Where History Meets CCE - Wk 3
Hello again,
This unit we will be learning about Aboriginal History and
Culture. Learning about Aboriginal and Torres Strait Islander histories and
cultures enables students to develop
historical understanding, knowledge and empathy, a respect for diversity, and
an informed perspective of Australian culture (Rogers, 2014).
We will explore the following Inquiry Questions
(ACARA), 2016, p. 100)
Year 5 will complete a range of activities such as
brainstorming, watching YouTube clips, excursions, class visitors, developing
timelines, perspective writing pieces, and visiting online museums. We will examine the impact of settlement on Aboriginal communities traditional
lifestyles and customs and look at the Great
Australian Silence (Stanner, 1968) of Aboriginal perspectives and history
throughout Australian history (massacres, disposition, etc) (ACHASSI099
& ACHASSI101), (ACARA,
2016, p.p. 95-97). We will also be looking into ways people resolve differences through
negotiation and Reconciliation (ACHASSK118), (ACARA, 2016, p.
106).
The General Capabilities; Personal and
social capability, Critical and creative thinking, Ethical and Intercultural
understanding are embedded in this unit.
We
will explore Aboriginal connection to Country and Place, Terra Nullius, Native
Land Titles, the Stolen Generation, Sorry Day, National Reconciliation Week,
what Indigenous organisations and services are available in our area and what
steps have been taken towards reconciliation. In small groups, students will complete a final project based on getting our class or school active in supporting reconciliation in our school community and beyond.
At the end of this unit, students will:
• Research, interpret, compare and contrast information
• Understand the importance of Aboriginal history, knowledge, cultural values and beliefs in
Australian History, and steps towards reconciliation
At the end of this unit, students will:
• Research, interpret, compare and contrast information
• Understand the importance of Aboriginal history, knowledge, cultural values and beliefs in
Australian History, and steps towards reconciliation
(Our Languages, 2016)
We will have a visit from a local Elder and
learn about our local Aboriginal people, the Wonnarua. Students will have opportunities to ask questions and
hear the oral histories of our local people. Oral stories are the traditional
way Aboriginal knowledge, cultural values and beliefs are passed down through
the generations (Geia, Hayes & Usher, 2013; Stasiuk & Kinnane, 2010). Students
will also learn about and participate in an Acknowledgement of Country, which
shows respect to Aboriginal people in Australian culture and history and
acknowledges them as the first Australians (Creative Spirits, 2019).
We
will hear about the Dreaming story of Baiame from a local Wonnarua Elder. We will visit the Aboriginal
Rock drawings in Baiame Caves, the Mindaribba Local
Aboriginal Land Council, and its onsite Henry Bolt Museum. Excursion volunteers are most welcome!!!!!!
(Elkin,
2017)
Students will watch the following YouTube clips- A three-part
series from an Indigenous Australian perspective:
Part 1-Sovereignty (Buzzfeed News, 2018b)
Part 2-Survival (Buzzfeed News, 2018c)
Part 3-Invasion (Buzzfeed News, 2018a)
How can you help at home?
Please watch the
above YouTube clips. These clips are a powerful introduction to the topics
mentioned above.
Some great websites full of wonderful
resources and information:
Creative Spirits-https://www.creativespirits.info/
Reconciliation Australia-https://www.reconciliation.org.au/
I am aware that this may be a sensitive topic for some, please
do come and see me to discuss any concerns you may have.
Lara
References
Australian Curriculum, Assessment and Reporting Authority.
[ACARA] (2016,
December 16). The Australian curriculum: Civics and Citizenship (Version 8.3).
All year levels. Retrieved from
December 16). The Australian curriculum: Civics and Citizenship (Version 8.3).
All year levels. Retrieved from
Buzzfeed News (2018a, January 25th). Indigenous Australia: What they don’t teach you
Part 3. [Video file]. Retrieved from
Part 3. [Video file]. Retrieved from
Buzzfeed News (2018b, January 25th). Indigenous Australia: What they don’t teach you
Part 1. [Video file]. Retrieved from
Part 1. [Video file]. Retrieved from
Buzzfeed News (2018b, January 25th). Indigenous Australia: What they don’t teach you
Part 2. [Video file]. Retrieved from
Part 2. [Video file]. Retrieved from
Creative Spirits (nd.). Curious
about Aboriginal Culture but unsure where to start.
Retrieved from
Retrieved from
Creative Spirits (2019). Welcome
to Country and Acknowledgement of Country.
Retrieved from
Retrieved from
Elkin, C. (2017). Baiame cave painting. [Image]. Retrieved from
Geia, L.K., Hayes, B., & Usher, K., (2013).
Yarning/Aboriginal storytelling: Towards an
understanding of an Indigenous perspective and its implications for research
practice. Contemporary Nurse: A journal For The Australian Nursing Profession,
46(1), 13-17. Retrieved from
understanding of an Indigenous perspective and its implications for research
practice. Contemporary Nurse: A journal For The Australian Nursing Profession,
46(1), 13-17. Retrieved from
Rogers, J. (2014). The
national curriculum – knowing the truth about Australia’s history.
Retrieved from
Retrieved from
Our Languages (2016). Aboriginal
Language Map NSW – Tourism NSW. [Image].
Retrieved from
Retrieved from
Staciuk, G. & Kinnane, S (2010). Keepers of our stories.
The Australian Journal of
Indigenous Education 39 (Supplementary), 87-95. Retrieved from
Indigenous Education 39 (Supplementary), 87-95. Retrieved from
Stanner, W.E.H. (1968). The Great Australian Silence. In
Andrew Gunstone (Ed.),
Reconciliation and ‘The Great Australian Silence”. Retrieved from
Reconciliation and ‘The Great Australian Silence”. Retrieved from
Hey Lara, I enjoyed your blog. I was engaged throughout. I believe your tasks are engaging for a grade 5 class , as you show arrange of learning styles for your students. Just thinking that maybe you could include a more explicit link towards 8-ways pedagogy, as the activities that you are presenting to students could potentially fit into it.
ReplyDeleteI feel that maybe you could express how you would ensure that sensitive topics are catered for, so parents wouldn't need to call you if they have concerns as they can read some ways in which you would cover the topic carefully and respectfully to the people who had suffered. I found your link between your images and your written text to be a well structure and trailed fit, which allowed more clarity for parents as they can see ideas that you would present to students. I just thought I might want to point out ( I am not totally sure ) but I think some of your in text references need a little fix (ACHASSI099 & ACHASSI101 for example I think you might need to add a bracket after ACHASSI101.
I have noticed that you have ask parents to be more of a support at home then at school would you allow parents to come on excursions just thinking that might be something to think. :)
Hope this feedback helps, can't wait to read your next blog,
Good luck
Alex.
Thank you for sharing your blog post with me Lara. I really enjoyed reading your blog, you have included your voice and I connected with you on a professional and personal level. From a parent’s perspective, I found your blog organized, well informed and engaging.
ReplyDeleteYour introduction is amazing and you support this with a quotation that provides relevance. Well done!
My suggestions are:
Firstly, you need to state which year level you are targeting in the ‘what students are learning’ section.
Secondly, maybe you may want to focus more deeply on two content descriptors (highlighted). I loved your section on acknowledgement and reconciliation, which is relevant to Year 5 students today and how they could develop deeper learning around these areas.
Thirdly, some of your indirect quotation can be put in your own words such as learning about ‘Acknowledgment of country’. If you stated the acknowledgment then you would be required to quote and reference.
Fourthly, it was highlighter in a previous assignment that I need to you lower case in the reference list (you may want to explore this more for your own understanding).
Fifthly, I am wondering how you would assess this unit in a summative assessment activity.
Over all, you have written a blog that demonstrates respect, your understanding of curriculum, Aboriginal content, sensitivity, relevant quotations and images. Well done!
I hope this feedback is helpful and I look forward to reading your next blog.
Thanks Kim