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Society and Environment Teacher Plan for Year 8: Indigenous Australia: Law, Governance and Participation Timeframe Teaching strategies and learning Outcomes focus: Values and cross- Assessment and Progress map: Reflection and and opportunities overarching and curriculum links monitoring Band outcome response resources learning area outcomes Week 1 Students use the Stepping Out (SO) Overarching Values: Concept map English Learning Before, During and After learning Learning Outcome Outcome (LO) 8 strategies to introduce the topic: (OLO) 3: Students 5.1 Cultural heritage: Reading: Stepping Out Traditional Indigenous Societies. recognise when and The cultural heritage BAND 5 - strategies: what information is of Australia, including Analyse a genre Students found the Secondary At the Before stage, students needed, locate and Aboriginal sacred and and identify generic language of some of written note everything they know about obtain it from a archaeological cultural and stylistic the resources difficult genres the nature of the topic using a range of sources and heritage, should be features. to understand. More ‘concept map’. evaluate, use and respected and 'word sort' and glossary In the During stage, students share it with others. maintained. activities needed to Longman read through information about SOSE LO 4 address this. Refer to Framework: different aspects of traditional OLO 8: Students Note-taking Culture: Stepping Out strategies. Society and Indigenous societies and record understand their framework BAND 5 - Environment their ideas using a ‘note-taking cultural and Examine in greater 1, ch 6 framework’ (SO: Secondary historical contexts. depth traditional written genres). 3.6 Cooperation: cultural After completing the note-taking OLO 1: Students use Each person should characteristics of exercise, students share their language to take and strive to work the Aboriginal table of information with another organise notes. cooperatively. people. student and compare their work, Secondary discussing the most important English Learning written aspects of the content. Area Outcome genres Students complete the (ELAO) 8 SOSE LO 4 introductory exercise by using Reading: 4.8 Responsibility and Culture: the information in note form to Informational text. freedom: People have Paragraphs BAND 5 - Students needed construct well-structured the right to choose Understand that modelled examples of paragraphs about ‘Traditional SOSE Learning their way of life, and within a group the the structured Indigenous Societies’. Area Outcome are responsible for the social organisation paragraphs. (SLAO) 4 impact of choices on reflects beliefs and Reinforce the concept Stepping Out Students follow the SO Culture: People nature and other traditions, eg of the difference strategies framework of paragraph writing form groups because community members. different roles, between the 'general' by revising work already of shared family structures, statement (topic understandings of rituals. sentence) and the completed about factual the world. 'specific' statement paragraphs: (developing and 1 Topic sentence; OLO 12: Individual supporting sentences). 2 Developing sentence; and collaborative 3 Supporting sentence/s; reading and writing. 4 Concluding sentence. ELAO 9 Writing: Examples are modelled on the Students write for a board to reinforce the process of variety of purposes: constructing paragraph text. informative paragraphs. Week 2 Students use a simple ELAO 8 Reading: 1.6 Critical reflection: Comparison SOSE LO 4 Stepping Out comparison map to record and Individual and class Each person should be maps Culture: Some students had resources illustrate the differences between reading. encouraged to reflect BAND 5 - excellent background the legal systems in traditional critically on both the Examine specific knowledge of and Teaching Indigenous and contemporary ELAO 9 Writing: cultural heritage and aspects of cultural experience with Reading in Australian societies. Comparative map. the attitudes and tensions and 'kinship' providing a the Content values underlying conflicts in good focus for Areas, Students read information and SLAO 4 Culture: current social trends Australia. discussion. Blackline images about the kinship system, Members of a group and institutions. Masters, 2nd law and customs in traditional have common social edition Indigenous societies in order to and legal systems. make the comparison. Their Discovering knowledge of Australian ELAO 4 Processes Democracy government and decision making and Strategies: Lower is enhanced by their study of the Paragraph writing. 5.1 Cultural heritage: Secondary Discovering Democracy unit in The cultural heritage Students discussed the Units: Term 1. SLAO 6 Natural and of Australia, including Discussion difference between 'Should the Social Systems: Aboriginal sacred and good leadership and People Students examine the question of Societies have archaeological cultural SOSE LO 6 leadership in reality. Rule?' leadership in different societies varying leadership heritage, should be Natural and Social and explore the differences. How and representative respected and Systems: Discussed the concept Resources were leaders chosen/appointed in structures. maintained. Paragraphs BAND 4 - of power being from the traditional Indigenous Recognise that potentially corruptible. local communities? membership of Aboriginal Students are provided with a society carries with section of variety of texts to research this it certain rights and the school's question and write two or three responsibilities. library well-structured paragraphs on the topic. Week 3 Students examine the impact of ELAO 5 Processes 4.7 Social justice: The Discussion ELO 9 Writing: Students responded European invasion on the law and Strategies: right of each person to BAND 5 - very well to Alinta the Secondary and culture of societies in Editing and drafting. a fair share of Develop a writing Flame. written Australia. society’s economic process of genres Students view the film Alinta the SLAO 5 Time, and cultural resources brainstorming, Flame. This film illustrates the Continuity and is recognised. drafting, editing Film: lifestyle of a group of Change: and proofreading. Alinta the Indigenous people in south- People's actions and 3.1 Compassion and BAND 5 - Good class discussion Flame, western Victoria. The language values are shaped by care: Each person has Use descriptive about 'land ownership' Women of spoken throughout the film is their understanding a right to receive care language in and 'law'. the Sun one of the languages of Arnhem and interpretation of and compassion and appropriate series, Part 1 Land. the past. have a life of dignity, contexts. free from harassment The use of Indigenous language SLAO 3 Resources: and discrimination. Plot line and English subtitles gives People attempt to SOSE LO 2 Could be beneficial for authenticity to the film. The meet their needs and 2.3 Ethical behaviour Place and Space: students to record fictitious story traces the events wants by making and responsibility: BAND 5 - instances where they following the arrival of two use of limited Each person has Identify and explain (or someone they escaped convicts who are found resources. freedom of will, is the conflicts and know) have felt by members of the group. The responsible for his or tensions that 'powerless'. Discovering English men are generally ELAO 6 Speaking: her own conduct and emerge between Democracy welcomed by the group but Class discussion. should be encouraged competing users of Develop the whole Lower create fear for some members. to develop places. concept of Secondary discernment on ethical powerlessness and Units: ‘Law’ When one of the men breaks the issues and to recognise SOSE LO 3 discuss instances in the (pp 50-2) law, offending the women, he the need for Resources: film where Alinta and meets his death under the law of truthfulness and BAND 5 - her people were the community. integrity. Identify how the powerless. use of resources The film addresses the following varies according to issues: culture, marriage, rites of culture and time. passage, kinship, leadership, dispossession of land, ownership, massacres and power. In a class discussion of the film, Discussion students nominate the most significant scene of the film and give their reasons for their choice. Students complete character Character maps on four characters from the maps film. Week 4 Students consider the notions of SLAO 4 Culture: 5.1 Cultural heritage: English LAO 8: land and ownership as a segment Cultural differences. The cultural heritage BAND 6 - Film: of Alinta the Flame is replayed. of Australia, including Examine how Alinta the (Europeans and Indigenous Aboriginal sacred and narrative texts are Flame people are sitting discussing the ELAO 3 archaeological cultural constructed, desire of the Europeans to Conventions: heritage, should be focusing on setting, acquire land belonging to the Students use the respected and character, conflict group.) This scene illustrates the conventions of SAE maintained. and resolution. opposing perspectives on land with understanding and the conflict this and critical 1.6 Critical reflection: SOSE LO 1 It would be good to Discovering foreshadows. awareness. Each person should be Investigation, have a guest speaker Democracy Students read through encouraged to reflect Communication come to class and Lower information outlining the SLAO 7 Active critically on both the and Participation: speak to the students Secondary significance of land to the Citizenship: cultural heritage and BAND 5 - about 'Aboriginal Units: 'Law' Indigenous people - the Behaviour and the attitudes and Identify differing spirituality'. (pp 50-8) connection between the Spirit participation of values underlying points of view on a ancestors of the Dreaming and individuals in current social trends topic. the sacred nature of land. accordance with the and institutions. Stories of Students construct a table principles and Table SOSE LO 6 Democracy distinguishing between the values associated 1.3 Empowerment: Natural and Social CD-ROM European and the Indigenous with the democratic Each person should be Systems: Students enjoyed their views of land. process and social encouraged to develop BAND 5 - visit to the Broome Students explore the notion of justice. … their creative Identify ways in museum and, even Film: 'terra nullius' as explained by the imagination. Concept map which people might though most had been Mabo - The teacher and complete a concept ELAO 4 Processes influence creation before, they were all Life of an map on the topic. and Strategies: and revision of interested in local Island Man Students read some background Character map. laws. history. information about Edward Koiki Mabo and highlight the events SOSE LO 1 that they think would feature on Investigation, a timeline of his life. Character Communication Students then view Mabo - The map and Participation: Life of an Island Man. As BAND 5 - students watch the documentary, Discussion Integrate data from they complete a character map of a variety of sources Eddie Mabo and discuss their Museum (print, people, responses. display electronic). Students are given their assignment outline about the Report Eddie Mabo museum display. Students visit Broome museum. Week 5 The Mabo decision is put into ELAO 9 Writing: 4.7 Social justice: Note taking SOSE LO 4 With more time, perspective with a look at other Students write for a The right of each Culture: students could Discovering significant land rights and human variety of purposes. person to a fair share BAND 6 - complete a directed Democracy rights campaigns in Australia's of society’s economic Examine ways in Internet search on the Middle history. SLAO 7 Active and cultural resources which cultural human rights Secondary Citizenship: is recognised. groups are campaigns in Units: Students read about the Involvement in the represented and Australia's history. ‘Human following events: Bark Petition, community and protected by Rights’ Wave Hill strikes,Tent Embassy, democratic 4.1 Participation and various bodies and (pp 67-71) Freedom Rides and Wik. processes to enact citizenship: As a organisations. change. democratic society, Video: (The 1967 Referendum was Australia should SOSE LO 4 The covered in detail in the Term 1 encourage its members Discussion Culture: Aboriginal Discovering Democracy unit and to participate in the BAND 6 - Civil Rights will be touched on briefly in this political process and Recognise a range Movement, unit.) to contribute to of equity and social VEA from community services Timeline justice issues that the series Students draw up a timeline of consistent with good exist in Australia Exploring these events with boxed details citizenship. with respect to Indigenous of the events around the simple OLO 2: Students cultural groups. Australia timeline. select, integrate and apply numerical and spatial concepts and techniques. Week 6 Students read short biographies ELAO 8 Reading: 1.1 The pursuit of English LAO 8: of Indigenous leaders in Students read a wide personal excellence: BAND 6 - It could be good to Discovering government and non- range of texts with Each person should be Read texts that include some Democracy government political purpose and encouraged to achieve introduce contemporary Lower organisations to learn about their understanding. his or her personal unfamiliar concepts Aboriginal activists in Secondary participation in the political best in all or topics. the study to appeal to Units: process. ELAO 1 undertakings and to the students. ‘Men and Students choose one person and Understanding respect the Summary SOSE LO 4 Women in prepare a brief summary of their Language: The achievements of Culture: Political contribution to Indigenous rights framework and others. Oral Identify the roles Life’ and present their summary to the structure of the presentations and contribution of (pp 129-34) class. Their presentations to be biography. to class some key videotaped. individuals within OLO 12: Students some cultural are self-motivated groups. and confident in their approach to SOSE LO 1 learning and are able Investigation, to work individually Communication and collaboratively. and Participation: BAND 6 - Ask directed questions. Week 7 Students listen to a local ELAO 9 Writing: 3.6 Cooperation: Each Concept map Students need to revise Indigenous leader speak about Students write for a person should strive to the work completed in Teaching how she or he has been involved variety of purposes. work cooperatively. the Discovering Reading in in community decision making. Democracy unit in the Content Students complete a concept SLAO 7 Active Term 1, in order to Areas map about political process and Citizenship: Role complete the concept participation. model. map about political process and participation. Week 8 Students listen to speeches by OLO 9: Students 1.3 Empowerment: Questioning English LO 8: It was timely to be members of the Kimberley Land interact with people Each person should be techniques BAND 7 - learning about Eddie Council and ATSIC educational and cultures other encouraged to develop Identify deeper Mabo as we celebrated officers who outline the process than their own and … their creative layers of meaning 'Reconciliation Week' of making a land claim under the are equipped to imagination. and comment on on the tenth Native Title Act. contribute to the their significance anniversary of the Students participate in the global community. and effect. Mabo High Court 'Design a Mosaic' exercise for Mosaic decision. the Reconciliation tree OLO 10: Students design The Arts LO 1 competition and submit their participate in Arts Ideas: designs for judgement. creative activity of BAND 4 - their own. Collaborate in the design of art works for a specific purpose.
"Timeframe _ Resource Texts"