A student	Learns to	Learns about	Reflects on	Overview, resources, assessment
Skills	Use complex terms and concepts as they apply to historical issues and forces Use knowledge of word origins to define specialised and abstract historical terms Describe how language and graphic features influence how a source is interpreted Identify and contrast different accounts of the same event or issue and give possible explanations	Terms and concepts Land rights; Native title; Terra Nullius; Egalitarian ism; Self-determination; Reconciliation; Citizenship; Conservation; Preservation Reconciliation and self-determination Aboriginal Deaths in Custody   Citizen rights   Issues of Aboriginal heritage	Aspects of active and informed citizenship   Aspects of a just society   Intercultural understanding	Overview Students learn about some of the discussions and viewpoints of Aboriginal people with links to Tranby College and Mutawintji National Park. Activities encourage students to identify key reconciliation issues for Aboriginal people and the ways individuals and groups have responded to these issues. Resources, suggested strategies Maps Mutawintji National Park plan of Tranby Aboriginal College Video Tranby Aboriginal College Mutawintji National Park Audio Paula Hamilton, Senior Lecturer UTS Photography explore the sites: place investigations Texts 1999 Vincent Lingiari lecture 1999 Indigenous Young People’s Forum Mabo, Wik and the 10-point plan student impression of Tranby College perspective on the authorities in heritage Tranby response to Statement of Regret Jack Beetson’s address to UNESCO excerpts from the Native Title Act 1993 key issues in reconciliation Pat Dodson at the National press Club 1996 historian on Mutawintji National Park conservationist on Mutawintji National Park archaeologist on Mutawintji National Park environmental scientist on Mutawintji glossary for Mutawintji National Park 5000 BC to present day at Mutawintji web links Firsthand account park ranger’s introduction to Mutawintji Newspaper 1999 referendum: republic and preamble Assessment Activities summative
Targeted 5.15 Explains different perspectives and historical interpretations about individuals, groups, events and issues
Knowledge and Understanding
Targeted 5.10 Accounts for how and why the nature of Aboriginal and Non-Aboriginal relations has changed
Values and Attitudes
Targeted Develops skills to participate in society in an informed way as individuals or members of a group Develops respect for different viewpoints, ways of living, belief systems and languages.

 Saving our heritage — history

A student	Learns to	Learns about	Reflects on	Overview, resources, assessment
Skills	Ask questions to explain the meaning, purpose, context of historical sources Make deductions about the usefulness of sources for the purpose of a specific historical inquiry Clarify the scope of a historical investigation by defining key terms and concepts Locate information from a wide variety of written, oral, audio-visual and multimedia resources Use strategies to organise information from a range of different sources for different purposes	Terms and concepts Natural heritage; Built heritage; Citizenship Heritage issues (including community values, public policies)   Environmental issues (including government policies and legislation)   Alliances for community action (including environmentalists and trade unionists)	Aspects of active and informed citizenship Ecological sustainability	Overview Students hear the stories of people involved in the campaigns to save Susannah Place and Kelly’s Bush. Using local histories and historical source material, students undertake an inquiry-based investigation into the events, actions and historical interpretations surrounding a heritage issue in their locality. Research activity: Resources, suggested strategies Maps plan of Kelly’s Bush Video Susannah Place Kelly’s Bush Audio Kath Lehany, Battlers for Kelly’s Bush Tracy Ireland, University of Sydney Photography secretariat of the Battlers for Kelly’s bush Colin James, green bans campaigner Jack Mundy, Builders Labourers’ Federation Joe Owens, Builders Labourers’ Federation campaign slogans in Waterloo Margaret Barry, green bans campaigner protests in Victoria Street demolition in Woolloomooloo explore the sites: place investigations demolition of Woolloomooloo houses Text Kath Lehany on Kelly’s Bush council perspective on Kelly’s Bush chronology of Kelly’s Bush campaign Sydney’s green ban campaign 1970-74 bulldozers and people after the green bans Firsthand account tour of Susannah Place with Ann Toy Newspaper letters to the editor on Kelly’s Bush Interview oral histories on Susannah Place Discussion heritage challenges conservation and modernity in Sydney Assessment Activities formative summative
Targeted 5.17 Defines the purpose of a historical investigation and plans and conducts appropriate research, with some independence
Knowledge and Understanding
Targeted 5.12 Accounts for how and why the rights and freedoms of various groups in Australian society have changed
Values and Attitudes Develops an appreciation of environments and a sense of responsibility for their future.
Targeted Develops an appreciation of environments and a sense of responsibility for their future

Images of continuing cultures — history

 

A student	Learns to	Learns about	Reflects on	Overview, resources, assessment
Skills	Identify and contrast different accounts of the same event or issue and give possible explanations Locate historical information from a wide variety of written, oral, audio-visual and multimedia resources Use strategies to organise information from a range of different sources for different purposes Make judgements about the usefulness of materials Select a form of communication appropriate to purpose and audience Evaluate the effectiveness of own and others communication with greater autonomy	Terms and concepts Multiculturalism; Reconciliation; Egalitarianism; National Identity, Intercultural exchanges Egalitarianism   Diversity (including images of being Australian)   Heritage issues (including heritage tourism)   Environmental issues (including eco-tourism) Cultural continuity (including international relations)	Aspects of active and informed citizenship   Intercultural understanding   Ecological sustainability	Overview Students use historical evidence, including oral histories, to explore the social and cultural implications of keeping significant parts of the built and natural environments. Heritage values are examined in relation to cultural diversity in Australia’s population, and image of the nation held regionally and globally. Action-based research: Resources Maps plan of Dundullimal Homestead Video scenes at Dundullimal Homestead Audio Tony McAvoy, Dept of Aboriginal Affairs King Fong, Public Relations Consultant Bernie Howitt, History Teacher Photography Harry Choy, President Yiu Ming Society Dundullimal Homestead prior to restoration explore the sites: place investigations Texts Australia Labor Party multiculturism policy charter for a culturally diverse society (NSW) views on a multicultural society 1973 media and cultural diversity key issues in citizenship and republicanism Firsthand account elders of Yiu Ming Temple journey to the land of the Yuin people Chinese people and political change Debate John Howard, racial tolerance Kim Beazley, racial tolerance Graeme Campbell, racial tolerance Assessment Activities formative summative
Targeted 5.19 Creates well-structured texts using evidence to describe, recount, explain, argue, challenge and discuss increasingly complex problems and issues
Knowledge and Understanding
Targeted 5.4 Explains the impact of international events on Australia’s history and evaluates Australia’s contribution to world affairs
Values and Attitudes Develops appreciation of cultural identity and the shared heritage of Australians
Targeted Develops appreciation of cultural identity and the shared heritage of Australians

 

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