Civics and Citizenship in practice
Jindarra Public School
KLA: HSIE
Syllabus: HSIE K-6
Stage: Stage 3
Audience: Professional
Description: Civics and citizens unit of work about Australian Identity
Learning resource type: Unit of work
Version published: November 2009
© State of New South Wales through the Department of Education and Training, 2010. All rights reserved.
The Aims of the Australian Identity Unit
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To develop knowledge of the diverse cultures, religions, communities and societies within Australia
To develop an understanding and appreciation of cultural diversity
To gain a genuine knowledge of the history of Australia’s multiculturalism in relation to indigenous Australians,
migrants, asylum seekers and refugees.
Objectives of the Australian Identity Unit
Knowledge and Understanding
By studying Australian identity students will develop knowledge and understandings about culture in Australia and other
places, their diversity and similarities, and how they influence people’s identities and behaviours.
Skills
By developing skills in acquiring information, using an inquiry process and social and civic participation, students will be
encouraged to take active, responsible and informed roles as citizens in a rapidly changing and diverse global society.
Values and Attitudes
By identifying, clarifying, analysing and evaluating their values and attitudes, as well as those of others, about issues
and events, students will be encouraged to develop informed and responsible attitudes towards people, cultures,
religions and societies. This will enable them to contribute to intercultural understanding and the development of a
democratic and socially just society in a sustainable environment.
(Board of Studies NSW, (1998), Syllabus-H.S.I.E., Board of Studies, Sydney)
Outcomes and Indicators of the Australian Identity Unit
CUS3.3 - Describes different cultural influences and their contribution to Australian identities.
 Demonstrates an understanding of differing viewpoints about what is an Australian identity and gives own
impressions and viewpoint.
 Examines some of the cultures, ideas and traditions that have influenced Australian identity and culture, including
migration, trade, religion and belief systems.
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Examines the contributions of Aboriginal people to Australian culture and identity.
Examines the contributions of some migrant groups to Australian culture and identity.
Outlines benefits of living in a culturally diverse society.
Outlines attitudes and behaviours that contribute to social cohesion.
Compares data and decides if their own community reflects or is different to the diversity of other Australian
communities.
Identifies some factors that contributed to an Australian cultural identity and how these are represented as
national symbols.
Discusses how multiculturalism has influenced and changed Australian society.
Examines the contributions of significant Australians including those born overseas and born in Australia.
CUS3.4 - Examines how cultures change through interactions with other cultures and the environment.
 Examines firsthand accounts of migrant experiences.
 Examines the cultural diversity that exists in Australia today including languages spoken.
 Identifies ways in which education, religion and culture influence the viewpoints people have about their own
identity.
 Recognise examples of stereotyping, sexism and racism.
 Examines how cultural diversity causes cultural change including conflict situations.
 Develops an awareness of their own level of acceptance of different racial, ethnic, national and religious groups.
CCS3.1 - Explains the significance of particular people, groups, places, actions and events in the past in
developing Australian identity and heritage.
 Describes some aspects of colonial exploration and expansion and the impact these had on all Australians.
 Identifies some links between events in the world and the arrival and plight of immigrant groups.
 Identifies the origins of some events, days and actions of national significance to Australian citizenship including
ANZAC Day, Australia Day, Sorry Day, Remembrance Day, NAIDOC Week, Wattle Day, Arbor Day, Clean-Up
Australia Day.
Assessment
Within this unit students will undertake a variety of assessment tasks.
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Knowledge and understanding will be assessed through written and spoken texts, quizzes and multiple choice
tasks and labelling and constructing timelines, mind maps, newsletters and pamphlets.
Skills will be assessed through the ability to:
- Acquire information via data collection, graphing, mapping, and timelines.
- Use an inquiry process via researching topics, discussion sessions with teacher-student and student-student
and whole class debates.
- Participate in social and civic issues and considerations via discussion and debates, creating posters and
newsletters and letter writing.
Values and Attitudes will be assessed through demonstrating such via actions, written and verbal and visual
texts and discussions.
OUTCOMES
PERSONAL IDENTITY
PDHPE
GD3.9, INS3.3
Individual
 Brainstorm factors that influence personal identity e.g. family, peers,
friends, popular culture, associations & clubs, community, religion.
HSIE
CUS3.3
CUS3.4
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Produce a word document labelling influencing factors and individual
responses to each. Discuss and compare with others in the
classroom.
Students to find out about their family history.
Discuss ancestors’ place of birth and pinpoint them onto a world
map. Graph results. Examine and discuss.
Community Identity. Explore and examine their community to
discover the origins and diversity which exists.
Discover the origins of the town/suburbs name. Research the early
pioneers of the area to discover if they have been remembered in
street names, landmarks, tourist sites, business names.
Consider businesses in community. Who are the proprietors and
does their business represent a part of their own personal identity.
(Refer to NSW HSIE Stage 2-Local communities)
Compare local community with another Australian community of
same population size. Compare and interpret similarities and
differences.
RESOURCES
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Family tree word document
Local community street map.
Pictures of early pioneers of the
town.
Photos of businesses and their
names within the town.
Photos of landmarks and tourist
sites of the town.
OUTCOMES
INDIGENOUS AUSTRALIANS
RESOURCES
HSIE
CUS3.3
CUS3.4
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Australian Human Rights
Commission,(2008), Face the
Facts, pgs 1-19
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Australian Govt., Dept of
Foreign Affairs and Trade(n.d),
About Australia-Indigenous
Explore indigenous people’s diversity in language and culture.
Examine a map of Australia to identify the states and territories.
Display an Aboriginal languages map.
Discuss the differences between the maps.
Questions to consider and discuss:
- What are the obvious differences between the two maps?
- What has happened to the Aboriginal groups in relation to state
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& territory boundaries?
- What problems would this have caused?
- Which Aboriginal language groups are the custodians of the land
where your town is situated?
Refer to the number of different languages spoken and how each
group had its own customs, some similar to other groups, but also
many different ones.
Find examples of similarities and differences.
Relate this back to own family and community and the diversities
and differences that exist.
Examine a “significant events timeline for indigenous Australians.”
Compare the quality of life for indigenous people pre 1788 and post
1788. Consider population numbers, lifestyle, the number of
languages and the number of indigenous groups within these two
periods.
Consider The Commonwealth Electoral Act 1962 in relation to
indigenous Australians getting the right to vote (except in QLD).
Consider the National Referendum 27th May 1967 giving indigenous
people the right to be included in the census and therefore having
the same citizen rights as other Australians. Discuss the relevance
of this in terms of identity.
Discuss the term ‘Terra Nullius” and the impact this had on
indigenous Australians. Briefly consider the Mabo case and its
impact on Australian identity.
Read stories from the ‘Stolen generation’ and relate back to own
personal identity and the importance of it to each individual.
Reflect on the values and customs that Indigenous people have
impressed on the Australian identity- reverence for the land, the
creative talent seen in art, music and dance, the Aboriginal names
within the English language, bush tucker and the many well known
languages
http://www.dfat.gov.au/facts/Ind
igenous_languages.html
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Australian Govt., Dept of
Foreign Affairs and Trade,(n.d)
About Australia-Indigenous
land rights and native titles.
http://www.dfat.gov.au/facts/indi
genous_land_rights.html
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A Shared History-Teaching
Aboriginal Perspectives in the
NSW HSIE K-6 syllabus
http://www.curriculumsupport.e
ducation.nsw.gov.au/shared/ind
ex.htm
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The Aboriginal and Other
Meanings of many of our
Regional Town Names
http://www.albury.net.au/~tim/c
hdoma10.htm
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Webquest: Koori Contributions
to Society
http://www.cap.nsw.edu.au/bb_
site_intro/stage3_Modules/abori
ginal/aboriginal_identities.htm
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indigenous people known nationally and internationally.
Research and taste bush tucker.
Create indigenous art and play indigenous musical instruments.
Reflect on the creativity of such activities.
Research well known indigenous people and their contribution to the
Australian identity. Present findings to the class and explain how
these people have contributed to Australia.
Research the Aboriginal & Torres Strait Islands flags-origins,
meaning and style and their importance to the Australian identity.
Recognise and reflect on the importance of nationally recognised
days/weeks – Sorry Day, NAIDOC Week for all Australians
OUTCOMES
MIGRATION
RESOURCES
HSIE
CUS3.3
CUS3.4
CCS3.1
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Australian Human Rights
Commission,(2008), Face the
Facts, Human Rights
Commission, Sydney, Pgs 2936
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NSW DET (2006), China Down
Under, Ryde, NSW.
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NSW DET, Belief in Action,
Ryde, NSW. Pages 46-47.
http://www.curriculumsupport.e
ducation.nsw.gov.au/primary/hs
ie/resources/stage2resources.h
tm
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Migration, Australia 2006-07
http://www.abs.gov.au/ausstats/
abs@.nsf/mf/3412.0
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Define the words migration, immigration and emigration.
Refer back to student’s family tree to consider and discuss the birth
place of family members. Tally up the number of students, parents,
grandparents and great grandparents born overseas.
Discuss the makeup of Australia’s population.
Refer to the Chinese migration to Australia. Map the Chinese
migration to Australia from the 1400s to the 1990s.
Research significant Australians-John Yu, Jenny Kee, Victor Chang,
Alice Tay, William Liu Quong Tart, Jian Fang Lay, King Fong, Bing
Lee Ed Ah Toy, Li Cunixin, John Ah Kit
Discuss the Chinese influence on Australian lifestyle in relation to
medicine, food, herbal plants, feng shui and sports and games.
Read about Caroline Chisholm and her work with woman migrants.
Make a time line depicting immigration influxes, the countries of
origin and reasons why people immigrated to Australia during the
20th century.
Refer to ABS stats defining numbers born in Australia to those who
have immigrated throughout the 20th century.
Discuss racial discrimination in terms of the Immigration Act of 1901.
Review ‘The White Australia Policy’ (1901-1973) and the ‘Dictation
test’ (1901-1958) and its effect on Australian identity from 19461980 century.
Investigate the Citizenship Act and the creation of Australian
Citizenship in 1948, as well as the changes in the oath of citizenship
over the last 50 odd years, to reflect the evolution of Australia from
British colony to independent multicultural nation.
Discuss/debate or write an exposition on whether it should be a
requirement of permanent residency to become an Australian
citizen.
http://en.wikipedia.org/wiki/Immi
gration_Restriction_Act_1901
 Parliamentary Library (2006)
http://www.aph.gov.au/library/pu
bs/rn/2002-03/03rn20.htm
 Bonegilla Migration and
Training Centre
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http://www.environment.gov.au/
Visit a Migration Reception and Training Centre. e.g. Bonegilla to
heritage/places/national/bonegill
appraise life as a migrant in post war Australia.
a/index.html
Read stories from inmates of these camps to develop greater
understanding of the migrant’s life before arriving in Australia and on
http://www.bonegilla.org.au/bloc
arrival to Australia.
k19.html
Reflect on the importance of immigration and the effect it has on
making Australia a multicultural nation. Reflect on the impact of
migration to the Australian economy, employment, welfare systems,  Australian Government,
Department of Foreign Affairs
population, environment, crime.
and Trade (n.d), About
Discuss what Australia would be like if British colonization didn’t
Australia, Australia: A Culturally
happen, if migrants were not allowed to enter the country or become
Diverse Society
citizens. How would this impact on Australia identity today? Write a
http://www.dfat.gov.au/facts/cult
discussion paper on these scenarios.
urally_diverse.html
Asylum seekers and refugees.
- Define the terms asylum seekers and refugees. Discuss why the
number of asylum seekers in Australia is not as many as in other  Australian Government,
Department of Foreign Affairs
western countries such as USA & South Africa. (No shared
and Trade (n.d), About
borders with other countries?)
Australia, Muslims in Australia
- Discuss the reasons why people seek refugee status e.g.
http://www.dfat.gov.au/facts/mu
religion, race, nationality, membership of a particular social group
slims_in_australia.html
or political opinion.
- Read personal stories from refugees to reflect on the reasons for
 Australian Govt., Dept o
seeking refugee status.
Immigration and Citizenship
- Research Australia’s policy on refugees and how refugees differ
(n.d), A new life for Refugeesfrom other migrants.
Australia’s Humanitarian
- Graph the numbers and countries refugees come from.
Program- A Resource for
- Investigate past policies in Australia-The Tampa issue, the
Schools
Pacific Solution and the Temporary Protection Visas.
http://www.immi.gov.au/media/p
- Use newspaper articles to discuss current reports and issues on
ublications/general/new-lifeasylum seekers and refugees.
ref.htm
 Australian Human Rights
Commission,(2008), Face the
Facts, Human Rights
Commission, Sydney, pgs 4552
OUTCOMES
THE COLONIAL IDENTITY
RESOURCES
HSIE
CUS3.3
CUS3.4
CCS3.1
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 Australian Government Cultural
Portal, (n.d)
http://www.cultureandrecreation
.gov.au
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Define the colonial identity and how it relates to a more monoculture
of Australia’s past.
Examine the impact of this identity in relation to indigenous
Australians and migrants. Use a retrieval chart to list advantages
and disadvantages to indigenous people, migrants and British
subjects of Australia.
Recognise and appreciate this colonial identity as being part of the
Australian culture by reading Australian ballads, poems and songs.
Discuss the significance of these scripts e.g. the characters, the time
and setting.
Discuss if these scripts are an accurate portrayal of Australia today.
Identify colloquialism in the Australian language and their meanings.
Identify colloquial words and phrases that are still spoken by many
Australians today.
Discuss the Australian identity today and whether this colonial
description is relevant to today’s multicultural Australia.
Complete mind maps depicting the many factors that influence this
colonial identity.
Consider the alienation of many Australians to this identity.
Complete another mind map depicting the influences our indigenous
people and migrants have had on Australian identity.
Combine the two maps and discuss whether this is a truer
representation of Australian identity.
National Symbols, emblems, icons and landmarks
- Begin discussion on inferring Australian identity. What is it? What
makes an Australian an Aussie?
- Read ‘Common Ground’ and compose an acrostic or diamante
poem about Australian identity.
- Consider the relevance of the Australian National Anthem and
the popular song ‘We Are Australian’ to today’s Australia.
Compare these with Waltzing Matilda and analyse the similarities
and differences between the three.
- Write an exposition on ‘Should Waltzing Matilda be our National
Anthem? Debate the answer in class.
- Research national symbols, emblems and icons of Australia.
Select one area to research and present in a power point
presentation to the class. Areas of research to include:
landmarks, state and national emblems, famous Australians,
special days, geography, inventions, social customs, Australian
food and sports. Alternatively complete a Webquest to research
several of the above areas.
 Commonwealth of Australia
(1999), Australian Readers,
Discovering Democracy, Middle
Primary Collection. Pages 2223
 Australian Government,
Department of Foreign Affairs
and Trade (n.d), About
Australia, National Icons
http://www.dfat.gov.au/facts/nati
onal_icons.html
 Aussie Customs & Icons
http://australia.pppst.com/custo
ms-and-icons.html
CONCLUSION OF UNIT
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Using Microsoft Publisher design a poster/pamphlet of Australia to
be displayed in an overseas tourist bureau.
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Outline the benefits of living in a culturally diverse society by
presenting a class collage on Australian identity.
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Develop a class summary of the benefits then complete a class
summary on ‘How and why Australian identities are changing’
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Explore the values and attitudes of Australia and how, as a nation,
we could improve these further.
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Compose a letter to future generations of Australians to inform them
of Australia’s past in relation to values and attitudes towards the
many different cultures and customs making up the Australian
identity.
OUTCOMES
HSIE
CUS3.3
CUS3.4
CCS3.1
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Conclude unit of work by writing a description of Australia with an
emphasis on identity.
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Alternatively, produce a newsletter on Australian Identity using
Microsoft Publisher. Relate Australian Identity to multiculturalism,
migration, British Empire, indigenous Australians, famous
Australians and how different Australia is today compared to
yesteryear.
 We Are Australian Identity and
Values
www.cap.nsw.edu.au/bb_site_in
tro/stage3_modules/exchangest
udent/we_are_australian.htm
RESOURCES
 Board of Studies, (1998),
H.S.I.E. Units of Work, Pg 155.
Board of Studies, Sydney.
 Australian Government,
Department of Foreign Affairs
and Trade (n.d), About
Australia, People, culture and
lifestyle.
http://www.dfat.gov.au/facts/peopl
e_culture.html