From the Frontier Wars to police in communities to the biggest weapons ever made. Militarism started in this continent when the British invaded over two hundred years ago, and it continues to this day. Boe Spearim, Aunty Sue Coleman-Haseldine, and Uncle Ned Hargreaves tell stories of struggles that are vital for all of us.
This episode provides additional context and perspectives for Humanities units from both National and State Curricula.
The suggested learning activities are most relevant to:
Australian Curriculum
History Year 10
- Depth Study 2, Rights and Freedoms (1945–the present)
QCA
Modern History
- (Yr 11) Unit 1-Topic 1 – Topic 1: Australian Frontier Wars, 1788–1930s. The podcast is an up to date and important resource to accompany unit plans such as this one
Aboriginal and Torres St Islander Studies
- Unit 1-4
NESA
Aboriginal Studies
- Preliminary Course – Parts 1 & 2
- HSC Course Part I – Social Justice and Human Rights Issues
- As part of the ‘immerse’ phase of a Guided Inquiry
Legal Studies
- HSC Course Option 4 : Indigenous peoples
Note:
A useful and important guide for teachers is available from SBS
Queensland Studies provides a guide to Dialogue Circles and how they might be used for teaching and learning including for
- hearing people’s views on a topic
- reciprocal sharing and learning
General Capabilities
Critical and Creative thinking
Inquiring
- identify, explore and organise information and ideas
- pose questions
Generating ideas, possibilities and actions
- imagine possibilities and connect ideas
- consider alternatives
Reflecting on thinking and processes
- transfer knowledge into new contexts
Ethical Understanding
Understanding ethical concepts and issues
- recognise ethical concepts
- explore ethical concepts in context.
Exploring values, rights and responsibilities
- examine values
- explore rights and responsibilities
- consider points of view.
Intercultural Understanding
Recognising culture and developing respect
- explore and compare cultural knowledge, beliefs and practices
- develop respect for cultural diversity.
Interacting and empathising with others
- consider and develop multiple perspectives
- empathise with others.
Key concepts
- Connection to country/place
- Shared histories
From Humanities
- significance
- continuity and change
- interconnections
- perspectives and action
Suggested Learning Experiences
Before listening
- Depending on your context, individual reflection and discussion could be important or even a Contract
- What do we already know? use a Chain Note strategy to assess prior knowledge.
- KWL charts – prepare a whole class version on paper or smart board.
- Predict – What events, concerns, issues might be spoken about in this episode?
- Use narrative as a way into the issue, by asking students the question, What would I do if?
While listening
- What did you Hear, Feel, Think, Wonder. Respond as you write/draw.
- What phrases/images stand out? Use the Big Paper strategy to slow down thinking, collect ideas and focus on the views of others.
Use the following questions after each segment. Write Individually in journals or use a Wraparound strategy to collect a whole class response.
00 to 6.35
- What was the main difference between Aboriginal fighting or dispute pre invasion:
- Boe Spearim has a particular perspective. What do you notice about their perspective? What might be some of the features of their perspective?
- What is the significance of land, according to Boe Spearim?
22.35-29.34
- What is the significance of the thorny devil?
- What happened at Maralinga?
- What company links Auntie Sue’s country and West Papua?
- Was the Native Title Act of benefit, in Auntie Sue’s opinion, why or why not?
29.56-33.00
- What is the impact of a death in custody in the Yuendemu community?
- How would you explain the demand from the people of the community?
After listening
- Reflect by writing in response to the questions.
- Did you learn about something new today?
- How did you feel about the story of ……?
- Do you have any questions that weren’t answered?
- Write a letter to the editor (persuasive text) about your concern.
- Create – an artistic/graphic response – poem, dance, song, artwork, mindmap, infographic.
- Identify the locations and products of the company NIOA, what is the connection to Auntie Sue’s country?
- Formulate an inquiry question to explore one of the following terms like colonisation, settlement, invasion or any others you discover. Is there a difference in meanings or who uses them?
An mp4 audio file of the podcast episode is available to download here.