Getting Things Done: Freedom Rides – Towards Reconciliation

Topic: Towards Reconciliation

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Stage: FiveDuration: 8 hours
STUDENT LEARNING OUTCOMESCONTENT AND INQUIRY QUESTIONSTEACHING AND LEARNING STRATEGIESRESOURCESTIME (LESSONS)

M5.8 – compares and contrasts

M5.9 – recounts some major events in Aboriginal and non-Aboriginal relations

M5.14 – explains meaning, purpose and context of sources

M5.15 – explains different perspectives

What is meant by self-determination and reconciliation?

1 'Special Treatment'

  1. Song analysis: 'Took the Children Away' and 'Special Treatment'.

     

  2. Readings and analysis of Aboriginal stories of the Stolen Generation.

 

  1. Court case: newspaper article. What effects are the policies of the past still having today?

 

Kelly, P, Don’t Start Me Talking: Lyrics 1984–1999
 

 

Bird, C, The Stolen Children

 

 

Guilliatt, R, in Good Weekend Magazine, 20/11/1999, pp 18 ff

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M5.15 – explains different perspectives

M5.19 – creates well-structured texts

 

2 Why is 'sorry' so hard to say?

  1. Analysis of the arguments for and against. Why is this word so loaded? Building on student knowledge and development of ability to recognise and think about different views on an issue. Students write a letter to the Prime Minister expressing their opinion (with evidence).
  

M5.10 – accounts for how and why the nature of Aboriginal and non-Aboriginal relations has changed

M5.13 – uses historical terms and concepts

 

3 Definitions

  1. Self-determination.

     

     

     

     

     

  2. Reconciliation. Opportunity to address student questions about reconciliation.

 

Anderson & Ashton, Focus on Australian History, p 205; Nicholls et al, Images of Australian History, p 93

 


Kennedy, G et al, Everyone Is Talking About It . . . , pp 16–17 and pp 32–3

 

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M5.14 – explains meaning, purpose and context of sources

M5.15 – explains different perspectives

M5.19 – creates well-structured texts

 

4 Reconciliation

  1. Stereotypes/myths and prejudices. What role does the media play in promoting and hindering reconciliation?
  2. Redfern park speech. Class analysis of the speech for the continuation of themes throughout this unit.

 

Squires, W, in Daily Telegraph, vol 6, p 6

Council for Aboriginal Reconciliation, Australians for Reconciliation, p 5.1

 

Kitson, J 1994, cassette

 

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M5.8 – compares and contrasts

M5.10 – accounts for how and why the nature of Aboriginal and non-Aboriginal relations has changed

M5.12 – accounts for how and why rights and freedoms have changed

M5.16 – locates, selects and organises information

M5.17 – defines the purpose of an historical investigation and plans and conducts independent research

M5.18 – selects and uses appropriate written, oral and graphic forms for communication

M5.19 – creates well-structured texts

 

5 What can we do?

  1. Aboriginal community member guest speaker.
  2. Local issue affecting Aboriginal community.
  3. Narara Valley High School's Aboriginal resource room and its role in reconciliation in the school community.
  4. Research assignment (contract). Research one of the following Aboriginal people: Pat O’Shane, Charles Perkins, Mum Shirl, Albert Namatjira, Oodgeroo Noonuccal, Sally Morgan, Neville Bonner, Aiden Ridgeway, Burnum Burnum, Eddie Mabo, Faith Bandler. Students can research an Aboriginal person of their own choice – with teacher approval (preference away from sportspeople and musicians). Student choice of presentation.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Own time

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