students construct an individual response from Assessment for Learning Task 2. Personal Recount

Class reads ‘Extract from The Tent Embassy by Mum Shirl’ – Reading 4 (see attached) and discusses the reading through completion of WORKSHEET 9

Students identify categories and summarise key information Students effectively use ICT and sources to locate appropriate information Students identify the key features of an exposition text type Students demonstrate their writing technique through group writing and critiquing Students identify improvements needed to their writing through annotations Students identify and acknowledge the value of personal recounts in providing insights into key events


Global Perspective

Extension Activity A Case Study that demonstrates how an Aboriginal community has improved its legal and political status through citizenship

rights. WORKSHEET 10

The impact of government policies, legislation, inquiries, Royal Commissions and judicial processes since the1960s

Revision Students recall key government policies, legislation, inquiries, and Royal Commissions from the Preliminary Course topic

‘Colonialism, Racism and Prejudice’. For a good, brief study visit the HSC online website and follow the links via Aboriginal Studies to Global Perspective – Policies, Legislation and Inquiries.

Scanning Using the source Survival by Nigel Parbury – students scan through the Chapter ‘Wake Up Australia’ on page 145 and select

key events/issues to assess the success or otherwise of government activities in the achievement of Aboriginal rights. Class discusses their findings and students complete a table on each event/issue and its indication of success/failure of

government activities. Extension Activity – Students read the Second Vincent Lingiari Lecture by Gough Whitlam Dragging the Chain 1887-1997 (see source list for address). In this lecture, Whitlam analyses ways in which the Australian Constitution has failed Aboriginal people. It is worth reading and discussing with more able students.

Students identify key government policies, legislation, inquiries, and Royal Commissions and research to complete information gaps. Students identify key events Students analyse the role of these events in the success or otherwise of government activities in the achievement of Aboriginal rights.

The extent to which Aboriginal and Indigenous peoples have achieved recognition and equality in society Assessment Task (see attached) Video Analysis

View both A Secret Country by John Pilger and Welcome to Australia by John Pilger. Pilger made the first video prior to the Bicentennial to show the ‘other side’ of Australia; the second was a comparatison with the first, in the lead-up to the Sydney 2000 Olympics. It was shown in England first, causing a huge sensation there and here (this in itself would be worth research). Students compare the content and style of both videos and then apply this to the ‘Learn About’ covered here. It will also provide good preparation for the Assessment Task.

Reading and Analysing Students read Reading 5 – Indigenous Politics and Rights Speech by Jackie Huggins AM (see Source list). This is a long

and complex reading which teachers can approach in a number of ways depending on time and literacy levels of students. Suggestions include: 1. Teacher summarises and outlines the key points so that students have a sense of the concepts in this reading in relation

to the issue “ the extent to which Aboriginal and Indigenous peoples have achieved recognition and equality in society”. 2. Use a range of literacy techniques such as cloze passages, completing sentences, tables, cause and effect,

consequence webs, dictagloss, seven strips, three level guide (comprehension) etc to analyse key parts of the speech 3. Students read and discuss key points – highlighting those that directly address the issue. From this students construct

their own response using this and previous research. 4. Teacher selects a specific section of the text and analyses this with students, using research from previous sections to

Students identify key issues raised in the video.

Students place key issues and events in the correct historical and social context.

Students compare the videos and analyse their contribution to awareness of Aboriginal Australia to non-Aboriginal Australia.

Students, through analysis and discussion of the videos, consider the extent to which Aboriginal and Indigenous peoples have achieved recognition and equality in society.

Students identify key issues in the speech and make the link with social justice and human rights


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address the issue 5. Teacher and students deconstruct the speech in terms of its content and technique and reconstruct a response to the

issue using this and previous research. An exposition essay based on the issue would provide a worthwhile extension activity for more able students.

Alternatively, teachers and students brainstorm the issue and gather together knowledge and research acquired in this topic to construct a response. This could be scaffolded using the exposition text type to support the Assessment Task.

issues

Students demonstrate their understanding by completing writing tasks


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Evaluation of Unit

Teacher Evaluation Comments/Variations

How did the unit ‘rate’ in these areas?

Time allocated for topic Student understanding of content Opportunities for student reflection on learning Suitability of resources Variety of teaching strategies Integration of Quality Teaching strategies Integration of ICTs

Date commenced: Date completed: Teacher’s signature

Head Teacher’s signature


Global Perspective

SAMPLE 1 ASSESSMENT NOTIFICATION AND INFORMATION SHEET

(to be handed in with task for marking) NAME:

TASK NUMBER:

DATE GIVEN:

DATE DUE:

DATE HANDED IN:

_____________________

______________

CLASS:

TOPIC

AREA:

MARK:

WEIGHT:

FORMAT:

__________

Social Justice & Human Rights

Global Perspective

30

15%

Extended Response –

Exposition Essay

TASK TITLE To what extent have Aboriginal and Indigenous peoples achieved recognition and equality in society? DESCRIPTION OF ACTIVITY / TASK: Using the Source sheet provided and your own research, analyse the extent to which Aboriginal and Indigenous peoples have achieved recognition and equality in society In your answer, you will need to demonstrate your ability to:

interpret the question and make a clear statement of position analyse and use sources appropriately to support your ideas / conclusions identify and explain key social justice and human rights issues for Aboriginal and Indigenous people

world-wide analyse the key issues identified and draw appropriate conclusions understand and interpret various viewpoints on Aboriginal people and issues including Aboriginal

viewpoints. Although your ability to write is not assessed in this task, it is important to note that those responses that apply the structural and language features of an exposition essay will be able to get their message across more clearly and will therefore attract more marks. OUTCOMES



H1.3 assesses the representation of Aboriginal peoples and cultures for bias and stereotyping

H2.3

discusses and analyses consequences of colonisation on contemporary Aboriginal cultural, political, social and economic life

H4.1 investigates, analyses and synthesises information from Aboriginal and other perspectives


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MARKING SCHEDULE

Criteria Interpret the question and make a clear statement of position

Mark 1 2 3 4 5 6

Criteria Analysis of sources and appropriate use of sources to support ideas / conclusions

Mark 1 2 3 4 5 6

Criteria

Identification and explanation of key social justice and human rights issues for Aboriginal and Indigenous people world-wide

Mark 1 2 3 4 5 6

Criteria Analysis of the key issues identified and the drawing of appropriate conclusions

Mark 1 2 3 4 5 6

Criteria Understanding and interpretation of various viewpoints on Aboriginal people and issues including Aboriginal viewpoints

Mark 1 2 3 4 5 6

TOTAL

%

/30

ASSESSMENT OF LEARNING (sample – language from A–E reporting)

LEVEL RANGE

The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations

13–15 (A)

The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations

10–12 (B)

The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills

7–9 (C)

The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills

4–6 (D)

The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills

0–3 (E)


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TEACHER FEEDBACK

At this stage of __________, your skills and ability to _______________________ is:

Mark A B C D E

COMMENT

SOURCE SHEET TO ACCOMPANY THE SAMPLE 1 ASSESSMENT TASK The following sources are located in Survival by Nigel Parbury as follows: Nicky Winmar – poster – p 154 Tandberg cartoon – p 187 ‘The world is still watching’ – reading and cartoon – p 205 l ‘We die silently under these statistics’ – p 185 Quote by Mick Dodson – p 161 ‘Dehumanised’ – p 152


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SAMPLE 2

ASSESSMENT NOTIFICATION AND INFORMATION SHEET (to be handed in with task for marking)

NAME:

TASK NUMBER:

DATE GIVEN:

DATE DUE:

DATE HANDED IN:

_____________________

______________

CLASS:

TOPIC

AREA:

MARK:

WEIGHT:

FORMAT:

__________

Social Justice & Human Rights

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30

15%

Short Answers

TASK TITLE To what extent have Aboriginal and Indigenous peoples achieved recognition and equality in society? DESCRIPTION OF ACTIVITY / TASK: Using the Source sheet provided, answer the attached questions. When answering these questions, you should: refer to the source or sources stated in the question ensure the length and quality of each response reflects the marks allocated for the question use your own knowledge and research to answer questions when asked to. OUTCOMES



H1.3 assesses the representation of Aboriginal peoples and cultures for bias and stereotyping

H2.3

discusses and analyses consequences of colonisation on contemporary Aboriginal cultural, political, social and economic life

H4.1 investigates, analyses and synthesises information from Aboriginal and other perspectives MARKING SCHEDULE

Criteria

Question 1

Clear identification of one way in which Aboriginal people have responded to racism. Correct source referred to.

Mark 1 2

Criteria

Question 2

Clear identification of two key educational outcomes referred to in Source B.

Mark 1 2

Criteria

Question 3

One role of UN in terms of human rights clearly outlined. Correct Source referred to.

Mark 1 2

Criteria Question 4


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Three human rights issues identified from all three sources.

Mark 1 2 3

Criteria Question 5

ONE issue chosen from sources identified. Impact on Aboriginal people is clearly described.

Mark 1 2 3 4 5

Criteria Question 6

Clear explanation of the obstacles identified. Clear understanding of the concept of equality in the context of the sources and obstacles identified. Sources are referred to where appropriate.

Mark 1 2 3 4 5 6

Criteria Question 7

Understanding of the concept of social justice. Understanding of the role of governments in achieving social justice for Indigenous people. Clear discussion of the effectiveness of governments in achieving social justice for Indigenous people. Sources are referred to where appropriate

Mark 1 2 3 4 5 6 7 8 9 10

TOTAL

%

/30

ASSESSMENT OF LEARNING

LEVEL RANGE

The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations

13–15 (A)

The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations

10–12 (B)

The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills

7–9 (C)

The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills

4–6 (D)

The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills

0–3 (E)


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TEACHER FEEDBACK At this stage of __________, your skills and ability to _______________________ is: Mark

A

B

C

D

E

COMMENT


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QUESTION SHEET TO ACCOMPANY THE SAMPLE 2 ASSESSMENT TASK AND SOURCE SHEET 1. Using Source A, identify one way in which Aboriginal people have responded to racism. (2 marks) 2. Using Source B, outline two key outcomes Mick Dodson believes education should provide for

Aboriginal children. (2 marks) 3. Using Source C, outline one of the roles of the UN in terms of human rights.(2 marks) 4. Using Sources A AND B AND C identify three (3) human rights issues. (3 marks) 5. Choose ONE issue from Source A AND/OR Source B AND/OR Source C and describe its impact on

Aboriginal people. (5 marks) 6. Using Source A AND/OR Source B AND/OR Source C and your own knowledge, explain the

obstacles that still exist for Indigenous people in achieving true equality in their society. (6 marks) 7. Using Source A AND/OR Source B AND /OR Source C and your own knowledge, discuss the

effectiveness of governments in achieving social justice for Indigenous people in their society. (10 marks) SOURCE SHEET TO ACCOMPANY THE SAMPLE 2 ASSESSMENT TASK The following sources are located in Survival by Nigel Parbury as follows: SOURCE A Nicky Winmar – poster – p 154 SOURCE B Quote by Mick Dodson – p 161 (first paragraph only) SOURCE C ‘The world is still watching’ – reading only – p 205


Global Perspective

READING 1

SOCIOECONOMIC STATUS Socioeconomic status means the level of social (‘socio’ – the ways in which people fit into the community they live) and economic (financial situation) position of people within society. This is measured by indicators. These indicators can be collected in a number of ways but the most reliable are those collected by the Australian Bureau of Statistics in a census every five years. The last census was held in 2006. Social Indicators of socio economic status are:

• education • health • contact/experience with the criminal justice system • employment/unemployment level • type of occupation/job • housing • access to services.

Economic Indicators of socioeconomic status are:

• income • level of dependency on welfare • home ownership • asset level.

Statistics are collected on all Australians covering many aspects of life. They are used not only to compare people’s social and economic position but to identify the needs of various groups that arise from the statistics. Where groups are clearly disadvantaged, governments identify strategies and allocate funding accordingly. Statistics are also compared to previous years to determine the improvement or otherwise of government programs and other initiatives. This can result in increases or decreases in government funding and can reflect poorly on a government’s programs particularly in the international arena. For example, the 2001 census has shown that Aboriginal health has at best remained the same as in 1996 (which was then the worst in the country) and at worst, preventable diseases have increased dramatically. This has attracted international criticism of the Australian government and the introduction of a World Vision program usually only seen in the poorest countries in the world. Statistics, however, do not tell the whole picture of a groups or persons experiences. Sometimes they understate the situation while at other times, they emphasise less important issues. They also do not tell the whole story of the emotional and mental impact that socioeconomic status has on people’s daily lives and experiences. Further, where the sample is small (eg Indigenous Australians who live in isolated areas and earn an income over $50,000) the statistics become distorted and don’t give a true picture of the group. This is why the statistics are considered indicators. By all indicators, Aboriginal and Torres Strait Islanders are the most disadvantaged group in Australia. Indigenous people worldwide make up approximately 4% of the world’s population, which is about 250 million living in over 70 countries. Indigenous people are, by all indicators, among the most disadvantaged people in the world, often said to be living in the ‘Third World’ or poor conditions. However, because many Indigenous people live in ‘First World’ or affluent countries and are still suffering from the long-term effects of dispossession and colonisation, they are considered ‘Fourth World’ citizens. This is due to their susceptibility to the negative lifestyle factors of their colonisers, such as sedentary living, high-fat fast-food diets etc. Thus, they suffer ‘multiple disadvantage’ for which they are often blamed. Cathie Burgess 2004 ASAS HSC Resource Book – Social Justice and Human Rights – A Global Perspective


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WORKSHEET 1

SOCIOECONOMIC STATUS Listen to READING 1 – SOCIOECONOMIC STATUS and answer the following: 1 Socioeconomic status means .....................................................................................................................

2 This is measured by ...................................................................................................................................

3 A census occurs .........................................................................................................................................

4 Social indicators include .............................................................................................................................

5 Economic indicators include .......................................................................................................................

6 Statistics are used for .................................................................................................................................

7 Statistics are compared to previous years to ..............................................................................................

8 What statistics can’t show us is ..................................................................................................................

9 The most disadvantaged people in Australia are .......................................................................................

10 The population of Indigenous people world wide is approximately ............................................................

11 Indigenous people in first world countries often suffer a ‘double disadvantage’. This means ....................

............................................................................................................................................................


Global Perspective

WORKSHEET 2

INVESTIGATING THE SOCIOECONOMIC STATUS OF ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE IN AUSTRALIA

FROM THE WEBSITE: www.hreoc.gov.au Click on: Aboriginal and Torres Strait Islander Social Justice Click on: Statistics Click on: Population Look at Table 1

1. What has been the trend in population for Indigenous people? 2. Suggest reasons for this growth. 3. Compare the fertility rates of Indigenous women and Non-Indigenous women. 4. What is one of the main problems in estimating Indigenous population growth using fertility rates?

Look at Graph 1 – Population Pyramid of Indigenous and Non-Indigenous people

5. Explain the differences between the Indigenous and Non-Indigenous population. Suggest reasons for these differences.

6. Where do most Indigenous people live? 7. Which state has the highest proportion of Indigenous people in their population?

Look at Table 4 – Remoteness

8. Explain what these percentages tell you. What are the Implications for Indigenous people in terms of access to services, employment, living conditions etc?

Language and culture

9. What do these statistics tell you about the impact of dispossession on Indigenous people? Health – scroll to chronic diseases

10. Which chronic disease is the biggest killer of Indigenous people? 11. Which chronic disease has the highest impact on Indigenous people compared to Non-Indigenous

people? Scroll to Life expectancy

12. What is the life expectancy gap in years between Indigenous and Non-Indigenous people? 13. How does Australia compare with other countries in terms of life expectancy? 14. Explain the connections between a person’s socioeconomic status and their health. 15. Chronic stress has a significant impact on Indigenous people’s lives. Give some reasons for high

levels of stress Income

16. Do a brief summary comparing income levels of Indigenous and Non-Indigenous people. Employment

17. Using Table 8 – Explain why the area in which you live determines your chances of getting a job if you are: a). Indigenous and b). Non-Indigenous

18. Which age group has the highest unemployment rate for Indigenous and Non-Indigenous people? 19. Which age group has the largest difference in employment rates between Indigenous and Non-

Indigenous people? Secondary education

20. Look at the tables – outline the pattern of educational achievement for an Indigenous person. Is this reflected in employment patterns? Explain.

Scroll to Indigenous people and the Criminal Justice system

21. Explain in your own words what Graph 2 tells you.


Global Perspective

WORKSHEET 3

PROCESSES OF ETHNOCIDE PRACTICED ON INDIGENOUS PEOPLE WORLD-WIDE Cultural genocide was practiced in many forms and was more devastating in many ways than the physical threat. The Europeans bought with them their ‘civilisation’ and ‘culture’ as a gift – a gift the colonisers believed Indigenous people should be ‘grateful’ for. But it was highly destructive and often a calculated method to dehumanise and assimilate the Indigenous population of that country. For example, the Stolen Generations in Australia and Canada were deliberate attempts to remove children from their families and the undesirable influence of their traditional culture. This was premeditated cultural genocide. Burger, in the Gaia Atlas of First Peoples (1990, p 132), identifies four steps to ethnocide: Contact: missionaries and/or invaders give Indigenous people trinkets Dependency: missionaries and/or invaders government treat Indigenous people as children

and encourage dependency Breakdown: persuasion, bribery, force, lies used to denigrate and outlaw Indigenous

customs and dehumanise Indigenous people Indoctrination dominant society norms and values are constantly reinforced by missionaries

and/or government to a demoralised and desperate Indigenous group Cultural life and its related ritual and ceremony has been by far the hardest aspect of their life for Indigenous people to maintain and revitalise. Once customary practices are lost for more than one generation it is increasingly hard to revive them in a dominant, ever-changing society. This is compounded by the impact of globalisation and the influence of the major commercial cultures of the world such as American and English culture. Cathie Burgess 2004 ASAS HSC Resource Book – Social Justice and Human Rights – A Global Perspective Using the above information and your own knowledge and research, fill in the table below:

World-wide ethnocide process

Examples of Aboriginal experiences Examples of Overseas Indigenous experiences

Contact

Dependency

Breakdown

Indoctrination


Global Perspective

WORKSHEET 4

AN OVERVIEW OF HUMAN RIGHTS AND INDIGENOUS PEOPLE FROM THE WEBSITE: www.unhchr.ch/html/menu6/2/fs9.htm Click on: Introduction Complete the following in your own words. There are approximately ________ million Indigenous people worldwide. They inhabited their lands prior to

______________________________________________________________ who dominated them through

______________________________________________________________________________________

Examples of Indigenous groups are _________________________________________________________

______________________________________________________________________________________

They are distinct because _________________________________________________________________

______________________________________________________________________________________

Indigenous people have been endangered by the process of colonisation and today are ________________

______________________________________________________________________________________

As of March, 1997, 15 organisations of Indigenous people have consultative status at the UN. This means

______________________________________________________________________________________

______________________________________________________________________________________

It is now generally agreed worldwide that Government policies such as ______________________________

______________________________________________________________________________________

have been counter-productive to Indigenous people, whereas non-governmental activities have

______________________________________________________________________________________

______________________________________________________________________________________

The UN and the ILO recognises that _________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________


Global Perspective

WORKSHEET 5

CITIZENSHIP RIGHTS FROM THE WEBSITE: www.aimovement.org/ggc/index.html

1. Give a brief description of AIM Click on: A Brief History Skim read ‘A Brief History” of the American Indian Movement’

2. Give examples of breaches of American Indians’ citizenship rights. 3. Give examples of ways in which AIM has attempted to address its citizenship rights.

Write a brief report comparing ways in which Aboriginal and Native American peoples have fought for their rights.


Global Perspective

READING 2

SOVEREIGNTY AND TREATY Clearly, when Australia was considered ‘terra nullius’ by Cook it meant that no sovereign power lived and ruled in Australia. For Aboriginal and Torres Strait Islanders, along with becoming ‘non-people’ they also became powerless and owned nothing. The act of settlement was therefore an act of war but no war was declared. However, Aboriginal and Torres Strait Islanders never ceded their sovereignty and to this day have fought in various ways to have this acknowledged and some form of retribution or compensation considered. This ethos of ‘terra nullius’ has underlined much of the legislation and many policies in terms of land rights, native title and self-determination resulting in these falling short of acknowledging or recognising Aboriginal sovereignty. Indigenous Australians have called for a treaty for many years and at various times, depending on the political climate of the time. The aim was and still is to include a Bill of Rights and acknowledgement of Indigenous Australians’ status as original owners and occupiers of Australia. Treaties have been pursued by individuals and nations across Australia but none has ever materialised. The earliest attempt was a treaty between John Batman and the local Aboriginal people in the Melbourne area in 1836 but the Governor of the colony at the time would not recognise this. Bob Hawke, Labor Prime Minister from 1983 to 1991 promised that a treaty would be high on his agenda, especially in the lead-up to the 20th Anniversary of the 1967 Referendum. Leading Aboriginal activists prepared a statement – the Barunga Statement of National Political Objectives – and Hawke announced 1990 as the time by which he would like to have a treaty with Indigenous Australians. However, Hawke disappointed his supporters by not delivering and was then replaced by Paul Keating. Not long after, the Mabo case was won, sending shockwaves through the Australian community; most media attention was focused on native title for much of the rest of the century. The Reconciliation movement and the 2000 Sydney Olympics also grabbed the public’s attention and so the issue of a treaty faded into the background. After the decade of Reconciliation was complete, the Prime Minister at the time (2000) John Howard (Liberal-Coalition Party) was presented with recommendations by the Council for Aboriginal Reconciliation (CAR) to continue to promote reconciliation and address Aboriginal disadvantage and rights. The Prime Minister, however, refused to implement the recommendations, concentrating on what he called ‘Practical Reconciliation’ which focused on disadvantage. As many were disappointed with his dismissal of the ‘rights’ agenda, the call for a treaty once again became prominent among Aboriginal leaders and non-Aboriginal supporters. Australia is the only country in the industrialised West not to have a treaty with its Indigenous people; other countries having signed treaties as long ago as the 19th century. While those treaties were often ignored or deliberately violated for many years, in the contemporary climate of law and international human rights, many of these treaties have been upheld in court resulting in the return of lands and compensation payouts. The Treaty of Waitangi of 1842 is a good example of this. Signed by the original settlers and many (but not all) Maori chiefs in New Zealand, the treaty acknowledged Maori sovereignty over their lands. Even though the British then continued to invade and steal land, today many Maori nations have fought for and won compensation for their losses. Today Maori people have four seats in parliament to represent the views of their people. ATSIC (which was disbanded by government legislation in 2005) and the NSW Aboriginal Lands Council (NSWALC) had been at the forefront in discussions about a treaty between Aboriginal peoples and the Australian Government. There has been a cold response from the government to date but the issue is still alive among Aboriginal people. Cathie Burgess 2004 ASAS HSC Resource Book: Social Justice and Human Rights – A Global Perspective


Global Perspective

WORKSHEET 6

TREATIES FROM THE WEBSITE: www.unhchr.ch/udhr/index.htm Click on: Introduction Scroll to: Study on treaties and agreements with Indigenous peoples.

(1) Briefly outline the importance of treaties to Indigenous and non-Indigenous relations. (2) What was Mr Miguel Alfonso Martinez’s role and what will be the impact of his findings?

Click on: Home Click on: International Indian Treaty Council www.treatycouncil.org 1. What is the IITC and what does it seek to do? FROM THE WEBSITE: www.ngaitahu.iwi.nz/Home The English signed a Treaty with many Maori chiefs in 1842 known as the Treaty of Waitangi. The Waitangi Tribunal was set up to deal with claims under the treaty. Click on: About Ngai Tahu Click on: The Settlement Click on: Claim History Overview 1. From the notes, construct a timeline of the Ngai Tahu people’s struggle to have their treaty rights recognised. Go Back – Click on: The Settlement Offer 1. Outline the key elements of the settlement 2. Compare this to gains made by Indigenous Australians (either generally or specific communities)


Global Perspective

WORKSHEET 7 ‘RECONCILIATION: “A UNITED AUSTRALIA …” ’ from Survival by Nigel Parbury, page 155

From the passage, complete the following table:

Event Consequence

The Royal Commission into Black Deaths in Custody

The composition of CAR (the Council for Aboriginal Reconciliation) included 12 Aboriginal, 2 Torres Strait Islander and 11 non-Aboriginal representatives

‘A united Australia that respects this land of ours, values the Aboriginal and Torres Strait Islander heritage and provides justice and equity for all’

CAR produced: Walking Together magazine, Reconciliation Study Circle Kits, sponsored Encyclopaedia Australia

Reconciliation grew as a movement with national significance

‘400 metres of reconciliation’ from Survival by Nigel Parbury, page 176 Complete the following questions: Who is Cathy Freeman and why is she well known?

Why do you think Raelene Boyle said ‘What a relief’?

Discuss the differing responses of the two political leaders and how this reflects their respective Party’s position on Aboriginal affairs.


Global Perspective

WORKSHEET 8

ABORIGINAL RESPONSES AND INITIATIVES TO SOCIAL JUSTICE AND HUMAN RIGHTS ISSUES (SJ & HR)

Complete the following table using information from the following list of sources: Books: Survival (Nigel Parbury); Encyclopaedia of Aboriginal Australia (ed D Horton); various Stage 5 History texts Websites: www.cityofsydney.nsw.gov.au/barani, www.abc.net.au/frontier, www.hreoc.gov.au, www.antar.org.au, www.aiatsis.gov.au Links to a wide variety of sites: www.blackpages.com.au, www.spinneypress.com.au, http://www.indiginet.com.au/ablinks.html

DECADE DATE & NAME OF EVENT TYPE OUTCOME IMPACT ON SJ & HR

EXAMPLE

1960s

1960

Aboriginal Advancement

League struggles for the return of Cummeroogunga

Political Lobbying

Land returned in 1964. Lake Tyers and Framlingham returned later under cooperative title

Gave the people more security than they had previously had.


1970s


1980s


Global Perspective


1990s


Global Perspective


2000 – present


Global Perspective

READING 3

SAMPLE EXPOSITION ESSAY TEXT TYPE (arrows and underlining provide some examples of the key features)

STRUCTURAL FEATURES

EXPOSITION Are Aboriginal people disadvantaged in Australian society today?

LANGUAGE FEATURES

Statement of

position

Supportive arguments including evidence

(see examples

underlined)

Reinforcement of Statement of position

Aboriginal people are still the most disadvantaged group in Australian society today. They have the poorest health, education, housing, employment opportunities and the highest level of poverty. By all indications, Aboriginal lives have not improved significantly since the 1967 Referendum. Aboriginal health is at crisis level today. Life expectancy for Aboriginal families is 20 years lower than non-Aboriginal women and 15 years lower than non-Aboriginal men. The infant mortality rate and prevalence of curable diseases is at third world levels. An Aboriginal person is twice as likely to have diabetes and heart disease than a non-Aboriginal person. Exclusion and discrimination in the education system has resulted in poor levels of educational attainment for Aboriginal people. Only 30% of Aboriginal students complete Year 12 compared to 74% of their non-Aboriginal counterparts. Non-Aboriginal people are 2 ½ times more likely to complete post school qualifications. Most Aboriginal people have never owned a house (31% compared to 71%) and most housing is of a poor standard. In remote and rural areas, housing is so poor that it results in serious health problems. Unemployment is a serious problem for all Australians but for Aboriginal people it is about 4 times more than for non-Aboriginal people. Lack of education and training, of access to employment areas and discrimination in the workplace has all combined to make employment a difficult goal to achieve. In rural and remote areas the unemployment rater can be as high as 90%. Another clear indication that Aboriginal people are severely disadvantaged is in their mean annual income. This is $14,300 compared to $22,500, $8,200 less than non Aboriginal people. This severely limits people’s opportunities to improve their situation as the cycle of poverty continues. Thus, Aboriginal people are extremely disadvantaged in todays society. Their situation means that they are often trapped in a world of dependency on government funding, and thus find it difficult to break out of this. Until major changes occur in key areas such as health, education, housing and employment, disadvantage will continue.

Emotive language

High modality

Impersonal voice

Conjunctions to link arguments

Nominalisation


Global Perspective

READING 4

EXTRACT FROM ‘THE TENT EMBASSY’ by MUM SHIRL Source: Moores I, 1995, Voices of Aboriginal Australia: Past, Present, Future, pp 117–121.

AWAITING COPYRIGHT CLEARANCE


Global Perspective

WORKSHEET 9

USING READING 3 – EXTRACT FROM ‘THE TENT EMBASSY’ by MUM SHIRL

1. Outline Mum Shirl’s attitude towards: • the young Aboriginal people involved in the tent embassy • the police • the elections • the victory by the Whitlam Labor government • life in general.

2. Explain why Mum Shirl was inspired by the Tent Embassy and its protagonists. 3. What impact did the Tent Embassy have on:

• mobilising young people to take action • raising awareness of non-Aboriginal Australians to the plight of Aboriginal people • the Australian political landscape?

4. Discuss the value of using a personal recount such as this to describe the Tent Embassy. 5. Explain why personal recounts from Aboriginal people are important in terms of their contribution to

discussions of Australian history. Extension Activity – Research the life of Mum Shirl (Shirley Smith) and discuss her contribution to the achievement of Aboriginal rights.


Global Perspective

WORKSHEET 10

AN ABORIGINAL COMMUNITY ASSERTS ITS CITIZENSHIP RIGHTS An example is the Wiluna Shire in WA on the traditional lands of the Ngaanyatjarraku people.

Historically, the Ngaanyatjarraku people were almost completely excluded from voting and ignored in the provision of local government services even though they were counted in the census and included in the funding that the shire received from the government. The Aboriginal population was approximately 1800 and the non-Aboriginal population 200, yet the council was controlled by white pastoralists. In 1984, changes in voting and the realisation by the Ngaanyatjarraku that they were the majority group resulted in one of their people standing for the council elections and getting elected. When another Ngaanyatjarraku person was elected the following year, arguments regarding council policy and procedure (ie the council did not believe that it had to provide services to the Ngaanyatjarra people because they are under commonwealth jurisdiction) became unresolved. Many resigned resulting in the council’s becoming unviable. The Western Australian Government appointed a commissioner to assess the situation and re-establish the council. The commissioner realised that funds were not distributed equitably and so the shire’s funds were cut by 47%. In 1987, concerted action by the Ngaanyatjarraku resulted in the election of a majority of Ngaanyatjarraku people on the Wiluna Shire Council. The white minority were horrified and issued a press release forecasting the collapse of the council. However, in 1993 Wiluna Shire became the Shire of Ngaanyatjarraku after a period of success. It was backed up by an independent report that noted a marked improvement in a number of areas, including finances no longer in debt, rationalisation of assets, equity of services and improved administrative services. The Ngaanyatjarraku people showed how asserting their citizenship rights through voting was able to greatly improve their daily lives. Sources:

Cunneen C and Libesman T, 1995, Indigenous People and the Law. Native Title Tribunal website 2002. McLeac D, Aboriginal Local Government Power in Western Australia, in Fletcher C, 1994, Aboriginal Self-Determination in Australia.

Class Discussion / Research

1. Why have remote communities managed to have more impact at local elections than Aboriginal people in NSW despite the fact that NSW has the highest Aboriginal population? What does this indicate about voting strategies for Aboriginal people?

2. Research the role Aboriginal people played in the election of the Labor Party in the Northern

Territory for the first time.


Global Perspective

READING 5

INDIGENOUS POLITICS AND RIGHTS Speech by Jackie Huggins AM as recorded by ABC Message Stick

http://www.abc.net.au/message/radio/speaking/jackiehugginsspeech.doc

aboriginal studies stage 6: hsc course - social justice ... · aboriginal studies hsc course:...

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