Assessment 3 - Apac036 - 3 Lesson Plans - Mark Thomas 18608112 Final

ABSTRACT
Aborigines who fought for the white man are

remembered with reverence. The many more who fought
against him are forgotten (Reynolds, 2013, p. 6)
Mark Thomas | 18608112

EDUC5429 Perspectives in Aboriginal Education
(Source: UTS, 2014)
3 Lesson Plans
EDUC5429 Perspectives in Aboriginal Education Mark Thomas | 18608112
Table of Contents
Acknowledgment of Country ................................................................................................ 2
Rationale ............................................................................................................................... 3
Introduction ....................................................................................................................... 3
Purpose.............................................................................................................................. 3
Student Outcomes.............................................................................................................. 4
Curriculum Links .............................................................................................................. 4
Classroom context ............................................................................................................. 5
Lesson 1 ............................................................................................................................ 5
Key Background Points ..................................................................................................... 5
History of Indigenous armed services involvement ........................................................ 6
Lesson 2 ................................................................................................................................ 8
INTRODUCTION ............................................................................................................. 8
RESOURCES .................................................................................................................... 8
TEACHING AND LEARNING STRATEGIES ................................................................ 9
Lesson 3 .............................................................................................................................. 10
INTRODUCTION ........................................................................................................... 10
RESOURCES .................................................................................................................. 10
TEACHING AND LEARNING STRATEGIES .............................................................. 11
Lesson 4 .............................................................................................................................. 13
INTRODUCTION ........................................................................................................... 13
RESOURCES .................................................................................................................. 13
TEACHING AND LEARNING STRATEGIES .............................................................. 14
References .......................................................................................................................... 15
Page | 1
Acknowledgment of Country
I acknowledge the Traditional Owners of this land and I pay my respects to Elders past and
present. I respect the laws and customs by forewarning, that deceased peoples names are
mentioned and images depicted. I ask that individuals exercise caution when reading this
paper.
Page | 2
Rationale
Introduction
This paper will present 3 lesson plans that follow on from APAC036 - Exploring the topic
Anzacs, Lesson 1 (Government of Western Australia, 2011). APAC036 contains more than 1
lesson plan however the purpose of the paper if to prepare 3 alternative lessons on the topic
of Anzacs from an Aboriginal peoples perspective.
The series of four lessons will guide students through a series of learning activities including
direct instruction, video and research activities. These will have the goal of scaffolding the
learning of Indigenous issues surrounding the Anzac legend and bring students to greater
understanding of dispossession and the one-sided writing of history from a dominant culture
perspective.
Purpose
The purpose of this paper is to provide students, through the lesson plans, with an
understanding of the Anzac legend and how Indigenous people contributed to this. It will
seek to present the facts of history in the transformative 3rd Space a perspective that is
neutral, neither dominant from a non-indigenous or Indigenous perspective (Carnes, 2015, p.
2). In this way students will gain the most benefit from the lessons and gain a transformative
perspective free from subjective bias and pre-conceived ideas.
Many of the students that I will be teaching will be ranging in knowledge of Indigenous
culture from Cultural Ground Zero to Cultural Tension Points (Fatnowna, 2017). Level 3 6
of the Aspects of Change chart (Fatnowna, 2017) will be years away and may never be
attained in their lifetimes without lessons such as APAC036 and those in this paper being
taught by teachers.
There will be little marginalised culture knowledge. Most of their knowledge will come
from the dominating non-Indigenous version of the issues and histories surrounding the
Anzac legend. Unless Indigenous themselves, there will be little understanding of the
contribution of Indigenous Australians to the war effort. Even then, I fear many adolescent
Indigenous Australians will have the same knowledge as non-indigenous students.
With these comments in mind the purpose of this paper is to provide students with
opportunities to:
Page | 3
share and broaden what they know about Anzacs,

research information and report on Aboriginal servicemen (adapted from
Government of Western Australia, 2011, p. 2) and,
construct their own understanding and perspectives of Aboriginal Anzacs, in The 3 rd
Space.
This is the starting place for Indigenous Australians to attain Cultural Reclamation
(Fatnowna, 2017).
Student Outcomes
The lessons will seek the following outcomes for students:
Identifies and discusses their knowledge and understandings of Anzacs,

Recognizes and discusses their understandings and interpretations of Anzacs that
shape their actions and values,
Identifies stories of people and events that are woven into the history of Anzacs
(adapted from Government of Western Australia, 2011, p. 2).
Curriculum Links
The School Curriculum and Standard Authority (SCSA) imbeds the learning of the Anzac
story in the History Year 9 Syllabus, Depth study 2: Investigating World War I (1914-
1918), The commemoration of World War I, including debates about the nature and
significance of the Anzac legend (School Curriculum and Standards Authority, 2016).
In addition, the Australian Curriculum (AC) requires the study of The commemoration of
World War I, including debates about the nature and significance of the Anzac legend
(ACDSEH097) (Australian Curriculum Assessment and Reporting Authority, n.d.).
For the context of the three lesson plans to follow, attention should also be drawn to the
following Cross-Curriculum Priorities in the SCSA curriculum:
SCSA - Aboriginal and Torres Strait Islander histories and cultures provides
opportunities for students to learn about the traditional and contemporary experiences
of the Aboriginal and Torres Strait Islander People in a social, economic, political and
legal context, and examine historical perspectives from their viewpoint (School
Curriculum and Standards Authority, n.d.).
Page | 4
With this Cross-Curriculum Priority in mind, the following lesson plans will focus on the role
Indigenous Australians played in creating the legend of the Anzac.
Classroom context
Whilst the APAC036 doesnt specifically mention Year 9, both SCSA and AC place the
learning of the Anzac legend at the Year 9 level. As such, the following three lesson plans
will be aimed at a mixed ability and mixed gender Year 9 classroom in a low - medium socio-
economic area. There will be approximately 2 % of students who identify as Aboriginal or
Torres Strait Islander.
Some students have a high ability and these will need to be extended through additional
content suggestions and learning strategies. These students can be assigned a leadership role
to mentor other students although this should be done carefully.
Struggling students will need closer attention and scaffolding, extra resources and engaging
their home to help.
Lesson 1
Lesson 1 is the identified lesson required in the Assessment description. The goal of Lesson 1
is for students to reflect on their current level of knowledge about the Anzac legend. They
then share with other students with the aim to gather new knowledge.
There are two resources used:
1. Key background points listing information and dates

2. A Before and After worksheet
Students are asked, through a few activities, to record their Before knowledge on one side
of the worksheet. The worksheet will be referred to again in a later lesson (Government of
Western Australia, 2011).
Key Background Points

Lessons 2 4 that follow Lesson 1 will focus on the role Indigenous Australians have had in
growing the Anzac Legend but remain relatively forgotten in the Anzac Day
commemorations and in mainstream media.
Page | 5
History of Indigenous armed services involvement

Despite early legislation prohibiting Indigenous Australians and other races not substantially
of European origin or descent (Clark, n.d.) many Indigenous men and women have served in
almost all of the wars that Australia has fought in. Clark cites the following conflicts:
Boer War in South Africa (18991902) as many as twelve men served (Clark, n.d.).
Dr Dale Kerwins research indicates that up to 50 Indigenous men served as black
trackers.
I found a telegram from Lord Kitchener in 1901 requesting that these trackers be sent
across and I found telegrams going back to the Lord Kitchener saying that, you know,
they're being rounded up and they'll be sent on a certain date. (Kerwin, 2010)
Kerwin states that due to the White Australia Policy that existed at the time many of
these men were not allowed to return to Australia and were, instead, left in South
Africa to fend for themselves no coloureds were allowed into this country at the
time. And so there's all likelihood that these men haven't come home. (Kerwin,
2010).
First World War (191418) An estimated 800 1000 Indigenous men served in the
first World War. They served in all areas of the services: infantry, light horse,
artillery, engineers, and even the flying corps (Clark, n.d.). A number of Indigenous
men were honoured for their gallantry in the field with four Distinguished Conduct
Medals and 17 Military Medals being awarded (Clark, n.d.).
Second World War (193945) An estimated 3000-5000 Indigenous men and women
served in the Second World War (WW2) although, as with previous conflicts theses
number are estimates due to the difficulty in identifying men as Indigenous. In 1944,
Sergeant Reg Saunders became the first recognisably black officer being
commissioned lieutenant, having attended the Officers Cadet Training Unit at
Seymour in Victoria (Clark, n.d.).
Korean War (195053) between 30 50 men served in the army. Captain Reg
Saunders returned to the army commanding a regiment at the battle of Kapyong
(Clark, n.d.).
Malayan Emergency (195060) as many as 25 served in this conflict.
Vietnam War (196273) an estimated 300 Indigenous people served in the Vietnam
conflict with at least 7 being killed (Clark, n.d.).
Page | 6
Frontier war (1788 - 1930s) (Reynolds, 2013, p. 45) Reynolds describes the
Forgotten War, the war waged against Indigenous Australians from the first days of
settlement until the 1930s. He describes what was abundant evidence of frontier
violence. It was not a case of seeking it out the evidence spilled unbidden from the
contemporary record like blood from an open wound (Reynolds, 2013, p. 2). In
addition, he summarises the many artefacts of supporting evidence and states that
during the second half of the 19th century was a protracted and highly destructive
form of warfare (Reynolds, 2013, p. 83).
During this period, Indigenous people were dispossessed of their traditional lands and
the population of Indigenous Australians dropped by an estimated three quarters and
they existed as a marginalised, neglected, and severely disadvantaged group on the
fringes of white society (Clark, n.d.).
Aboriginal peoples tried to protect their lands and there are notable war heroes that
emerged, including Pemulwuy (Port Jackson), Windradyne (Bathhurst), Yagan
(Perth) (Marlow & Pearson, 2017) and many more.
Reynolds contends that Australias glorification of the Anzac legend has had the
effect of society forgetting the violence of the colonial days. Aboriginal history was
written out of the discourse. As a result, generations of Australians grew up believing
that Australia was settled peacefully and applauded as an inimitable virtue of the
nations story (Reynolds, 2013, p. 5). He, and others, argue that the Forgotten War
can no longer be ignored and that Indigenous war heroes of the Frontier War should
be recognised and honoured as befitting our Anzac legends.
The Indigenous Australian contribution to the recognised war efforts is being

increasingly recognised however, Reynolds points out that Aborigines who fought
for the white man are remembered with reverence. The many more who fought
against him are forgotten (Reynolds, 2013, p. 6).
Page | 7
Lesson 2
INTRODUCTION
The purpose of this lesson is to list and identify the wars that Indigenous Australians have
participated in. In addition, reference will be made to the Frontier War that was fought inside
Australia between Indigenous and non-Indigenous Australians from 1788 1930s.
PURPOSE: KEY BACKGROUND POINTS:

List the wars that Indigenous Refer Key Background Notes.
Australians participated in.
Describe the impact that they had on
these conflicts. CULTURAL & PROTOCOL
STUDENT OUTCOMES: CONSIDERATIONS:
Students will gain an understanding of the Consult local AIEOs or Aboriginal
involvement of Indigenous Australians in Education staff at your DEO to check
the conflicts that Australia was involved protocols in your area about mentioning
with. In addition, students will learn of the names of dead Aboriginal soldiers.
Frontier War. (Government of Western Australia, 2011, p.
3)
RESOURCES
MEDIU AUTHOR, TITLE SOURCE
M PRODUCER,
DEVELOPE
R, ETC
Book Henry Forgotten War University of New South Wales Press
Reynolds
Website Dr Chris Clark Indigenous service https://www.awm.gov.au/indigenous-
in Australia's service/report-executive-summary/
armed forces in
peace and war
Video ABC Honouring http://splash.abc.net.au/home#!/media/233
Aboriginal Anzac 7914/honouring-aboriginal-anzac-soldiers
soldiers
Page | 8
TEACHING AND LEARNING STRATEGIES

TEACHING RESOURCES:
Teacher prepared worksheet for students to record their findings
Projector and Whiteboard
BYODs and/or class set of laptops for research. Book computer lab as a backup.
PREPARATION:
Printout 32 worksheets.
Arrive 5 mins early to set up the classroom and turn projector on.
IMPLEMENTATION:
Whole class:
Video - Honouring Aboriginal Anzac soldiers
http://splash.abc.net.au/home#!/media/2337914/honouring-aboriginal-anzac-soldiers
Question Ask students what they thought of the video?
Individual:
Think-Pair-Share using the Refer Key Background Notes and the PCs research the
wars that Indigenous Australians have fought in. Go to the Australian War Memorial
website link. And read the Executive Summary. Include the Frontier War in their
research.
Ask the class to share their findings by going to each pair hands up.
Follow up lessons:
Lesson 3 we will be researching Indigenous Australian war heroes.
ASSESSMENT:
Formative Assessment Students to fill out the worksheets. Anecdotally note the students
that are engaged, note those that need more scaffolding or help. Give more work to fast
finishers research the Frontier War that happened in WA.
Page | 9
Lesson 3
INTRODUCTION
Lesson 2 introduced students, in more depth, to the contribution of Indigenous Australians in
the conflicts Australian has been involved in and to the contribution these soldiers and nurses
made to the Anzac legend. In this lesson, we explore this further by asking students to
research Aboriginal War heroes.

To identify and document Aboriginal War Refer Key Background Notes.
Heroes from Australias involvement in
wars, including the Frontier War
STUDENT OUTCOMES: CULTURAL & PROTOCOL
Students will gain a deeper understanding of CONSIDERATIONS:
the impact and contribution individual Consult local AIEOs or Aboriginal
Aboriginal soldiers had during Australias Education staff at your DEO to check
war periods. protocols in your area about mentioning
names of dead Aboriginal soldiers.
(Government of Western Australia, 2011, p.
3)
RESOURCES
MEDIUM AUTHOR, TITLE SOURCE
PRODUCER,
DEVELOPER,
ETC

Reynolds
eBook Melissa Too Dark to See https://issuu.com/uwspublications/docs/in
Williams dg1317_gok_too_dark_to_see_book_v/1?
e=3800682/39855138
Website Dr Chris Clark Indigenous https://www.awm.gov.au/indigenous-
service in service/report-executive-summary/
Australia's
armed forces in
Page | 10
peace and war
Web NITV Too Dark to See http://www.sbs.com.au/nitv/nitv-

news/article/2016/11/10/too-dark-see-
documentary-sheds-new-light-black-
diggers
Video Western Too Dark to See https://youtu.be/EzBjJa_NVhI
Sydney Uni
TEACHING RESOURCES:
PREPARATION:
IMPLEMENTATION:
Whole class:
Video watch the first 5 minutes and the last 10 minutes of the video Too Dark to see
Students to make notes.
Teacher input referring to the Key Background notes, discuss the video and ask students
for their reactions. How did the video make them feel? Why were Aboriginal soldiers
treated differently inside the Forces compared to outside?
Individual:
Students to research the Aboriginal war heroes of any of the wars. Information to gather
includes:
Date of conflict
Reason for being a hero
What happened to the soldier
Page | 11
What Country did the soldier come from within Australia
Follow up lessons:
Lesson 4 will be spent working on their presentations and essays. Lessons 5 and 6 will
extend the learning with an in-class presentation. Length will be no more than 5 minutes.
In addition, students to support the essay by handing in a written essay of their research
and learning.
ASSESSMENT:
Formative Assessment Students research for their presentation and essay (200 words).
Anecdotal evidence and walking around the class, helping students with their research.
Noting the effort of students.
Provide a Marking Rubric.
Page | 12
Lesson 4
INTRODUCTION
This lesson, students will continue their work on their presentations and essays.

Students will continue to research Refer Key Background Notes.
Aboriginal war heroes and why these men
and women fought against the colonial
settlers.
STUDENT OUTCOMES: CULTURAL & PROTOCOL
Students will be encouraged to include the CONSIDERATIONS:
Frontier War heroes in their research as Consult local AIEOs or Aboriginal
well. Refer to SBS article and link. Education staff at your DEO to check
Students will gain an understanding of protocols in your area about mentioning
Indigenous dispossession and how local names of dead Aboriginal soldiers.
Aboriginal men and women fought for their (Government of Western Australia, 2011, p.
lands. 3)
RESOURCES
MEDIUM AUTHOR, TITLE SOURCE
PRODUCER,
DEVELOPE
R, ETC
Reynolds
Website Dr Chris Clark Indigenous https://www.awm.gov.au/indigenous-
service in service/report-executive-summary/
Australia's
armed forces in
peace and war
Page | 13
Web SBS 8 War heroes http://www.sbs.com.au/nitv/article/2016/0

you didnt learn 4/21/8-war-heroes-you-didnt-learn-about-
about at school school
Video VEA Dispossession https://youtu.be/vOExa-04Y2k
Australia and Government
Control (VEA
Australia, 2014)
Guest Scott Discuss Scotts own PowerPoint
Speaker Fatnowna dispossession and
(Ab)Original

TEACHING RESOURCES:
Guest speaker Scott Fatnowna
PREPARATION:
IMPLEMENTATION:
Whole class:
Video - Dispossession and Government Control
Guest speaker Scott Fatnowna
Teacher input Refer to Background notes and the NITV web site to discuss Aboriginal
heroes that emerged from 1788 1930. Discuss why they fought and talk about
dispossession.
Individual:
Continue work on presentations and essays.
Follow up lessons:
Lessons 5 & 6 students will be presenting their presentations.
ASSESSMENT:
Formative Providing ongoing support to students while they work on their individual
assessments. Make anecdotal notes and provide additional support to struggling students.
Page | 14
References
Australian Curriculum Assessment and Reporting Authority. (n.d.). Year 9 Content Descriptions:
Historical Knowledge and Understanding. Retrieved from
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-
10?layout=1#level9
Carnes, R. (2015). Critical Indigenous pedagogy meets transformative education in a third space
learning experience Paper presented at the Teaching & Learning Forum 2015 - Teaching and
Learning Uncapped, The University of Western Australia, The University Club. Retrieved
from https://clt.curtin.edu.au/events/conferences/tlf/tlf2015/refereed/carnes.pdf
Clark, D. C. (n.d.). Indigenous service in Australia's armed forces in peace and war. Retrieved from
https://www.awm.gov.au/indigenous-service/report-executive-summary/
Fatnowna, S. (2017). Aspects of Change found in Cultural Contexts. In U. o. W. Australia (Ed.).
Perth, WA.
Government of Western Australia. (2011). APAC036: Exploring the topic Anzacs. Western Australia.
Retrieved from
http://ecm.det.wa.edu.au/connect/resolver/view/APAC036/latest/APAC036.pdf
Kerwin, D. (2010). Claims 50 Aboriginal trackers left behind during the Boer War. In C. Glennie
(Ed.), PM: ABC. Retrieved from http://www.abc.net.au/pm/content/2010/s2914322.htm
Marlow, K., & Pearson, L. (2017). 8 war heroes you didn't learn about in school. Retrieved from
http://www.sbs.com.au/nitv/article/2016/04/21/8-war-heroes-you-didnt-learn-about-school
Reynolds, H. (2013). Forgotten War. Sydney: University of New South Wales Press.
School Curriculum and Standards Authority. (2016). Humanities and Social Sciences - Year 9
Syllabus. School Curriculum and Standards Authority. Retrieved from
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/humanities-and-
social-sciences
School Curriculum and Standards Authority. (n.d.). Cross-Curriculum Priorities: Aboriginal and
Torres Strait Islander histories and cultures. School Curriculum and Standards Authority.
Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-
browser/humanities-and-social-sciences/humanities-overview/cross-curriculum-priorities
UTS (Producer). (2014). The forgotten Anzacs: Mack Miller. Retrieved from
http://newsroom.uts.edu.au/news/2014/08/forgotten-anzacs-black-diggers-wwi
VEA Australia (Producer). (2014, 22 May 2017). Dispossesion and Government Control - Aboriginal
History. Retrieved from https://youtu.be/vOExa-04Y2k
Page | 15

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ABSTRACT

Aborigines who fought for the white man are

Mark Thomas | 18608112

(Source: UTS, 2014)

share and broaden what they know about Anzacs,

Identifies and discusses their knowledge and understandings of Anzacs,

There are two resources used:

1. Key background points listing information and dates

Key Background Points

History of Indigenous armed services involvement

The Indigenous Australian contribution to the recognised war efforts is being

PURPOSE: KEY BACKGROUND POINTS:

TEACHING AND LEARNING STRATEGIES

PURPOSE: KEY BACKGROUND POINTS:

Book Henry Forgotten War University of New South Wales Press

peace and war

Web NITV Too Dark to See http://www.sbs.com.au/nitv/nitv-

TEACHING AND LEARNING STRATEGIES

What Country did the soldier come from within Australia

PURPOSE: KEY BACKGROUND POINTS:

Web SBS 8 War heroes http://www.sbs.com.au/nitv/article/2016/0

TEACHING AND LEARNING STRATEGIES

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