1.3 Citizenship learning in the context of an aspect of Australian History

Warning 

Aboriginal and Torres Strait Islander Peoples this article may contain images and voices of persons who are deceased

This term we will be learning about the significance of The Tent Embassy in the history of Australia. The Australian Curriculum, Assessing and Reporting Authority [ACARA, 2016] outlines the need for students to develop knowledge of the ancestral history of the Indigenous Peoples of Australia. This is done through the study of the contributions made to to Australian society by Indigenous Peoples and the study of significant events that involved changes being made to civic movements.  

http://www.nma.gov.au/online_features/defining_moments/featured/aboriginal_tent_embassy

Students have been introduced to this image without prior discussion of the topic. This has enabled discussion as a whole class that was without bias and provided a base for developing the topic. By the end of Year 6 students are able to explain significant events in history and compare the different perspectives of individuals/groups involved. The significance of The Tent Embassy in the history of Australia will be researched from the perspective of several key Australian identities as well as the impact on the society in terms of laws and legislation changes that were made.

Students will be researching the impact of what occurred on Australia Day in 1972. Research will include the lead up to Australia Day 1972.  The Referendum of 1967 which allowed for Aboriginal people to be counted in the Census will be the first topic that we will discuss.  It is important for students to learn about cultural diversity and the impact decisions have on different cultures.  

Students will develop an understanding that The Tent Embassy was more than just a fight for land rights. Researching what 'Native Title'is and why it became such a contentious issue is primarily the goal of this unit.  Understanding cultural diversity and the impact that decisions made by governments can have on a community may be seen as a controversial topic.  If delivered in a context of fairness and showing no bias students can develop an understanding perspectives of others.

https://www.nla.gov.au/audio/a-handful-of-sand

A symbolic gesture Mr Whitlam handing Vincent Lingiari a handful of sand.  Students will be asked to discuss why it is such a powerful image and why it is seen as symbolic. 

The unit will involve students developing a presentation of the different perspectives of key identities of the time.  Significant moments will be portrayed on timelines, with the impact they had on different people and communities. By studying the history of The Tent Embassy, students are looking at not only land rights but civil rights.    

How can you be involved?

The topic of land rights is seen as controversial.  As a parent/carer you have the opportunity to discuss any questions your children may have.  It is important that as a class we learn all perspectives and the importance of having an opinion.  Whilst not people may not agree on every topic, it is imperative that students learn to discuss controversial topics without bias.  If you have any questions please contact me to arrange a convenient time.

References

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016. The Australian curriculum: Cross-curricular priorities. Retrieved from: http://australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences

Harrison, N. & Sellwood, J. (2016). Learning and teaching in Aboriginal and Torres Strait Islander Education. South Melbourne, VIC: Oxford University Press.

National Museum of Australia. Indigenous culture and history.  Retrieved from http://www.nma.gov.au/engage-learn/schools/on-site-programs/after_your_visit/indigenous_culture_and_history

Price, K. (2015). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. Port Melbourne, VIC: Cambridge University Press.

Splash ABC. Retrieved from http://splash.abc.net.au/home#!/media/2188045/history-of-the-aboriginal-tent-embassy

1.2 - Education for sustainability learning opportunities

In the coming weeks students will be learning about sustainability and how the community of Queenstown evolved from being regarded as a mining town, to the town it is today. 

The Australian Curriculum outlines that a year 4 achievement standard in geography is to recognise when significant events bring about change in a community. A key inquiry question will be for students to research how the town has evolved in regard to buildings, social groups, employment, education and tourism. Students will be involved in researching, questioning, developing timelines, interviewing and excursions to enable them to build a comprehensive reflection of the adaptations being made within their community. (ACHASS1074).


Sustainability evokes images of solar panels and recycling.  Students will be discovering that sustainability also involves how a community can evolve after significant changes to their environment, economy or government.

Initial discussions will be based around students' knowledge of what is available in their community in terms of education, social groups and employment opportunities. Students will be involved in developing a series of questions to ask community members to research changes within the community. These questions will be developed through researching and group discussions. An excursion will include a visit to the Galley Museum, a walk around the town centre which will include a presentation from a local tour guide.

Students will be viewing a series of clips.  The first clip will enable them to develop an understanding of the population difference in school numbers from the 1980's.  I will be the first person the students will be able to 'interview'.  Interviews enable to students to develop their questions, data recording skills, how to interpret the data and how to present the data. (ACHASS1074).

Murray High School Choir

The second and third clips are from 2014.  This is when the mine closed.  Most students in the classroom will have experience with the impact this had on the community at the time.  The students may have been too young to realise that many people moved to find employment and the atmosphere of the town was one of deep concern.  

2014 Mine closure 

The following clip is from The Unconformity advertising campaign of 2016. Most students this will be an event they have personal experience with.  Discussions around this clip will lead students to research the changing dynamics of Queenstown and the importance of tourism in providing employment.

A clip title The History Miner is a fascinating insight into how one man has evolved from being a miner to that of a successful tourism operator.  

The History Miner

Hopefully the students will gain an understanding of how communities are able to adapt to major life changes and develop new ventures to help the town continue to be viable. (ACHASSK090).  An important element of this unit will be asking the students to envisage what they believe Queenstown will be like in 20 years time.  Do they see a future for developing tourism or mining?  


References:

Australian Curriculum, Reporting and Assessing Authority. (2016). The Australian Curriculum: Humanities and social studies. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/

Galley Museum image: Retrieved from: https://www.theadvocate.com.au/story/4851048/war-medals-stolen/

Mine closure video.  Retrieved from: http://www.abc.net.au/news/2014-08-14/queenstown-locals-fear-for-towns-future-after-mine-closure/5671754

Murray High School Choir video.  Retrieved from: https://www.youtube.com/watch?v=pNBd22wUlC4

The History Miner video.  Retrieved from: https://www.youtube.com/watch?v=zxF1zejQBnA

What is Sustainability image.  Retrieved from: https://www.activesustainability.com/sustainable-development/do-you-know-when-sustainability-first-appeared/

1. Civics and citizenship - Learning about identity and cultural diversity

Civics and Citizenship – Learning about identity and cultural diversity.

https://www.slideshare.net/katherinehannaford/library-conference-sole-presentation

In Year 3 our focus for Humanities and Social Sciences will be Civics and Citizenship Education (CCE). This will involve learning about the importance of cultural diversity within our community and how contributions from different cultures impact on the community.  The Australian Curriculum (ACARA, 2017) has outlined a framework for educators to follow to ensure we provide a rich, engaging, and relevant unit for students.

What is community?

The students will be learning about what a community is, what makes up a community and the various aspects of being involved in a community. This will involve inquiry-based learning through discussion of community and the groups and individuals that they may encounter. When students are able to question what is happening they can relate it to their own lives and find relevance for the learning. (Churchill, et.al., 2011).

We will be discussing and developing our knowledge of the different communities we have in our area and within our classroom. We will also focus on the Aboriginal and Torres Strait Islander peoples connection with the community and how this community is represented within our school environment. Aboriginal culture is embedded within many of our classroom lessons.  It is important for us as a school community that we ensure that students learn about our Aboriginal and Torres Strait Islander history and the importance of ensuring the cultural aspects of the traditional owners of the land are respected and continued.  Aboriginal and Torres Strait Islander histories have been embedded within the Australian Curriculum through being a cross-curricular priority.(ACARA, 2017). 

 

https://www.pinterest.com.au/pin/419045940317200334/

 Students will investigate what contributions the different cultures make to the community as a whole and the effectiveness of having various cultures has on the community.

 

https://www.pinterest.co.uk/pin/73887250110731436/?autologin=true

     A major part of any unit is consideration to the required achievement standards as outlined within the Australian curriculum. This is done through analysis, evaluating, reflecting and communicating.

Research will include using various techniques to source information about the cultures that are represented within the classroom.  Be prepared for your children to come home with some research questions to further develop their knowledge of their cultural background.  Questions may include cultural groups and what they do within the community.  As a class it will be exciting for students to discover and learn from each other what is available within their community.

Students will analyse and collate the information they have collected and decide how they will present this to their classmates.

It will be through class discussion and the opportunity for guest speakers to come and share their culture with the class that students will be able to further develop the concept of community and diversity.

What can you do to help?

The students enjoy it when parents/caregivers are able to come and share their time within the classroom.  If you are able to talk to the class about your cultural background and how it may differ from theirs, or providing your child with the information and allowing them to present it to their classmates.  

References:

Australian Curiculum, Assessment and Reporting Authority. (2017). The Australian Curriculum: Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures.  Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/

Australian Curriculum, Assessment and Reporting Authority. (2017). The Australian Curriculum: Civics and Citizenship. (v. 8.3). Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/civics-and-citizenship/

Churhill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., …Vick, M. (2014). Teaching making a difference. Milton, QLD. John Wiley & Sons Australia, Ltd.

NSW Department of Education. Multicultural education. Retrieved from: https://education.nsw.gov.au/teaching-and-learning/curriculum/multicultural-education/culture-and-diversity