Colonialism definition: The policy or practice of a wealthy or powerful nation's maintaining or extending its control over other countries, especially in establishing settlements or exploiting resources. (source: https://www.yourdictionary.com/)


Key questions (task)  who was the explorer James Cook (1728-1779) and what was the purpose of his work?
- 26^th of January is the official national day of Australia. Why is this?

Activity:
Watch this episode:
https://youtu.be/Z7_1avVKDwc
This documentary explains the first few years of Britains settling in the area now known as Sydney. This happened only a little over 200 years ago. Discuss in class: How do you feel about David Suttor (from the documentary) still owning the land that used to belong to the Wiradjuri tribe?

The dates for NRW remain the same each year; 27 May to 3 June. These dates commemorate two significant milestones in the reconciliation journey— the successful 1967 referendum, and the High Court Mabo decision respectively.

Reconciliation must live in the hearts, minds and actions of all Australians as we move forward, creating a nation strengthened by respectful relationships between the wider Australian community, and Aboriginal and Torres Strait Islander peoples.
 
(Reconciliation Australia)

This painting is of the ancient story about the Milky Way  and the Seven Sisters. It was inherited by the artist Gabriella from her mother, handed down to her from her paternal grandmother, Long Rose.
Picture 5:  Talking about activity for today, using Indigenous symbols.

Explore and describe ways of life, ways of thinking, communication patterns and diversity in the English-speaking world

 

Use varied strategies in language learning, text creation, and communication

Use various digital resources and other tools in language learning, text creation, and interaction

Listen to and understand words and expressions in different variants of English

 

 
Write formal and informal texts, including compound, with structure and context that describe, narrate and reflect custom purpose, recipient and situation

Process own texts based on feedback and knowledge of the language

Express themselves with flow and context with varied vocabulary and idiomatic expressions adapted to purpose, recipient, and situation

Use knowledge of word classes and sentence structure when working on their own oral and written texts

Follow rules for spelling, word bending, sentence structure, and text structure

Learning goals – reading 

Read, discuss and disseminate content from various types of texts, 

Read, interpret and reflect on English-language fiction, including youth literature

Read case law texts and assess how reliable the sources are

Use sources critically and intelligibly

In this multidisciplinary activity, the students will perform a role-play where they will simulate different parties in the big question: who are to blame for the statistics for indigenious people in Australia today. The theme of the learning activity is power relations and human rights. The role-play provides students with excellent training in basic skills, as well as oral communication, wonder and exploration, and socially critical thinking and context.

Role-playing is a participatory method that awakens engagement and empathy, and which helps to identify students. As a method, the role-play gives students insight into the background of the actions of others, and the students themselves get to feel on the body what challenges the Aboriginals and Torres Strait Islander people face today. By letting students play someone that is Aboriginal, the Government or a representative of the Australian Human Rights Commission, questions and reflections are raised about what motivates one's own and others' actions. Students are trained to familiarize themselves with the situation of others, formulate and present arguments, oral presentation and professional reflection.

 

The game is based on the fact that students are assigned roles that represent different parties in the conflict – the Aboriginals and Torres Strait Islander  and government - and the Human Right Commission. Each group should discuss their own issues, on the basis Aboriginal and Torres Strait Islander people continue to be one of the most vulnerable groups in Australia. The people are still fighting for their rights to be themselves, the government tries to help and the human rights Commission are trying to be sure that everyone gets their basic human rights. The groups are given a role description with an issue for each group. It should be discussed within each group and may lead to negotiations between the groups. The game ends with a vote on what alternative the groups go for in the main question: Why Aboriginal and Torres Strait Islander people continue to be one of the most vulnerable groups in Australia.

End product
To show your work and to make your arguments clear - make a presentation. Might this be your end ressults? https://youtu.be/0P9FRacTji0

Explore and reflect on the situation of indigenous peoples in the Australia in the 1900s.

Use various digital resources and other tools in language learning, text creation, and interaction

Listen to and understand words and expressions in different variants of English

Social studies

 
Go forward to 1980 and make an interview with someone that was taken from their family and had to work for white people or grow up in an orphanage/mission? 

- Make an interview guide
- Make a video of the interview (max 6 min)
(one acting as the interviewer and the other the person being interviewed) 

To understand  why indigenous people in Australia still faces difficulties the teacher wants you to look at some statistics. The teacher shows the picture of the statistics and talks about the numbers with the students. What do they think? How is it to be a indigenous people in Australia today? 

Groups
The class is divided  into tree groups, four members per group.

1.  The first group represent The Australian human rights commission

2. The second group represent the  Australian government

3. The third group represent The indigenous people

  to find information. Use this information to observe and make statistics in a microsoft office dokument.  Do you find this source reliable?
b) Try to find new statistics, the information prestented are from 2014.  This link might help. https://www.pc.gov.au/research/ongoing/overcoming-indigenous-disadvantage/2016/report-documents/oid-2016-overcoming-indigenous-disadvantage-key-indicators-2016-report.pdf Have there been any changes?
c)  Take a look at  A report prepared by the Lowitja Institute for the Close the Gap Steering Committee | March 2020
https://www.humanrights.gov.au/sites/default/files/document/publication/ctg2020_report_final.pdf

explore what human rights mean, what function they have in the world today, the value of equality

-   Envirionmental and climatical changes in your area?

-  Industrial changes in your area in through the history.

- Cultural changes in your area today, especially with emphasis on the cultural/religious changes within the aboriginal community

- Human rights and cultural rights

-  How does the family you visit live, what kind of house do they have, how many people live in one household? Historically?

- Where are they from, could you find out anything about their history? 

- Do they have livestock, or do they exploit nature resources in other ways? 

-  Are there any new industries that has come to your area the last decades? 

- What is important to them in their everyday life (culture, culture rights, religion etc.)
- How is the health in the family?