Hist106 - Ballarat - Australian Indigenous Peoples - Final

FACULTY OF EDUCATION AND ARTS
School of Arts (Vic)

Aquinas Campus (Ballarat)
SEMESTER 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
UNIT OUTLINE
Credit points: 10
Prerequisites / co-requisites / incompatibles: Nil
It is your responsibility as a student to ensure that you have the prerequisites or co-requisites for a
particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled
in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you
must see your Course Coordinator.
Lecturer in Charge: Dr Nell Musgrove
Office location: Melbourne Campus, Room 3.103
Email: nell.musgrove@acu.edu.au
Telephone: 03 9953 3208
Contact me: via email I will aim to reply within two business days.
Description:
This unit is designed to offer students a greater understanding of Aboriginal and Torres Strait
Islander cultures, history and contemporary issues. The unit will focus on the diversity of Indigenous
Australia with particular emphasis on the cultures and history of the region in which it is being
taught, through involvement of, and consultation with, Indigenous community members in planning
and implementation. Major themes will include: traditional cultures and histories, changing historical
and contemporary cultures, Indigenous movements and issues as well as the contributions of
Indigenous people in the making of Australia
Teaching team:
Co-lecturer: Ms Naomi Wolfe
Email: naomi.wolfe@acu.edu.au
Office: Melbourne campus, Room 4.65
Telephone: 03 9953 3839
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Semester 1, 2015
Mode/attendance pattern: On campus: two hours of lectures and one hour of tutorials or
equivalent, with the possibility of online discussions, museum assignments and film screenings.
Duration:
A total of 36 contact hours across the semester.
You should anticipate undertaking 150 hours of study for this unit, including class attendance,
readings and assignment preparation.
LEARNING OUTCOMES
This unit is part of the Core Curriculum.
This unit anticipates the University Core Curriculum units because it deals with the dignity of a group
of people who represent the oldest living culture but who have been marginalised through a
colonialism that exists in many forms today. This unit will add to an understanding of the University
Curriculum Unit, UNCC300 Understanding Self and Society: Contemporary Perspectives and give it
a particular Australian flavour.
On successful completion of this unit, you should be able to:
1. Use a selection of primary and secondary materials (GA10, GA5)
2. Demonstrate an understanding of Aboriginal and Torres Strait Islander people in Australian
history (GA1, GA2)
3. Apply critical reading skills to your understanding of Aboriginal and Torres Strait Islander
people in Australian history (GA4)
4. Construct an evidence-based historical narrative or argument (GA4, GA10)
5. Reference Historical evidence and ideas appropriately (GA5)
6. Communicate clearly in written and/or oral form (GA9)
GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. You can view the
ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian universities
have their expected Graduate Attributes ACUs Graduate Attributes have a greater emphasis on
ethical behaviour and community responsibility than those of many other universities. All of your
units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
GA1
demonstrate respect for the dignity of each individual and for human diversity
GA2
recognise your responsibility to the common good, the environment and society
GA4
think critically and reflectively
GA5
demonstrate values, knowledge, skills and attitudes appropriate to the discipline

and/or profession
GA9
demonstrate effective communication in oral and written English language and

visual media
GA10
utilise information and communication and other relevant technologies effectively
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Semester 1, 2015
CONTENT
Topics will include:
Local case studies will be developed in collaboration with Indigenous communities in the region
in which the unit is being offered in each state.
Pre-contact Indigenous histories and societies.
The impact of European invasion and colonisation, and the responses from Indigenous peoples.
The history of government policies; segregation and protection; establishment of reserves and
missions; assimilation; Indigenous activism, self-determination and reconciliation.
Theories and experiences of racism and contemporary Indigenous issues
Contemporary expressions of Indigenous cultures, lifestyles and histories.
Contributions of Indigenous peoples to all aspects of Australian life.
QUALITY ASSURANCE AND STUDENT FEEDBACK

This unit has been evaluated through the Student Evaluation of Unit (SEU) online surveys.
SEU surveys are usually conducted at the end of the teaching period. Your practical and
constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the
SEU survey for the unit. You can also provide feedback at other times to the unit lecturers, course
coordinators and/or through student representatives.
This unit has been updated to reflect its new place as part of the ACU national history curriculum
and is now a core unit for all students completing a major in history as well as a core unit in a suite
of other degrees. It is also a faculty core program unit. The revised unit places Australian
Indigenous history in a national perspective while giving close attention to local communities and
histories in each location in which it is offered. The assessments in this unit have been reviewed to
provide a more varied range of assignment types.
SCHEDULE
Study schedule
This is an outline of the unit schedule. For more detailed information please see the HIST106
Student Success Guide posted on LEO.
For the most up-to-date information, please check your LEO unit and also note advice from your
lecturing and tutoring staff for changes to this schedule.
Week
Starting
Weekly Content and Readings
Assessment
Schedule
23/02/2015
Lecture: Many Stories: how do we tell Australian history?

Tutorial: Pre-colonial Australian history
Reading (as assigned check your student email):
Meeting the Kulin Nation, Melbourne,
http://www.yarrahealing.catholic.edu.au/kulinnation/index_wide.cfm?loadref=32
or
Cadigal Wangal website: http://cadigalwangal.org.au/clientsite/
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or
Kaartdijin Noongar Sharing Noongar Culture
http://www.noongarculture.org.au/
or
Broome, Richard. Aboriginal Australians: A History Since 1788. 4th
ed. Crows Nest, NSW: Allen & Unwin, 2010, Chapter 1.
2
02/03/2015
Lecture: 60,000+ Years of Australian History

Tutorial: How does the past inform our present?
Reading
Foley, Dennis. "Too White to be Black, Too Black to be White."
Social Alternatives 19, no. 4 (2000): 44-9.
09/03/2015
Lecture: The Myth of Peaceful Settlement
Assignment 1a
Public Holiday
Tutorial: Assignment 1a Using evidence in historical debates
Labour Day
Reading (complete all prior to in-class assignment):
In your assigned
tutorial
Monday 9 March
2015
Broome, Chapter 3, Resisting the Invaders.

Clark, Ian. "The Convincing Ground Aboriginal Massacre at Portland
Bay, Victoria: Fact or Fiction?" Aboriginal History 35 (2011): 79-109.
Media articles posted on LEO.
16/03/2015
Lecture: Missions and Reserves Historical Overview

Tutorial: Missions and Reserves Indigenous Voices
Reading
Broome Chapter 5, Radical Hope Quashed.
23/03/2015
Lecture: Assimilation Policies and Practices

Tutorial: Human Impacts of Assimilation
Reading:
Broome, Chapter 9, Controlled by Boards and Caste Barriers.
Please also bring your copy of Broome to your tutorial this
week.
30/03/2015
Public Holiday
Good Friday: 3
April 2015
IMPORTANT
DATE
Semester 1
Census Date:
Tuesday 31
March 2015
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No Lectures or Tutorials due to Good Friday Public Holiday
Assignment 2a
This online task is due
by midnight Thursday
2 April. It will open at
1pm Friday 27 March
1 attempt only is
allowed.
Semester 1, 2015
UA
Recess
06/04/2015
13/04/2015
Public Holiday Easter Monday: 6 April 2015

Lecture: Understanding Australias History of Indigenous Child
Removal
Tutorial: Testimonies of Child Removal and Its Legacies
Reading:
Haebich, Anna. "Forgetting Indigenous Histories: Cases from the
History of Australia's Stolen Generations." Journal of Social History
44.4 (2011): 1033-1046.
20/04/2015
Lecture: Civil Rights 1 The Fight for Equality
Assignment 1b
Tutorial: Assignment 1b Understanding history through

primary sources
In your assigned
tutorial
Reading (complete all prior to in-class assignment):

Primary source: Letter from Fred Maynard, President, Australian
Aboriginal Progressive Association, to J.T. Lang, Premier of
New South Wales, 3 October 1927.
Broome, Chapter 10, Fighting for Civil Rights.
9
27/04/2015
Lecture: Civil Rights 2 Land Rights and Native Title

Tutorial: Reconsidering how the past informs our present
Reading:
Foley, Dennis. "Too White to be Black, Too Black to be White."
Social Alternatives 19, no. 4 (2000): 44-9.
Broome, Chapter 11, Struggling for Indigenous Rights.
Broome, Chapter 12, Hoping for Equality.
10
04/05/2015
Lecture: From Reconciliation and Apology to Intervention
Assignment 2b
Due Midnight Sunday

10 May. You should
Reading:
complete this task
Chris Graham, Bad Aunty: The Truth About the Northern Territory following your Week
Intervention and the Case for an Independent Media, Tracker 10 Lecture.
Magazine, July 30, 2012.
1 attempt only is
allowed
Broome, Chapter 14, Crisis, Intervention and Apology.
You have 2 hours to
complete this task.
Tutorial: Thinking Beyond the Intervention
11
11/05/2015
Lecture: Representations of Australian Indigenous Peoples in

Film
Tutorial: Images of Aboriginal Australia
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Assignment 1c
In your assigned
tutorial
Semester 1, 2015
Reading:
Warren, Kate. Repositioning 'The tracker': Approaches to
representation. Screen Education, No. 63, 2011: 111-116.
12
18/05/2015
Lecture: Where Are We Now?

Tutorial: Time release for Site Visit tutors will be at sites as per
schedule on LEO
Reading:
Watson, Irene. "Aboriginality and the Violence of Colonialism."
Borderlands 8, no. 1 (2009): 1-8.
Dodson, Michael. "The End in the Beginning: Re(de)finding
Aboriginality." In Blacklines: Contemporary Critical Writing by
Indigenous Australians, edited by Michele Grossman, 25-42.
Melbourne: Melbourne University Press, 2003.
Study
Week
25/05/2015
Exams
1/06/2015
21/06/2015
Exam period runs from 1 June 21 June 2015
Assignment 3
Due midnight Monday
1 June 2015.
ASSESSMENT
A range of assessment procedures will be used to meet the unit learning outcomes and develop
graduate attributes consistent with University assessment requirements. Such procedures may
include, but are not limited to: essays, examinations, student presentations or case studies.
Students in this unit will be encouraged to develop specific skills in reading and understanding
primary sources; begin to understand the dynamics of historical and historiographical debate and
incorporate secondary material into their own historical analysis. This unit introduces students to
historical strategies for understanding how to interpret a broad sweep of history, including engaging
in public exhibitions or displays of history.
In order to pass this unit, you are required to achieve a final grade of 50% or better as an aggregate
of all points from assessment tasks completed in this unit.
The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome.
Assessment tasks
Due date
Weighting
(%)
Assignment 1a:
Week 3 in assigned tutorial
10%
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Learning
outcome/s
assessed
Graduate
Attributes
assessed
Semester 1, 2015
Using evidence in
historical debates
Assignment 1b:
Understanding
history through
primary sources
10%
Assignment 1c: Citing

historical sources
5%
Assignment 2a: Midsemester course

review
Midnight, Thursday, 2 April, 2015
10%
Assignment 2b: Major

course review
Midnight, Sunday, 10 May, 2015
25%
Site visit and analysis
Midnight, Monday, 1 June, 2015
40%
1, 2, 3, 5, 6
1, 2, 4, 5, 9
1, 2, 6
1, 2, 5, 9
1, 2, 3, 4,
5, 6
1, 2, 4, 5, 9
Assignment 1: In-class skills development tasks

These are group tasks and must be completed during the assigned class.
Students unable to attend any class in which an assessment is completed must contact the Lecturer
in Charge within three days of the missed class. In order to be eligible for a substitute assessment,
students will also need to supply a medical certificate or other formal documentation and then
consult the Lecturer in Charge about an alternate assessment.
Assignment 1a: Using evidence in historical debates

This is a group assignment which will take place in your Week 3 tutorial. You should prepare for this
assignment by completing all of the assigned readings for this week and making notes which will
allow you to identify important parts of each reading and allow you to quickly locate important
sections of the readings during your in-class assessment. You will explore some useful ways of
taking notes for this purpose in your Week 2 Tutorial.
History is full of debates, and it is important to be able both to argue for your preferred position and
to understand the opposing position. Therefore, your notes should prepare you to develop a case
for either side of the in-class debate. The topic of the debate will be:
Should the Australian War Memorial commemorate the frontier battles between Aboriginal people
and early European settlers?
In class, you will be assigned one side of the debate and placed in a group of 3-4 students. As a
group you will identify one important argument which supports the side of the debate that you have
been assigned, and then show how arguments and evidence contained within the readings support
the position stated by your group.
You will be awarded a group mark based on the rubric at the end of this document as well as an
individual mark for your notes (rubric also at the end of this document). Your tutor will examine your
notes in class but you may retain your copy.
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Semester 1, 2015
Due date:
In your Week 3 tutorial
Weighting:
10%
Length and/or format:
Up to 500 words in class plus preparatory notes
Purpose:
To develop and demonstrate the ability to support an argument

with evidence from historical sources.
Learning outcomes assessed:
LO1, LO2, LO3, and LO6.
How to submit:
In your assigned tutorial
Return of assignment:
In your tutorial within two weeks of submission
Assessment criteria:
Mastery of set secondary source materials; understanding of set

aspects of Australian Indigenous history, ability to use evidence to
support a position; ability to write clearly, concisely and
appropriately; appropriate use of terminology; thoroughness of
individual notes. See detailed rubric at the end of this document.
Assignment 1b: Understanding history through primary sources

This is a group assignment which will take place in your Week 8 tutorial. You should prepare for this
assignment by completing the assigned readings for this week and making notes which will allow
you to identify important parts of each reading and allow you to quickly locate important sections of
the readings during your in-class assessment.
Primary sources are very important in history, but in order to understand primary sources, historians
also need to use secondary sources (i.e. histories written by other people). This assignment
requires you to establish connections between the primary and secondary source set for this week.
In class you will be placed into groups of 3-4. You will be assigned a question which will ask you to,
as a group, identify significant passages from the primary source and then paraphrase sections of
the secondary source which help explain or expand upon those passages.
You will be awarded a group mark based on the rubric at the end of this document as well as an
individual mark for your notes (rubric also at the end of this document). Your tutor will examine your
notes in class but you may retain your copy.
Due date:
Week 8 Tutorial (i.e. your assigned tutorial in the week beginning

20/04/2015)
Weighting:
10%
Up to 500 words in class plus preparatory notes
Purpose:
To develop and demonstrate the ability to link historical primary

and secondary sources.
LO1, LO2, LO3, and LO6.
How to submit:
In your tutorial within two weeks of submission
Mastery of set secondary source materials; comprehension and

contextualisation of primary source; understanding of set aspects of
Australian Indigenous history; ability to use evidence to support a
position; ability to write clearly, concisely and appropriately;
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appropriate use of terminology; thoroughness of individual notes.

See detailed rubric at the end of this document.
Assignment 1c: Citing historical sources

This is a group assignment which will be completed during your Week 11 tutorial. To prepare for this
task you should review the Chicago Citation Style. You may bring a copy of this with you to class
but you will not be allowed access to any electronic devices during this assignment, so you need to
bring it in hard copy.
In class you will be allocated a group of 3-4 students. Each group will be given 15 minutes to
complete a worksheet which will required you to demonstrate an understanding of when to provide
footnotes, the correct placement and formatting of footnotes, and the required information for
footnotes.
Due date:
Week 11 tutorial
Weighting:
5%
completion of a worksheet
Purpose:
To develop and demonstrate understanding of how and when to

provide citations.
LO5
How to submit:
In your tutorial the week following submission
Ability to correctly identify when citations are required, ability to

follow the requirements of the Chicago citation style.
Assignment 2: Course Content Review Tasks

Two individual assignments, each completed online during the assigned periods. As this assignment
takes the place of an exam, late submissions of these tasks will not be accepted. You should not
work or consult with any other students in completing these tasks.
Students with medical or other problems which prevent them from participating in these tasks during
the set periods must contact the Lecturer in Charge within three days of the due date for a missed
task and supply a medical certificate or other formal documentation in order to be eligible for a
substitute assessment.
Assignment 2a: Mid-semester course review

This online test will use multiple choice questions to assess the breadth and depth of understanding
of the lecture content in weeks 1 through 6. The lecture outlines posted online will not give you
sufficient information to successfully complete this task. In order to prepare for this assignment, you
should attend lectures each week.
Due date:
Midnight, Thursday, 2 April, 2015
Weighting:
10%
multiple choice questions
Purpose:
To examine knowledge of course content from weeks 1-6
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LO2
How to submit:
Via LEO
Via LEO within one week of submission
Mastery of course content, particularly lecture content.
Assignment 2b: Major course review

This online test will use multiple choice questions to assess the breadth and depth of understanding
of the lecture content in weeks 1 through 10, and also ask you to apply this knowledge by analysing
a primary source. The lecture outlines posted online will not give you sufficient information to
successfully complete this task. In order to prepare for this assignment, you should attend lectures
each week.
Due date:
Midnight, Sunday, 10 May, 2015
Weighting:
25%
Online examination including multiple choice and free-form

response questions.
Purpose:
To examine knowledge of course content from week 1-10 and

the ability to apply this knowledge to a selected primary source
LO1, LO2, LO6.
How to submit:
Via LEO
Via LEO within two weeks of submission
Mastery of course content, particularly lecture content;

comprehension and contextualisation of primary source;
understanding of set aspects of Australian Indigenous history;
ability to write clearly, concisely and appropriately; appropriate
use of terminology.
Assignment 3: Site visit and analysis

This is the capstone assessment for this unit. It requires students to demonstrate a critical
engagement with the full range of course materials, particularly lectures and readings, and to apply
the knowledge gained during the semester. Students are required to visit a museum or gallery which
presents Australian Indigenous history and people from an Indigenous perspective (a list of options
will be available on LEO) and to then complete one of the set tasks (critical review essay, mini
essay and learning activity, mini essay and creative piece) to show how they have been able to
apply the learnings from the semester to better understand and explain the site visited.
Although you may complete your site visit at any point during the semester, you are strongly
encouraged to do towards the end of semester. This is because you will be developing a knowledge
base and critical analysis skills in Indigenous Studies throughout the semester which will change the
depth and way in which you understand the site you visit. There will be times during Week 12 where
HIST106 tutors will be present at a selection of the assigned sites but you are not required to
undertake your site visit at these times.
You should choose one of the following three options
Option 1: 2,000 word essay
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Public history is designed to engage large audiences with important historical debates and
conversations. What do you think were the most important messages of the site you visited?
Remember that you are expected to justify all of your reflections and conclusions by citing
evidence from the readings lectures from the course.
Option 2: 1,000 word mini essay plus learning activity
conversations. Write a mini-essay which answers the question: What do you think were the most
important messages of the site you visited? AND Design a learning activity for a specified group
(this may be school students of any level, but it could also be people of any age for example, it
could be professional training for any group of professionals, you just need to be clear about who
you plan to complete the activity) which will help them explore these issues or debates.
Remember, you should develop your work with reference to HIST106 course materials (readings
and lectures), and this should be explicitly demonstrated through footnotes in your mini essay. You
must demonstrate clear links between your mini essay and your learning activity.
Option 3: 1,000 mini essay plus creative piece

conversations. Write a mini-essay which answers the question: What do you think were the most
important messages of the site you visited? AND Create a creative piece (which may take on any
form you choose) which explores a range of the most important ideas, issues and concepts
displayed at the site you visited.
Remember, you should develop your work with reference to HIST106 course materials (readings
and lectures), and this should be explicitly demonstrated through footnotes in your mini essay. You
must demonstrate clear links between your mini essay and your creative piece.
Due date:
Midnight, Monday, 1 June, 2015
Weighting:
40%
2,000 word essay or 1,000 word mini-essay plus learning

activity/creative piece
Purpose:
To demonstrate the ability to apply information about historical

processes and events studied during the semester to issues in
current day society and to demonstrate an awareness of the
importance of Indigenous perspectives and protocols in presentday Australian society.
LO1, LO2, LO3, LO4, LO5, LO6
How to submit:
Via LEO
Via LEO within three weeks of submission
Selection and mastery of relevant course materials, analysis of

site content, ability to support ideas with evidence from course
materials and the site, consistent and accurate use of the
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Chicago citation style, ability to write in a clear and scholarly

manner, appropriate use of terminology. Detailed rubric at the
end of this document.
REFERENCING
This unit requires you to use the Chicago referencing system.
See the Academic referencing page from the Office of Student Success
(http://students.acu.edu.au/372091) for more details.
ACU POLICIES AND REGULATIONS

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, which is available in the Library or on the ACU website
at http://www.acu.edu.au/142401
The Unit Outline Resources page (http://students.acu.edu.au/241467) is a good starting point.
Assessment Policy and Procedures

You must read the Assessment Policy and Assessment Procedures in the University Handbook:
they include rules on deadlines; penalties for late submission; extensions; and special consideration
(http://students.acu.edu.au/565010). If you have any queries on Assessment Policy, please see
your Lecturer in Charge.
Grading Descriptors for the unit are detailed in section 7 of the Academic Regulations (available at
http://students.acu.edu.au/573364).
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the
Academic Honesty Policy are available at http://students.acu.edu.au/565020. Please read them,
and note in particular that plagiarism, collusion and recycling of assignments are not acceptable.
Penalties for academic dishonesty can vary in severity, and can include being excluded from the
course.
Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
teaching staff to identify areas of possible plagiarism in students written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more
important. Information on avoiding plagiarism is available at http://students.acu.edu.au/49758.
For any assignment that has been created to allow submission through Turnitin (check the
Assignment submission details for each assessment task), you should submit your draft well in
advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final
submission, and the Turnitin Originality Report.
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STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your
Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please contact the Office of Student Success.
Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
The Career Development Service can assist you with finding employment, preparing a
resume and employment application and preparing for interviews.
The Counselling Service is a free, voluntary, confidential and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
Equity and Disability can assist you if you need educational adjustments because of a
disability or chronic medical condition; please contact them as early as possible.
Indigenous Units on each campus provide information and support for students.
The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each
service.
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

The LEO page for this unit contains further readings/ discussion forums.
http://leo.acu.edu.au/course/view.php?id=14315
TEXTS AND REFERENCES:

REQUIRED TEXT(S)
Broome, R. Aboriginal Australians: dominance History Since 1788. 4th ed., Sydney: Allen and Unwin,
2010.
Recommended references
Attwood, B. & Markus, A. (eds) The Struggle for Aboriginal Rights: A documentary history. Sydney:
Allen & Unwin, 1999.
Clark, A, Historys Children: History wars in the classroom. Sydney: University of New South Wales
Press, 2008.
Curthoys, A., Genovese, A., and Reilly, A. Rights and Redemption: History, law and Indigenous
people. Sydney: UNSW Press, 2008.
Haebich, A. Broken Circles: Fragmenting Indigenous families, 1800-2000. Fremantle: Fremantle Arts
Centre Press, 2000.
Pearson, N. Up from the Mission: Selected writings. Melbourne: Black Inc, 2009.
Perkins, R. and Langton, M. (eds.) First Australians: An illustrated history. Melbourne: The Miegunyah
Press, 2008.
Price, K. (ed.) Aboriginal and Torres Strait Islander Education: an introduction for the teaching
profession. Port Melbourne: Cambridge University Press, 2012.
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Reynolds, H. The Law of the Land. 3rd edition, Melbourne: Penguin, 2003.
Rintoul, S. The Wailing: A National Black Oral History, Melbourne: William Heinemann, 1993.
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APPENDICES RUBRICS
Rubric: Assignment 1a Using evidence in historical debates
Criteria
LO/GA
Assess
ed
Mastery of set secondary source LO1,

materials
GA5
Satisfactory (PA)
Good (CR)
Identifies some points from In

addition
the set readings which standards:
relate to the set task
Very Good (DI)
to
PA In addition to PA and CR In addition to PA, CR

and DI standards
standards
Demonstrates
a
knowledge of the key
points advanced within
the set readings
Understanding of relevant aspects LO2,

of Aboriginal and Torres Strait GA1,
Islander people in Australian GA2
history and their significance in 21st
century Australia
Identifies historical figures In

addition
to
PA
or events relevant to the standards:
set aspect of Australian
Indigenous history
Consistently
and
accurately
refers
to
historical
figures
or
events relevant to the
specific time/place under
investigation
Ability to use evidence contained LO3,

within set readings to support a GA4
position
Evidence or argument is In
addition
provided which is relevant standards:
to the stated position
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to
Outstanding (HD)
Identifies
central
arguments and concepts
from set readings and
relates these to the set
task
Compares
and
contrasts ideas and
arguments from set
readings to develop an
original
discussion
relevant to the set task
In addition to PA and CR In addition to PA, CR

and DI standards
standards
Accurately explains the

significance of relevant
historical
figures
or
events to the set task
Provides evidence or
argument
to
demonstrate that the
most
relevant
or
significant material has
been included.

and DI standards
standards
Semester 1, 2015
Evidence or argument is
provided in all cases
where content or ideas
have been drawn from
other material.
Demonstrated ability to write LO6,

clearly and in an appropriate GA9
scholarly manner
Appropriate use of terminology

related to Aboriginal and Torres
Strait Islander people (see Guide
to Appropriate use of Terminology
post on LEO)
LO2,
GA1,
GA2
LO6,
GA9
Evidence of notes to demonstrate LO3,
Page 16 of 22
LIC1@JS3/12/2014
Meaning is clear and In

addition
to
PA
original paraphrasing is standards:
sufficient except where
direct
quotations
are
Work follows appropriate
marked.
structures of academic
writing as appropriate to
the set task
Terminology relating to
Australian
Indigenous
peoples
follows
the
conventions
of
capitalisation and avoids
use of outdated terms
except
within
direct
quotations
In
addition
standards:
to
Synthesis of evidence
and/or
argument
is
provided to substantiate
the validity of the stated
position.

and DI standards
standards
Vocabulary
and Text is expressive and
sentence structures are employs
topic
or
scholarly and varied.
discipline
specific
terminology to convey
complex
ideas
succinctly.

and DI standards
standards
Terminology is applied Application of PA and

grammatically correctly CR standard is applied
(i.e. Aboriginal people entirely free from errors.
rather than Aboriginals,
Indigenous
people
rather
than
the
Indigenous
Original student notes are In
addition
to
Commentary
moves
beyond restating the
material in the readings
to develop an evidence
based independent and
original analysis or
argument.
Sophisticated adoption
of
nuanced
terminology, such as
recognising appropriate
use
of
specific
language group names
or
appropriate
attribution of titles such
as Elder.
Semester 1, 2015
individual study of set readings
GA4
presented in class.
standards:
standards
Notes relate to the full Notes relate readings to

range of set readings.
the set task, including
identification of important
points, arguments and
useful quotations.
and DI standards
Notes are organised

systematically to allow
fast and detailed use as
a reference during the
in-class assessment.
Rubric: Assignment 1b Understanding history through primary sources

Criteria
LO/GA
Assess
ed
Mastery of set secondary source LO1,

materials
GA5
Satisfactory (PA)
Good (CR)
Identifies some points from In

addition
the set readings which standards:
relate to the set task
Very Good (DI)
to

standards
and DI standards
Demonstrates
a
the set readings
Comprehension
and LO1,
contextualisation of set primary GA5
source materials
Demonstrates a knowledge In
addition
of the primary sources standards:
content
Demonstrates
understanding
Page 17 of 22
LIC1@JS3/12/2014
to
of
Outstanding (HD)
Identifies
central
arguments and concepts
from set readings and
relates these to the set
task
Compares
and
contrasts ideas and
arguments from set
readings to develop an
original
discussion
relevant to the set task

and DI standards
standards
an Utilises information from Compares

and
the relevant
secondary contrasts the primary
Semester 1, 2015
primary sources author sources to interpret the source

with
ideas
and its original purpose
primary source
advanced in relevant
secondary
historical
sources
Understanding of relevant aspects LO2,
of Aboriginal and Torres Strait GA1,
Islander people in Australian GA2
history and their significance in 21st
century Australia
Identifies historical figures In

addition
to
PA
or events relevant to the standards:
set aspect of Australian
Indigenous history
Consistently
and
accurately
refers
to
historical
figures
or
events relevant to the
specific time/place under
investigation
Ability to use evidence contained LO3,

within set readings to support a GA4
position
addition
to
Page 18 of 22
LIC1@JS3/12/2014
Accurately explains the

significance of relevant
historical
figures
or
events to the set task
Provides evidence or
argument
to
demonstrate that the
most
relevant
or
significant material has
been included.

and DI standards
standards
other material.
Demonstrated ability to write LO6,

clearly and in an appropriate GA9
scholarly manner

and DI standards
standards
Meaning is clear and In

addition
to
PA
original paraphrasing is standards:
direct
quotations
are
marked.
structures of academic
writing as appropriate to
Semester 1, 2015
and/or
argument
is
position.
Commentary
moves
argument.

and DI standards
standards
Vocabulary
and Text is expressive and
sentence structures are employs
topic
or
discipline
specific
the set task
Appropriate use of terminology

related to Aboriginal and Torres
post on LEO)
LO2,
GA1,
GA2
LO6,
GA9
Evidence of notes to demonstrate LO3,

individual study of set readings
GA4
Australian
Indigenous
peoples
follows
the
conventions
of
except
within
direct
quotations
In
addition
standards:
scholarly and varied.
to

and DI standards
standards
Terminology is applied Application of PA and

grammatically correctly CR standard is applied
(i.e. Aboriginal people entirely free from errors.
Indigenous
people
rather
than
the
Indigenous
Original student notes are In

addition
presented in class.
standards:
to
complex
ideas
succinctly.
of
nuanced
use
of
specific
or
appropriate
as Elder.

and DI standards
standards
Notes relate to the full Notes relate readings to

range of set readings.
the set task, including
identification of important
points, arguments and
useful quotations.
Notes are organised

systematically to allow
fast and detailed use as
a reference during the
in-class assessment.
Rubric: Assignment 3 Site visit and analysis

Criteria
Page 19 of 22
LIC1@JS3/12/2014
LO/GA
Assessed
Satisfactory (PA)
Good (CR)
Semester 1, 2015
Very Good (DI)
Outstanding (HD)
Selection
of
relevant
and LO1, GA5,
appropriate secondary historical GA10
sources,
including
sourcing
appropriate resources online (e.g.
through journal databases)
Majority of sources cited In

addition
to
PA
are clearly identified as standards:
course materials (lectures
and/or set readings)
The range of sources
cited is appropriate to the
set task, including both
readings and lecture
notes
Mastery of selected secondary LO1, GA5

historical sources
Identifies some points In

addition
from the selected readings standards:
which relate to the set task
to
to
Page 20 of 22
LIC1@JS3/12/2014
addition
to
Identifies
central
arguments
and
concepts from selected
readings and relates
these to the set task
Compares
and
contrasts ideas and
arguments
from
selected readings to
develop an original
discussion relevant to
the set task
PA In addition to PA and In addition to PA, CR

CR standards
and DI standards
Discussion
concerns
elements
of
the
approved site which
relate to the chosen topic
Ability to use evidence contained LO3, GA4

within set readings to support a
Sources
cited
are Selection of sources
consistently relevant to reflects a targeted and
the set task
systematic
use
of
course materials

CR standards
and DI standards
Demonstrates
a
the selected readings
Selection and discussion of LO2, GA1, Discussion of approved In

addition
appropriate elements of the GA2
site accurately reflects the standards:
approved cultural site visited
site visited.
In addition to PA and In addition to PA, CR

CR standards
and DI standards
Selection of elements
of
the
site
for
discussion reflects an
informed and nuanced
viewing of the site
Discussion of elements
of the site reflects
original
reflective,
critical or analytical
thought

CR standards
and DI standards
Semester 1, 2015
position

other material.
Use evidence and examples from LO4, GA4

readings and the approved cultural
site to construct and evidence
based historical narrative or
argument
Relevant examples from In

addition
the site and readings are standards:
linked together
Consistent and accurate use of the LO5, GA5

Chicago citation style.
Citations clearly identify In

addition
to
PA
the sources which have standards:
been used to construct
each component of the
Citations provide all of
submission.
the required information
for each source as set
out in the Chicago style
guide including page
numbers for all citations
Page 21 of 22
LIC1@JS3/12/2014
to
and/or argument is
position.
Commentary
moves
argument.

CR standards
and DI standards
Relations
between
approved
site
and
readings forms the basis
of a commentary which
suggests
how
the
cultural site should be
interpreted
Semester 1, 2015
Commentary
demonstrates an ability
to draw connections
between a range of
issues and debates
relevant to Aboriginal
and
Torres
strait
Islander peoples in
Australian history
Ideas and conclusions

reflect a broad, detailed
and
independent
analysis of the relevant
materials
In addition to PA and In addition to PA, CR

CR standards
and DI standards
Citations
correctly
follow the formatting of
the Chicago citation
style, including correct
placement of footnotes
in the text.
Advanced
use
of
footnotes
including
techniques such as
explanatory footnotes
and the citation of
multiple sources within
one
footnote
to
demonstrate mastery of
a field or issue.
Demonstrated ability to present LO6, GA9
ideas clearly and in a manner
appropriate to the set task
Appropriate use of terminology LO2, GA1,

related to Aboriginal and Torres GA2
LO6, GA9
post on LEO)
Page 22 of 22
LIC1@JS3/12/2014
Meaning is clear and

original paraphrasing is
direct
quotations
are
marked; learning activity
concepts are original;
artistic works are original,
thoughtful,
and
avoid
offensive
clichs
and
stereotypes.
In
addition
standards:
Australian
Indigenous
peoples
follows
the
conventions
of
except
within
direct
quotations
In
addition
standards:
to

CR standards
and DI standards

structures of writing and
expression
as
appropriate to the set
task
to
Vocabulary
and
sentence structures are
scholarly and varied
artistic
works
are
conceptually rich and
sophisticated
Text is expressive and

employs
topic
or
discipline
specific
complex
ideas
succinctly

CR standards
and DI standards
Terminology is applied
grammatically correctly
(i.e. Aboriginal people
Indigenous
people
rather
than
the
Indigenous
Semester 1, 2015
Application of PA and
CR standard is applied
entirely
free
from
errors.
of
nuanced
use
of
specific
or
appropriate
as Elder.

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FACULTY OF EDUCATION AND ARTS

School of Arts (Vic)

A total of 36 contact hours across the semester.

think critically and reflectively

demonstrate values, knowledge, skills and attitudes appropriate to the discipline

demonstrate effective communication in oral and written English language and

utilise information and communication and other relevant technologies effectively

QUALITY ASSURANCE AND STUDENT FEEDBACK

Weekly Content and Readings

Lecture: Many Stories: how do we tell Australian history?

Lecture: 60,000+ Years of Australian History

Lecture: The Myth of Peaceful Settlement

Tutorial: Assignment 1a Using evidence in historical debates

Reading (complete all prior to in-class assignment):

Broome, Chapter 3, Resisting the Invaders.

Lecture: Missions and Reserves Historical Overview

Lecture: Assimilation Policies and Practices

No Lectures or Tutorials due to Good Friday Public Holiday

Public Holiday Easter Monday: 6 April 2015

Lecture: Civil Rights 1 The Fight for Equality

Tutorial: Assignment 1b Understanding history through

Reading (complete all prior to in-class assignment):

Lecture: Civil Rights 2 Land Rights and Native Title

Lecture: From Reconciliation and Apology to Intervention

Due Midnight Sunday

Lecture: Representations of Australian Indigenous Peoples in

Lecture: Where Are We Now?

Exam period runs from 1 June 21 June 2015

Week 3 in assigned tutorial

Week 8 in assigned tutorial

Assignment 1c: Citing

Week 11 in assigned tutorial

Assignment 2a: Midsemester course

Midnight, Thursday, 2 April, 2015

Assignment 2b: Major

Midnight, Sunday, 10 May, 2015

Site visit and analysis

Midnight, Monday, 1 June, 2015

Assignment 1: In-class skills development tasks

Assignment 1a: Using evidence in historical debates

In your Week 3 tutorial

Length and/or format:

Up to 500 words in class plus preparatory notes

To develop and demonstrate the ability to support an argument

Learning outcomes assessed:

LO1, LO2, LO3, and LO6.

In your assigned tutorial

In your tutorial within two weeks of submission

Mastery of set secondary source materials; understanding of set

Assignment 1b: Understanding history through primary sources

Week 8 Tutorial (i.e. your assigned tutorial in the week beginning

Length and/or format:

Up to 500 words in class plus preparatory notes

To develop and demonstrate the ability to link historical primary

Learning outcomes assessed:

LO1, LO2, LO3, and LO6.

In your assigned tutorial

In your tutorial within two weeks of submission

Mastery of set secondary source materials; comprehension and

appropriate use of terminology; thoroughness of individual notes.

Assignment 1c: Citing historical sources

Length and/or format: