Introduction

**Aboriginal ** **Rights ** **will hold a ** **__Public Meeting __** **To launch a Unit Development to Recognise Rights for ** **The Aboriginal People ** **Latrobe University Bendigo ** **Friday, November 6, at 5 p.m. **
 * The Council for **
 * __Speakers __**
 * Mr Josh Bowe **
 * Mr Troy Coates **
 * Mr Timothy Arnold **
 * Mr Brent Anstee **
 *  Issues- Victorian Essential Learning Standards Level 4 **

Indigenous Rights **Section 1- Part 1** Year Level- 5/6 Topic- Indigenous Rights ||

**Teacher/Unit Developers:** Troy Coates, Timmy Arnold, Josh Bowe, Brent Anstee ||

By looking at indigenous rights students will develop a concept of Indigenous Australians. They will be able to address human rights and indigenous issues specific to Australia and will be able to better comprehend the interrelated elements that affect every aspect of indigenous rights. Understanding how Indigenous rights have affected legislation and important changes in society structure will influence the student’s future as informed and responsible citizens. ||
 * Unit Outline: **
 * Unit Outline: **


 * VELS Expectations: Level 4 The Humanities **
 * VELS Expectations: Level 4 The Humanities **

//Learning focus //
As students work towards the achievement of Level 4 standards in History, they develop an understanding of change and continuity over time through the history of the establishment and growth of Australia. They learn about the organisation and lifestyle of Aboriginal and Torres Strait Islander communities in the past, the impact of European settlement and as enduring cultures today.

<span style="color: black; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**//Historical knowledge and understanding//**
At Level 4, students demonstrate their knowledge and understanding of significant events in Australian history including Aboriginal and Torres Strait Islander history. They demonstrate an understanding of the histories of some cultural groups which make up Australia today. They make links and appropriate comparisons with contemporary Australia.

<span style="color: black; font-family: 'Calibri','sans-serif'; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">**//Historical reasoning and interpretation//**
At Level 4, students use a range of primary and secondary sources to investigate the past. With support, they frame research questions and plan their own inquiries. They comprehend and question sources and make judgments about the views being expressed, the completeness of the evidence, and the values represented. They use appropriate historical language and concepts to develop historical explanations. They present their understandings in a range of forms. <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 150%; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> ||

Teaching And Learning- Aims and Objectives || Assessment || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Word Splash- students are given a list of words about the topic. They must determine what the topic is and suggest extra words to demonstrate their understanding. This will also draw on prior knowledge. When most/all students are able to correctly contribute words, stop and discuss what the topic is. Display words. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Pre Knowledge Mural- Discuss the different regions from which indigenous people come from. Student will be able to engage in research and draw a mural on a large piece of paper mapping out where different Victorian indigenous cultures derive from. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Picture Power Point- A display of aboriginal pictures and artwork which depicts and relates to the indigenous culture and environment. Students realise the importance of Art in the Indigenous culture and discuss traditional values of Art. Music should be used to make the Slideshow interesting and interactive. ||
 * Tuning In **
 * Tuning In **

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Completion of work.

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Participation in all activities.

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Map Work – ability to design a map of Victoria and label the area of which certain indigenous people come from. || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Dreamtime Stories- The Students will be read the book “The Dreamtime” //Ainslie Roberts.// The students will engage in discussion of the story and will research other dreamtime stories. This will motivate interest in development of individual work. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Create a Story- Using their imagination students will be required to create a Dreamtime Story exploring their own interests and understanding of what they already know. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Research Project- Students will be required to research an Individual Indigenous group such as the Yorta Yorta tribe using a range of resources. Students will be required to present current information and finding to the class in the following lesson. ||
 * Deciding Directions **
 * Deciding Directions **

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Completion of work

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Involvement in discussion

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Adequate involvement in starting research project || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Day Trip- The Focus will shift student attention to the development of a resource kit on indigenous rights. A visit to the **Kirrit Barreet Aboriginal Art & Cultural Centre,** 407 Main Road, Ballarat. Will enable students to collect data and information on indigenous rights. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  Presentation- Students will present their research project in the amphitheatre at Kirrit Barreet on the excursion. ||
 * Organising Ourselves **
 * Organising Ourselves **

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Participation in school excursion

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Presentation of research project on Indigenous group

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Appropriate collection of resources on the excursion || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">·  Information Report- The students will need to, in groups organise and interpret the information which they have gathered from the Ballarat day trip. This information will be Vital to an upcoming assignment. ||
 * Finding Out **
 * Finding Out **

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Informal assessment- ability to evaluate information collected from excursion and express in appropriate format. || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Poster Assignment- The students will provide an overview of the Indigenous rights information and pictures that were collected on the day trip and/or additional information which they have covered and discussed in their information report. Students will need to use books, journals, internet and other credible sources to compete the poster. This will involve factual information and creative acknowledgment from students. ||
 * Sorting Out **
 * Sorting Out **

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Poster Assignment- capability to utilise a range of resources and information and convert this artistically into a creative poster format. || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The students will be required to present their information poster to the class. The students know the importance of respect and values towards indigenous communities and their rights as individuals. Students will acknowledge the traditional owners of the land they are standing on before presenting their assignments. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· The teacher should present a PowerPoint to the class to reflect on the learning outcomes of the topic of indigenous rights. The teacher should focus on areas that require more attention after seeing student’s current knowledge through their presentations and work. ||
 * Drawing Conclusions **
 * Drawing Conclusions **

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Presentation- The individual students presentations will be assessed on clarity of voice, expression and depth of understanding.

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Participation in discussion about PowerPoint || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· This Part of the unit requires students to develop an online blog. The blog will give students the ability to voice their opinions on what indigenous rights need to be looked at and potential changes that can be made. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Students Proposal- Students will be set the task of coming up with 5 individual rights they wish to have in the Indigenous rights party. This is to be completed on the blog and feedback will be given by the teacher to approve or deny the rights on the day. This should be interesting and enjoyable for students. ||
 * Considering Social Action **
 * Considering Social Action **

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Blog- Minimum of 2 entries in the online blog.

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Depth and understanding of current rights and potential changes.

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Minimum of 5 Rights in the proposal. || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Indigenous Rights Party- The students will all know what individual right they were assigned on the day. E.g. Individual students may be allowed to wear a hat, wear face paint etc. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Testing Knowledge- The final Lesson will involve a multiple choice test on the topic of Indigenous Australians and more specifically Indigenous Rights. ||
 * Reflection and Evaluation **
 * Reflection and Evaluation **

<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Test- Written results from test and grade for the unit. || <span style="font-family: 'Cambria','serif'; font-size: 18pt; line-height: 115%; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"> **Part 2- Resources and Materials** ** Resource ** || ** Description ** || ** VELS ** http://vels.vcaa.vic.edu.au/vels/history || The Victorian Essential Learning Standards (VELS) outlines what is essential for all Victorian students to learn during their time at school from Prep to Year 10. They provide a set of common state-wide standards which schools use to plan student learning programs, assess student progress and report to parents. || ** Dreamtime Book ** Ainslie Roberts (1911) || The dreamtime book; Australian Aboriginal myths, in paintings by Ainslie Roberts and text by Charles P. Mountford, line illustrations by Ainslie Roberts  || **Kirrit Barreet Aboriginal Art & Cultural Centre,** 407 Main Road, BALLARAT.3350 Phone: (03) 5332 2755 http://www.aboriginalballarat.com.au/ || Includes a Living History Museum displaying information about Aboriginal Australia, Koori people and the Wathaurong tribe, as well as displays of traditional artefacts, and view interactive shows on Aboriginal culture. Cultural Tours - education programs are run by Aboriginal people who can provide visitors with many interesting facts about the traditional and contemporary way of life of the Victorian Aboriginal people. A comprehensive gift shop as well as the gallery showcasing Indigenous art and crafts from local and Victorian artists. || ** Wiki Spaces ** www.wikispaces.com || Wikispaces is a self-contained wiki environment. You will have the ability to create any number of wikis on your Private account, as well as administer all of your users and content. You can determine which wikis are public, protected, or private and what level of access each user has to each wikis. ||