aboriginal studies stage 6: hsc course social justice and human rights issues · 2009-07-03 · 1...

These materials ma y contain opinions that are not shared by t he Board of Studie s NSW .

Aboriginal Studies Stage 6: HSC Course Social Justice and Human Rights Issues

Part I • Topi c 6 – Economic Independenc e

Community/ies to be studied Topic area Unit duration

Local community: Biripi

Australian community: Larrakia

International community: Ainu Economic Independence 10 weeks: Term 1

Unit outline Skill focus

The focus of this part is the examination of the social justice and human rights issues from a global

perspective, including a comparative investigation of two topics. This will be studied through a

comparative case study on:

• the local Aboriginal community/ies (must be the same community/ies for all parts) AND

• a national Indigenous Australian community (may be different communities for each topic) AND

• an international Indigenous community (may be different communities for each topic).

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Analysing and making inferences from statistics.

Synthesising information from a range of

sources.

Big ideas/key concepts Why does this learning matter?

The key concepts students learn are that: The learning matters because:

• the experience of colonisation still impacts on • an understanding of the ongoing impact of colonisation is fundamental to understanding

Indigenous peoples around the world contemporary Indigenous social, political, economic and legal issues

• Indigenous people have developed initiatives to • it is critical to acknowledge and understand the role of Indigenous peoples in improving

improve access to social justice and human rights contemporary cultural, political, social and economic life for their own communities

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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 people 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.

H1.2

H2.1

H2.3

H3.2

H3.3

H4.1

H4.2

H4.5

analyses and discusses the social justice and human rights issues that are contemporary

consequences of the colonisation of Aboriginal and other Indigenous people

analyses the importance of land as an aspect of contemporary issues impacting on

Aboriginal people

discusses and analyses consequences of colonisation on contemporary Aboriginal cultural,

political, social and economic life

evaluates the impact of key government policies, legislation and judicial processes on the

socioeconomic status of Aboriginal people and communities

compares and evaluates current initiatives that reassert the social, economic and political

independence of Aboriginal and/or Indigenous people

investigates, analyses and synthesises information from Aboriginal and other perspectives

undertakes community consultation and fieldwork

compares and evaluates the histories and cultures of Indigenous Australian people with

international Indigenous people

Resources

Websites, articles

AINU

Ainu People Today – 7 Years after the Culture Promotion Law, www.hurights.or.jp/asia-pacific/no_36/03.htm

Ainu: Spirit of a Northern People, www.mnh.si.edu/arctic/features/ainu (online multimedia presentation related to the book of the same name)

Ainu People, http://en.wikipedia.org/wiki/Ainu_people (extensively hyperlinked to other sources and information)

The Ainu People, www.ainu-museum.or.jp/english/eng01.html 15 families keep ancient language alive in Japan, www.un.org/works/culture/japan_story.html

Ainu people in Japan, Yuuki Hasegawa, www.ankn.uaf.edu/IEW/ainu.html

The Ainu: Indigenous People of Japan, www.voicenet.co.jp/~jeanphi/ngo/indigenous/ainu/ainu.htm (photos of traditional fishing techniques)

Ainu Origins, www.fieldmuseum.org/research_Collections/anthropology/anthro_sites/boone/ainu/gal_jp_ainua.html

Hiwasaki, L 2000, ‘Ethnic tourism in Hokkaido and the shaping of Ainu identity’, Pacific Affairs Vol 73 No 3 (Fall 2000), p 393.

Howell, DL 2004, ‘Making “Useful Citizens” of Ainu subjects in early twentieth-century Japan’, Journal of Asian Studies, Vol 63, No 1,

pp 5–29, www.aasianst.org

Tomoko, K 1994, ‘Back to the roots’ (adapted from Japan-Asia Quarterly Review), Connexions No 46, pp 2(2).

Aboriginal Studies HSC Course: Social Justice and Human Rights Issues

Part I • Topic 6 – Economic Independence

These materials may contain opinions that are not shared by the Board of Studies NSW.

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Resources

Websites, articles

Japan’s minorities yet to find their place in the sun, Human Rights Article, www.hrdc.net/sahrdc/hrfeatures/HRF56.htm

Japan’s indigenous Ainu still fighting for their land and dignity, www.thingsasian.com/goto_article/article.1932.html

Ichikawa M, Understanding the Fishing Rights of the Ainu of Japan: Lessons Learned from American Indian Law, the Japanese Constitution,

and International Law, www.jelf-justice.org/english/essays/contents/ichikawa.html

Salmon Management Primer for the North Pacific Rim: A guide to the fisheries conservation and management institutions

of Canada, Japan, Russia, and the United States of America. www.stateofthesalmon.org/resource/mgmt_primer.pdf.

A Statement of Opinion Regarding the Partial Revision of I.L.O. Convention No. 107: The Position of the Ainu People, The Ainu Association of

Hokkaido, ftp://ftp.halcyon.com/pub/FWDP/Eurasia/ainu.txt

Report on a New Policy for the Ainu: A Critique, www.hurights.or.jp/asia-pacific/no_04/06reporton.htm

Toward a Genuine Redress for an Unjust Past: The Nibutani Dam Case, www.murdoch.edu.au/elaw/issues/v4n2/sonoha42.html

Ainu discrimination defies the law, www.atimes.com/japan-econ/BE19Dh01.html

Ohnuki-Tierney, E 1980, Ainu illness and healing: A symbolic interpretation, American Ethnologist, Vol 7 No 1, pp 132–151.

Law for the Promotion of the Ainu Culture and for the Dissemination and Advocacy for the Traditions of the Ainu and the Ainu Culture,

www.frpac.or.jp/eng/e_prf/profile06.html

Understanding the Fishing Rights of the Ainu of Japan: Lessons Learned from American Indian Law, the Japanese Constitution, and

International Law, Carolina Academic Press. www.cap-press.com/pdf/Watters%20Flyer202cx.pdf

BIRIPI

Examples of general biographical texts from North Coast NSW:

Blomfield, G 1981, Baal Belbora: The end of the dancing. The Alternative Press Chippendale

Davis-Hurst, P 1996, Sunrise Station. SunBird Publications, Killabakh NSW

Langford, R 1988, Don’t take your love to town. Penguin Books, Ringwood Vic.

Langford Ginibi, Ruby 1994 My Bundjalung People. University of Queensland Press, Brisbane

Moran, CH 2004 Talk Softly Listen Well. Southern Cross University Press

Centre for Aboriginal Economic Policy Research: Indigenous Socioeconomic Outcomes: Assessing Recent Evidence. Audio files available on

www.anu.edu.au/caepr/conference2.php

LARRAKIA

Aboriginal Corporation, www.aph.gov.au/house/committee/atsia/reeves/Sub63.pdf

Aboriginal Employment Strategy, www.aboriginalemploymentstrategy.com.au

Centre for Aboriginal Economic Policy Research (CAEPR), www.anu.edu.au/caepr/working.php

Centre for Aboriginal Economic Policy Research (CAEPR), Indigenous Socioeconomic Outcomes: Assessing Recent Evidence,


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Resources

Websites, articles

www.anu.edu.au/caepr/conference2.php, audio files available

Indigenous Statistics, Australian Bureau of Statistics,

www.abs.gov.au/websitedbs/d3310116.nsf/cd7fca67e05fa605ca256e6a00171f24/3dff8fc3968a1f24ca256ef6002c0cc0!OpenDocument

Carrick, D 2006, Stolen wages, Law Report, ABC Radio National, 24 October 2006

Submission: Backing Indigenous Ability, Larrakia Investments_Pty_Ltd, 2006

ww.dcita.gov.au/communications_for_business/funding_programs__and__support/connect_australia/backing_indigenous_ability

Audio visual multimedia

AINU

Ainu: Spirit of a Northern People. Online multimedia presentation related to the book of the same name

Centre for Aboriginal Economic Policy Research, Indigenous Socioeconomic Outcomes: Assessing Recent Evidence,

www.anu.edu.au/caepr/conference2.php audio files available

LARRAKIA

Stolen Wages, Law Report Podcast, ABC, Radio National, www.abc.net.au/rn/lawreport/stories/2006/1768962.htm

It’s not the money, it’s the land, podcast, ABC, Radio National, www.abc.net.au/rn/hindsight/features/walkoff.htm

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Content from Economic Independence

Students learn about (LA) Students learn to (LT) Content mapping to Learning Experiences

1. Ways in which Aboriginal people incorporate

economic systems into the environment.

2. The impact of colonisation and subsequent

events on Aboriginal people’s economic

systems.

3. Statistics indicating Aboriginal people’s

participation in the economy, including income

statistics.

4. Mainstream government economic programs

and strategies in relation to Aboriginal people,

including culturally appropriate programs and

strategies.

5. Ways in which Aboriginal people and

communities have attempted to reassert their

economic independence.

6. The importance of regaining land, and cultural

maintenance, in achieving economic

independence.

7. Aboriginal initiatives that address economic

status and their impact on other lifestyle factors.

8. Social and political changes necessary to

improve Aboriginal people’s economic status.

9. Similarities and differences in economic

independence issues for Aboriginal and other

Indigenous people and communities.

1. Identify pre-contact Aboriginal systems and

draw conclusions on the impact of colonisation

on Aboriginal economic independence.

2. Use basic statistics such as tables, graphs and

charts to assist in the analysis of social

indicators that relate to economic

independence.

3. Make deductions and draw conclusions using

social indicators to analyse current Aboriginal

and Indigenous socioeconomic status in terms

of economic independence.

4. Synthesise information to evaluate the

connection between land, culture and


5. Compare Aboriginal and other Indigenous

people’s responses and initiatives to improve

their current socioeconomic status in terms of


6. Construct hypotheses about the future of

Aboriginal economic independence and assess

the implications in relation to social justice and

human rights issues.

Content from Research and Inquiry Methods

1. Students learn to examine data to interpret

meaning and differentiate between fact and

opinion.

2. Students learn to synthesise information from a

variety of sources and perspectives.

1. LA1, LA2, LT1, LT4 Research and record

economic systems pre-invasion and history up

to 1960s.

2. LA3, LT2 Investigate Aboriginal economic

systems and sources of income up until present.

3. LA3, LT2, LT3 Statistical Analysis of

Aboriginal Participation in the economy and

income.

4. LA4 Describe Government intervention into

economic activity.

5. LA5 Consider ways in which Aboriginal people

and communities have attempted to reassert

their economic independence.

6. LA6, LT4 Assess the importance of regaining

land, and cultural maintenance, in achieving


7. LA7, LT5 Compare Aboriginal initiatives that

address economic status and their impact on

other lifestyle factors.

8. LA8, LT6 Evaluate and hypothesise social and

political changes necessary to improve

Aboriginal people’s economic status.

9. LA9, LT6 Discuss similarities and differences

in economic independence issues for Aboriginal

and other Indigenous people and communities

and hypotheses about the future of Aboriginal

economic independence and assess the

implications in relation to social justice and

human rights issues.


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Learning experiences Economic independence Evidence of learning

1. Research and record economic systems pre-invasion and history up to 1960 for Biripi, Larrakia

and Ainu people.

a. Discuss and define economic independence.

b. Locate and introduce Biripi, Larrakia and Ainu people.

c. Consider the traditional economic independence of Biripi, Larrakia and Ainu people: research and make a

comparative table which shows the basis of subsistence for each of these groups prior to colonisation

(WORKSHEET 1) using:

• community consultation

• internet search/web-quest

• written resources as listed.

Students identify and explain

economic systems that existed

before colonisation in each

community.

2. Investigate economic systems of the 20th century up until the 1970s – collect information for Biripi, Larrakia

and Ainu people.

a. Listen to ABC podcasts: It’s not the money, it’s the land: Aboriginal pastoral workers of Northern Australia.

b. Complete worksheets (WORKSHEET 2).

c. Identify and interview appropriate Biripi people, regarding work, employment, Aboriginal enterprise etc in the

period prior to 1960s (prepare class re protocols and questions).

d. Students can locate detailed stories from local biographies, eg Ruby Langford, Charles Moran, Geoffrey

Blomfield, Patricia Davis-Hurst.

e. Locate related material in Sunrise Station and Mapping Cultures.

f. Listen to Law Report podcast Stolen Wages.

g. Locate and record details of specifically Ainu economic systems in the 20th century.

Students summarise key points

from podcast.

Students identify and describe

source of income for communities

across time.

3. Statistical analysis of Aboriginal participation in the economy and income.

a. Access the Bureau of Statistics www.abs.gov.au to locate current statistical data on Aboriginal employment and

income.

b. Analyse the statistics – with students developing a variety of models to present information.

c. In conjunction with written sources draw conclusions about Aboriginal economic systems in terms of the

mainstream community.

Students analyse data on income

and participation in the economy

and use this information to draw

conclusions about Aboriginal



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4. Describe Government intervention into economic activity for Biripi, Larrakia and Ainu people.

a. Students break into three groups. Each group is allocated a community and a range of government programs

supporting Indigenous participation in the economy. Students develop a fact sheet on each program which:

• outlines the aim of the program

• describes the key features of the program

• outlines the involvement of the community in developing the program

• describes the outcomes of the program

Possible contacts include: Department of Employment and Work Relations, Aboriginal Employment Strategy,

www.aboriginalemploymentstrategy.com.au

b. Class discussion to clarify the topic and establish the parameters of the responses. Research and make notes for

each community.

Students build a portfolio of fact

sheets on government programs to

support Indigenous participation in

the economy.

Students create fact sheets for

collection and circulation to all

class members.

5. Consider ways in which Biripi, Larrakia and Ainu people have attempted to reassert their economic

independence.

Teacher-directed discussion and notes about key elements of what constitutes programs that generate economic

independence. Read alternative views from a variety of standpoints. Note activities from Cape York area.

Working in pairs, conduct a case study of an economic initiative within the wider community in each of the three

communities:

• identify the economic initiative

• briefly describe the initiative – when was it established, how many people are employed, how the organisation

operated, extent of the activity, key personnel, impact on the local community economy

• develop case studies on a range of cultural programs that have economic benefits that have arisen as a result of

regaining land

• where possible, conduct an interview with a manager of the organisation via email, MSN message or other ICT

regarding how effective the initiative has been, and what have been the major issues in running a successful

Aboriginal business.

Class discussion to clarify the topic and establish the parameters of the responses. Research and make notes for each

community.

Students locate and analyse

information from a range of

resources.

Students build a portfolio of fact

sheets on Aboriginal initiatives in

each community.


s that are not shared by the

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7. Compare Aboriginal initiatives of Biripi, Larrakia and Ainu people that address economic status and their Students locate and analyse

impact on other lifestyle factors. information from a range of

Discuss and write a personal response which assesses the effectiveness of the various initiatives in the three resources.

communities addressed. Students build a portfolio of fact

sheets on Aboriginal initiatives in

each community.

8. Evaluate and hypothesise social and political changes necessary to improve Aboriginal people, Biripi, Students locate and analyse

Larrakia and Ainu people’s economic status. information from a range of

Consider and document the interaction between the issues listed below and their relationship to the development of resources.

genuine economic independence:

• education Students build a portfolio of fact

• medical services sheets on Aboriginal initiatives in

• housing each community.

• legal representation

• political activism.

Write an explanation of how one of these issues impacts upon economic independence.

9. Discuss similarities and differences in economic independence issues for Aboriginal and other Indigenous

peoples and communities, and hypotheses about the future of Aboriginal economic independence. Assess the

implications in relation to social justice and human rights issues.

• Students create a comparative tabulation which identifies similarities and differences in economic independence

issues for all three groups.

• Class develops a briefing for the Minister for Aboriginal Affairs identifying the key issues and making

recommendations for changes necessary for improvement in economic status.

Tabulation created on A4 landscape format using Word (WORKSHEET 1). Complete tabulation in pairs on

computer and/or in hard copy.

Briefing in formal written form.

Students develop an understanding

of the similarities and differences

across different Indigenous

communities in respect to efforts to

achieve local economic

independence.

These materials may contain opinion Board of Studies NSW.



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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


pinions that are not shared by the B

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Social Justice and Human Rights Issues Part 1 • Focus 6 – Economic Independence

Worksheet 1 – Similarities and differences in pre-colonisation life

BIRIPI LARRAKIA AINU

Similarity

These materials may contain o oard of Studies NSW.


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Worksheet 1 (cont)


Difference


Hunting

Fishing

Gathering

Worksheet 1.1 (to be completed on computer if possible so that the divisions expand where necessary)


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Growing

Manufacturing

Worksheet 1.1 (cont)

Trading


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Worksheet 2.1 – It’s not the money, it’s the land

Bill Bunbury’s three-part Hindsight series is about the battle for equal wages among Aboriginal

workers in the cattle industry. It includes an account of the Wave Hill Station strike by the Gurindji

people in 1966, and provokes thought about the way we implement decisions. When we do the

right thing, do we always do it for the people we’re supposed to be helping? Bill Bunbury’s book

about the radio series, It’s Not The Money, It’s The Land, is published by Fremantle Arts Centre

Press.

AWAYE Program – 40 Years after the Walkoff

Awaye! takes you to the Freedom Day festival held at Kalkaringi and Dagaragu where the Gurindji

people began their struggle for justice in 1966.

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Worksheet 2.2

Part 1: It’s not the money, it’s the land: Aboriginal Pastoral Workers of Northern Australia

In this first program, we look back to the 1880s in both the Northern Territory and the Kimberley

to ask how Aboriginal people became involved in the pastoral industry, the accommodation they

reached with pastoralists, and the complicated but unregulated system of pay and conditions. After

World War II, a campaign by a hitherto reluctant Northern Australian Workers’ Union led to the

Equal Pay Award in 1966. Its immediate and not unexpected effect was unemployment and loss of

country, as pastoralists replaced the old-style reimbursement of food, clothing, care of dependants

and occasional handouts with regular pay to a few selected breadwinners. Within three years,

unwanted workers and their families had left station life to live on the edge of northern Australian

towns like Katherine, Wyndham and Fitzroy Crossing.

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Worksheet 2.3


When Equal Wages came to the Kimberley in the 1970s the effect for Aboriginal communities was

devastating. Although some families had already begun to move in to town and away from station

life, now the sudden exodus of many more put great strain on individuals, on communities, and on

the capacity of towns like Fitzroy Crossing and Halls Creek to absorb hundreds of uprooted people.

It also broke down the long-standing relationship between pastoralist and pastoral worker, and

de-skilled many experienced men and women. Former station dwellers and their families were

often forced to live close to people who had hitherto been enemies or strangers, and to accept

welfare as a way of life. Most importantly, they were no longer on or near their own country.

Working for the pastoralist had at least enabled them to visit important places, go hunting, observe

ceremony and preserve much of their culture. They were now living ‘in a waiting room, worrying

for country’.


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Worksheet 2.4


In the long run the Equal Wages story has to be seen in the context of many other issues and

events: the Referendum of 1967, the granting of drinking rights to Indigenous Australians, the

assimilation policies of the 1960s which encouraged their merger with mainstream life, the steadily

increasing mechanisation of pastoral work and a steady decline in the importance and value of the

industry during the 1970s. But perhaps the most durable issue for Indigenous people was, and still

is, the urgency of return to country. This called for leadership and the formation of resource

agencies like the Kimberley Land Council, which committed itself, often against considerable

odds, to assisting Aboriginal communities to return to country, either to run cattle stations or

simply to be ‘in the real place’, as former stockman Basil Thomas aptly put it. That story is still

unfinished, but is a vital part of the legacy of the Equal Wages Award of 1966; a story with many

negatives but a few gains. Pastoralists, Indigenous leaders and others reflect on a decision which

explains much about our recent history.

aboriginal studies stage 6: hsc course social justice and human rights issues · 2009-07-03 · 1...

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