Changing values, changing nation - Saint Ignatius' Moodle Community

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Activity: Changing Indigenous rights Distribute copies of Resource sheet 4 – a photograph of the Aboriginal Tent Embassy. Have students discuss the questions in small groups or as a whole class. Reviewing and researching information Ask students to use library and Internet resources to develop an annotated time line outlining the main issues and events affecting Indigenous Australians in the period 1960–1980. (For an example of an annotated time line, see http://www.aec.gov.au>When>Australian Electoral History> Electoral Milestones for Indigenous Australians) Evaluating and synthesising evidence Distribute copies of Resource sheet 5. Have students carry out the following tasks. Read Source 1: The impact of the 1965 Freedom Ride. The Freedom Ride has been criticised for not achieving anything more than short-term publicity. Does Ann Curthoys agree with this view? • What do you think are ‘the long-term consequences’ to which she refers? Study Source 2: The origins of the Aboriginal flag, 1971. Look back at the photograph of the Aboriginal Tent Embassy, 1974 at the start of this section. • What evidence is there that Indigenous Australians quickly adopted and used the flag? • Do you think the flag has been successful as a symbol of Aboriginal identity? Why, or why not? Read Source 3: The 1967 referendum. • What values are reflected in the poem published by the Sydney Morning Herald on 19 May 1967? • Why do many historians believe that there was a strong link between the results of the 1967 referendum and the 1965 Freedom Ride described in Source 1? Examine Source 4: Land handed to the Gurindji people, 1975. • What acknowledgement of Indigenous values did Prime Minister Whitlam make when he poured sand into Vincent Lingiari’s hand? • Does this image support or contradict the viewpoint presented in Source 3? Drawing conclusions and reporting findings Tell students to look at Source 5. Ask: Is this cartoon by John Frith in 1968 a reasonable summary of the attitudes towards Indigenous Australians during the 1960s and 1970s? Do you agree that the Indigenous Rights won during the 1960s and 1970s were just ‘crumbs from the rich man’s table’ or were there significant advances? Have students use ideas from class discussion and from their own research to provide detailed reasons for their answers to these questions. Students report their findings to the class in the form of an essay, multimedia presentation or five-minute talk followed by a question and answer session. 158 Values for Australian Schooling – Teaching and Learning Units
Bringing it together This research task identifies eminent people as both exemplars and agents of social and civic change in Australian society during the 1960s and 1970s. It provides opportunities for students to investigate the actions of individuals as agents of history and to explore the role of values in their actions. Notes for teachers In this activity, students are asked to: • identify the values that were important to Australians during the 1960s and 1970s • assess the impact individuals can have on shaping their society • explore the ways that values are reflected in individual actions, community attitudes and government policies • develop a narrative understanding of the contribution notable individuals made to the development of Australia in the 1960s and 1970s. The model is designed to promote critical thinking skills, going beyond a biographical approach to develop higher order historical analysis and appreciation of Australian history, and the role that values can play in shaping social and political change. Have students select an eminent Australian from the following list. Bob Santamaria, political activist Charles Perkins, public servant, Aboriginal rights activist • Dame Roma Mitchell, barrister, judge and later Governor of South Australia • Donald Horne, writer and academic, author of The Lucky Country (1964) Faith Bandler OAM, Indigenous activist • Jack Mundey, activist and initiator of conservation ‘green bans’ • Lowitja, O’Donohue, Indigenous leader and senior public servant Malcolm Fraser, Prime Minister 1976–1983 Nancy Bird-Walton, pioneer aviator Neville Bonner, first Indigenous Member of Parliament • Nugget Coombs, economist and advocate of Indigenous rights Phillip Law, scientist and Antarctic explorer Ray Whitrod, policeman Tom Keneally, author Victor Smorgon, industrialist • Zelda D’Aprano, political activist and feminist Activity 1: Online resources The video clips and transcripts at http://www. australianbiography.gov.au are the main reference source for this activity. Have students browse the site. However, students should be encouraged to supplement them with a range of print sources and other reliable websites. Among the websites, have students browse Australianscreen. com.au/education where they can access many relevant film and television clips relating to the era and to many of the eminent Australians of the period. Have them explore the ‘education values’ notes. Another useful website is Australian Government Culture and Recreation Portal http://www.cultureandrecreation.gov.au/ While students should give a broad overview of the life of their chosen eminent Australian, they should concentrate on the period 1960–1980. Discuss with students the purpose and framework of the research and build a board summary from their suggestions. Add to the framework until it makes a coherent set of task instructions. Activity 2: Developing a biography Ask students to carry out the following tasks. • Develop a short biography (500–700 words) of an eminent Australian in the 1960s or 1970s: key dates, events, activities, struggles, conflicts, achievements, personal qualities, significant quotes of their own words. • Explain how others have judged them: at the time and with the passage of time. • Identify the values and beliefs that motivated their life and work. • Evaluate their contributions to society at the time. Activity 3: Values in making history Invite students to convene a class forum on the topic ‘The role of values in making history’. Students use their learning and their reflections in this unit to discuss the role of values in the work of historians and in the work of the agents of history. Later adolescence – Changing values, changing nation 159
Page 1 and 2: Values for Australian Schooling Bui
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Page 5: Link class discussion to the study
Page 9 and 10: Useful references Recommended books
Page 11 and 12: Resource sheet 2 A view of Australi
Page 13 and 14: Resource sheet 3 A picture album of
Page 15 and 16: Resource sheet 5 Changing Indigenou

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