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| Examine social and political issues in Australia from the 1970s to the end of the century. Visit places of cultural importance – including those where people work towards reconciliation, practise cultural traditions, act to save Australia’s heritage and environment – and gather information about the attitudes and values of Australians at the end of the 20th century. Consider the action taken by Australians to repair the environment during this period. |
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| 1992 was the year that the High Court Mabo decision overturned the assumption of terra nullius. Look at the heritage of Tranby Aboriginal College and Mutawintji National Park and collect evidence about past and present relations between Aboriginal and non-Aboriginal people. Consider initiatives towards self-determination and reconciliation. Trace the discussions that have acknowledged varying perspectives on land, culture, spirituality and education. |
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| In 1974 protesting Sydney residents were responsible for delaying in excess of $3 000 million worth of development in the city. Examine the heritage of Kelly’s Bush and Susannah Place and collect evidence about the places, sites and issues of important heritage value to Australians. |
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| Latest census figures reveal that 45% of Australian-born children have one parent who was born in another country. Investigate the heritage of Yiu Ming Temple and Dundullimal Homestead and collect evidence about changing images of being Australian. Consider the potential of heritage approaches to recognise the contribution of many cultures to one nation. |
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| Investigate the involvement of regional and global contacts in some significant issues for Australia from the 1970s to the 1990s. What have leaders and organisations in the Asia-Pacific region and other parts of the globe contributed to social, political and economic developments in Australia towards the end of the 20th century? |
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| Learn about initiatives to conserve and protect Australia’s rural heritage. Community-based projects are one of the strategies being used to document and record places that provide evidence of rural life and work in Australia’s past. Look at a unique heritage initiative – the Cobb & Co project – and consider its potential as a model to be used in other communities, including school classrooms. |
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| Read about an approach to assessment that promotes the involvement of students in developing the sequence of learning activities. Examine some formative assessment tasks that provide a context for student participation in community issues. |
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