Académique Documents
Professionnel Documents
Culture Documents
Credit points: 10
Prerequisites / co-requisites / incompatibles: Nil
It is your responsibility as a student to ensure that you have the prerequisites or co-requisites for a
particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled
in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you
must see your Course Coordinator.
Lecturer in Charge: Dr Nell Musgrove
Office location: Melbourne Campus, Room 3.103
Email: nell.musgrove@acu.edu.au
Telephone: 03 9953 3208
Contact me: via email I will aim to reply within two business days.
Description:
This unit is designed to offer students a greater understanding of Aboriginal and Torres Strait
Islander cultures, history and contemporary issues. The unit will focus on the diversity of Indigenous
Australia with particular emphasis on the cultures and history of the region in which it is being
taught, through involvement of, and consultation with, Indigenous community members in planning
and implementation. Major themes will include: traditional cultures and histories, changing historical
and contemporary cultures, Indigenous movements and issues as well as the contributions of
Indigenous people in the making of Australia
Teaching team:
Co-lecturer: Ms Naomi Wolfe
Email: naomi.wolfe@acu.edu.au
Office: Melbourne campus, Room 4.65
Telephone: 03 9953 3839
Page 1 of 22
LIC1@JS3/12/2014
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Mode/attendance pattern: On campus: two hours of lectures and one hour of tutorials or
equivalent, with the possibility of online discussions, museum assignments and film screenings.
Duration:
You should anticipate undertaking 150 hours of study for this unit, including class attendance,
readings and assignment preparation.
LEARNING OUTCOMES
This unit is part of the Core Curriculum.
This unit anticipates the University Core Curriculum units because it deals with the dignity of a group
of people who represent the oldest living culture but who have been marginalised through a
colonialism that exists in many forms today. This unit will add to an understanding of the University
Curriculum Unit, UNCC300 Understanding Self and Society: Contemporary Perspectives and give it
a particular Australian flavour.
On successful completion of this unit, you should be able to:
1. Use a selection of primary and secondary materials (GA10, GA5)
2. Demonstrate an understanding of Aboriginal and Torres Strait Islander people in Australian
history (GA1, GA2)
3. Apply critical reading skills to your understanding of Aboriginal and Torres Strait Islander
people in Australian history (GA4)
4. Construct an evidence-based historical narrative or argument (GA4, GA10)
5. Reference Historical evidence and ideas appropriately (GA5)
6. Communicate clearly in written and/or oral form (GA9)
GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. You can view the
ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian universities
have their expected Graduate Attributes ACUs Graduate Attributes have a greater emphasis on
ethical behaviour and community responsibility than those of many other universities. All of your
units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
GA1
demonstrate respect for the dignity of each individual and for human diversity
GA2
recognise your responsibility to the common good, the environment and society
GA4
GA5
GA9
GA10
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Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
CONTENT
Topics will include:
Local case studies will be developed in collaboration with Indigenous communities in the region
in which the unit is being offered in each state.
Pre-contact Indigenous histories and societies.
The impact of European invasion and colonisation, and the responses from Indigenous peoples.
The history of government policies; segregation and protection; establishment of reserves and
missions; assimilation; Indigenous activism, self-determination and reconciliation.
Theories and experiences of racism and contemporary Indigenous issues
Contemporary expressions of Indigenous cultures, lifestyles and histories.
Contributions of Indigenous peoples to all aspects of Australian life.
SCHEDULE
Study schedule
This is an outline of the unit schedule. For more detailed information please see the HIST106
Student Success Guide posted on LEO.
For the most up-to-date information, please check your LEO unit and also note advice from your
lecturing and tutoring staff for changes to this schedule.
Week
Starting
Assessment
Schedule
23/02/2015
Page 3 of 22
LIC1@JS3/12/2014
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
or
Kaartdijin Noongar Sharing Noongar Culture
http://www.noongarculture.org.au/
or
Broome, Richard. Aboriginal Australians: A History Since 1788. 4th
ed. Crows Nest, NSW: Allen & Unwin, 2010, Chapter 1.
2
02/03/2015
09/03/2015
Assignment 1a
Public Holiday
Labour Day
In your assigned
tutorial
Monday 9 March
2015
16/03/2015
23/03/2015
30/03/2015
Public Holiday
Good Friday: 3
April 2015
IMPORTANT
DATE
Semester 1
Census Date:
Tuesday 31
March 2015
Page 4 of 22
LIC1@JS3/12/2014
Assignment 2a
This online task is due
by midnight Thursday
2 April. It will open at
1pm Friday 27 March
1 attempt only is
allowed.
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
UA
Recess
06/04/2015
13/04/2015
20/04/2015
Assignment 1b
In your assigned
tutorial
27/04/2015
10
04/05/2015
Assignment 2b
11
11/05/2015
Page 5 of 22
LIC1@JS3/12/2014
Assignment 1c
In your assigned
tutorial
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Reading:
Warren, Kate. Repositioning 'The tracker': Approaches to
representation. Screen Education, No. 63, 2011: 111-116.
12
18/05/2015
Study
Week
25/05/2015
Exams
1/06/2015
21/06/2015
Assignment 3
Due midnight Monday
1 June 2015.
ASSESSMENT
A range of assessment procedures will be used to meet the unit learning outcomes and develop
graduate attributes consistent with University assessment requirements. Such procedures may
include, but are not limited to: essays, examinations, student presentations or case studies.
Students in this unit will be encouraged to develop specific skills in reading and understanding
primary sources; begin to understand the dynamics of historical and historiographical debate and
incorporate secondary material into their own historical analysis. This unit introduces students to
historical strategies for understanding how to interpret a broad sweep of history, including engaging
in public exhibitions or displays of history.
In order to pass this unit, you are required to achieve a final grade of 50% or better as an aggregate
of all points from assessment tasks completed in this unit.
The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome.
Assessment tasks
Due date
Weighting
(%)
Assignment 1a:
10%
Page 6 of 22
LIC1@JS3/12/2014
Learning
outcome/s
assessed
Graduate
Attributes
assessed
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Using evidence in
historical debates
Assignment 1b:
Understanding
history through
primary sources
10%
5%
10%
25%
40%
1, 2, 3, 5, 6
1, 2, 4, 5, 9
1, 2, 6
1, 2, 5, 9
1, 2, 3, 4,
5, 6
1, 2, 4, 5, 9
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Due date:
Weighting:
10%
Purpose:
How to submit:
Return of assignment:
Assessment criteria:
Weighting:
10%
Purpose:
How to submit:
Return of assignment:
Assessment criteria:
Page 8 of 22
LIC1@JS3/12/2014
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Week 11 tutorial
Weighting:
5%
completion of a worksheet
Purpose:
LO5
How to submit:
Return of assignment:
Assessment criteria:
Weighting:
10%
Purpose:
Page 9 of 22
LIC1@JS3/12/2014
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
LO2
How to submit:
Via LEO
Return of assignment:
Assessment criteria:
Weighting:
25%
Purpose:
How to submit:
Via LEO
Return of assignment:
Assessment criteria:
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Public history is designed to engage large audiences with important historical debates and
conversations. What do you think were the most important messages of the site you visited?
Remember that you are expected to justify all of your reflections and conclusions by citing
evidence from the readings lectures from the course.
Public history is designed to engage large audiences with important historical debates and
conversations. Write a mini-essay which answers the question: What do you think were the most
important messages of the site you visited? AND Design a learning activity for a specified group
(this may be school students of any level, but it could also be people of any age for example, it
could be professional training for any group of professionals, you just need to be clear about who
you plan to complete the activity) which will help them explore these issues or debates.
Remember, you should develop your work with reference to HIST106 course materials (readings
and lectures), and this should be explicitly demonstrated through footnotes in your mini essay. You
must demonstrate clear links between your mini essay and your learning activity.
Due date:
Weighting:
40%
Purpose:
How to submit:
Via LEO
Return of assignment:
Assessment criteria:
Page 11 of 22
LIC1@JS3/12/2014
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
REFERENCING
This unit requires you to use the Chicago referencing system.
See the Academic referencing page from the Office of Student Success
(http://students.acu.edu.au/372091) for more details.
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the
Academic Honesty Policy are available at http://students.acu.edu.au/565020. Please read them,
and note in particular that plagiarism, collusion and recycling of assignments are not acceptable.
Penalties for academic dishonesty can vary in severity, and can include being excluded from the
course.
Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more
important. Information on avoiding plagiarism is available at http://students.acu.edu.au/49758.
For any assignment that has been created to allow submission through Turnitin (check the
Assignment submission details for each assessment task), you should submit your draft well in
advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final
submission, and the Turnitin Originality Report.
Page 12 of 22
LIC1@JS3/12/2014
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your
Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please contact the Office of Student Success.
Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
The Career Development Service can assist you with finding employment, preparing a
resume and employment application and preparing for interviews.
The Counselling Service is a free, voluntary, confidential and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
Equity and Disability can assist you if you need educational adjustments because of a
disability or chronic medical condition; please contact them as early as possible.
Indigenous Units on each campus provide information and support for students.
The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each
service.
Recommended references
Attwood, B. & Markus, A. (eds) The Struggle for Aboriginal Rights: A documentary history. Sydney:
Allen & Unwin, 1999.
Clark, A, Historys Children: History wars in the classroom. Sydney: University of New South Wales
Press, 2008.
Curthoys, A., Genovese, A., and Reilly, A. Rights and Redemption: History, law and Indigenous
people. Sydney: UNSW Press, 2008.
Haebich, A. Broken Circles: Fragmenting Indigenous families, 1800-2000. Fremantle: Fremantle Arts
Centre Press, 2000.
Pearson, N. Up from the Mission: Selected writings. Melbourne: Black Inc, 2009.
Perkins, R. and Langton, M. (eds.) First Australians: An illustrated history. Melbourne: The Miegunyah
Press, 2008.
Price, K. (ed.) Aboriginal and Torres Strait Islander Education: an introduction for the teaching
profession. Port Melbourne: Cambridge University Press, 2012.
Page 13 of 22
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Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Reynolds, H. The Law of the Land. 3rd edition, Melbourne: Penguin, 2003.
Rintoul, S. The Wailing: A National Black Oral History, Melbourne: William Heinemann, 1993.
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LIC1@JS3/12/2014
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
APPENDICES RUBRICS
Rubric: Assignment 1a Using evidence in historical debates
Criteria
LO/GA
Assess
ed
Satisfactory (PA)
Good (CR)
to
Demonstrates
a
knowledge of the key
points advanced within
the set readings
Evidence or argument is In
addition
provided which is relevant standards:
to the stated position
Page 15 of 22
LIC1@JS3/12/2014
to
Outstanding (HD)
Identifies
central
arguments and concepts
from set readings and
relates these to the set
task
Compares
and
contrasts ideas and
arguments from set
readings to develop an
original
discussion
relevant to the set task
Provides evidence or
argument
to
demonstrate that the
most
relevant
or
significant material has
been included.
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Evidence or argument is
provided in all cases
where content or ideas
have been drawn from
other material.
LO2,
GA1,
GA2
LO6,
GA9
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LIC1@JS3/12/2014
Terminology relating to
Australian
Indigenous
peoples
follows
the
conventions
of
capitalisation and avoids
use of outdated terms
except
within
direct
quotations
In
addition
standards:
to
Synthesis of evidence
and/or
argument
is
provided to substantiate
the validity of the stated
position.
Vocabulary
and Text is expressive and
sentence structures are employs
topic
or
scholarly and varied.
discipline
specific
terminology to convey
complex
ideas
succinctly.
addition
to
Commentary
moves
beyond restating the
material in the readings
to develop an evidence
based independent and
original analysis or
argument.
Sophisticated adoption
of
nuanced
terminology, such as
recognising appropriate
use
of
specific
language group names
or
appropriate
attribution of titles such
as Elder.
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
GA4
presented in class.
standards:
standards
and DI standards
LO/GA
Assess
ed
Satisfactory (PA)
Good (CR)
to
Demonstrates
a
knowledge of the key
points advanced within
the set readings
Comprehension
and LO1,
contextualisation of set primary GA5
source materials
Demonstrates a knowledge In
addition
of the primary sources standards:
content
Demonstrates
understanding
Page 17 of 22
LIC1@JS3/12/2014
to
of
Outstanding (HD)
Identifies
central
arguments and concepts
from set readings and
relates these to the set
task
Compares
and
contrasts ideas and
arguments from set
readings to develop an
original
discussion
relevant to the set task
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Evidence or argument is In
addition
provided which is relevant standards:
to the stated position
to
Page 18 of 22
LIC1@JS3/12/2014
Provides evidence or
argument
to
demonstrate that the
most
relevant
or
significant material has
been included.
Evidence or argument is
provided in all cases
where content or ideas
have been drawn from
other material.
Synthesis of evidence
and/or
argument
is
provided to substantiate
the validity of the stated
position.
Commentary
moves
beyond restating the
material in the readings
to develop an evidence
based independent and
original analysis or
argument.
Vocabulary
and Text is expressive and
sentence structures are employs
topic
or
discipline
specific
LO2,
GA1,
GA2
LO6,
GA9
Terminology relating to
Australian
Indigenous
peoples
follows
the
conventions
of
capitalisation and avoids
use of outdated terms
except
within
direct
quotations
In
addition
standards:
to
to
terminology to convey
complex
ideas
succinctly.
Sophisticated adoption
of
nuanced
terminology, such as
recognising appropriate
use
of
specific
language group names
or
appropriate
attribution of titles such
as Elder.
Page 19 of 22
LIC1@JS3/12/2014
LO/GA
Assessed
Satisfactory (PA)
Good (CR)
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Outstanding (HD)
Selection
of
relevant
and LO1, GA5,
appropriate secondary historical GA10
sources,
including
sourcing
appropriate resources online (e.g.
through journal databases)
to
to
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Evidence or argument is In
addition
provided which is relevant standards:
to
Identifies
central
arguments
and
concepts from selected
readings and relates
these to the set task
Compares
and
contrasts ideas and
arguments
from
selected readings to
develop an original
discussion relevant to
the set task
Discussion
concerns
elements
of
the
approved site which
relate to the chosen topic
Sources
cited
are Selection of sources
consistently relevant to reflects a targeted and
the set task
systematic
use
of
course materials
Demonstrates
a
knowledge of the key
points advanced within
the selected readings
Selection of elements
of
the
site
for
discussion reflects an
informed and nuanced
viewing of the site
Discussion of elements
of the site reflects
original
reflective,
critical or analytical
thought
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
position
Page 21 of 22
LIC1@JS3/12/2014
to
Synthesis of evidence
and/or argument is
provided to substantiate
the validity of the stated
position.
Commentary
moves
beyond restating the
material in the readings
to develop an evidence
based independent and
original analysis or
argument.
Relations
between
approved
site
and
readings forms the basis
of a commentary which
suggests
how
the
cultural site should be
interpreted
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Commentary
demonstrates an ability
to draw connections
between a range of
issues and debates
relevant to Aboriginal
and
Torres
strait
Islander peoples in
Australian history
Citations
correctly
follow the formatting of
the Chicago citation
style, including correct
placement of footnotes
in the text.
Advanced
use
of
footnotes
including
techniques such as
explanatory footnotes
and the citation of
multiple sources within
one
footnote
to
demonstrate mastery of
a field or issue.
Demonstrated ability to present LO6, GA9
ideas clearly and in a manner
appropriate to the set task
Page 22 of 22
LIC1@JS3/12/2014
In
addition
standards:
Terminology relating to
Australian
Indigenous
peoples
follows
the
conventions
of
capitalisation and avoids
use of outdated terms
except
within
direct
quotations
In
addition
standards:
to
to
Vocabulary
and
sentence structures are
scholarly and varied
artistic
works
are
conceptually rich and
sophisticated
Terminology is applied
grammatically correctly
(i.e. Aboriginal people
rather than Aboriginals,
Indigenous
people
rather
than
the
Indigenous
Semester 1, 2015
HIST106: Australian Indigenous Peoples: Past and Present
Application of PA and
CR standard is applied
entirely
free
from
errors.
Sophisticated adoption
of
nuanced
terminology, such as
recognising appropriate
use
of
specific
language group names
or
appropriate
attribution of titles such
as Elder.