Society and Environment
Teacher Plan for Year 8: Indigenous Australia: Law, Governance and Participation
Timeframe
and
resources
Teaching strategies and learning
opportunities
Week 1
Students use the Stepping Out (SO)
Before, During and After learning
strategies to introduce the topic:
Traditional Indigenous Societies.
Stepping Out
strategies:
Secondary
written
genres


Longman
Framework:
Society and
Environment
1, ch 6

Secondary
written
genres
Stepping Out
strategies

At the Before stage, students
note everything they know about
the nature of the topic using a
‘concept map’.
In the During stage, students
read through information about
different aspects of traditional
Indigenous societies and record
their ideas using a ‘note-taking
framework’ (SO: Secondary
written genres).
After completing the note-taking
exercise, students share their
table of information with another
student and compare their work,
discussing the most important
aspects of the content.
Students complete the
introductory exercise by using
the information in note form to
construct well-structured
paragraphs about ‘Traditional
Indigenous Societies’.
Students follow the SO
framework of paragraph writing
by revising work already
Outcomes focus:
overarching and
learning area
outcomes
Overarching
Learning Outcome
(OLO) 3: Students
recognise when and
what information is
needed, locate and
obtain it from a
range of sources and
evaluate, use and
share it with others.
Values and crosscurriculum links
Assessment and
monitoring
Progress map:
Band outcome
Values:

English Learning
Outcome (LO) 8
Reading:
BAND 5 Analyse a genre
and identify generic
and stylistic
features.
5.1 Cultural heritage:
The cultural heritage
of Australia, including
Aboriginal sacred and
archaeological cultural
heritage, should be
respected and
maintained.

OLO 8: Students
understand their
cultural and
historical contexts.
OLO 1: Students use
language to take and
organise notes.
English Learning
Area Outcome
(ELAO) 8
Reading:
Informational text.
SOSE Learning
Area Outcome
(SLAO) 4
Culture: People
form groups because
of shared
understandings of
Concept map
Note-taking
framework
3.6 Cooperation:
Each person should
strive to work
cooperatively.
4.8 Responsibility and
freedom: People have
the right to choose
their way of life, and
are responsible for the
impact of choices on
nature and other
community members.

Paragraphs
SOSE LO 4
Culture:
BAND 5 Examine in greater
depth traditional
cultural
characteristics of
the Aboriginal
people.
SOSE LO 4
Culture:
BAND 5 Understand that
within a group the
social organisation
reflects beliefs and
traditions, eg
different roles,
family structures,
rituals.
Reflection and
response
Students found the
language of some of
the resources difficult
to understand. More
'word sort' and glossary
activities needed to
address this. Refer to
Stepping Out strategies.
Students needed
modelled examples of
the structured
paragraphs.
Reinforce the concept
of the difference
between the 'general'
statement (topic
sentence) and the
completed about factual
paragraphs:
1 Topic sentence;
2 Developing sentence;
3 Supporting sentence/s;
4 Concluding sentence.
Examples are modelled on the
board to reinforce the process of
constructing paragraph text.
Week 2
Stepping Out
resources

Teaching
Reading in
the Content
Areas,
Blackline
Masters, 2nd
edition
Discovering
Democracy
Lower
Secondary
Units:
'Should the
People
Rule?'
Resources
from the
local
Aboriginal
section of
the school's
library


the world.
OLO 12: Individual
and collaborative
reading and writing.
ELAO 9 Writing:
Students write for a
variety of purposes:
informative
paragraphs.
Students use a simple
comparison map to record and
illustrate the differences between
the legal systems in traditional
Indigenous and contemporary
Australian societies.
ELAO 8 Reading:
Individual and class
reading.
Students read information and
images about the kinship system,
law and customs in traditional
Indigenous societies in order to
make the comparison. Their
knowledge of Australian
government and decision making
is enhanced by their study of the
Discovering Democracy unit in
Term 1.
SLAO 4 Culture:
Members of a group
have common social
and legal systems.
Students examine the question of
leadership in different societies
and explore the differences. How
were leaders chosen/appointed in
traditional Indigenous
communities?
Students are provided with a
variety of texts to research this
question and write two or three
well-structured paragraphs on
the topic.
'specific' statement
(developing and
supporting sentences).
ELAO 9 Writing:
Comparative map.
ELAO 4 Processes
and Strategies:
Paragraph writing.
SLAO 6 Natural and
Social Systems:
Societies have
varying leadership
and representative
structures.
1.6 Critical reflection:
Each person should be
encouraged to reflect
critically on both the
cultural heritage and
the attitudes and
values underlying
current social trends
and institutions.
5.1 Cultural heritage:
The cultural heritage
of Australia, including
Aboriginal sacred and
archaeological cultural
heritage, should be
respected and
maintained.



Comparison
maps
SOSE LO 4
Culture:
BAND 5 Examine specific
aspects of cultural
tensions and
conflicts in
Australia.
Discussion
Paragraphs
SOSE LO 6
Natural and Social
Systems:
BAND 4 Recognise that
membership of
society carries with
it certain rights and
responsibilities.
Some students had
excellent background
knowledge of and
experience with
'kinship' providing a
good focus for
discussion.
Students discussed the
difference between
good leadership and
leadership in reality.
Discussed the concept
of power being
potentially corruptible.
Week 3

Secondary
written
genres

Film:
Alinta the
Flame,
Women of
the Sun
series, Part 1
Discovering
Democracy
Lower
Secondary
Units: ‘Law’
(pp 50-2)
Students examine the impact of
European invasion on the law
and culture of societies in
Australia.
Students view the film Alinta the
Flame. This film illustrates the
lifestyle of a group of
Indigenous people in southwestern Victoria. The language
spoken throughout the film is
one of the languages of Arnhem
Land.
ELAO 5 Processes
and Strategies:
Editing and drafting.
The use of Indigenous language
and English subtitles gives
authenticity to the film. The
fictitious story traces the events
following the arrival of two
escaped convicts who are found
by members of the group. The
English men are generally
welcomed by the group but
create fear for some members.
SLAO 3 Resources:
People attempt to
meet their needs and
wants by making
use of limited
resources.
When one of the men breaks the
law, offending the women, he
meets his death under the law of
the community.
SLAO 5 Time,
Continuity and
Change:
People's actions and
values are shaped by
their understanding
and interpretation of
the past.
ELAO 6 Speaking:
Class discussion.
4.7 Social justice: The
right of each person to
a fair share of
society’s economic
and cultural resources
is recognised.
3.1 Compassion and
care: Each person has
a right to receive care
and compassion and
have a life of dignity,
free from harassment
and discrimination.


Discussion
In a class discussion of the film,
students nominate the most
significant scene of the film and
give their reasons for their
Students responded
very well to Alinta the
Flame.
SOSE LO 2
Place and Space:
BAND 5 Identify and explain
the conflicts and
tensions that
emerge between
competing users of
places.
Could be beneficial for
students to record
instances where they
(or someone they
know) have felt
'powerless'.
2.3 Ethical behaviour
and responsibility:
Each person has
freedom of will, is
responsible for his or
her own conduct and
should be encouraged
to develop
discernment on ethical
issues and to recognise
the need for
truthfulness and
integrity.
SOSE LO 3
Resources:
BAND 5 Identify how the
use of resources
varies according to
culture and time.

Good class discussion
about 'land ownership'
and 'law'.
Plot line
The film addresses the following
issues: culture, marriage, rites of
passage, kinship, leadership,
dispossession of land,
ownership, massacres and
power.

ELO 9 Writing:
BAND 5 Develop a writing
process of
brainstorming,
drafting, editing
and proofreading.
BAND 5 Use descriptive
language in
appropriate
contexts.
Discussion
Develop the whole
concept of
powerlessness and
discuss instances in the
film where Alinta and
her people were
powerless.

Week 4

Film:
Alinta the
Flame
Discovering
Democracy
Lower
Secondary
Units: 'Law'
(pp 50-8)
Stories of
Democracy
CD-ROM
Film:
Mabo - The
Life of an
Island Man





choice.
Students complete character
maps on four characters from the
film.
Students consider the notions of
land and ownership as a segment
of Alinta the Flame is replayed.
(Europeans and Indigenous
people are sitting discussing the
desire of the Europeans to
acquire land belonging to the
group.) This scene illustrates the
opposing perspectives on land
and the conflict this
foreshadows.
Students read through
information outlining the
significance of land to the
Indigenous people - the
connection between the Spirit
ancestors of the Dreaming and
the sacred nature of land.
Students construct a table
distinguishing between the
European and the Indigenous
views of land.
Students explore the notion of
'terra nullius' as explained by the
teacher and complete a concept
map on the topic.
Students read some background
information about Edward Koiki
Mabo and highlight the events
that they think would feature on
a timeline of his life.
Students then view Mabo - The
Life of an Island Man. As
students watch the documentary,
they complete a character map of
Eddie Mabo and discuss their

SLAO 4 Culture:
Cultural differences.
ELAO 3
Conventions:
Students use the
conventions of SAE
with understanding
and critical
awareness.
SLAO 7 Active
Citizenship:
Behaviour and
participation of
individuals in
accordance with the
principles and
values associated
with the democratic
process and social
justice.
Character
maps
5.1 Cultural heritage:
The cultural heritage
of Australia, including
Aboriginal sacred and
archaeological cultural
heritage, should be
respected and
maintained.
English LAO 8:
BAND 6 Examine how
narrative texts are
constructed,
focusing on setting,
character, conflict
and resolution.
1.6 Critical reflection:
Each person should be
encouraged to reflect
critically on both the
cultural heritage and
the attitudes and
values underlying
current social trends
and institutions.
SOSE LO 1
Investigation,
Communication
and Participation:
BAND 5 Identify differing
points of view on a
topic.

1.3 Empowerment:
Each person should be
encouraged to develop
… their creative
imagination.

Table
Concept map
ELAO 4 Processes
and Strategies:
Character map.

Character
map

Discussion

Museum
SOSE LO 6
Natural and Social
Systems:
BAND 5 Identify ways in
which people might
influence creation
and revision of
laws.
SOSE LO 1
Investigation,
Communication
and Participation:
BAND 5 Integrate data from
a variety of sources
(print, people,
It would be good to
have a guest speaker
come to class and
speak to the students
about 'Aboriginal
spirituality'.
Students enjoyed their
visit to the Broome
museum and, even
though most had been
before, they were all
interested in local
history.

Week 5
Discovering
Democracy
Middle
Secondary
Units:
‘Human
Rights’
(pp 67-71)
Video:
The
Aboriginal
Civil Rights
Movement,
VEA from
the series
Exploring
Indigenous
Australia
Week 6
Discovering
Democracy
Lower
Secondary
Units:
‘Men and
Women in
responses.
Students are given their
assignment outline about the
Eddie Mabo museum display.
Students visit Broome museum.
The Mabo decision is put into
perspective with a look at other
significant land rights and human
rights campaigns in Australia's
history.

Students read about the
following events: Bark Petition,
Wave Hill strikes,Tent Embassy,
Freedom Rides and Wik.
display
ELAO 9 Writing:
Students write for a
variety of purposes.
SLAO 7 Active
Citizenship:
Involvement in the
community and
democratic
processes to enact
change.
(The 1967 Referendum was
covered in detail in the Term 1
Discovering Democracy unit and
will be touched on briefly in this
unit.)



Students draw up a timeline of
these events with boxed details
of the events around the simple
timeline.
Students read short biographies
of Indigenous leaders in
government and nongovernment political
organisations to learn about their
participation in the political
process.
Students choose one person and
prepare a brief summary of their
OLO 2: Students
select, integrate and
apply numerical and
spatial concepts and
techniques.
ELAO 8 Reading:
Students read a wide
range of texts with
purpose and
understanding.
ELAO 1
Understanding
Language: The
4.7 Social justice:
The right of each
person to a fair share
of society’s economic
and cultural resources
is recognised.
4.1 Participation and
citizenship: As a
democratic society,
Australia should
encourage its members
to participate in the
political process and
to contribute to
community services
consistent with good
citizenship.
1.1 The pursuit of
personal excellence:
Each person should be
encouraged to achieve
his or her personal
best in all
undertakings and to
respect the
achievements of

Report

Note taking

Discussion

Timeline
electronic).
SOSE LO 4
Culture:
BAND 6 Examine ways in
which cultural
groups are
represented and
protected by
various bodies and
organisations.
SOSE LO 4
Culture:
BAND 6 Recognise a range
of equity and social
justice issues that
exist in Australia
with respect to
cultural groups.
English LAO 8:
BAND 6 Read texts that
introduce
unfamiliar concepts
or topics.

Summary
With more time,
students could
complete a directed
Internet search on the
human rights
campaigns in
Australia's history.
SOSE LO 4
Culture:
It could be good to
include some
contemporary
Aboriginal activists in
the study to appeal to
the students.
Political
Life’
(pp 129-34)
contribution to Indigenous rights
and present their summary to the
class. Their presentations to be
videotaped.
framework and
structure of the
biography.
others.

Oral
presentations
to class
OLO 12: Students
are self-motivated
and confident in
their approach to
learning and are able
to work individually
and collaboratively.
Week 7
Teaching
Reading in
the Content
Areas
Week 8




Students listen to a local
Indigenous leader speak about
how she or he has been involved
in community decision making.
Students complete a concept
map about political process and
participation.
ELAO 9 Writing:
Students write for a
variety of purposes.
Students listen to speeches by
members of the Kimberley Land
Council and ATSIC educational
officers who outline the process
of making a land claim under the
Native Title Act.
Students participate in the
'Design a Mosaic' exercise for
the Reconciliation tree
competition and submit their
designs for judgement.
OLO 9: Students
interact with people
and cultures other
than their own and
are equipped to
contribute to the
global community.
Identify the roles
and contribution of
some key
individuals within
some cultural
groups.
SOSE LO 1
Investigation,
Communication
and Participation:
BAND 6 Ask directed
questions.
3.6 Cooperation: Each
person should strive to
work cooperatively.

Concept map
1.3 Empowerment:
Each person should be
encouraged to develop
… their creative
imagination.

Questioning
techniques

Mosaic
design
Students need to revise
the work completed in
the Discovering
Democracy unit in
Term 1, in order to
complete the concept
map about political
process and
participation.
SLAO 7 Active
Citizenship: Role
model.
OLO 10: Students
participate in
creative activity of
their own.
English LO 8:
BAND 7 Identify deeper
layers of meaning
and comment on
their significance
and effect.
The Arts LO 1
Arts Ideas:
BAND 4 Collaborate in the
design of art works
for a specific
purpose.
It was timely to be
learning about Eddie
Mabo as we celebrated
'Reconciliation Week'
on the tenth
anniversary of the
Mabo High Court
decision.