Documente Academic
Documente Profesional
Documente Cultură
Rich question: Were Indigenous Australians treated with respect after colonisation?
Concepts
Respect
Importance of historical accuracy
Land rights
Not repeating past mistakes
Reconciliation
Vocab
Colonisation
Settlers
Aboriginal/Torres Strait Islanders/Indigenous
Stolen Generation
Referendum
Wages
Advocate
Rights
Reconciliation
Terra Nullius
Understandings
Indigenous Australians were living in Australia for 60 000
years before colonisation
The history of what happened after colonisation has not
always been accurately represented to the public
British Colonisation didnt respect the way of life of
Aboriginal and Torres Strait Islander people.
Indigenous Australians were often treated unfairly by those
in power (E.g. Government)
Attempts have been made to rectify past mistreatment (e.g
Bringing them Home report, Sorry Day)
Contributing questions:
Background notes
Elaborations
Describing the
significance of the 1962 right
to vote federally and the
1967 referendum
Investigating the stories
of individuals or groups who
advocated or fought for
rights in twentieth-century
Australia (for example Jack
Patten or the Aborigines
Progressive Association)
Teacher should view and select appropriate testimonies to show class. These could be used as a stimulus for written or artistic responses. Get testimonies
from the following website: http://stolengenerationstestimonies.com/index.phpwritten testimonies can also be found here:
https://www.reconciliation.org.au/news/the-personal-stories-behind-the-apology/
Show students Took the Child Away on YouTube: This song was written by Archie Roach as a response to his experiences within the stolen generations.
Students could draw or paint while they are listening to the song, responding to the lyrics and story within (more than one listening may be required).
Teacher could then explore the picture book illustrated by Ruby Hunter, with paintings by Peter Hudson; students could respond to the images and written
texts within the book. Discuss the tone/colours/symbolism in the book, what do they symbolise and represent?
Look at Kevin Rudds apology with class; discuss what this apology means to Indigenous Australians; why was it so significant?
http://www.australia.gov.au/about-australia/our-country/our-people/apology-to-australias-indigenous-peoples
Sorry Song: http://e4ac.edu.au/units/year-6/sequence06.html
Torn Paper activity: Students make a drawing of their family at home and include valued items such as pets or computers. The teacher then tells the story
of stolen children and, while walking around the room, tears away part of each students drawing. Ripped pieces of drawings are then placed in a pile in
the middle of the room; students can collect these and try to put their drawing back together. Lead a discussion about how even though the families are
technically back together, are they the same as they were before? Why/why not? How did it feel? Link to Stolen Generations: how would these children
have felt? *****This activity should be done with upmost sensitivity; consider the students in your class and whether or not this will negatively affect
them.**** (Modified from http://www.creativespirits.info/aboriginalculture/politics/a-guide-to-australias-stolen-generations#ixzz3YrHZTz1z)
Watch and/or read Rabbit Proof Fence (parental permission forms may be needed to watch movie); use as a stimulus for discussion, role playing, written,
or artistic responses.
The Forgotten Australians: A 3-minute video about the Stolen Generations, made following the Apology in 2007; aimed at primary school students. Video
also looks at British children who were sent to Australia without their parents in the 20 th century- teacher could make links between these two groups of
children, how were their experiences the same? How were they different? http://splash.abc.net.au/home#!/media/86460/
Land Rights:
Learning through music: using From Little Things (Big Things Grow) by Paul Kelly as a stimulus. What do students think the song is about? Who is it about?
Was it just about land rights? Why werent many Indigenous people paid wages? How can you find out more? Lyrics can be found at:
http://www.nma.gov.au/exhibitions/from_little_things_big_things_grow/song_lyrics Video: https://www.youtube.com/watch?v=6_ndC07C2qw
From Little Things Big Things Grow exhibit at the QLD museum:
http://www.qm.qld.gov.au/Events+and+Exhibitions/Exhibitions/2012/02/From+Little+Things+Big+Things+Grow#.VUMd062qqko
Explore the concept of Terra Nullius and what it meant for Indigenous Australians: http://www.nfsa.gov.au/digitallearning/mabo/tn_01.shtml
Students write a persuasive letter, addressing the government of Australia (50 years ago), persuading the government to stop their unfair treatment
of Indigenous people; areas of focus could include Stolen Generations, inability to vote, inability to earn a wage etc.
Artistic responses: Students could paint, draw, sculpt, dance, perform or make a movie as a response to the unfair treatment of Indigenous