Stage 5 | History Program

TOPIC: West Papua – Struggle for Independence and Human Rights Stage 5 Year 10 Duration: 18 hours

20 lessons (50 min

Detail:
duration per lesson)

Historical Context of the Overview

Decolonisation in the aftermath of World War II, and the emergence of new nations in Asia played a key role in the assumption of Indonesian control over the province of West Papua. Dutch
colonial powers withdrew from West Papua in 1962, and after a brief period of UN administration, the Indonesian government took over control of West Papua in 1963 under a UN-backed
treat, followed by a widely discredited independence plebiscite in 1968 the ‘Act of Free Choice’. In the following years, conflict ensued between the Indonesian military and West Papuan
militant independence movement, continuing to this day. Throughout this unit, students investigate the West Papuan conflict; its causes, key events, the impact of conflict on West Papuan
society, culture, environment and economy, Australia’s response, and the international movement for West Papuan rights and freedoms. Students investigate varied perspectives on the
conflict and discuss and debate West Papua’s future.

Cross-curriculum priority:
Asia and Australia’s Engagement with
Key Inquiry Questions - The highlighted historical skills are targeted inAsia
this unit:

▪ How did the nature of global conflict change during the twentieth century? Entire
Comprehension: chronology, terms andunit focused
concepts on the critical issue of West
▪ How was Australian society affected by other significant global events ad
Papuan struggle for independence and Australia’s
▪ Read and understand historical texts
changes in this period? role in the conflict amidst our role in Asia generally.
▪ Use historical terms and concepts in appropriate contexts
▪ Sequence historical events to demonstrate the relationship between different periods, people and
Framing Questions places
Analysis and use of sources
Content Questions
▪ Identify different types of sources
▪ What effect did Dutch decolonization have on West Papua?
▪ Identify the origin, content, context and purpose of primary and secondary sources
▪ What was the Act of Free Choice? Why was its result disputed? Did the Act of ▪ Process and synthesise information from a range of sources as evidence in an historical
argument
Free Choice live up to its name?
▪ Evaluate the reliability and usefulness of primary and secondary sources for a specific historical
▪ What were the origin, development, significance and long term impact of the inquiry

West Papua? Perspectives and interpretations

▪ Identify and analyse the reasons for different perspectives in a particular historical context

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 ▪ Did genocide occur in West Papua? ▪ Recognise that historians may interpret events and developments differently

▪ What impact has the conflict had on West Papuan society, culture, environment Empathetic understanding

▪ Interpret history within the context of the actions, values, attitudes and motives of people in the
and economy?
context of the past
▪ What significance does the Morning Star flag hold? Why is it so contentious? Research

▪ What will happen in the future for West Papua? What does this mean for other ▪ Ask and evaluate different kinds of questions about the past to inform an historical inquiry
▪ Plan historical research to suit the purpose of an investigation
independence movements?
▪ Identify, locate, select and organise information from a variety of sources, including ICT and other
Conceptual Questions methods

▪ What is genocide? Explanation and communication

▪ Develop historical texts, particularly explanations and historical arguments that use evidence from
▪ Who has the right to speak into another country’s dealing with independence
a range of sources
movements and human rights? ▪ Select and use a range of communication forms, such as oral, graphic, written and digital, to
communicate effectively about the past for different audiences and different purposes
Contestable Questions

▪ Was the Act of Free Choice a fair vote?

▪ Should the OPM be seen as freedom fighters or domestic terrorists?
▪ Should West Papua gain independence from Indonesia?

Outcomes - Focus Historical Concepts -

A student: The following historical concepts are integrated into the lesson sequences:

▪ explains and analyses the motives and actions of past individuals and groups in the
historical contexts that shaped the modern world and Australia (HT5 3)
▪ explains and analyses the causes and effects of events and developments in the
modern world and Australia (HT5 4)
▪ uses relevant evidence from sources to support historical narratives, explanations
and analyses of the modern world and Australia (HT5 6)
▪ explains different contexts, perspectives and interpretations of the modern world
and Australia (HT5 7)
▪ selects and analyses a range of historical sources to locate information relevant to
an historical inquiry (HT5 8)
▪ Continuity and change: Throughout the West Papuan conflict, there have been a number of
changes in policy, such as transmigration, which have led to shifts in impact on people of West
Papua. There has also been continuity of the Indonesian position on West Papua over several
Presidencies and Australia’s reluctant involvement in the conflict.
▪ Cause and effect: The effect of colonisation and Dutch withdrawal leading to Indonesian rule and
ensuing conflict. Investigations into the cause of conflict.
▪ Perspectives: Students investigate varied perspectives on Indonesian rule/occupation:
Indonesian, West Papuan, global advocates, Australian Governments
▪ Empathetic understanding: Students gain understanding of different perspectives and
experiences of the West Papua conflict with different stakeholders wanting to protect culture and
ethnicity, maintain national unity, gain freedom and independence

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▪ applies a range of relevant historical terms and concepts when communicating an ▪ Significance: The importance of understanding this current and ongoing conflict within Australia’s
understanding of the past (HT5 9) closest neighbour and significant player in the Asia-Pacific, and the Australian Government’s
silence on the issue in the face of international human rights advocacy.
▪ Contestability: Students engage in and investigate the disputes over the number of people killed
throughout the conflict, where or not the conflict should be considered to be genocide, the
contested idea of the OPM freedom fighters or terrorists.

Key Historical Language - Site Study -

▪ Movement ▪ Colonisation Possible site studies include:

▪ Freedom ▪ Decolonisation ▪ Virtual site study of Biak Massacre primary sources from the Biak Massacre Citizens Tribunal
▪ Independence ▪ Plebiscite ▪ Classroom guest speaker: West Papua advocate, Ronny Kareni, speaking to and being
▪ United Nations ▪ Genocide interviewed by students.

▪ Morning Star ▪ Transmigration ▪ Visit to The University of Sydney’s Department of Peace and Conflict Studies to meet staff of the
West Papua Project
▪ Referendum ▪ Massacre
▪ New York Agreement ▪ Human Rights
▪ Lombok Treaty

Resources - Resources -

Books: Videos

▪ Fernandes, Clinton (2006) Reluctant Indonesians: Australia, Indonesia, and the Future of West ▪ ABC 7:30: Biak Massacre Report (2013)
Papua http://www.abc.net.au/7.30/content/2013/s3912701.htm

▪ Drooglever, Pieter (2009) An Act of Free Choice – Decolonisation and the Right to Self- ▪ ABC: 5 key things to know about West Papua
Determination in West Papua https://www.youtube.com/watch?v=DYLrmVizfKQ

▪ Saltford, John (2006) The United Nations and the Indonesian Takeover of West Papua, 1962-1969: ▪ BBC Report on West Papua 2009
The Anatomy of Betrayal https://www.youtube.com/watch?v=I6--OsIkeV8

▪ The Project: Genocide in West Papua by Indonesian Military

https://www.youtube.com/watch?v=PjQNwHzMvWU

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 Resources - Resources -
Websites: ▪ Film: Forgotten Bird of Paradise
https://www.youtube.com/watch?v=CaGou3vB3A0
▪ Free West Papua: History of West Papua
▪ ‘Which Part Of New Guinea Is Papua?’
▪ United Liberation Movement for West Papua: The Act of Free Choice – legal analysis by Melinda
https://www.youtube.com/watch?v=M6HQYNKTiKs
Janki
▪ ‘West Papuan Act of Free Choice’
▪ The Ecologist: West Papua's 'Act of Free Choice' - 45 years on
https://www.youtube.com/watch?v=g-IECcocMtQ
▪ West Papua Timeline of Key Events
▪ ‘West Papua: Give Act of "Free" Choice back to the UN’
▪ Aljazeera: West Papua: A history of exploitation
https://www.youtube.com/watch?v=M2sOGwYR8Uo
▪ ifex: Indonesia urged to address press freedom violations in West Papua
▪ Human Rights Watch: ‘Indonesia: Make Papua More Accessible to
▪ Independent Australia: The West Papuan Nightmare: Australia's Inconvenient Truth, 28 August Journalists’ https://www.youtube.com/watch?v=kWJCkZPHEUo
2015
Journals/Papers/Reports
▪ ABC: Ending our pragmatic complicity in West Papua, 28 Oct 2013
▪ Human Rights Watch: ‘Something to Hide? Indonesia’s Restrictions on Media
▪ News.com.au: Tony Abbott has an Indonesian problem he doesn’t want to talk about, March 31 Freedom and Rights Monitoring in Papua’
2015
▪ Saltford, John (2003) The United Nations, West Papua and the Act of Free
Maps Choice: de-colonisation in action?’

▪ Google Maps: Grasberg Mine, West Papua ▪ University of Sydney Centre for Peace and Conflict Studies: ‘Comprehending

Film West Papua’

Music
▪ ‘Forgotten Bird of Paradise’ (2009)
https://www.youtube.com/watch?v=CaGou3vB3A0&t=394s ▪ West Papua Independence

▪ ‘Everything can be burnt – West Papua in the Jokowi era’ (2016) http://rollingstoneaus.com/music/post/watch-airilekes-powerful-new-video-for-

https://www.youtube.com/watch?v=YbNNg3rrtgo west-papuan-independence-day/5230

Students with special needs:

Adjustments: the adjustments in this unit are suggestions only. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with special
education needs to access syllabus outcomes and content on the same basis as their peers. The types of adjustments made will vary according to the needs of the individual student.

Assessment: Students with special education needs should be provided with a range of opportunities to demonstrate achievement of identified outcomes. Evidence of achievement can be
based on a range of assessment for learning experiences, such as observation during teaching and learning, work samples or planned assessment experiences. They will require adjustments to
assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. In some cases alternative assessment strategies may be needed. In this
unit, an alternate assessment experience may be offered instead of the structured essay.
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Assessment Overview
Assessment for learning
▪ Create timeline (Cause and effect)
▪ Brainstorm (Perspectives, Cause and
effect, Significance)
▪ Analytical time-line activity (Continuity
and change)
▪ Group discussions (Significance, Cause
and effect)
▪ Debate activity (Contestability)
▪ Group discussions using statistical data
(Significance)
▪ Participation in transmigration role play
activity (Empathetic understanding)
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Depth Study 6
Assessment as learning Assessment of learning
▪ Source analysis of articles, photos, video testimony Weighting: 35%
(Perspectives)
Task 1: News reporter’s script
▪ Making poster (Cause and effect)
Your task is to write a 15-minute long news reporter’s script explaining the West
▪ Essay writing Papuan conflict and reporting on one key event in the conflict studied so far. This
▪ Written responses assessing significance of Act of may include the Act of Free Choice, the Biak Massacre or another clash between the
Free Choice OPM and Indonesian military. Your report should also outline at least two differing
perspectives on the West Papuan conflict (for example, the question of genocide).
▪ Film analysis (Perspectives, Empathetic
Once you have developed the script, film yourself as the news reporter – be as
understanding)
creative as you like!
▪ Analysis of OPM
Task 2: Research, write and present response using sources
▪ Comparison of Australia and Indonesian
indigenous relationship Imagine you are presenting at a Human Rights and Independence Convention; you
are here to present the issue of human right, independent and freedom of West
▪ Construction of interview questions for guest
Papua people in the Indonesia- West Papua conflict. How do you comprehensively
speaker address the issue to your audience? You can you your own presentation form (essay,
▪ Letter writing task – Australia’s response to West PowerPoint, speech, brochure, video, etc)
Papua
- Choose one specific issue to focus on – for example, genocide, media
restriction, child trafficking, etc
- Give an overview of the issue and evidence of human rights concerns
- How did the conflict affect or lead to this issue?
Recommend a resolution
Outcomes: HT5-4,HT5-6, HT 5-9, HT5-10
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Content
Overview and Historical Context
Overview of West Papua and Papua:
▪ geography, environment,
economy, social and cultural
landscape
▪ Dutch decolonisation of West
Papua and its impact
▪ The cause of the conflict -
movements of Independent and
Freedom
(2 lessons)
The involvement of UN and America
The Act of Free Choice
(2 lessons)
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Wide range of teaching strategies
engaging multiple learning styles, low to
Teaching and learning strategies Resources
high order thinking and inclusion of ICT
▪ Teacher asks students: Who has heard about West Papua? Anything that comes to mind? Takes Free West Papua: History of West Papua
note on whiteboard. Short explanation of new Depth Study to investigate West Papua conflict –
notes that few people know about West Papua, but it is a significant conflict right on Australia’s
doorstep. Brief overview of what will be covered in the Depth Study.
▪ Students investigate: What is a movement? Definition search in pairs, then a discussion in class.
Class to agree on a universal definition they can use during the Depth Study.
▪ Define Freedom and Independence – Students brainstorms their understanding of these terms.
▪ Teacher gives visual introduction of Papua and West Papua – including the neighbours nations/
countries, Indonesia claimed provinces and high level of conflict area
▪ Using map and diagram to show students the geographical location and locations of events that
‘Which Part Of New Guinea Is Papua?’
will appeared in the Depth Study.
https://www.youtube.com/watch?v=M6HQYNK
▪ Students watch video: Which Part Of New Guinea Is Papua? TiKs
▪ Students read the article ‘History of West Papua’ and outline key terms and keywords of the issue.
Capzles timeline
▪ Direct instruction with PPT on the cause of the conflict
▪ Timeline activity: Students research and create a timeline from the introduction/ beginning of Dutch
Colonisation to the release and return to Indonesia, outline, majors events lead to the cause of
release and return (Homework task). Combine the timelines in next class, select major events and
actions lead to the release and return. Class timeline using Capzles.com
▪ Teacher introduces the ‘New York Agreement’, a UN-sponsored treaty singed by Indonesian and United Liberation Movement for West Papua:
the Netherlands. A key requirement of the treaty was that all West Papuans be allowed to vote in a The Act of Free Choice – legal analysis by
referendum on independence, which was to be overseen by the UN.
Melinda Janki
▪ Introduction of the Act of Free Choice
▪ Student research about the Act of Free Choice and write answers to the following questions as per Video: West Papuan Act of Free Choice
handout https://www.youtube.com/watch?v=g-
- What was the Act of Free Choice? IECcocMtQ
- Who was involved?
Video: West Papua: Give Act of "Free" Choice
- What role did UN play?
back to the UN
- What was the outcome of the Act?
https://www.youtube.com/watch?v=M2sOGwY
- How did people assess the process of the Act? Who approved/disputed the results? Why?
R8Uo
▪ Students watch the videos- Define the videos are primary sources or secondary sources- Identify
different perspective in the videos
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 ▪ Students read article ‘The Act of Free Choice – legal analysis by Melinda Janki and ‘West Papua's
'Act of Free Choice' - 45 years on’
- Analyse the authors’ perspectives - Are they contradict with each other or the same? Any
personal bias occurred? Do you think these sources are reliable? Etc.
- Evaluate the impacts and results of the Act of Free Choice
▪ Source analyse- read the journey ‘The United Nations, West Papua and the Act of Free Choice:
de-colonisation in action?’ by John Satford.
- Write a response to the question- How did the Act affect Indonesia government and West
Papua people?
▪ Teacher-led discussion: Did the Act change the course of Indonesia and West Papua relationship?
Use of extension questions throughout ▪ Extension: essay question: What is UN’s position in the Act of Freedom? Using given sources
program to engage highly capable /Gifted and your own research to support your response.
and Talented students https://westpapuabackground.wordpress.com/ti
meline-1942-1972/

West Papua Conflict ▪ Brief discussion to revise previous lessons to recap learning so far. Video: BBC Report on West Papua 2009
▪ Students watch BBC report video ‘Papua’s Freedom Fighters’ as introduction to the Free Papua https://www.youtube.com/watch?v=I6--OsIkeV8
Free Papua Movement (OPM)
Movement (OPM).
(1 lesson) ▪ Teacher introduces the formation and role of the OPM using photos from The Diplomat Photo
The Diplomat Photo Essay: Inside OPM
Essay
http://thediplomat.com/2015/06/inside-the-west-
▪ Student use videos, photos and article to investigate OPM with scaffolding questions:
papua-resistance/
- What is OPM?
- Who is part of OPM?
- How was OPM formed?
- What are OPM’s tactics?
- What are OPM’s objectives?
- What is the significance of the Morning Star flag as part of the Free West Papua movement?
▪ Teacher-led class discussion: Should the OPM be classified as freedom fighters or terrorists?
▪ To conclude, students add OPM formation to timeline of key events.

Film study: Forgotten Bird of ▪ Teacher introduction to film, hands out worksheet with questions to be answered while watching. ‘Forgotten Bird of Paradise’ (2009)
Paradise ▪ Film viewing: Forgotten Bird of Paradise https://www.youtube.com/watch?v=CaGou3vB3
A0&t=394s
(1 lesson) ▪ Class discussion on reliability and usefulness of the film:
- What does this film tell us about the West Papua conflict?

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Case study: Biak Massacre of 2000
(1 lesson)
The Question of Genocide
Introduction to Genocide
(1 lesson)
Genocide and West Papua: should
the conflict be defined as genocide?
(1 lesson)
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Film analysis to analyse bias,
- How reliable is the film? perspective, reliability – high order
- How useful is the film as a primary source? thinking skills
- Is there anything not included?
▪ Class recap to look at timeline of events so far, short recap of content to date. Biak Massacre 7.30 video
▪ Teacher explains context for the Biak Massacre of 2000, linking to previous lesson study of OPM http://www.abc.net.au/7.30/content/2013/s3912
and Indonesian military presence in West Papua. 701.htm
▪ Video: 7.30 Report about Biak Massacre. Biak Massacre
▪ Expert groups:
http://sydney.edu.au/arts/peace_conflict/docs/B
- Students (in groups) watch video footage of on one key witness testimony from the Biak iak_Tribunal_Brief_four.pdf
Massacre of 2000 from Biak Tribunal video source study.
Primary Sources for expert group study:
- Teacher assigns one source to each group of 4
http://www.biak-
- Key questions for students to answer in groups: tribunal.org/category/tribunalvideos/
• According to this testimony, what happened during the Biak Massacre?
• How did the person feel during the massacre?
• How reliable is this source?
▪ Students reform into new groups to inform each other about their witness testimony.
▪ Teacher leads class activity to add Biak Massacre to Capszles timeline of key events learnt so far.
▪ Brainstorming discussion – What is genocide? (Assessment for learning) Teacher enters Students’ Word Cloud generator:
answers into ABCYa word cloud
http://www.abcya.com/word_clouds.htmUN
▪ Teacher leads direct instruction with questions throughout. Following the Holocaust of WWII, the
Genocide Convention:
1951 United Nations Convention is the central document discussing and defining genocide today.
http://www.ohchr.org/EN/ProfessionalInterest/P
▪ [Read]-Think-Pair-Share
ages/CrimeOfGenocide.aspx
- Students read Article II of Genocide Convention and ‘What is genocide?’ text individually.
What is genocide?
- Students pair up and discuss the text with their partner, answering the question: what
constitutes genocide? http://www.history.com/topics/what-is-genocide
- Pairs bring answers back to class and teacher adds definitions to Word Cloud
▪ Research confirmed genocides: Holocaust, Rwanda, Cambodia, Sudan. What are differences and
similarities between these genocides and the West Papuan conflict?
▪ The notion of ‘intent’ – is there intent present in the West Papua ‘genocide’?
▪ Teacher brings up genocide definition Word Cloud from previous lesson. Sydney University Paper re West Papua &
Genocide
▪ Using definition of genocide from previous lesson – and Article II of Genocide Convention, and
given what we know about the West Papua conflict so far, is the conflict in West Papua genocide?
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 ▪ Students read Sydney and Yale university reports regarding the question of West Papuan https://sydney.edu.au/arts/peace_conflict/docs/I
genocide. Students write down points of arguments either for or against the notion of West Papua ndo Solidarity paper.pdf
being defined as genocide. Yale report re Q of WP genocide
▪ Debate train: https://law.yale.edu/system/files/documents/pdf
- Students form two lines facing each other /Intellectual_Life/West_Papua_final_report.pdf

- For 1 minute, debate with the student in front whether or not West Papuan conflict is genocide.
- After 1 minute, students shuffle down the line to next student to debate, picking up new points Guardian article re potential Aus involvement
of argument along the way. https://www.theguardian.com/world/2013/oct/24
- Continue until all students have debated. /indonesia-accused-australian-helicopters-
west-papua-genocide
▪ Class discussion: What difference would it make if it was clearly genocide? Is there danger in the
debate? Does it sideline the reality of the conflict?
▪ Extension: Australia’s involvement in genocide? Guardian article.

Assessment 1 Assessment 1: News reporter’s script. Lesson to explain assessment and begin research.
News reporter’s script Your task is to write a 15-minute long news reporter’s script explaining the West Papuan conflict and
(1 lesson) reporting on one key event in the conflict studied so far. This may include the Act of Free Choice, the
Biak Massacre or another clash between the OPM and Indonesian military. Your report should also
outline at least two differing perspectives on the West Papuan conflict (for example, the question of
genocide).

Once you have developed the script, film yourself as the news reporter – be as creative as you like!

Impact of Conflict ▪ Direct Instruction: West Papua’s Wealth of Resources - PPT presentation Google Maps: Grasberg Mine, West Papua
▪ What is the Freeport mine? Grasberg Mine- dominate the mining industry in West Papua
The impact of conflict on West Papua Aljazeera: West Papua: A history of exploitation
(3 lessons) ▪ Poster activity:
Human Rights Watch: ‘Indonesia: Make Papua
- Teachers divides class into groups of 3-4 students making poster about Grasberg Mine’s
impacts, choosing one of the following themes: More Accessible to Journalists’
o Local environment https://www.youtube.com/watch?v=kWJCkZPH
o Local communities and economic EUo
o Mining industry and Indonesian government ifex: Indonesia urged to address press freedom
▪ Students discussion in pairs: violations in West Papua
- The West Papuan conflict is a currents is issue and is happening within the Asia-Pacific region,
however, the conflict does not attract much attention from the media or the international Human Rights Watch: ‘Something to Hide?
community as such Syria civil conflict or Iran-Iraq war. Why do you think this might be the Indonesia’s Restrictions on Media Freedom
case? and Rights Monitoring in Papua’

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Indonesia’s Transmigration Program
and its impact on West Papua
(1 lesson)
General Capability:
Ethical Understanding
Students must seek to understand
the issue of transmigration
through the experience of
Javanese and West Papuans,
building their empathy by
imagining how it might feel from
each side
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- Class discussion on the question- each pair present their reason and their thinking behind that
reason
▪ In Groups of 3-4 students, students compose a statistic table/graph from given statistical
information, analyse and discuss the data - poverty, health, education
“How do the statistics reveal West Papua current situation and people’s life standard?”
▪ Extension activity: Discussion - How can we improve the quality of final information/result, to
ensure the reliability and avoid any hidden bias?
▪ Indonesia restriction toward West Papua provinces- Media restriction and forbidden foreign
access- human right and freedom violation?
▪ Debate activity: The question - “Does Indonesia have the right to hide West Papua away from the Cartoonist’s depiction of Indonesian
world?’. government restriction on media freedom and
- Divide the class into 2 groups, Support Indonesian government and Against Indonesia right monitor in West Papua
government. Copyright 2015 Toni Malakian for Human Right
- No matter which perspective the student has, they are to complete a researched on their Watch
argument point of the question. Collect a range of sources to support the arguments- image,
newspaper, video, legal documents, etc. These collected sources need to analysed and have
annotations and summaries made of them that encourage the student’s greater understanding
of their perspective and some kind of usefulness evaluation attached to them.
▪ Students read the article ‘Something to hide?’ using the information from the text and their own
knowledge to analyse the cartoon- short extended essay
▪ Introduction: Teacher asks Students to imagine they were told they had to move to a remote Impacts of transmigration on West Papua
Aboriginal community. How would you feel? What issues might come up? http://www.academia.edu/1196557/Transmigrat
ion_in_Indonesia_Lessons_from_its_environm
▪ Teacher introduces content of Indonesia’s transmigration program, particularly to West Papua. ental_and_social_impacts
▪ Students read World Bank and Jakarta Globe articles and highlight information about impact of
transmigration.
World Bank: Transmigration in Indonesia
▪ Role play activity – split students into Javanese and West Papuans – set the scene of http://documents.worldbank.org/curated/en/187
transmigration for class discussion to brainstorm impact of transmigration on West Papuans and 401468042260249/pdf/28489.pdf
incoming Javanese, relating to:
- religion
OP Ed from Jakarta Globe on transmigration
- cultural differences http://jakartaglobe.id/opinion/transmigration-
- education last-thing-papua-people-need/
- environment
▪ Conclude with Kahoot Quiz about the transmigration program and its impact
Kahoot
▪ Add transmigration policy and movements to timeline https://kahoot.it
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 Global Response ▪ Class recap of content so far – introduce next focus on Australia’s involvement in and response to Text of Lombok Treaty
the West Papua conflict. http://www.austlii.edu.au/au/other/dfat/nia/2006/
Australia’s Involvement in West
▪ Direct instruction: summary of Australia involvement since the conflict begin to recent years 43.html
Papua: Australian Government
▪ Key document: Lombok Treaty Australian Indonesian ties
(2 lessons)
▪ Students analyse the Lombok Treaty (overviews and purpose) and investigate questions: http://www.abc.net.au/news/2017-01-
04/insulting-training-material-was-in-relation-to-
- What is the Lombok Treaty? west-papua/8162284
- What does the Lombok Treaty mean for Australia’s involvement in West Papua?
- Why was the Lombok Treaty Signed? Independent Australia
▪ Class discussion: The West Papuan Nightmare: Australia's
Inconvenient Truth, 28 August 2015
- Does Australia have the right to get involved in the West Papua conflict? Why/why not?
- If Australia did decide to be more vocal about West Papua, what impact might that have on the ABC
two countries’ relationship? Ending our pragmatic complicity in West
Papua, 28 Oct 2013
▪ Source analysis: Discuss and analyse different perspectives upon government’s actions:
- Students read the articles and analyse the perspectives of authors as well as reader News.com.au: Tony Abbott has an Indonesian
comments. problem he doesn’t want to talk about, March
31 2015
- Identify differing opinions held by authors and commenters about the West Papua conflict and
Australia’s involvement
- Noting comments are unlikely to be 100% accurate, what significance may they have? Can we
still use them as sources?
To conclude, add signing of Lombok Treaty to Capzles timeline

Australia’s involvement in West ▪ Australian non-governmental advocacy for West Papuan human rights Free West Papua Australia
Papua: Non-governmental Advocacy ▪ Students to research Australian West Papua support groups http://www.freewestpapua.com.au/

(1 lesson) - Identify advocacy groups within Australia Rize of the Morning Star
http://www.rizeofthemorningstar.com
- What are their aims?
- What are the difficulties in gaining access to West Papua? Why is this the case? Freedom Flotilla for West Papua
https://freedomflotillawestpapua.org/
- Students to write argument for or against Australian involvement in the West Papuan conflict.
▪ Class discussion: why do you think the West Papuan conflict is still relatively unknown in
Australia?
▪ To conclude, students add signing of Lombok Treaty and formation of Australian advocacy groups
to Capzles timeline

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How can Australia relate Indonesia- ▪ How Australia views relationship between government and indigenous cultures/peoples in West
West Papua relationship to Australia- Papua
Aboriginal People relationship ▪ Australian can see itself in the Indonesian- West Papua relationship

(1 lesson) - Non-Aboriginal people- Aboriginal people relationship

▪ Teacher and student compose a table of similarity and contrast between 2 relationship
▪ Such as treatment of the government to this portion of the population, the legal forces, human
rights and independency fights, the settlement between both party, UN approached to each issue,
other countries’ involvement, media and public reaction

Indonesia – West Papua Non-Aboriginal - Aboriginal

▪ Teacher-led discussion: What can Australia learn from the Indonesia-West Papua relationship?
What can Indonesia learn about Australia-Indigenous relationship?

Assessment 2 Assessment 2: Research, write and present response using sources

Research Assessment Freedom and Independence Movement

Imagine you are presenting at a Human Rights and Independence Convention; you are here to
present the issue of human right, independent and freedom of West Papua people in the Indonesia-
West Papua conflict. How do you comprehensively address the issue to your audience? You can you
your own presentation form (essay, PowerPoint, speech, brochure, video, etc)

- Choose one specific issue to focus on – for example, genocide, media restriction, child
trafficking, etc
- Give an overview of the issue and evidence of human rights concerns
- How did the conflict affect or lead to this issue?
- Recommend a resolution

International Advocacy for West ▪ Song analysis: Sorong Samarai - Airileke feat. Twin Tribe (One People One Soul One Destiny) Song: “Sorong Samarai” West Papua
Papua Students listen/watch video clip of song Sorong Samarai and analyse with questions for Independence
scaffolding: http://rollingstoneaus.com/music/post/watch-
(1 lesson)
- What are the key messages of the song? airilekes-powerful-new-video-for-west-papuan-
independence-day/5230
- What common themes are used in the video clip? What significance do they hold?

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Guest Speaker
Preparation and interview of West
Papua advocate (2 lessons)
Current Issues and Future
West Papua today – President
Widodo and current state of West
Papuan conflict (1 lesson)
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- What is meant by the opening line, “ “West Papua is a country in waiting”? News article: Pacific Nations call for UN to
investigate WP
▪ International response to the West Papua conflict. Students read news story about Pacific Nations’
response. Which countries have spoken up? Which have been silent? Why is this? http://www.abc.net.au/news/2017-03-02/pacific-
nations-call-for-un-investigations-into-west-
▪ As a class, visit website of petition to ‘end the genocide in West Papua’. Teacher-led discussion: papua/8320194
- What impact could this petition have on the West Papuan conflict? West Papua Genocide Petition
- What do you think is the likely impact of such advocacy? https://secure.avaaz.org/en/petition/SecretaryG
eneral_of_the_United_Nations_Antonio_Guterr
- Is this ‘clicktivism’ or something more? es_End_the_Genocide_in_West_Papua/
▪ To conclude, students add International advocacy meetings and movements to timeline
▪ Preparation for guest speaker – Free West Papua activist, Ronny Kareni, West Papuan refugee in Ronny Kareni Twitter
PNG, now an independence advocate for West Papua using music to highlight struggle of the https://twitter.com/ronnykareni
West Papuan people.
- Students form into pairs and research Ronny Kareni’s involvement in Free West Papua Ronny Kareni Radio Interview
movement http://www.989fm.com.au/podcasts/lets-
- Pairs combine into groups of 4, write 5 key questions for Ronny Kareni talk/ronny-kareni/
- Groups present shortlist of questions to class, teacher helps to sort questions into themes
- Teacher-led discussion to refine similar questions
- Students vote on final set of 15 questions to ask Ronny Kareni
▪ Guest Speaker visit by Ronny Kareni to share story and be interviewed by students. Teacher to
facilitate questioning.
▪ To begin, class debrief of guest speaker lesson with Ronny Kareni. What did you learn from SMH: ‘Indonesia's Joko Widodo focused on
Ronny’s visit? Did anything surprise you? Did you change your opinion about anything? solving West Papua problems’
http://www.smh.com.au/national/indonesias-
▪ Teacher sets context for final lessons of the program – state of West Papua today and looking to joko-widodo-focused-on-solving-west-papua-
the future. problems-20141018-1182ls.html
▪ Source study: Impact of Joko Widodo’s presidency and current Indonesian politics on Jakarta Globe: ‘ Papuans Have Heard Jokowi's
independence movement. (Continuity and change) Promises, but Is the President Listening?’
http://jakartaglobe.id/opinion/papuans-heard-
- Students read articles before and after Joko Widodo’s presidency
jokowis-promises-president-listening/
- What was expected/hoped of Jokowi’s leadership?
- What has been the reality? How is this different? The West Australian: ‘ Joko Widodo warns
Malcolm Turnbull over ‘interference’ with
▪ Continued sensitivity around Morning Star flag
Indonesia’
- What significance does the flag have? https://thewest.com.au/politics/world-
politics/joko-widodo-warns-malcolm-turnbull-
- What are the penalties associated with flying the flag? over-interference-with-indonesia-ng-
b88398706z
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The future of West Papua (1 lesson)
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- Teacher shows recent withdrawal of Indonesian military support following from West Papuan
flag issue – what does this tell us about the importance of this issue?
▪ The future of West Papua: Debate - should WP have independence?
▪ What are the likely scenarios for the future of West Papua?
- If there is independence, what would that look like?
- If the conflict continues, what would that look like?
▪ Students write (hypothetical) letter to Prime Minister Malcolm Turnbull outlining what Australia’s
position should be, what to advocate to President Joko Widodo and how Australia can learn from
the West Papuan conflict.
- Students share their key arguments with class
▪ To conclude, final review of West Papua timeline.
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Teaching and Learning Program Evaluation

Program or Unit Title: ___________________________________________________________ Class: ________________ Teacher: _____________________________________

Element Evaluation

Program
▪ Was the program well-structure and coherent?
▪ To what extent did the program engage all students in the class?
▪ Did the program assist all students to achieve the learning
outcomes?
▪ What improvements could be made?

Resources
▪ Were the resources used appropriately in terms of age level,
variety and the ability to engage the students?
▪ What improvements could be made?

Assessment
▪ Did the program incorporate a range of quality, valid assessment
tasks?
▪ Reflect and comment on the level of student achievement in this
program.
▪ What improvements could be made to assist students to achieve
the outcomes?

Date Commenced: ____________________________ Date Completed: ______________________________ Signature: _________________________________________

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