Unit rationale, description and aim
Aboriginal and Torres Strait Islander peoples' histories and perspectives are central to a range of important conversations in Australian society relating to social justice, public policy and national identity.
This unit is designed to offer students a greater understanding of Aboriginal and Torres Strait Islander cultures, history and contemporary issues, and to apply this knowledge to a range of contemporary contexts and debates. 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. The unit also develops key historical skills in analysing primary sources and secondary materials.
The aim of this unit is to focus students 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.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe a range of factual knowledge of the histo...
Learning Outcome 01
Communicate clearly in written and/or oral form
Learning Outcome 02
Use and appropriately reference a variety of prima...
Learning Outcome 03
Apply critical reading skills to your understandin...
Learning Outcome 04
Identify and reflect on key ethical and historical...
Learning Outcome 05
Content
Topics will include:
- Local case studies developed in collaboration with Aboriginal and Torres Strait Islander communities in the region in which the unit is being offered
- Pre-contact Aboriginal and Torres Strait Islander histories and societies
- The impact of European invasion and colonisation, and the responses from Aboriginal and Torres Strait Islander peoples
- The history of government policies; segregation and protection; establishment of reserves and missions; assimilation; Aboriginal and Torres Strait Islander activism, self- determination and reconciliation
- Theories and experiences of racism and contemporary Aboriginal and Torres Strait Islander issues
- Contemporary expressions of Aboriginal and Torres Strait Islander cultures, lifestyles and histories
- Contributions of Aboriginal and Torres Strait Islander peoples to all aspects of Australian life.
Assessment strategy and rationale
In the History discipline, first year units are designed to include a selection of the following assessment tasks to build skills around the discipline:
- Primary source document analyses (maps, images and documents)
- Analytical reading challenges
- In-class debates
- Library exercises
- Research Essay/Challenges
- Online discussion boards
- Short answer responses
- Short quizzes/In-class tests
- Tutorial assignments/presentations.
The assessment for this unit embeds Indigenous perspectives, requiring students to engage with Indigenous-created historical accounts, sources and narratives. The assessments are scaffolded to require students to develop historical skills progressively, beginning with concrete practical skills.
- The history skills exercise requires students to answer questions in order to demonstrate developing competency in fundamental skills required to write history assignments.
- This will be followed by a critical analysis of primary and secondary sources requiring students to apply critical analysis and skills fundamental to the discipline of history to respond to a question or questions using both primary and secondary sources.
- Finally, students will complete an historical essay, demonstrating the skills and techniques developed in Assignments 1 and 2 in the form of a sustained piece of historical essay writing.
Overview of assessments
Assessment Task 1: Learning to Think Historically...
Assessment Task 1: Learning to Think Historically
The purpose of this exercise is to develop knowledge around the use of primary and secondary materials relating to Aboriginal and Torres Strait Islander peoples and to introduce students to different approaches to historical thinking.
15%
Assessment Task 2: Analysis of Primary and Second...
Assessment Task 2: Analysis of Primary and Secondary Sources
The function of this assessment is to develop skills in critical reading, the use of evidence and clear communication.
35%
Assessment Task 3: Historical Essay This essay ...
Assessment Task 3: Historical Essay
This essay provides a forum for students to apply knowledge and skills in the construction of an evidence-based historical narrative or argument.
50%
* At least one assignment should require students to engage with Australian Indigenous perspectives on history through such sources as Indigenous guest speakers, Indigenous-created exhibitions, or Indigenous-authored histories/testimonies.
Learning and teaching strategy and rationale
This unit uses an active learning approach to facilitate the development of skills fundamental to the discipline of history and deep understanding of course content. Students engage in active learning activities, such as reading, writing, discussion and problem-solving to promote analysis, synthesis and evaluation of class content. Students use case studies to explore how what they have learned applies to real world situations.
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 research and analysis. This unit introduces students to historical strategies for understanding how to interpret a broad sweep of history.
This unit has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the teaching period. The learning and teaching and assessment strategies include a range of approaches to support student learning, chosen to complement the mode of delivery of the unit. These may include lectures, online modules, tutorials, (online) discussion and debate, reading, small group activities, reflection, film screenings, presentations, historical skills-building activities, and assignments.
Mode of delivery: This unit may be offered in different modes, as described below.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.