Peter Beckwith.
Student number 30052174
Unit Plan: Indigenous perspectives
Unit outline:
Author: Peter Beckwith
Year level: Year 10
Primary Domains:

History

Geography

Economics

Civics and Citizenship
Secondary Domains:

English

Art

Thinking Processes

Interpersonal Development
Curriculum Framing Questions:
Essential Question:
What does it feel like to be an Indigenous person in Australia?
Unit Questions:

How do Non-Indigenous people perceive Indigenous people?

How do Indigenous people perceive the rest of Australian society?

What is racism?

Is Australia a racist country?

What can we do to help reconciliation with the local Aboriginal community?

Has the history of European settlement been factual and honest?
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Peter Beckwith.
Student number 30052174
Unit Summary/ Rationale:
This Unit has been designed for year 10 Indigenous and Non-Indigenous students to make
connections with the Indigenous people living in their community. To better understand
how Indigenous people perceive themselves and the rest of Australian society. It will also
help them discover the ways Indigenous perspectives differ from broader Australian
perspectives. How these differences occur, why they persist, and what can be done to
better understand the needs of Indigenous communities. I have chosen year 10 and VELS
level 6, as I believe this subject requires this degree of maturity to be studied in a culturally
sensitive and appropriate way. The Unit is designed to be run in cooperation with the
English department, who would be required to focus on Indigenous themed books and
films. Some of these resources will be used within the SOSE department, others would be
just for the English teacher/s to give an Indigenous perspective. The Arts and ICT
departments would be included in some of the activities as well. In this way the unit will be
developed across all three strands of VELS, taking into account the Discipline strand (Maths,
English, Art, History, Geography and Art). The Physical Personal and Social learning strand
(Civics and Citizenship, Interpersonal development and Personal learning), and the
Interdisciplinary strand (ICT, Thinking processes and Communication). My peer feedback
alerted me to the fact that I had not explicitly signposted how the unit links with teaching
strategies and the four Purposes of Social Education, I have altered my plans to include
these issues, and will also describe I have used these in this rationale.
Now I will discuss how the Humanities domains (History, Geography, Economics and Civics
and Citizenship) are incorporated in more detail. History and Geography will be of more
importance at the start of the term, as students gain background knowledge for their
studies, and less important towards the end of term. Developing a historical perspective is
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Peter Beckwith.
Student number 30052174
crucial to enable students to develop an understanding of a social issue. As VELS states,
“History develops ... skills in analysing and evaluating a range of primary and secondary
sources”. Geography is also crucial to any social education unit, as students need to be able
to develop their understanding of “spatial concepts”, and use these to analyse and
investigate their world. During the term’s study there will be some focus on Economics,
mainly around Government policies and expenditure on Indigenous and social justice issues.
VELS explains that Economics provides students with knowledge and skills necessary to
become more effective and productive members of society, and this is why I have focused
my Economics lessons around social justice issues. Civics and citizenship becomes more
crucial towards the end of term, as students develop a greater understanding of the issue,
and start decide what they value and how they should act upon these values.
Global education is a major focus of teaching Humanities, and because of this I have
included a lesson dealing with the treatment of Gypsy people in Europe, and a lesson on
Indigenous treaties. This will give the students a chance to relate the experiences of
Indigenous peoples globally, which are the first two “Purposes of Social Education”, as they
make sense of the world and be thoughtful about their experiences. During the term they
can decide what they would value, and how they will express their views and act upon
them, which are embedded in the last two Purposes of Social Education.
Embedding Indigenous perspectives across the curriculum is essential to help develop a
greater understanding of the histories, cultures, values, beliefs, languages, lifestyles and
roles of Aboriginal and Torres Strait Islander people. Such perspectives need to include all
aspects of Australia’s history, from before colonisation to the present day. The unit is
designed for students to; develop respect for different cultures, have the skills to recognise
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Peter Beckwith.
Student number 30052174
prejudice and racism (And the ability to counter them), understand the effects of European
settlement and government policies, and to recognise contributions made by Indigenous
persons to Australian society. By completing this unit, students will develop their
understandings of Indigenous issues, but also challenge their mindsets, help them develop a
global perspective and enable staff and students to examine their own beliefs, value and
actions in a new way.
The unit uses an Inquiry approach to teaching SOSE by using the five E’s. The first lesson is
“Engaging” the students with the topic, by immersing them in different Indigenous
perspectives, and allowing them to “Explore” their own preconceptions about Indigenous
people. The unit gives the students many opportunities to “Explain, Elaborate and Evaluate”
Indigenous perspectives, through many different media types e.g. Videos, music, text, art,
debating etc. The unit also develops along the same elements as described by Gilbert (pg.
13), in that students; engage in a process of interpretation ... involving information,
concepts, processes, values etc ... aimed at completing some socially important learning task
with an outcome of; new knowledge, clearer understanding ... and experience of more
democratic, just and sustainable action.
In conclusion, this unit has been researched and developed through many sources. It uses
VELS as the main source for assessment, as well as for guidance to teaching individual
topics. I have also used the Queensland Studies Authority (QSA), for guidance on embedding
Indigenous perspectives, as well as linking to many different teaching resources, such as the
“Racism no way” website and teachers resources. The unit also uses such items as graphic
organisers, formal essays, verbal debates and presentations, group work and community
interaction for engaging the students, as well as assessing their understandings of the topic.
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Peter Beckwith.
Student number 30052174
The unit is designed to foster feelings of reconciliation, to help staff and students find ways
of connecting meaningfully with the local Indigenous community, and to make positive
connections between the school and the wider community.
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Peter Beckwith.
Student number 30052174
Week, Session & VELS
Week 1 session 1
VELS:
History.
They identify, comprehend and
evaluate a range of primary and
secondary sources.
Geography.
At Level 6, students
accurately interpret
information on different
types of maps and
photographs at a range of
scales, and use map
evidence to support
explanations, draw
inferences and predict
associated outcomes.
Activity
Immersion activity:
Introduce students to
Indigenous life. Explain that
some of the material is
going to be sensitive.
Set up several stations
around room, dealing with
Indigenous issues. Station
1: Sort through images of
people and pick the
Indigenous people.
Station 2: Find the
Language group/s for this
area from the map. Then
look for the Groups from
the Capital cities. Use
“Ausanthrop” website to
chart the local language
groups for this region.
Station 3: Identify the
Aboriginal artefacts, and
select what they were used
for.
Station 4: Look at the
Artwork and decide
whether the Artist is
Indigenous or not.
Aim
To show
students that
Indigenous
people are
amongst them
and lead normal
lives.
To break down
a few
stereotypes and
“engage”
students in
“exploring”
Indigenous
issues more
openly.
First purpose of
Social
Education:
“To enable
students to
make sense of
the world,
especially the
society they live
within”.
Resources
Pictures of
Indigenous people,
in stereotypical and
non-stereotypical
surroundings.
(Some Indigenous
people who do not
“look Indigenous”
as well). Website:
“You don’t even
look Aboriginal”
“Ausanthrop”URL
in Annotated
bibliography.
Map of Australia
showing language
groups.
Images of
Indigenous
artefacts from
different regions of
Australia and New
Guinea.
Artwork from
Indigenous artists,
both traditional
and contemporary
Lotus diagram
worksheet.
Assessment
Worksheet
with lotus
diagram for
each station.
Teacher
Observation.
Key Questions
Can you tell if someone is
Indigenous?
What is Indigenous art?
Do you have to “look
Aboriginal” to be
Aboriginal?
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Peter Beckwith.
Student number 30052174
Week, Session &VELS
Week1 Session 2
History
Historical reasoning and
interpretation
They critically evaluate sources
of evidence for context,
information, reliability,
completeness, objectivity and
bias.
Thinking processes
Reasoning processing and
inquiry
They make informed decisions
based on their analysis of
various perspectives and,
sometimes contradictory,
information.
Week 2 Session 1
Thinking processes:
Reflection, evaluation and
metacognition.
At Level 6, when reviewing
information and refining ideas
and beliefs, students explain
conscious changes that may
occur in their own and others’
thinking and analyse alternative
perspectives and perceptions.
Activity
Distribute cartoon of Alice
Springs to students along
with background article
and worksheet. Read the
article, look at cartoon and
discuss the issue portrayed
in the cartoon and its
implications. Then have
students complete their
worksheet, and draw
cartoon of their own, if
time permits.
Hand out worksheet on
Ten canoes.
Watch DVD; “Ten Canoes”
Aim
To “explore” the
ways racism can
be perceived by
different
people, and
“explain” how it
can be
eradicated.
Fourth purpose
of social
education:
“Enable
students to
express their
views on values
and express
them”
To “engage”
students in
traditional and
contemporary
Indigenous
cultures.
Resources
Websites:
Nicholson’s
cartoons and
“Racism no way!”
Teachers notes,
worksheet,
background article
and cartoon all
downloadable from
http://www.racism
noway.com.au/clas
sroom/lesson_idea
s/20090318_89.ht
ml
Assessment
Student
worksheet,
downloadable
from Racism
no way
website.
Key Questions
Was there a good reason
to treat these people in
this way?
How would you feel if you
were one of the
Aboriginal people?
Do you think Australia is a
racist country?
If so, in what ways, and
how could it be changed?
Can you show an issue in
a drawing?
DVD “Ten Canoes”.
Copies of Study
guide for Ten
Canoes.
Worksheets with
Table from study
guide.
Teacher
observation.
Worksheet.
Are there any Indigenous
people living around here
like the people in this
video?
What are the differences
in Aboriginal culture from
the past (film)? And the
present (Study Guide)?
Page 7 of 37
Peter Beckwith.
Student number 30052174
Week, Session &VELS
Week 2 Session 2
History:
They critically evaluate sources
of evidence for context,
information, reliability,
completeness, objectivity and
bias. They recognise that in
history there are multiple
perspectives and partial
explanations...They use
evidence to support arguments
and select and use appropriate
written and oral forms to
communicate develop historical
explanations in a variety of oral,
written and electronic forms.
Activity
Split class into three
groups.
Give each group a different
book.
Have them compare the
way William Buckley’s
escape is perceived by
Europeans and Indigenous
people.
Write a short history of
William Buckley’s
adventure using both
Indigenous and European
perspectives.
Each student to write down
an appropriate question to
ask an Indigenous person
about their oral history.
Aim
Explore oral
histories and
written
histories.
Also the
perceptions of
first contact
from both sides.
First purpose of
Social
Education:
Make sense of
the world,
especially the
ideas, issues,
causes,
consequences,
associations,
differences,
similarities and
implications of
their land,
society and
culture.
Resources
Books:
Camoola the
Warrior.
The life and
Adventures of
William Buckley.
Buckley’s Hope.
Transcript of Radio
National broadcast,
URL in annotated
resource list.
Assessment
Teacher
assessment of
short
narratives.
Questions for
Indigenous
person to be
collected and
assessed,
before Guest
speaker
arrives in
week 4.
Key Questions
What examples of “oral
history” do you know
about?
Should oral histories be
discounted from
historical studies?
Do we treat Indigenous
beliefs and histories
differently to European
beliefs and histories?
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Peter Beckwith.
Student number 30052174
Week, Session &VELS
Activity
Watch Video of
Week 3 Session 1
Hypothetical debate.
VELS:
Stop Video after minister
Civics and Citizenship.
from “Uforia” refuses to
Civic Knowledge and
put his mate in for an
Understanding;
Aboriginal massacre.
They explain how the Australian Discuss this issue,
Constitution affects their lives,
especially how it is
and human rights issues, both
contrasted by people’s
national and international.
attitudes towards the
Community engagement;
“Holocaust”, and tracking
At Level 6, students draw on a
down Nazi war criminals
range of resources, including
from World War Two.
the mass media to articulate
Allow Video to finish and
and defend their own opinions
discuss the Implications of
about political, social and
the Australian Constitution
environmental issues in
for Indigenous people.
national and global contexts.
Handout rubric and
instructions for essay on
the Australian Constitution
and the Indigenous
community.
Week 3 Session 2
History:
They demonstrate
Library session to research
Australian Constitution.
Aim
To explore the
effects of the
Australian
Constitution on
Indigenous
people.
Resources
Video and resource
pack:
“Blood on the
Wattle” ABC TV
Geoffrey
Robertson’s
Hypothetical.
To compare
Copy of the
Historical events Australian
and how they
Constitution for
are recorded
each student.
and
Questions from
remembered
resource pack to be
used for essay
Using second
topic ideas.
purpose of
Social
Education: To
be thoughtful
about their
experiences.
Analyse, form
values, question
experiences and
share opinions.
Assessment
Teacher
Observation of
discussions. As
to how well
they can
analyse, form
values,
question
experiences
and share
opinions.
Key Questions
How were Indigenous
people represented in the
Australian Constitution?
Are there differences in
the way crimes against
Indigenous people and
other human rights
violations around the
world are portrayed?
To allow
students to
research the
Constitution
Assessment of
finished essay.
How were Indigenous
people represented in the
Australian Constitution?
Are there differences in
Book Library and
computers.
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Peter Beckwith.
Student number 30052174
understanding of key ideologies
and explain their influence on
people’s lives.
Thinking processes
Reflection evaluation and
metacognition
when reviewing information
and refining ideas and beliefs,
students explain conscious
changes that may occur in their
own and others’ thinking and
analyse alternative perspectives
and perceptions.
and Indigenous
issues around it,
so that they can
complete their
essay about the
topic.
the way crimes against
Indigenous people and
other human rights
violations around the
world are portrayed?
Page 10 of 37
Peter Beckwith.
Student number 30052174
Week, Session &VELS
Week 4 Session 1
English:
Speaking and Listening.
At Level 6, students analyse
critically the relationship
between texts, contexts,
speakers and listeners in a
range of situations. When
engaged in discussion, they
compare ideas, build on others’
ideas, provide and justify other
points of view, and reach
conclusions that take account
of aspects of an issue.
Week 4 Session 2
Economics:
Students demonstrate an
awareness of the impact of
values and beliefs on economic
issues, and how differences
may be identified, negotiated,
explained and possibly
resolved.
English: Speaking and
Listening.
They draw on a range of
Activity
Guest Speaker from local
Aboriginal Co-op.
Students listen to speakers
presentation and then ask
questions formulated in
week 2, as well as any they
may have formulated
during session.
Aim
To give students
first hand
contact with the
Indigenous
community
Resources
List of equipment
needed by speaker.
Data projector and
microphone if
needed.
Assessment
Written
questions
from week 2
handed back
to students to
assist with
discussion.
Key Questions
Questions will be taken
from the list made up in
week 2.
Main question for
students: Can you
formulate questions to
help you better
understand what the
speaker is telling you?
Explore” Terra Nullius”,
and what it means to
Indigenous and NonIndigenous people.
After discussion of
meaning of Terra Nullius,
split class into 5 groups and
hand out discussion topics
(In appendix).
Give groups rubric for
assessment of
presentations. Groups
Students
examine the
notion of terra
nullius under
which Australia
was settled.
Students
consider the
implications of a
treaty between
the Australian
Government
Assessment rubric
for each student.
List of discussion
topics, available
from Racism no
way website:
“What about a
treaty?” URL in
Annotated
bibliography.
Butchers paper.
Markers.
Peer
assessment of
group’s ideas
and Teacher
assessment of
presentations.
Assessing
against VELS
and four
purposes of
Social
Education.
1. Why are we talking
about a treaty?
2. What might the
benefits of a treaty be for
both Indigenous and nonIndigenous Australians?
3. What legal status and
form could a treaty have?
4. What processes are
needed to arrive at a
treaty and who should be
involved?
Page 11 of 37
Peter Beckwith.
Student number 30052174
strategies to listen to and
present spoken texts, including
note-taking, combining spoken
and visual texts, and presenting
complex issues or information
imaginatively to interest an
audience.
record their thoughts onto
Butchers paper and then
present their ideas to the
class for further comment.
Extension: Discuss the
differences between the
Treaty of Waitangi, the
Deed of Cession (Fiji), and
Terra Nullius.
and the
Indigenous
Peoples.
Students
compare the
economic and
social outcomes
for Australia's
Indigenous
people under
terra nullius
with those of
other
Indigenous
peoples with
earlier
agreements.
As per the third
purpose of
Social
Education:
decide what
they value, what
matters, talk
about fairness,
equality etc.
Copies of Treaty of
Waitangi and Deed
of Cession, from
website.
Yothu Yindi song:
“Treaty”
5 Laptops from
library
5. What are some of the
reservations about a
treaty?
Page 12 of 37
Peter Beckwith.
Student number 30052174
Week, Session &VELS
Week 5 Session 1
Arts: Visual communication:
Exploring and responding.
They analyse, interpret,
compare and evaluate the
stylistic, technical, expressive
and aesthetic features of arts
works created by a range of
artists and made in particular
times and cultural contexts
Week 5 Session 2
History: Historical Knowledge
and Understanding.
Students evaluate the impact of
colonisation on Aboriginal and
Torres Strait Islander
communities and the fight for
civil and political rights and land
rights.
Week 6 Session 1
Geography
Geographic knowledge and
understanding
They use evidence based on
their inquiries and geographical
language and concepts.
Activity
Excursion to Aboriginal
Gallery.
Students to visit Gallery
and collect photographic
evidence, as well as take
notes. To present, in their
own format, what they
think represents Aboriginal
culture.
Students form five groups,
and discuss topics about
Indigenous Social justice.
E.g. Land rights, Stolen
generations, Indigenous
Health, protection of
traditional culture etc.
Then present their topic to
class.
Read article on Totems
from QSA. Students design
their own totem, and
design their own initiation
rites.
Aim
Students
explore local
Aboriginal art
and cultural
exhibits, to
better
understand the
perspectives of
the local
Indigenous
people.
Allows students
to explore
Indigenous
social justice
issues and
compare them
to their own
issues.
Resources
Book School Bus
and Gallery tour.
Organise lunch,
either eskys for
student lunches or
orders from school.
Information on
photographic
protocols.
Assessment
Assessment of
presentations.
As per the
VELS
statement.
Key Questions
What sort of art best
represents Aboriginal
culture?
Web site of
Australian Human
rights commission,
link to Aboriginal
and Torres Strait
islander social
justice issues. URL
in Annotated
Bibliography.
Assessment of
presentations.
Per VELS and
four purposes
of Social
Education.
Why do Indigenous
communities need
separate social justice
systems?
What are the major
problems faced by
Indigenous people?
Which would you tackle
first?
Exploration of
Birth
ceremonies,
Totems and
rites in
Aboriginal
society
QSA Guide; Birth
ceremonies,
Totems and rites in
Aboriginal society.
Art materials to
design totems.
Assessment of
student
projects per
VELS.
What sort of totem do
you think best portrays
your personality?
What do you think is a
fair test of adulthood?
Page 13 of 37
Peter Beckwith.
Student number 30052174
Week, Session &VELS
Week 6 Session 2
Geography
Geographic knowledge and
understanding
Students describe global
patterns of development from
a range of perspectives and
identify and describe the
factors that determine these
patterns.
Week 7 Session 1
Civics and Citizenship:
Community engagement.
At Level 6, students draw on a
range of resources, including
the mass media to articulate
and defend their own opinions
about political, social ... issues
in national ... contexts.
Activity
Give students handout
with questions about the
film.
Students watch film and
compare the treatment of
the “Rom” (Gypsies), in
Switzerland and the stolen
generations.
They then complete the
questionnaire in response
to their findings.
Read articles about the
sacred fire in the domain
(2006). Discuss the
different perspectives
about the fire. Read
portion of “Riding the black
Cockatoo” about the
authors experiences at the
Sacred Fire.
Students to work in groups
and discuss the
implications of the protest,
and how they would have
reacted as a Government
representative.
Aim
Enables
students to
contrast the
treatment of
Indigenous
people and
similar people in
Europe.
Think locally
and globally.
Resources
Film:
Kinder der
Landstrasse
(Children of the
Open Road),
Assessment
Questionnaire.
Per VELS and
first purpose
of Social
Education:
Make sense of
the world on a
local and
global level.
Key Questions
What is similar about the
treatment of the Rom in
the film and the stolen
generations?
To show how
Indigenous
people feel
about issues
such as sacred
sites. To help
students
research
Indigenous
protests and
why they
protest.
New Zealand
Herald article and
Sydney morning
herald articles
about the sacred
flame protest in
Kings Domain,
March to May
2006.
Book: “Riding the
Black Cockatoo”.
Teacher
assessment of
group
discussions.
Per third
purpose of
Social
Education.
How would you react if
you were in Government?
Do you think the protest
was justified? How could
the Indigenous people
have approached this
problem differently?
Page 14 of 37
Peter Beckwith.
Student number 30052174
Week, Session &VELS
Week 7 Session 2
Economics: Economic
Knowledge and
Understanding.
Students analyse the role that
governments ... play in the
economy, and evaluate their
performance in achieving
appropriate economic
outcomes for individuals and
for society.
Economics reasoning and
interpretation.
Students demonstrate an
awareness of the impact of
values and beliefs on economic
issues, and how differences
may be identified, negotiated,
explained and possibly
resolved.
Activity
Introduce figures about the
amount of Tax dollars
allegedly spent on
Indigenous issues. Look at
how this is portrayed in the
media, and what the facts
might actually be.
Class discussion
Follow on from last session
with article about the cost
of the sacred fire to the
Melbourne Council.
Introduce final essay topic.
Aim
For students to
research the
economic
impact and the
efficiency of
Government
funding for
Indigenous
social issues.
Resources
ABS figures on
Indigenous
expenditure.
Local paper articles
on Indigenous
projects.
Article about the
cost of security for
the sacred flame.
URL in annotated
resource list.
Assessment
Essay, as per
the fourth
purpose of
Social
Education:
Students
express their
views on
values and act
on them.
Key Questions
Essay Topic:
Do you think that
Indigenous social issues
should be treated
separately to the rest of
the community? Discuss
why?
Page 15 of 37
Peter Beckwith.
Student number 30052174
Week, Session &VELS
Week 8 Session 1
History
Historical Knowledge and
understanding
Students evaluate the impact of
colonisation on Aboriginal ...
communities and the fight for
... land rights.
Week 8 Session 2
Week 9 Session 1
Week9 Session 2
Week 10 Session 1
Week 10 Session 2
Civics and citizenship:
Community engagement.
They develop an action plan
which demonstrates their
knowledge of a social... issue
and suggest strategies to raise
community awareness of it.
They participate in a range of
citizenship activities... at school
and in the local community.
Interpersonal development:
Working in Teams.
Activity
Use song “little things” and
articles provided to start
exploration into the
struggle for Indigenous
land rights.
Split class into two groups
and have them develop
ideas and debate the issue.
Aim
For students to
explore the
issue of
Indigenous land
rights from a
historical
perspective.
Resources
Paul Kelly song;
“Little things”.
Readings: Wave
Hill, a ceremonial
return. History of
land rights. URL’s in
annotated resource
list.
Assessment
Teacher
assessment of
students’
abilities to
work together,
and argue an
issue.
Key Questions
Debate: Do Indigenous
people have the right to
ownership of what was
once their land?
Week 8 Session 2
Students form groups and
explore options to help the
school and local Indigenous
community develop closer
links. They then present
their findings to peers and
class votes on most
appropriate suggestion.
To enable
students to
show their
understanding
of Indigenous
perspectives,
and ways of
reconciling with
the local
community.
To bring the
students and
the local
Aboriginal
community
together, and
negotiate and
delegate tasks.
To allow the
students to
show how they
QSA Resource:
Building
relationships with
local communities.
Information from
local Aboriginal coop. URL in
annotated resource
list.
Peer
assessment by
students. Also
students
abilities to
bring all four
purposes of
Social
Education
together.
How can we bring the
school and the
Indigenous community
together?
Week 9 Session 1
Students present their
ideas for reconciliation
project to local Indigenous
community
representatives.
Week9 Session 2.
Students commence work
on reconciliation project.
Presentation
materials:
Depending on
student
requirements.
As required by
students.
Funding to be
Page 16 of 37
Peter Beckwith.
Student number 30052174
At Level 6, students work
collaboratively, negotiate roles
and delegate tasks to complete
complex tasks in teams.
Working with the strengths of a
team they achieve agreed goals
within set timeframes. Students
describe how they respect and
build on the ideas and opinions
of team members and clearly
articulate or record their
reflections on the effectiveness
of learning in a team. They
develop and implement
strategies for improving their
contributions to achieving the
team goals
work
collaboratively,
and achieve an
agreed goal
through
teamwork.
organised at
beginning of term.
Week 10 Session 1
Students work on
Reconciliation project, with
help from Indigenous
Education officers
Week 10 Session 2
Students and Indigenous
representatives present
their project to the
community.
Page 17 of 37
Peter Beckwith.
Student number 30052174
Annotated Resource list

Altman, J. C., & Sanders, W. (1995). From exclusion to dependence: Aborigines and
the welfare state in australia. In J. Dixon, & R. Scheurell (Eds.), Social welfare with
indigenous peoples (pp. 206-275). London: Routledge.
This book is to be used by students when researching the economics of Indigenous welfare.

Dousset, L. (2005). Ausanthrop: Australian aboriginal tribal database. Retrieved
October 15, 2009, from http://www.ausanthrop.net/resources/ausanthrop_db/
Useful resource to research the local language groups in the area for first session.

Arthur, W., & Morphy, F. (Eds.). (2005). Macquarie atlas of indigineous australia.
Sydney: The Macquarie Library Pty Ltd.
Handy Atlas, with maps and information about Aboriginal language groups and culture.

Clark, I. D. (1990). Aboriginal languages and clans: An historical atlas of western and
central victoria, 1800-1900. Melbourne: Department of Geography and
Environmental Science, Monash University.
Another Atlas, a little harder to us than Macquarie, but more specific to this area.

Broome, R. (2001). Aboriginal australians (3rd ed.). Sydney: Southwood Press Pty
Ltd.
Page 18 of 37
Peter Beckwith.
Student number 30052174

Cahir, D. (2001). The wathawurrung peoples encounters with outside forces 17971849: A history of conciliation and conflict. (Master of Arts (Hist.), School of
Behavioural Sciences and Humanities, University of Ballarat).

Christie, M. F. (1979). Aborigines in colonial victoria 1835-86. Sydney, NSW: Sydney
University Press.

Elder, B. (1988). Blood on the wattle. Frenchs Forest: Child & Associates Publishing
Pty Ltd.
Excellent resource books for student research into the history of European contact with Aboriginal
people.

Danalis, J. (2009). Riding the black cockatoo. Crows Nest NSW: Allen & Unwin.
Book to be read during English lessons, also sourced for specific SOSE lessons

Deane, W. (2007). Wave hill: A ceremonial return. Retrieved October 3, 2009, from
http://www.qsa.qld.edu.au/downloads/learning/indigenous_read007_0712.pdf
Article about Wave Hill dispute. Mostly remembered through the Paul Kelly song; "Little Things".
Used for session on Indigenous land rights, week 8 session 1.

Department of Education and Training. (2009). Racism no way: Cartoons:
Perspectives. Retrieved October 1, 2009, from
http://www.racismnoway.com.au/classroom/lesson_ideas/20090318_89.html
Cartoons lesson ideas and resources for week 1 session 2.
Page 19 of 37
Peter Beckwith.
Student number 30052174

Department of Education and Training. (2006). Embedding aboriginal and torres
strait islander perspectives in schools. Retrieved October 1, 2009, from
http://education.qld.gov.au/schools/indigenous/docs/indig-persp.pdf
Handy guide to embedding Indigenous perspectives into schools.

Department of Education and Training. (2005). You dont even look aboriginal.
Retrieved October 8, 2009, from
http://www.racismnoway.com.au/classroom/lesson_ideas/20001014_18.html
Great lesson idea here, but also downloadable artwork of Aboriginal family, to use in first session.

Fandango/Vertigo (Producer), & De Heer, R. (Director). (2006). Ten canoes.
[Video/DVD] Sydney: Film Finance Corporation Australia.

Tudball, L., & Lewis, R. (2006). Ten canoes: A study guide. Sydney: Australian
Teachers of Media inc.
Good video and study guide to show an oral history from Arnhem land. Used in week 2 session 1.

Morgan, J. (2002). In Flannery T. (Ed.), The life and adventures of william buckley.
Melbourne: Text Publications.

Gallacher, L. (2007). William buckley: Radio national transcript. Retrieved October 1,
2009, from http://www.abc.net.au/rn/history/hindsight/stories/s1252488.htm
Book and transcript of Radio National broadcast on the history of William Buckley. Used in week 2
session 2 contrasting the European and Indigenous "oral" histories about his adventures.

Gwynne, P. (1998). Deadly unna?. Ringwood, Victoria: Penguin Books Australia.
Page 20 of 37
Peter Beckwith.
Student number 30052174

Gwynne, P. (2000). Nukkin' ya. Ringwood, Vic: Penguin Books Australia.

Hashmi, K. (1998). You and me, murrawee. Ringwood, Victoria: Penguin Books.

Kidd, D. (1992). The fat and juicy place. Pymble, NSW: Angus and Robertson
Publishers Pty Ltd.

McDonald, M., & Pryor, B. (1998). My girragungji. St Leonards, NSW: Allen and
Unwin.

McDonald, M., & Pryor, B. (1999). The binna binna man. St leonards, NSW: Allen and
Unwin.

McDonald, M., & Pryor, B. (2002). Njunjul the sun. Crows nest, NSW: Allen and
Unwin.

Sharpe, M. (1983). The traeger kid. Chippendale, NSW: Alternative Publishing Cooperative Limited.
Some of the books recommended for use by the English department to support the introduction of
Indigenous perspectives into the curriculum.

Ansley, G. (2006, March 14). Flames of anger at 'stolenwealth games'.
Nzherald.Co.Nz,
doi:http://www.nzherald.co.nz/world/news/article.cfm?c_id=2&objectid=10372479

Arthur, W., & Morphy, F. (Eds.). (2005). Macquarie atlas of Indigenous Australia.
Sydney: The Macquarie Library Pty Ltd.

Kings domain fire protesters to stay put. (2006, April 14). Sydney Morning Herald,
SMH.Com.Au, doi:http://www.smh.com.au/news/National/Kings-Domain-fireprotesters-stay-put/2006/04/14/1144521505345.html
Page 21 of 37
Peter Beckwith.
Student number 30052174

Kleinman, R. (2006, May 12,). Council burnt to tune of $100,000 for sacred fire. The
Age.Com.Au, doi:http://www.theage.com.au/news/national/council-burnt-to-tuneof-100000-for-sacred-fire/2006/05/12/1146940685421.html
News articles about the sacred flame protest, for use in week 7 session 1

Berry, M. (Producer), & Lander, J. (Director). (1988). Blood on the wattle.
[Video/DVD] Sydney: Australian Broadcasting Authority.
Video and teachers resource for discussion about the Australian Constitution. For use in week 3
session 1

Department of Education and Training. (2005). What about a treaty? Retrieved
October 1, 2009, from
http://www.racismnoway.com.au/classroom/lesson_ideas/20030430_56.html
Handout for use in research into Terra Nullius, week 4 session 2
Page 22 of 37
Peter Beckwith.
Student number 30052174
Lesson Plan
Date:
Term:
Domain: Geography
Week: 6 session 1
Year Level: 10
Time/length: 90 mins
Topic/focus: Birth ceremonies, Totems and rites in Aboriginal society
Resources and equipment
Physical resources
QSA Guide; Birth ceremonies, Totems and rites in Aboriginal society.
Art materials to design totems.
White board markers.
Aim
For students to explore the issue of exploration of birth ceremonies, totems and rites in Aboriginal
society.
VELS
Geography
Geographic knowledge and understanding
They use evidence based on their inquiries and geographical language and concepts.
Other VELS Domains:
Art
Creating and making
At Level 6, within and across areas of
specialisation, students apply decision making skills
to find the most effective way to implement ideas,
design, create and make arts works devised from a
range of stimuli, demonstrating development of a
personal style.
Assessment of lesson outcomes
Assessment of student projects by teacher.
Geography
Progression point 5.5
Geospatial skills
use of geographic language and conventions,
and the provision of well-supported
explanations for findings of geographic
fieldwork
ART
Progression point 5.5
Creating and making
awareness of the ways that the features of
their own art works are connected to the
source/s of inspiration
Page 23 of 37
Peter Beckwith.
Student number 30052174
Procedure
Time
10
mins
30
mins
Key questions, including checking for
understanding
Resources
Management reminders
Provision for extension/special support
Class Focus:
Read article from QSA on Aboriginal totems.
Brainstorm some of the totems specific to the students
and area, and some more contemporary initiation rites.
List on white board.
Beginning:
Distribute art materials.
Ask students to design a totem for themselves, taking
their personality into account.
Paint totem as Aboriginal artwork.
30
mins
Middle:
Students to decide on a ceremonial rite for them to pass
into adult life.
Write out their initiation rites.
10
mins
Conclusion:
Students compare totems and ceremonial rites.
Compare with initial brainstorm ideas on white board.
10
mins
Finish:
Clean up room and answer any further questions students
have.
QSA article; “Birth ceremonies,
Totems and rites in Aboriginal
society”.
Art materials.
What sort of totem do you think best
portrays your personality?
What do you think is a fair test of
adulthood?
Take modern perspectives into
account.
Page 24 of 37
Peter Beckwith.
Student number 30052174
Self Evaluation
How did your lesson go?

Was your lesson plan appropriate? Consider the stages of it, the appropriateness of sequence, resources, questions, and so on.

What changes if any did you make to the lesson plan as the lesson progressed and what were the reasons for the changes.

How was your teaching performance? Consider quality of instructions given, management strategies used, pacing, movement around
the room, scanning of student learning, proximity to students, teaching to only one section of the room, use of voice, use of praise and
so on.

How did the students perform? Consider achievement of outcomes, on task working, behaviour, engagement.
What improvements could you make?
What things do you need to remember if you were to teach this particular lesson again?
(You may wish to refer to the Reflection guides in the Second Year Professional Experience Handbook or from elsewhere such as workshops)
Page 25 of 37
Peter Beckwith.
Student number 30052174
Lesson Plan
Date:
Term:
Domain: History
Week: 8 session 1
Year Level: 10
Time/length: 90 mins
Topic/focus: Aboriginal land rights
Resources and equipment
Physical resources
Paul Kelly song; “Little things”.
Readings: Wave Hill, a ceremonial return. History of land rights. URL’s in annotated resource list.
Laptops from library.
Aim
For students to explore the issue of Indigenous land rights from a historical perspective.
So students can develop their speaking, listening and debating skills.
VELS
History
Historical Knowledge and understanding
Students evaluate the impact of colonisation on Aboriginal ... communities and the fight for ... land
rights.
Page 26 of 37
Peter Beckwith.
Student number 30052174
Other VELS Domains:
English
Speaking and listening
At Level 6, students analyse critically the
relationship between texts, contexts, speakers and
listeners in a range of situations. When engaged in
discussion, they compare ideas, build on others’
ideas, provide and justify other points of view, and
reach conclusions that take account of aspects of an
issue.
Assessment of lesson outcomes
Teacher assessment of students’ abilities to
work together, and argue an issue.
History
Progression point 5.5
Historical knowledge and understanding
 Comparison and analysis of different
perspectives on significant national
events.
 Explanation of key historical concepts
and terms such as ‘racism’ and
‘suffrage’.
 Understanding of the significance of
changes over time through an evaluation
of their influence on the present.
 analysis of the links between historical
and contemporary issues
English
Progression point 5.5
Speaking and listening
 use of evidence to justify and support
opinions
 selection of persuasive language and
non-verbal techniques to influence
specific audiences
Page 27 of 37
Peter Beckwith.
Student number 30052174
Procedure
Time
Start lesson with Paul Kelly’s “Little things”.
3mins
42
mins
Class Focus:
Determine prior knowledge of the Aboriginal land rights
movement.
List main points about land rights during discussion on
white board.
Beginning:
Distribute material about Wave Hill, history of land rights
and laptops.
Split class into “for” and “against” groups.
Use white board to negotiate criteria for assessment of
debate.
Students to research the issues around Aboriginal land
rights, form arguments and teams to debate their views.
45
mins
Middle:
Class debate for and against Aboriginal land rights.
5mins
Key questions, including checking for
understanding
Resources
Management reminders
Provision for extension/special support
What is the song “Little things”
about?
Did you know the story before now?
Do you know of any other protests
by Aboriginal groups for land rights?
Wave Hill and History of land rights
handouts.
Laptops.
Debate: Do Indigenous people have
the right to ownership of what was
once their land?
20
mins
Conclusion:
Students vote on the winner of the debate.
Inform students about community project starting next
session.
Ask students to consider options.
How can we bring the school and the
Indigenous community together?
Page 28 of 37
Peter Beckwith.
Student number 30052174
5mins
Finish:
Clean up room and answer any further questions students
have.
Self Evaluation
How did your lesson go?

Was your lesson plan appropriate? Consider the stages of it, the appropriateness of sequence, resources, questions, and so on.

What changes if any did you make to the lesson plan as the lesson progressed and what were the reasons for the changes.

How was your teaching performance? Consider quality of instructions given, management strategies used, pacing, movement around
the room, scanning of student learning, proximity to students, teaching to only one section of the room, use of voice, use of praise and
so on.

How did the students perform? Consider achievement of outcomes, on task working, behaviour, engagement.
What improvements could you make?
What things do you need to remember if you were to teach this particular lesson again?
(You may wish to refer to the Reflection guides in the Second Year Professional Experience Handbook or from elsewhere such as workshops)
Page 29 of 37
Peter Beckwith.
Student number 30052174
Lesson Plan
Date:
Term:
Domain: Economics
Week: 4; Session 2 Year Level: 10 Time/length: 90 mins
Topic/focus: Terra Nullius
Resources and equipment
Physical resources
Assessment rubric for each student.
List of discussion topics, available from Racism no way website: “What about a treaty?” URL in
Annotated bibliography.
Butchers paper X 5.
Markers X 5.
Copies of Treaty of Waitangi and Deed of Cession, from website.
Laptops from library X 5
“Treaty” by Yothu Yindi
Aim
Students examine the notion of terra nullius under which Australia was settled. Students consider the
implications of a treaty between the Australian Government and the Indigenous Peoples.
Students compare the economic and social outcomes for Australia's Indigenous people under terra
nullius with those of other Indigenous peoples with earlier agreements.
Students use third purpose of social education: “decide what they value, what matters, talk about
fairness, equality etc”.
VELS
Economics:
Economics reasoning and interpretation
Students demonstrate an awareness of the impact of values and beliefs on economic issues, and how
differences may be identified, negotiated, explained and possibly resolved.
Other VELS Domains:
English: Speaking and Listening.
They draw on a range of strategies to listen to and
present spoken texts, including note-taking,
combining spoken and visual texts, and presenting
complex issues or information imaginatively to
interest an audience.
Assessment of lesson outcomes
Peer and self assessment of group’s ideas from
rubric
Teacher assessment of presentations.
Economics
Progression point 5.5:
Economic knowledge and understanding
 Basic understanding of the direct effects
of key economic decisions on the
economy, society and environment.
English
Progression point 5.5:
Speaking and listening
selection of persuasive language and non-verbal
techniques to influence specific audiences
Page 30 of 37
Peter Beckwith.
Student number 30052174
Procedure
Time
Steps
2mins
Start class with Yothu Yindi song “Treaty” playing.
5mins
Class Focus:
Discuss the meaning of Terra Nullius with whole class.
Why don’t we have a treaty with the Indigenous
community?
5mins
Beginning:
Form five groups.
Issue topics for discussion to groups.
Explain task to groups.
38
mins
Middle:
Groups form and brainstorm ideas about their topic onto
butchers paper.
They list their findings and decide how they will present
these to the rest of the class.
They formulate their presentation and if they have time,
rehearse it.
35
mins
Conclusion:
Each group presents their findings on their topic to the
class.
Rest of class listens to each presentation and peer assess.
Groups self assess their presentation and hand to teacher.
Key questions, including checking for
understanding
Resources
Management reminders
Provision for extension/special support
What is your idea of Terra Nullius?
Why do other countries have treaties
with their Indigenous people?
Rubrics for peer assessment, as well
as one for group self assessment.
Handout “What about a Treaty”
Butchers paper for each group.
Markers for each group
Laptop for each group
Teacher rove between groups to
make sure all members of group
contribute.
Decide who is going to present each
part.
Make sure there is input from all
group members.
Assess presentations as per the
rubric.
Peer and self assess, and then teacher
assess.
Page 31 of 37
Peter Beckwith.
Student number 30052174
5mins
Finish:
Play “Treaty” again as students clean up and hand in their
peer and self assessment sheets.
Clean up, make sure all groups hand
in a self assessment rubric, and 4
peer assessment sheets for other
groups.
Self Evaluation
How did your lesson go?

Was your lesson plan appropriate? Consider the stages of it, the appropriateness of sequence, resources, questions, and so on.

What changes if any did you make to the lesson plan as the lesson progressed and what were the reasons for the changes.

How was your teaching performance? Consider quality of instructions given, management strategies used, pacing, movement around
the room, scanning of student learning, proximity to students, teaching to only one section of the room, use of voice, use of praise and
so on.

How did the students perform? Consider achievement of outcomes, on task working, behaviour, engagement.
What improvements could you make?
What things do you need to remember if you were to teach this particular lesson again?
(You may wish to refer to the Reflection guides in the Second Year Professional Experience Handbook or from elsewhere such as workshops)
Page 32 of 37
Peter Beckwith.
Student number 30052174
Lesson Plan
Date:
Term:
Week: 3 session 1
Domain: Civics and citizenship
Year Level: 10
Time/length: 120 mins
Topic/focus: Australian Constitution
Resources and equipment
Physical resources
Video and resource pack: “Blood on the Wattle” ABC TV Geoffrey Robertson’s Hypothetical.
Copy of the Australian Constitution for each student.
Questions from resource pack to be used for essay topic ideas.
Aim
To explore the effects of the Australian Constitution on Indigenous people.
To compare Historical events and how they are recorded and remembered.
Using second purpose of Social Education: “To be thoughtful about their experiences. Analyse, form
values, question experiences and share opinions”.
VELS
Civics and Citizenship.
Civic Knowledge and Understanding;
They explain how the Australian Constitution affects their lives, and human rights issues, both national
and international.
Community engagement;
At Level 6, students draw on a range of resources, including the mass media to articulate and defend
their own opinions about political, social and environmental issues in national and global contexts.
Page 33 of 37
Peter Beckwith.
Student number 30052174
Assessment of lesson outcomes
Other VELS Domains:
Thinking processes
Reflection evaluation and metacognition
When reviewing information and refining ideas and
beliefs, students explain conscious changes that may
occur in their own and others’ thinking and analyse
alternative perspectives and perceptions.
English
Writing
They write persuasive texts dealing with complex
ideas and issues and control the linguistic structures
and features that support the presentation of
different perspectives on complex themes and
issues.
Teacher observation of class discussion
.Civics and citizenship
Progression point 5.5
Civic knowledge and understanding
 consideration of the arguments for and
against a suggested change in
Australia’s political system
Community engagement
 justification of a point of view about a
national or global issue, presenting it
with substantiating evidence from a
range of sources, including the mass
media
Thinking processes
Progression point 5.5
Reflection, evaluation and metacognition
 justification of their thinking processes
and tools, and analysis of changes in
their thinking when reviewing
information and their own ideas and
beliefs
English
Progression point 5.5
Writing
integration of complex ideas and multiple
perspectives in writing
Page 34 of 37
Peter Beckwith.
Student number 30052174
Page 35 of 37
Peter Beckwith.
Student number 30052174
Procedure
Time
5mins
45
mins
45
mins
20
mins
5mins
Key questions, including checking for
understanding
Resources
Management reminders
Provision for extension/special support
Class Focus:
Determine prior knowledge of students about the
Australian Constitution.
List issues discussed on white board.
Students to write down list from white board.
Beginning:
Play video, “Blood on the wattle”, up until the part where
“Barry Binze” admits to massacring Aboriginal people in
the 1940’s.
List issues on white board.
What is the Australian Constitution?
What is it used for?
Who wrote it?
Video: “Blood on the Wattle”
What is strange here?
Why is it that the Nazi war criminal
is chased, but the Australian
Businessman is protected?
Middle:
Finish video of “Hypothetical”
Conclusion:
Write up topics for essay on the constitution on
whiteboard.
Give students ideas for researching their topic.
Explain that essay is not due for a week, and that next
session is to be in the library for research purposes.
Finish:
Clean up room and answer any questions students have.
How were Indigenous people
represented in the Australian
Constitution?
Are there differences in the way
crimes against Indigenous people
and other human rights violations
around the world are portrayed?
Does anyone want advice on writing
an essay?
Clean up, make sure all groups hand
in a self assessment rubric, and 4
peer assessment sheets for other
groups.
Page 36 of 37
Peter Beckwith.
Student number 30052174
Self Evaluation
How did your lesson go?

Was your lesson plan appropriate? Consider the stages of it, the appropriateness of sequence, resources, questions, and so on.

What changes if any did you make to the lesson plan as the lesson progressed and what were the reasons for the changes.

How was your teaching performance? Consider quality of instructions given, management strategies used, pacing, movement around
the room, scanning of student learning, proximity to students, teaching to only one section of the room, use of voice, use of praise and
so on.

How did the students perform? Consider achievement of outcomes, on task working, behaviour, engagement.
What improvements could you make?
What things do you need to remember if you were to teach this particular lesson again?
(You may wish to refer to the Reflection guides in the Second Year Professional Experience Handbook or from elsewhere such as workshops)
Page 37 of 37