Since the subject of Aborigines is extremely complex, the content must be rigorously reduced for use in the classroom. Therefore, a more complete presentation of the history of settlement and the exact current regulations of today's land rights procedures, for example, must be dispensed with. In order not to anticipate the following lesson contents and not to overload this lesson additionally, a detailed occupation with cultural peculiarities, such as the concept of the Dreamtime, is not further dealt with in terms of content. Only the most important facts and figures were selected for the text, which give the students an insight into the culture and history of the Aborigines and allow them to understand the problems associated with them, but without overwhelming them with too much information. Accordingly, the text and image material was compiled in such a way that it informs, appeals to and motivates the students.
From the conception of the teaching unit as well as the lesson introduction and individual text passages (especially text 2) it becomes clear that the topic Aborigines is not only brought to the students on the subject level. In accordance with the requirements of modern foreign language teaching to realize "intercultural learning" instead of learning about the country, the topic of Aborigines was already introduced on an affective and social level. Also in the first text the reference to the "stolen generation" as well as the impact that white settlement had on the Aborigines will appeal to the students on the emotional level. Within this lesson, however, the main objective is to concretize and add content to the knowledge already acquired. The worksheets have been divided and designed according to the three thematic areas selected for this lesson (Aborigines - The First Australians, Culture Clash - The White Settlers, Aborigines - Today).
Table of Contents
- 1st hour: Introducing Australia, an imaginary journey
- 2nd/3rd hour: I want to be an Au Pair! Making a map
- 4th hour: Meet some Aussies (and translate some "Strine")
- 5th/6th hour: Travelling around Australia with a working holiday visa
- 7th hour: Working on an outback farm – meeting some Aborigines
- 8th/9th hour: song: "Beds are Burning" by Midnight Oil
- 10th hour: Aborigines - facts about their culture and history
- 11th hour: "The Stolen Generation". Excerpts from the movie "Rabbit Proof Fence"
- 12th song: "Tribal Voice", by Yothu Yindi
- 12th/13th hour: Dreamtime stories
- 14th - 16th hour: Come in, Sheila (story reading and summary)
- 17th/18th hour: Reviewing Australia
- 19th/20th hour: Evaluation of the stations and exercises for the class work
- 20th/21st hour: test
Objectives and Key Themes
This teaching unit aims to introduce students to Australia and its diverse culture, with a specific focus on the history, culture, and current situation of Aboriginal Australians. The unit uses a variety of activities, including listening comprehension, reading, writing, speaking, and role-playing, to engage students in the learning process and foster intercultural understanding.
- The history of Aboriginal Australians and their displacement by European settlers
- The impact of colonization on Aboriginal culture and society
- The struggle for land rights and recognition of Aboriginal culture
- The concept of "Dreamtime" and its significance in Aboriginal beliefs
- Contemporary issues facing Aboriginal Australians
Chapter Summaries
- 1st hour: Introduces Australia through an imaginary journey, building on student's prior knowledge and exploring basic vocabulary.
- 2nd/3rd hour: Students research and present information about Australia, culminating in a debate about the benefits of an Australian Au Pair experience.
- 4th hour: Students practice listening comprehension and vocabulary development by engaging with typical Australian expressions and learning about diverse young Australians.
- 5th/6th hour: Students explore the possibilities of a working holiday visa in Australia through station learning activities, including booking accommodation, applying for jobs, and planning a tour.
- 7th hour: Students engage with a text about working on an outback farm, prompting discussions and role-playing activities surrounding the conflict between Aborigines and white settlers.
- 8th/9th hour: Students analyze the lyrics of the song "Beds Are Burning" by Midnight Oil, discussing its themes and potential for active design.
- 10th hour: Students research and share information about Aboriginal culture and history, culminating in a quiz.
- 11th hour: Students explore the "Stolen Generation" through a combination of reading, listening, and viewing excerpts from the film "Rabbit Proof Fence", culminating in dialogue performances.
- 12th hour: Students analyze the lyrics of the song "Tribal Voice" by Yothu Yindi, writing protest letters to the state secretary and engaging in reading and response activities.
- 12th/13th hour: Students read an authentic dreamtime story, analyze its meaning, and write their own stories, which will be incorporated into a book.
- 14th - 16th hour: Students focus on reading and listening comprehension, vocabulary development, and regional history through the story "Come in, Sheila".
- 17th/18th hour: A review of Australia is conducted through station learning activities focusing on lexicon, grammar, and regional history.
- 19th/20th hour: Evaluation of station learning exercises and class work through repetition, quizzing, and a trial test.
- 20th/21st hour: Implementation and evaluation of a test.
Keywords
This teaching unit focuses on the history, culture, and current situation of Aboriginal Australians, exploring themes of colonization, assimilation, land rights, cultural identity, and social justice. It also utilizes authentic materials such as songs, film excerpts, and Aboriginal Dreamtime stories to engage students in the learning process.
- Quote paper
- Tatjana Katharina Schikorski (Author), 2009, Teaching kit "Australia: Aborigines – facts about their culture and history", Munich, GRIN Verlag, https://www.grin.com/document/1169238
