Indigenous Rights - Listen, Learn, Walk and Talk

Subject/ Level: English middle school (Years 7-10) curriculum

Time: Two to three lessons

Technical Requirements: One device per group (either a laptop, tablet or mobile phone) for Activity B that can access My Maps in the browser, WiFi.

Additional Requirements: Community partners (one community partner per group of four students).

Stage 1 – Desired Results

Suggested Outcome:

Students will explore how the rights of Aboriginal and Torres Strait Islander Australians have been ignored or violated in their local community in the not so distant past together with Aboriginal and Torres Strait Islander community partners who lived through this experience.

Curriculum Links:

Indigenous Rights - Listen, Learn, Walk and Talk engages directly with the cross-curriculum priority ‘Aboriginal and Torres Strait Islander histories and cultures’ which is to be embedded across all learning areas and year levels in the Australian Curriculum v.8.2 (“Australian Curriculum v.8.2 ”, n.d.).

Organising Ideas:

  • OI.6: Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses.
  • OI.9: Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander People locally and globally.

General Capabilities:

  • Critical and creative thinking
  • Ethical understanding
  • Information and communication technology
  • Intercultural understanding
  • Personal and social capability
  • Literacy

8 Aboriginal Ways of Learning Links:

  • Community Links
  • Story Sharing
  • Deconstruct/ Reconstruct

Stage 2 – Assessment Evidence

Activity A - Performance Task(s):

The students will further develop and demonstrate their skills in:

  • Critical and creative thinking
  • Ethical understanding
  • Intercultural understanding
  • Personal and social capability
  • Literacy

by producing a short text on Indigenous rights in collaboration with their community partners.

Activity B - Performance Task(s):

The students will further develop and demonstrate their skills in:

  • Critical and creative thinking
  • Ethical understanding
  • Information and communication technology
  • Intercultural understanding
  • Personal and social capability
  • Literacy

by geo-referencing their literary texts produced during Activity A collaboratively using ‘My Maps’ by Google (“My Maps”, n.d.). The final product will be published online to allow the students and members of the local community to  learn about their shared history on their mobile devices in the physical places that the texts describe.

Stage 3 – Learning Plan

Activity A

Suggested Outcomes:

The students will explore their modern community through a literary and/or historical lens, increasing their intercultural awareness, literacy, ethical understanding, critical and creative thinking (“General Capabilities”, n.d.). Community partners will visit the class to discuss how the rights of Aboriginal and Torres Strait Islander Australians have been ignored or violated in their local community. The students will prepare short descriptions of these events together with their community partners.

Suggested Approach:  

  1. Tell the students that the class is going to work together with community partners to produce a short text on Indigenous rights in their community. Introduce the community partners. Brainstorm with the students their understanding of Indigenous rights in relation to the history of their community (adapt according to student cohort/ age/ prior knowledge etc.).
  2. Split the students up into groups (one community partner per group). Give them approximately 20 minutes to listen to the community partners and ask questions.
  3. Give the students and their community partners 10 minutes to hold a short meeting to decide on the content of their text.
  4. Once the students and the community partners have agreed on the content, the students can begin writing the text. If the school has WiFi and the students all have devices to work on, Google Docs could be used as an alternative to paper (which will make it easier for you to give them rolling formative feedback).

☝️ Please ensure that the community partners receive a final copy of the texts and an opportunity to suggest changes. Only begin Activity B if written permission has been provided by the community partners to publish the texts.

Activity B

Suggested Outcomes:

Assuming written permission has been obtained from the community partners to use and publish the texts, the students will take their literary texts produced in the previous lesson and geo-reference them collaboratively using ‘My Maps’ by Google (“My Maps”, n.d.). This will allow the students and members of the local community to  learn about their shared history on their mobile devices in the physical places that the texts describe. This will further strengthen the students’ intercultural awareness, literacy, ethical understanding, critical and creative thinking while improving their information and communication technology skills (“General Capabilities”, n.d.).

Suggested Approach

  1. Set up a collaborative Google Map** (or multiple maps depending on your class size/ student cohort) prior to the lesson. Share the link/s via email with your students. QR codes are also an option - you can keep them organised and on hand by making a copy of this spreadsheet by Tammy Worcester in your Google Drive for your records.  
  2. Tell the students that the class is going to work together to geo-reference their texts collaboratively. Explain that the final product will be published online to allow the students and members of the local community to learn about their shared history on their mobile devices in the physical places that the texts describe. Depending on your student cohort you may want to have a demo ready that they can try out (i.e. a short activity that involves kinesthetic mapping with My Maps in your classroom) or show them this video tutorial before they begin their group work. One device per group (either a laptop, tablet or mobile phone) that can access My Maps in the browser is necessary to complete this task.
  3. If your class, students or school have a blog the finished product/s can be published on it/them. Please don’t forget to thank the community partners for their assistance. Consider taking the students on an excursion and inviting parents and community members to join in learning about their shared history on their mobile devices in the physical places that the texts describe.

**Note: If your students have the resources to set up the collaborative maps themselves, set aside extra time during the lesson for them to do this.  

Example Community: Moree

Until the mid-1960’s early 70’s, racial segregation was prevalent in Moree, the ramifications of which are very much visible in Moree today (Teece-Johnson, 2015). For example, people of Indigenous descent were not permitted equal access to the RSL, the bowling club, the local library, the town hall, the football oval, the cinema, the Artesian baths and most bars (Teece-Johnson, 2015). The students could learn from their local Aboriginal Australian community partners about the severity of racism in Moree, what it was like to live there as a young Aboriginal Australian during this time and the impact of the 1965 Freedom Ride.

Please note: this template has been adapted for the Australian Curriculum from ‘Understanding By Design – Backwards Design Process’ developed by Grant Wiggins and Jay McTighe.

References

8 Aboriginal Ways of Learning. (2012, May). [Fact Sheet]. Retrieved from: https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-learning-factsheet.pdf

8 Aboriginal Ways of Learning, Uncategorised, viewed 01 October 2016, http://apo.org.au/node/21702

English Across Foundation to Year 12, [Australian Curriculum v.8.2], viewed 01 October 2016. Retrieved from: http://v8-2.australiancurriculum.edu.au/english/english-across-foundation-to-year-12

General Capabilities, [Australian Curriculum v.8.2], viewed 01 October 2016. Retrieved from: http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction

‘My Maps’ by Google, Uncategorised, viewed 01 October 2016. Retrieved from: https://support.google.com/mymaps/answer/3024396?hl=en

Teece-Johnson, Danny. (2015, February 20). [SBS News]. Retrieved on 01 October 2016. Retrieved from: http://www.sbs.com.au/news/fragment/gomeroi-elder-asks-apology-moree-council-past-racism

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