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
1. 1st hour: Introducing Australia, an imaginary journey
2. 2nd/3rd hour: I want to be an Au Pair! Making a map
3. 4th hour: Meet some Aussies (and translate some "Strine")
4. 5th/6th hour: Travelling around Australia with a working holiday visa
5. 7th hour: Working on an outback farm – meeting some Aborigines
6. 8th/9th hour: song: "Beds are Burning" by Midnight Oil
7. 10th hour: Aborigines – facts about their culture and history
8. 11th hour "The Stolen Generation". Excerpts from the movie "Rabbit Proof Fence"
9. 12th song: "Tribal Voice", by Yothu Yindi
10. 12th/13th hour Dreamtime stories
11. 14th – 16th hour Come in, Sheila (story reading and summary)
12. 17th/18th hour Reviewing Australia
13. 19th/20th hour Evaluation of the stations and exercises for the class work
14. 20th/21st hour test
15. subsequently (depending on the possibility/arrangement with the course and class teacher): Excursion to the cinema ("Rabbit Proof Fence") or lecture in the Urania (slideshow in English) or museum visit (ethnology).
Objectives and Topics
This teaching unit aims to provide students with a comprehensive understanding of Australian geography, history, and the culture of the Aborigines, while simultaneously fostering English language proficiency through intercultural learning and interactive, task-based methodologies.
- Exploration of Australian regional studies and history.
- In-depth examination of Aboriginal culture, including the "Dreamtime" and historical challenges.
- Analysis of the "Stolen Generation" and the evolution of political policies from assimilation to integration.
- Application of communicative skills through group work, role plays, and structured discussions.
Excerpt from the Book
Aborigines - The First Australians
The first human inhabitants of Australia were the Aborigines. They are dark-skinned people who came to Australia about 60,000 years ago from Asia. They were hunters and gatherers: The women looked for plants and small animals to eat and the men hunted larger animals, like kangaroos and emus. They used spears and boomerangs to hunt animals. Most Aborigines did not wear clothes or live in houses. They were nomads, so they moved from place to place in different seasons to find food.
There were about 500 Aboriginal tribes before the first white British settlers came in 1788. Each tribe had its own territory, traditions and culture and they spoke many different languages.
All Aborigines believed in the "Dreamtime" which is the centre piece of Aboriginal culture. They told wonderful stories about the "Dreamtime", a time before the world began. They told how the animals, the birds and the people were made. These very old stories were passed from parents to children, and the Aborigines painted pictures of them on the walls of caves.
The Aboriginals loved their land. Some places were holy to them, like Ayers Rock (Uluru). But the Europeans wanted land and so they pushed them out of their way.
Summary of Chapters
1st hour: Introducing Australia, an imaginary journey: Students begin by pooling their existing knowledge about Australia to build both emotional and cognitive connections to the topic.
2nd/3rd hour: I want to be an Au Pair! Making a map: Pupils work in groups to synthesize information about Australia and practice arguing for a stay abroad based on their findings.
4th hour: Meet some Aussies (and translate some "Strine"): This hour focuses on listening comprehension of Australian English and introduces students to the lives of young Australians.
5th/6th hour: Travelling around Australia with a working holiday visa: Students engage in station learning to simulate practical experiences like booking accommodation and planning travel.
7th hour: Working on an outback farm – meeting some Aborigines: This session sensitizes students to the historical and ongoing conflicts between Aborigines and white settlers through text analysis and role play.
8th/9th hour: song: "Beds are Burning" by Midnight Oil: Students analyze the lyrics to understand the social and political messages regarding Aboriginal grievances and human rights.
10th hour: Aborigines – facts about their culture and history: Pupils work in small groups to develop expertise on specific aspects of Aboriginal culture and history to share with their peers.
Keywords
Australia, Aborigines, Aboriginal culture, Dreamtime, Stolen Generation, Colonization, Assimilation policy, Integration, National Sorry Day, Outback, Midnight Oil, Koori, Land law, Intercultural learning, Geography
Frequently Asked Questions
What is the core focus of this teaching unit?
The unit provides a structured, multi-hour approach to teaching the history, culture, and geography of Australia, with a specific focus on the indigenous Aboriginal population.
Which thematic fields are central to the course?
Central themes include the settlement history of Australia, the impact of European colonization, the cultural significance of the "Dreamtime," and the evolution of political treatment of Aborigines.
What is the primary educational goal?
The goal is to foster intercultural competence and English language skills through meaningful, task-based learning environments that encourage student autonomy.
Which methods are utilized for instruction?
The unit employs diverse methods, including station learning, expert group work, peer teaching through quizzes, role plays, and critical analysis of song lyrics and film excerpts.
How is the content organized?
The content is divided into specific hour-long sessions, moving from initial thematic introduction and group-based research to evaluation and final assessment.
What characterizes the teaching approach?
The approach is defined by performance differentiation, where tasks are tailored to student abilities to ensure both high-achieving and underperforming students remain engaged and successful.
How is the "Dreamtime" presented to the students?
It is introduced as the centerpiece of Aboriginal culture, representing a collective label for creation stories, hero times, and sacred rites that define their worldview.
What is the significance of the "Stolen Generation" in the curriculum?
It serves as a critical historical case study to discuss the negative consequences of the Australian government's past assimilation policies and the subsequent social struggles of Aboriginal families.
- 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
