EDUC 4207 Unit Plan with Indigenous Content Group 11

EDUC 4207: Professional Preparation Combined

Unit Plan with Indigenous Content
Group 11: Alison Castine, Elly Gosling, Grace Parsons, Simela Petridis, Claire Trollope and Liana Verlingieri

Due to the unit plan chosen being centered around Indigenous history, our assessment takes a slightly different format (as
agreed upon in consultation with School of Education staff).

Rubric developed
Already-existing unit plan evaluated against rubric
Changes made as a result of the above assessment
Associated reflections made concerning both the unit and the rubric
EDUC 4207 Unit Plan with Indigenous Content Group 11

Rubric for the inclusion of Indigenous and Torres Strait Islander perspectives into a History Unit Plan
Does Not Meet Developing Towards Meets Exceeds
1. Inclusion of Does not include any Indigenous Includes minimal Indigenous Includes adequate Indigenous Thorough and detailed
Indigenous content. content. content. content. incorporation of Indigenous
content within the unit.
2. Exploration of No acknowledgement of the Attempts made to acknowledge Complexities of Indigenous Complexities of Indigenous culture
complexities of complexities ofIndigenous the complexities of Indigenous culture are regularly are explored in depth.
Indigenous culture culture (or uses negative words culture. acknowledged.
such as simple).
3. Assessment Assessment design makes no Assessment design makes some Assessment design allows Assessment design allows and
design provision made for students to provision for students to students to investigate encourages students to undertake
investigate Indigenous investigate Indigenous Indigenous perspectives in a comprehensive investigation into
perspectives. perspectives. depth. Indigenous perspectives.
4. Inclusion of Torres No mention of Torres Strait Minimal mention of Torres Strait Regularly explores the The experiences of Torres Strait
Strait Islanders Islanders. Islanders. experiences of Torres Strait Islanders constitute a large portion
Islanders. of the unit content.
5. Perspectives No presentation of Indigenous Attempts topresent Indigenous Adequatelypresents Indigenous Comprehensively presents multi-
considered perspectives. perspectives. perspectives. faceted Indigenous perspectives.
6. Resources No inclusion of indigenous- Minimal inclusion ofresources Adequate of inclusionresources Utilises a range ofresources
endorsed by the endorsed resources. endorsed by the Indigenous endorsed by the Indigenous endorsed by the Indigenous
Indigenous community. community. community utilised.
community
* 7. Sensitivity when No consideration given toif Little attempt to ensure that Thorough attempt to ensure that Nuanced understanding and
using historical resources areculturally any culturally insensitive material any culturally insensitive consideration of each source and
sources of a insensitive. in a sensitive manner. material is used in a highly how it might negatively impact
racist/offensive sensitive and considerate students.
nature/perspective manner.
** 8. Use of sacred No consideration given to Unit attempts to remove sacred Unit removes sacred Unit removes sacred
items/images images/items used. images/itemsfrom course images/itemsfrom course images/itemsfrom course
resources. resources and provides a fair resources or providesfair warning
warning. and an alternative before use.

*The nature of historical studies requires the use of primary sources, with said sources often presenting offensive and racist perspectives. Therefore, teachers
need to approach such sources with careful consideration and in discussion with their classes.
**Some patterns and images (e.g. of the deceased) are not considered appropriate to view in Indigenous culture, therefore this criteria specifically addresses
those classes with students of Indigenous and Torres Strait Islander descent.
EDUC 4207 Unit Plan with Indigenous Content Group 11

Discussed improvements to be made as a result of evaluation:

Criteria 1 = Exceeds

Criteria 2 = Meets
Possible Improvements: make regular reference to specific tribal and nation groups.

Criteria 3 = Exceeds

Criteria 4 = Developing towards

Possible Improvements: Make conscious effort to include experiences of specific Torres Strait Islander groups.

Criteria 5 = Meets
Possible Improvements: More primary sources (e.g. testimonies passed down through oral tradition) from individuals and groups with a range of
experiences.

Criteria 6 = Developing towards

Possible Improvements: Inclusion of multiple resources endorsed by the Indigenous and Torres Strait Islander community.

Criteria 7 = Meets
Possible Improvements: Add discussion concerning the need to be sensitive about certain terms that appear in historical sources and documents.

Criteria 8 = Meets
Possible Improvements: Provides students alternative ways of accessing material (e.g. producing a transcript of a film containing images of the
deceased and/or sacred patterns so that Indigenous and Torres Strait Islander students do not have to view said images).
EDUC 4207
Year 11 Lesson Topic
History
Term 1
Week 1 Introduction and Source
Analysis Skills
- An introduction into
colonial Australia and the
place of its indigenous
peoples. Vital source
analysis skills will also be
reprised.
-Lesson 1 might be
moved/combined with
Lesson 2 and replaced with
a study on Indigenous
culture prior to settlement.
Unit Plan with Indigenous Content Group 11
Revised Unit (Initial unit created by Liana Verlingieri)
Changes denoted in red text
Year 11 Modern History - Unit of Work and Lesson Plan
Aboriginal Perspectives: From the First Fleet to the 21 Century st
Content and Resources Activities Assessment Outcomes
Alternative Lesson #1 Alternative Lesson #1 Alternative UE1
-Terms to Avoid document -Open unit by making clear that certain Lesson #1
-Development of Indigenous Culture prior to terms will appear in historical documents, - Complete UE2
British presence but are by no means appropriate to used. (formative)
(Introduction to Indigenous Australia: Australian Establish agreed upon guidelines with the research task if AE1
Museum) class about the examination of resources unfinished.
-Diverse tribal and nation groups and in-class discussions. Additionally,
(http://www.abc.net.au/indigenous/map/) encourage students to ask questions about
and critique course content. Lesson #1
Lesson #1 -Read provided information about - Complete map if
- 1788 and terra nullius (discussion about the Indigenous culture and its complexities/ unfinished.
misconceptions associated with this phrase) various traditions.
(Workforce document pg. 1) -Open and respectful discussion concerning Lesson #2
- YouTube video First Fleet - Behind the News predictions about how the differences - Completed map
- Map work (Appendix B) between Indigenous and historically due (formative)
imperial Western culture may have - Use a source
Lesson #2 impacted eventual interactions. issued in class for
- Source Analysis Skills (Comparing Images -Research (using laptops) a particular the second
worksheet) tribe/nation group identified on the column of
- Various primary source images circa 1788 interactive map (identifying certain values, comparative
(Appendix A) cultural practices, structures, language, image study
etc.). Present findings in half a page to a worksheet.
page of dot-points.
Lesson #1
- Distribute workforce document and read
aloud as a class
- Viewing of YouTube video
- Students must map the present states of
Australia, locate and trace 3 or more
Aboriginal settlements per state.
EDUC 4207
Week 2 Policy Making
- Understanding the
actions of the government
and the experiences of
those it affects.
Week 3 White Australia
- Reflecting on the effects
of policy and the
underlying motivations.
This will also raise
questions of morality and
ethics within society.
Unit Plan with Indigenous Content Group 11
Lesson #2
- Analyse multiple primary source
documents on the first arrival.
- Work as a class utilizing multiple sources
and generating discussion in order to
introduce students to the types of questions
they should be asking about a source in
order to evaluate its value.
- Allow students to work independently on
the first column of image study worksheet.
Lesson #1 Lesson #1 Lesson #1 UE1
- 1901 and federation - Students take turns reading aloud sections - Provide feedback
- Immigration Restriction act excerpt of the Immigration restrictions act on map work UE2
- Definitions worksheet (Appendix C) document. (general
- Online dictation test with worksheet - Issue definitions worksheet and work as a comment). AE1
- Headsets class to fill in learned terms. - Comparing
- In the second half of the class, allow images worksheet
Lesson #2 students to utilize laptops and headsets in due (formative).
- 100 Years: The Australian Story Episode 1: Child order to complete the online dictation test
of the Empire viewing and worksheet. Lesson #2
- Provide feedback
Lesson #2 on comparing
- Viewing of documentary series. It would images worksheet
be beneficial for students to take notes, (general
definitions may be added to worksheet also. comment).
Lesson #1 Lesson #1 Lesson #1 UE2
- 100 Years: The Australian Story Episode 2: The - Viewing of documentary series. - Reflections
Rise and Fall of White Australia viewing - Issue reflections assignment task sheet assignment AE1
- Reflections assignment task sheet (Appendix E) and allow time for questions. (summative, due
- For Indigenous students who may be sensitive to at the end of AE2
the material in the documentary, a transcript can Lesson #2 week 4)
be provided so that they do not need to view - Issue in class task and allow students to AE3
images. complete first column before playing audio Lesson #2
clip and completing the second column. - N/A A1
Lesson #2 - Complete definitions learned onto
- In-class task worksheet.
- Definitions worksheet - Answer questions on page 2 of in-class
task (utilizing class laptops). Students may
work in pairs.
EDUC 4207
Week 4 Assimilation and
Institutionalisation
- Witnessing the opposing
perspectives that construct
the same events in history.
Unit Plan with Indigenous Content Group 11
Lesson #1 Lesson #1 Lesson #1 UE1
- Australians Together, Era 3: Assimilation - Reading through the Australians Together - Page 2 of in-class
webpage webpage and discussion questions as a task completed UE2
- Sharing our Story Episode 2 video class. - Reflections
- Definitions worksheet - Video viewing assignment due AE1
- Finishing page 2 of in-class worksheet
Lesson #2 - Adding learned definitions Lesson #2 AE2
- Introduce major research assignment (Appendix -Regular referral to the varied experiences - Major Research
E) of different tribal or nation groups. Assignment AE3
- Document study (summative, due
- Aborigines in White Australia Sharman Stone Lesson #2 at the end of
A1
Sourcebook - Analyse documents from book as a class, week 7)
reading them aloud and asking thought
provoking questions.
- Issue students primary sources and allow
them to complete document study sheet
alone.
- Issue major assignment sheet and explain
task.
-Students encouraged to consider the
varied experiences between tribal and
nation groups (especially testimonies
conveyed through oral tradition)

Week 5 Stolen Generations Lesson #1 Lesson #1 Lesson #1 AE1

- Emotional recognition as - Rabbit-Proof Fence movie - Movie viewing - Feedback on
well as the capacity to (warn students beforehand that the film will reflections A1
differentiate between Lesson #2 address sensitive topics) assignment
perspectives. - Movie (general A2
- Group task (Appendix D) Lesson #2 comment).
- Complete movie
- Organize students into groups and have Lesson #2
them discuss questions on the movie and - If students
representation (how it compares to primary choose to do so,
sources and perspective) they may receive
ONE draft of their
Major Research
Essay.
EDUC 4207 Unit Plan with Indigenous Content Group 11
Week 6 Native Title Lesson #1 Lesson #1 Lesson #1 UE2
- Observing movements - Wave Hill Protest Behind the News video - Viewing of Wave Hill Protest video - N/A
that shift the balance of - Focus questions (Appendix D) - Focus questions written on the board. AE1
power and progression - Definitions worksheet These must be completed in pairs and Lesson #2
throughout the century. submitted before the end of class. - Drafts returned AE2
Lesson #2 - Complete learned definitions onto (individual
- Class Timeline worksheet. feedback). A1

Lesson #2 A2
- Place a long sheet of paper across the
front of the room and draw a timeline along
it. Have students utilise laptops and
bookwork to plot the dates of significant
events. It may be beneficial to group
students and assign a timeframe to them.
Week 7 Reconciliation Lesson #1 Lesson #1 Lesson #1 UE1
- Evaluating where we are - Bringing Them Home Report extract - Read extracts from both texts aloud as a - Complete
now, present day opinion, - A Brief History of the Laws, Policies and class. definitions UE2
and what steps have been Practices booklet - Issue effects across generations worksheet using
taken towards - Effects across generations worksheet worksheet. This task asks students to think ICT or AE1
reconciliation. deeply on issues of morality, racial equality, collaboration with
Lesson #2 and identity. a classmate if AE2
- Kevin Rudd Apology speech video - Allow students to work on major research incomplete.
- Keith Windschuttle The Fabrication of assignment with class laptops if completed
AE3
Aboriginal History extract early. Lesson #2
- Major Research
A1
Lesson #2 Assignment due
- Apology speech viewing
- Issue the Windschuttle extract and have A2
students read along, not aloud, so that they
may focus on its content.
- Argument tennis: students will be divided
into teams and given a for or against
stance on Windschuttles article. They must
then utilise evidence collected through
primary sources, work sheets, videos, and
their own written notes in order to debate
their position. Teams will research together
and then merge their information and an
elected team representative will argue their
EDUC 4207 Unit Plan with Indigenous Content Group 11
point. The team with the strongest
argument will receive a reward.
Students will need to be mindful that
arguments are respectful and on topic.

Resources endorsed by Aboriginal and Torres Strait Islanders:

http://shareourpride.reconciliation.org.au/about/
https://books.google.com.au/books?id=IewuBAAAQBAJ&printsec=frontcover&dq=Sally+Morgan&hl=en&sa=X&ved=0ahUKEwi8k_SI
wp7VAhUKx7wKHdbqAPUQ6AEIJDAA#v=onepage&q=Sally%20Morgan&f=false
https://books.google.com.au/books?id=3xZuHuvx_F4C&printsec=frontcover&dq=Sally+Morgan&hl=en&sa=X&ved=0ahUKEwi8k_SI
wp7VAhUKx7wKHdbqAPUQ6AEIPDAE#v=onepage&q=Sally%20Morgan&f=false
https://books.google.com.au/books?id=5RKAPwAACAAJ&dq=Oodgeroo+Noonuccal&hl=en&sa=X&ved=0ahUKEwj4j8q9wp7VAhULf
bwKHUH5BCoQ6AEIKTAB
http://www.australianstogether.org.au/stories/detail/the-stolen-generations

Resources for Teachers (How to become a culturally sensitive teacher):

http://www.opencolleges.edu.au/informed/features/culturally-sensitive-educator/
http://ccde.menzies.edu.au/sites/default/files/Literature%20review%20Cultural%20Responsiveness%20and%20School%20Educa
tion%20March%202012%20FINAL.pdf

Extended Resources:

http://splash.abc.net.au/home#!/topic/494038/aboriginal-and-torres-strait-islander-histories-and-cultures
http://www.aboriginalbroadcasting.org/index.html
http://www.sbs.com.au/nitv/explainer/uncover-real-australia-through-indigenous-lens
https://www.australianmuseum.net.au/section-indigenous-australia
http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/general-resources/history/
http://catalogue.nla.gov.au/Record/2822268
https://books.google.com.au/books?id=NX_2y2UD5-
IC&pg=PA55&dq=biographies+of+indigenous+australians&hl=en&sa=X&ved=0ahUKEwiU17LVgJ_VAhWIebwKHa35AyUQ6AEIRzAG
#v=onepage&q=biographies%20of%20indigenous%20australians&f=false
EDUC 4207 Unit Plan with Indigenous Content Group 11

Reflections on the effectiveness of the unit for considering how to incorporate Indigenous content:
The unit successfully includes Indigenous content throughout, and strongly ensures balanced perspectives and the complexities of Indigenous culture
and history are examined. While this is evident throughout the unit content, it can also be seen in both summative assessment pieces. The first asks
students to reflect on the emotional experiences and perspectives of Aboriginal peoples, while the second discusses perspective in history and the
way in which it can be distorted. Overall, the unit allows for students to consider multiple points of view but places particular emphasis on the
experience of Aboriginal peoples. The unit also covers elements that are integral to learning and understanding Indigenous culture, such as,
sensitivities, appropriate language and terminology, and choice of resources and materials.

Reflections on the effectiveness of the rubric for considering how to incorporate Indigenous content:
The rubric successfully covers a broad range of aspects for including Indigenous content within teaching units, and ensures teachers are aware of the
complexities involved in teaching Indigenous content. The rubric also successfully addresses the need for sensitivity and caution when teaching
students about a history such as this one. Ensuring a balanced perspective is also strongly covered within the rubric, so as to guarantee students
understand and learn the complexities within Indigenous culture and gain an understanding of both western and Indigenous perspectives.

Reflect on improvements made to the unit:

In assessing our unit, we have noticed the lack of differentiation between Aboriginal clans when discussing the experience of Aboriginal peoples.
There is a tendency to generalise or collectivise experiences, which is problematic. As well as this, there is a noticeable lack of discussion surrounding
the experience of Torres Strait Islander peoples, as they are similarly generalised as experiences of the Indigenous collective. This is an ongoing issue
throughout the unit and could be modified by clarifying and emphasising these specific groups of people.

As well as this, the first week of lessons has been modified to include material relating to utilising the correct terms when referring to Indigenous
peoples. It is important that students speak respectfully and appropriately in their responses, as well as recognise instances in which primary sources
utilise incorrect or discriminatory terms. Moreover, the first week also now includes content relating to Aboriginal culture prior to the arrival of British
Settlers so as to ensure students do not perceive it through a British lens; Aboriginal culture is understood and appreciated as separate to British
involvement.

Furthermore, it has been included in the first week of the unit for the teacher to establish agreed upon guidelines with the class about the examination
of resources and in-class discussions. The teacher should also encourage students to ask questions about and critique course content. During some
of the lessons, documentaries and images will be viewed and examined. It has now been included in the unit that, for the purposes of differentiated
teaching and catering for indigenous students, students from an indigenous background will have the option to view transcripts of
documentaries/videos if they feel the viewing of these to be confronting.