Week 3 - Citizenship learning in the context of an aspect of Australian history
Year six are about to start work on an
integrated unit of work encompassing both history and civics and citizenship
education looking at the 1967 referendum that gave the Federal government power
to make laws for Aboriginal and Torres Strait Islander people and saw Indigenous
people included in the Australian Population. To assist your child with this unit of work it would be wonderful if you could engage in conversations with them about the referendum and what it means to you and if possible organise opportunities for your child to talk to family members who remember the events leading up to, during and after the referendum. This will help students to appreciate how events in history can trigger change and shape the future of Australia (Reynolds, 2014).
As part
of this unit of work we will be looking at how Australia changed during the
twentieth century including: investigating the lack of Indigenous citizenship
rights during the twentieth century; the significance of the referendum,
investigating the stories of people who advocated for and fought for Indigenous
people to be Australian citizens (ACHASSK135) (Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2018a). Additionally, we will be
looking at how laws are made and how citizens can influence and contribute to
processes such as referendums (ACHASSK146) (ACARA, 2018a). Further
information about the Australian Curriculum links can be found in the image
below.
With many young people feeling that
historical events are not relevant to them (Clark, 2008) learning about
citizenship through the context of an aspect of Australian history can be
beneficial for students as they look at the links between past and present
and gain a deeper understanding of present-day events and the
significance of past events whilst also understanding how theirs and others’ opinions can shape political decisions
(Gilbert & Hoeppe, 2014; Tudball & Forsyth, 2009; ACARA, 2009).
Additionally, it provides a
real-life relevance for students and helps students to acknowledge the voices
of people who have historically been marginalised or silenced (Brett, 2018).
Throughout
this unit we will be using some key questions to drive our inquiry. During this
unit students will be: researching what life was like for Aboriginal and Torres
Strait Islander people before the referendum and the events that led the
referendum. Students will use primary and secondary sources such as newspaper
articles, videos and interviews with individuals who fought and advocated for
the referendum or whose lives were changed to answer inquiry questions.
Students
will also participate in a mock perspective activity where some members of the
class will not have the same rights as the rest of the class (e.g. some
students having to use pencil rather than pen to write or some students will
have to wear a yellow vest in the playground) before completing a short essay
on ‘what impact has the 1967 Referendum had
on Indigenous and non-Indigenous Australians in the past 50 years?’ including
analysing if Australia is a fairer society today, how Australians
can contribute to Reconciliation and what action they will take (Reconciliation
South Australia Incorporated & Department of Education and
Children’s Services, 2007).
References:
Australian Broadcasting Corporation
[ABC]. (2018). Behind the news: 1967
referendum. Retrieved from: http://www.abc.net.au/btn/story/s4671220.htm
Australian Curriculum,
Assessment and Reporting Authority [ACARA]. (2009). Shape of the Australian Curriculum: History. Retrieved from: http://docs.acara.edu.au/resources/Australian_Curriculum_-_History.pdf
Australian Curriculum,
Assessment and Reporting Authority [ACARA]. (2015). F-6/7 Humanities and Social
Sciences: Concepts of interdisciplinary thinking - Sub-strand
illustrations. Retrieved from: http://docs.acara.edu.au/resources/F-67_HASS_Concepts_of_interdisciplinary_thinking_-_sub-strand_illustrations.pdf
Australian Curriculum,
Assessment and Reporting Authority [ACARA]. (2018a). Australian
Curriculum. F-10 Curriculum. Humanities and social sciences. Retrieved
from: https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/hass/
Australian Curriculum,
Assessment and Reporting Authority [ACARA]. (2018b). Australian Curriculum. F-10 Curriculum. General Capabilities. Retrieved
from: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Australian Curriculum,
Assessment and Reporting Authority [ACARA]. (2018c). Australian Curriculum. F-10 Curriculum. Cross-Curriculum Priorities. Retrieved
from: https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/
Brett,
P. (2018a). Educating for democratic citizenship: Promoting active
citizenship and community involvement, week 2 notes [PowerPoint
slides]. Retrieved from:
https://mylo.utas.edu.au/content/enforced/239728-AW_EAS_18S1_16840_0_0_0_1_1/1.%20Active%20Citizenship_PB_SLIDES.pdf?_&d2lSessionVal=eHGvVqGRWYR66pE4thrkqpgpN&ou=239728
Clark, A. (2008). History's children: History wars in
the classroom. Coogee, NSW: University of NSW Press.
Gilbert,
R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences:
History, Geography, Economics and Citizenship (5th edn.). Southbank, VIC:
Cengage Learning.
Korff,
J. (2018). Australian 1967 Referendum. Retrieved
from: https://www.creativespirits.info/aboriginalculture/history/australian-1967-referendum
Reconciliation
South Australia Incorporated & Department of Education and Children’s Services. (2007). The 1967
Referendum: South Australian education pack. Retrieved from: http://www.reconciliationsa.org.au/assets/media/files/Education%20Packs/
Updated/1967_referendum_UPDATED_23-1-17.pdf
Reynolds, R.
(2014). Teaching Humanities and Social Sciences in the primary school (3rd
ed.). Melbourne, Vic: Oxford University Press.
Tudball,
L. & Forsyth, A. (2009). Effective practice
in civics and citizenship education: A guide for pre-service teachers. Retrieved
from: http://www.civicsandcitizenship.edu.au/verve/_resources/Effective_practice_in_Civics_and_Citizenship_Education_-_A_guide_for_pre-service_teachers_(2).pdf
Hi Kate,
ReplyDeleteFirstly, I really enjoyed reading this and your ‘why’ section is really strong I think. A couple of comments though: Paragraph 2 and the last paragraph and the last paragraph and some of the references are in dark grey colour instead of black. It might not be so obvious on the editing version but it’s really obvious and distracting on the view version. Also, I know it’s probably more about word count, but using the abbreviations for ATSI or ATS I think would lose a lot of parents. I kept having to remind myself what the abbreviations stood for. Perhaps changing it to Indigenous would keep word count down but be more reader/ parent friendly. Re your parent input bit, I would actually put it right at the beginning… just after what we’re learning about… so parents immediately think… what do I know about it… and then you go on to tell them. … Editing error “As part of this unit of work we will be looking at how Australian changed.’
I am also a little worried about the ethical nature of your perspective idea… If you continue with this idea, I think you need to make it more clear how it will managed to ensure student’s are not continued to be discriminated against. For example, how will you make the groups- obviously red haired students against the rest of the class would be terrible for the affected children so as a parent I’d like to be reassured that it’ll be done fairly and safely while also demonstrating the unfairness of discrimination.
Rach
Hi Kate, I thought this was an excellent and very well thought out lesson.
ReplyDeleteYou first paragraph is one sentence!! I would suggest: Year six are about to start work on an integrated unit of work encompassing both history and civics and citizenship education. Students will investigate the 1967 referendum that gave the Federal government power to make laws for Aboriginal and Torres Strait Islander (ATSI) people and saw ATSI people included in the Australian Population.
Your second paragraph is grey while the rest is black – not sure if you can easy fix this, or if blogger is just doing it’s own thing.
Also, in paragraph one you have (ATSI) – but then in paragraph 2 you only have (ATS).
Paragraph 2 – another massive sentence - this definitely needs to be shortened! : With many young people feeling that historical events are not relevant to them (Clark, 2008) learning about citizenship through the context of an aspect of Australian history can be beneficial for students as they look at the links between past and present and gain a deeper understanding of present-day events and the significance of past events whilst also understanding how theirs and others’ opinions can shape political decisions (Gilbert & Hoeppe, 2014; Tudball & Forsyth, 2009; ACARA, 2009).
Re this sentence: This unit also has several links to the Humanities and Social Science concepts of interdisciplinary thinking, several general capabilities and one cross-curriculum priority (ACARA, 2015; ACARA, 2018b; ACARA, 2018c). ** I think this sentence is jargon for parents. They don’t know what the general capabilities or cross curriculum priority is and Peter did say to watch out for too much ACARA talk.
I like your key questions, but I find they are quite hard to read on the blog – maybe you could make these a little bigger?
Re this paragraph - During this unit students will be: researching what life was like for Aboriginal and Torres Strait Islander people before the referendum and the events that led the referendum and using at primary and secondary sources such as newspaper articles, videos and interviews with individuals who fought and advocated for the referendum or whose lives were changed by the referendum to answer inquiry questions. – You have written 'using at primary and secondary sources' and the last sentence 'answer inquiry questions' may change to a comma , answering the key questions…
Another big sentence!!! : Students will also participate in a mock perspective activity where some members of the class will not have the same rights as the rest of the class (over a period of a week everyone will experience this) before completing a short essay on ‘what impact has the 1967 Referendum had on Indigenous and non-Indigenous Australians in the past 50 years?’ including analysing if Australia is a fairer society today, how Australians can contribute to Reconciliation and what action they will take (Reconciliation South Australia Incorporated & Department of Education and Children’s Services, 2007).
Can you give an example of the mock activity, eg getting to go to lunch 5 minutes early or whatever you were thinking for this activity.
Thanks, Nicola
Hi Kate
ReplyDeleteThank you once again for embarking on a very important topic.
Could you please look at the layout and text on your blog. The colouration fades in some parts which makes it very difficult to read. Also some of the pictures you have added seem to duplicate what you have already written, so I query if they are all necessary as it crowds the page somewhat.
Your activity is excellent and really highlights the ideas and key concepts that you are teaching.
It is unfortunate the you have not taken the opportunity to make more of the idea of perspectives here. I think this is a great teachable moment that perhaps has not been made the most of.
The referendum is a wonderfully juicy topic that encompasses all Australians. Did you think of linking it to the effects upon the Indigenous Australians still on Flinders Island? The link to local would be brilliant.
Once again, I believe this communique would be very well received by parents and that you have understood the nature of your audience.
Well done.