Sustainability

The Cross-curricular priorities in the ACARA History Curriculum for sustainability include:

"The Australian Curriculum: History provides content that supports the development of student's worldviews, particularly in relation to judgment about past social and economic systems and access to and use of the Earth's resources. It provides opportunities for students to develop an historical perspective on sustainability. Making decisions about sustainability to help shape a better future requires an understanding of how the past relates to the present and needs to be informed by historical trends and experiences"   www.australiancurriculum.edu.au/History/Cross-Curriculum-Priorities

Did this event change sustainability history?

(The Impact of European Colonisation on Aboriginal  Belief Systems and Societies, (n.d.)

intranet.cbhslewisham,nsw.edu.au:82/sor/concepta.asp?resource=3&conid=96)

Prior to British settlement the Aboriginal people were at one with and loved the land. There was a connection between the land, the people and the creatures. The resources and land were used in a sustainable way (Australian Conservation Foundation, n.d.).

Fire farming was used to clear the scrubland, allowing new growth and animals that could then be used for hunting (Hillman, 2001). Ash could also be used as fertiliser after the fire. Forests were sources of fruit and medicines. The Aboriginal people understood how the land worked. Click on the video below:

(Learning the Land, Becoming Australian, n.d.).

The above video discusses aspects of Indigenous land care that could be used in the present day to create a more sustainable future. European settlers showed disregard for the land, and many mistakes were made in regard to farming. 

www.theaustralian.com.au/higher-education/poor-land-use-is-our-heritage/story-e6frgcjx-1111112484774  "Poor land use is our heritage" acknowledges that in arid and semi-arid land  agricultural activities will fail, causing damage to the land and financial heartache. Conditions in Australia are not conductive to farming and, after 200 years much degradation has occurred.

"Aboriginal people managed this difficult environment, which still confounds most current-day Australians, through adapting their economies and technology" (Broome, 2010, p. 8).

It is important to give students an understanding of the important concept of learning from the past, so this land and the world will remain sustainable in the future. Today we can learn from the Aboriginal people and work together for a better future. However, it is sad that many people still don't listen to the wise ways of an ancient culture.

"Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their needs" (The Australian Government, n.d.).

References

Australian conservation Foundation (n.d.). Education for sustainability: Reorientating Australian schools for a sustainable future. Retrieved from

http://www.environment.gov.au/sites/default/files/resources/tela_08_education_%20for_sustainability.pdf

The Australian Government (n.d.). Living Sustainably. Retrieved from

http://www.environment.gov.au/educations/publications/pubs/national-action-plan.pdf

Broome, R. (2010). Aboriginal Australians: A history since 1788. Crows Nest, N.S.W: Allen & Unwin.

Hillman, R. (2001). Aboriginal Australia: Towards reconciliation. Port Melbourne, Vic: Echidna Books.

Images/Videos

The Impact of European Colonisation on Aboriginal belief systems and societies [Photograph]. (n.d.).

Retrieved from

http://intranetcbhslewisham.nsw.edu.au:82/sor/concepta.asp?resource=3&conid=96

Learning the Land. Becoming Australian [Video file]. (n.d.). Retrieved from

http://www.youtube.com/watch?v=cJ4_RkKooPE

Hyperlinks

The Australian Curriculum v5.0 History: Cross-curriculum priorities. (n.d.). Retrieved from

http://www.australiancurriculum.edu.au/History/Cross-Curriculum-Priorities

The Australian. (n.d.). Retrieved from

http://www.theaustralian.com.au/higher-education/poor-land-use-is-our-heritage/story-e6frgcjx=1111112484774

Asia and Australia's Engagement with Asia

The ACARA History Curriculum describes "Asia and Australia's engagement with Asia" as:

"This priority will ensure that students learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia and the rest of the world!"  (Cross-Curriculum Priorities | ACARA, n.d.).

"The second key concept examines the past and continuing achievements of the peoples of Asia, identifies their contribution to world history and acknowledges the influences that the Asia region has on the world's aesthetic and creative pursuits"
www.australiancurriculum.edu.au/History/Cross-Curriculum-Priorities

How does the image below make you feel?

White Australia Policy 

(Retrieved from museumvictoria.com.au, n.d.)

To understand the relationship between Asia and Australia, the stories of the immigrants and the rich culture they have brought to this country must be told. The first Chinese people arrived in Australia within the first fifty years of British settlement, working as servants and general laborers such as farmers, cooks and fishermen. Click on the link below and then click on Historical Content for further information.

identities.asiaeducation.edu.au/resource_page.html?resourceId=3005&pathwayId-O&showSection=2

The Goldrush created an influx of Chinese, particularly in Victoria and brought with it discontent between the British and Chinese people. In the years between 1880 and 1881 the number of immigrants were reduced further. In 1901 "The Immigration Restriction Act was introduced" with documents to support this

("Immigration - National Archives of Australia, n.d.). A case study of Mr and Mrs Poon Gooey can be found on this link: 

www.naa.gov.au/collection/publications/papers-and-podcasts/immigration/white-australia.aspx

A picture of Mr and Mrs Poon Gooey and family 

(A legacy of White Australia: Records about Chinese Australians in the National Archives, n.d.)

The case study of Mr and Mrs Poon Gooey from 1910-1913 highlights the outcome of the government to reduce the number of Chinese in Australia. Even though Poon Gooey was a Christian and a successful greengrocer, his wife Ham Hop was threatened with deportation, and in 1913 the whole family returned to China: a family with children born in Australia and contributing to society in a constructive way.

"The White Australia Policy" was introduced at Federation in 1901: a controversial issue, favoring the idea of a white Australia. Groups for example, the Aboriginals and the Chinese were ignored, creating a 'British" nation ("Immigration - National Archives of Australia, n.d.). Click on the video link for further information:

Federation, White Australia Policy, Australian History Part 1

(www.youtube.com/watch?v=Vxw8lfCoJLO)

The final stages of abolition of The White Australia Policy occurred in 1973 after many years of transition. Whitlams Labour Government removed race as a factor in Australian Immigration: 

www.immi.gov.au/media/fact-sheets/08abolition.htm

Today there is still some angst about immigration, but this is changing as Australia has strong business and educational attachments to Asia, largely due to the close proximity. The Asian culture brings a diverse range of traditions and artistic attributes that are positive for this country. Australia was built on immigration, and with working together much can be gained.

Celebrating Chinese New Year, Sydney - style

Photo Credit: City of Sydney (National Geographic, n.d.)

"The festival celebrations showcase the culture of Chinese people, not just in Sydney, but across Australia. New South Wales has the largest Chinese community in Australia with more than 290 000 people of Chinese Ancestry across the state. We are proud of the great contribution the Chinese community has made to Australia" (Kristina Keneally: former Premier of New South Wales).

There are many stories to be told, and the issue of refugees coming to Australia is at the forefront of political debate and public comment. An underlying fear and lack of knowledge contributes to these negative attitudes. Images as shown below create uncertainty.

"A high-tech military power coming to invade Australia"

(The Punch - Australia's best conversation, n.d.)

There is nothing to fear!

The video link below tells the story of Australian comedian Anh Do, and his trip to Australia from Vietnam as a refugee at the age of two and a half years. He discusses the dangers and challenges that were faced by his family. The life he now lives, and his contribution as a rich and diverse person are attributes that should make any country proud. In teaching the history component of the Australian curriculum it is important to identify the challenges faced by Asian immigrants, but also acknowledge the contribution they have made to the Australian history in the past and the present. 

http://www.youtube.com/watch?v=HNI6aRwXFwY

References

Cross - Curriculum Priorities|ACARA. (n.d.). Retrieved from

http://acara.edu.au/curriculum/cross_curriculum_priorities.html

Images/Videos

Australian Geographic (n.d.). Celebrating Chinese New Year, Sydney - style [Photograph].

Retrieved from http://australiangeographic.com.au/journal/view-image.htm?index=10&gid=5829

Federation, White Australia policy, Australian History Part 1 [Video File]. (n.d.). Retrieved from

http://www.youtube.com/watch?v=Vxw81fCoJLO

The Punch: Australia's best conversation (n.d.). A high-tech military power coming to invade Australia [Photograph]. Retrieved from http://thepunch.com.au/tags/boat-people/

Victoria Museum (n.d.). White Australia Policy [Picture] . Retrieved from

http://museumvictoria.com.au/learning-federation/infosheets/white-australia/

Workingdogchannel (n.d.) Pictures of You - Anh Do [Video file]. Retrieved from

www.youtube.com/watch?v=HN16aRwXFwY

Hyperlinks

The Australian Curriculum v5.0 History: Cross-curriculum priorities. (n.d.). Retrieved from

http://www.australiancurriculum.edu.au/History/Cross-curriculum-Priorities

Australian Immigration Fact Sheet 8. Abolition of the 'White Australia' Policy. (n.d.).

Retrieved from http:www.immi.gov.au/media/fact-sheets/08abolition.htm

Immigration ? National Archives of Australia. (n.d.). Retrieved from

http://www.naa.gov.au/collection/publications/papers-and-podcasts/immigration/white-australia.aspx

Resources: The Arrival | Australia: Intersections of identity. (n.d.). Retrieved from

http://identities.asiaedcation.edu.au/resource_page.html?resourceId=3005&pathwayId-O&showSection=2

Aboriginal and Torres Strait Islander Histories and Cultures

The ACARA History Curriculum describes Aboriginal and Torres Strait Islander histories and cultures as:

"providing opportunities for all learners to deepen their knowledge of Australia by engaging with the world's oldest continuous living cultures" ("Cross-Curriculum Priorities"|ACARA. n.d.).

ACARA further explains:

"The Aboriginal and Torres Strait Islander histories and cultures priority provides the opportunity for all young Australians to gain a deeper knowledge and understanding and appreciation of Aboriginal and Torres strait Islander histories and cultures, deep knowledge traditions and holistic worldviews".
"The second key concept examines the the diversity of Aboriginal and Torres Strait Islander Peoples' cultures through language, ways of life and experiences as expressed through historical, social and political lenses. It provides opportunities for students to gain a deeper understanding of Aboriginal and Torres Strait Islander Peoples' ways of being, knowing, thinking and doing". 
Click on this link to ACARA: www.acara.edu.au/curriculum/cross_curriculum_priorities.html

http://ihistory.worldpress.com/2007/02/13/simulation-podcast-was-australia-invaded

The above cartoon challenges the traditional thought process of the British arrival to Australia in 1788. Was Australia colonised or invaded? The heritage of Australia in regard to British settlement needs to consider the oldest continuing culture in the world were already inhabitants of the land that was documented to be 'discovered" (Gard, 2000). This concept is important when creating an understanding of the traditions, cultures and laws of the Indigenous people prior to British colonisation, and the changes that have occurred over time up until the present day.

An example of how this topic aligns with the Australian Curriculum for history is in the Year 4 achievement standard:

"By the end of Year 4, students explain how and why life changed in the past and identify aspects of the past that remained the same. They describe the experiences of an individual or group over time. They recognise the significance of events in bringing about change" ("Year 4 Achievement Standards"|ACARA, n.d.).

In life prior to British settlement the Aboriginal people lived in small groups called clans and utilised a system that provided for all of their needs, recognising the connection between land and people (Broome, 2010). Each tribe shared a common language and culture as well as understanding and honouring the land, as this was the source of life (Hillman, 2001). Carefully crafted tools were made from raw materials, and medicines were created from natural items such as bark, leaves and roots (Ellis, 2007). The Aboriginal people were self-sufficient.

Click on this link for "Introduction to Indigenous Australia": australianmuseum.net.au/Indigenous-Australia-Introduction

The settlement of the British brought with it a new way of life, diseases and disrespect for the land. The period around 1800 can be referred to as 'The Civilising Mission'. This can be described as "The desire to 'Improve' Aboriginal people, combined with the need to bolster British moral claims to possess Australia, created the civilising mission" (Broome, 2010, p.29.). This attitude of superiority led to the introduction of education, work and Christianity for Indigenous people, a world away from their own traditional culture.

After a long period of conflict, including wars, killing, degrading treatment, and removing Indigenous children from their families to be raised by white people or put in homes during the period 1909 to 1969, the rights of Aboriginal people started to be acknowledged. Stolen Generations Fact Sheet Link: reconciliaction.org.au/nsw/education-kit/stolen-generations/

In  1965 the Assimilation Policy is changed to Integration - "Aboriginal people entering Australian society on their own terms and preserving as much of their culture as they choose" (A Chronology of Major Events in our Shared History, Reconciliaction Network, n.d.). The Indigenous people have endured many years of a European culture imposed on them since British settlement. It is important to their culture for others to understand and respect a way of life that is self-sufficient and valuable.

In 1992, the Mabo case legally established that the original inhabitants of Australia were the Aboriginal and Torres Strait Islander peoples (Hillman, 2001).

Resources to understanding Indigenous perspectives today within the education system can be found at this link, 'Embedding Aboriginal and Torres Strait Islander Perspectives in Schools - A guide for school learning communities': deta.qld.gov.au/indigenous/pdfs/eatsips_2011.pdf

It is important to listen to the voices of Indigenous people today if a change is to take place in the understanding of history, and  for the voices to be heard on a range of issues. The multiple narratives are to be taken into consideration when responding to the question: Was Australia colonised or invaded? Students are to be presented with a variety of stories to gain an understanding of history. The tradition of oral histories and the Indigenous perspective is extremely relevant in the education setting today.

Below is a video link to some of those voices: www.blaksidestory.com/

References

Broome, R. (2010). Aboriginal Australians: A history since 1788. Crows Nest, N.S.W: Allen & Unwin.

Ellis, J. A. (2007). Aboriginal Australians: Their journey. Penrith, NSW: Kaliarna Productions.

Gard, S. (1999). A history of Australia. South Yarra, Vic: Macmillan Education Australia.

Hillman, R. (2001).Aboriginal Australia: Towards reconciliation. Port Melbourne, Vic: Echidna Books.

Images/Video

Simulation & Podcast: Was Australia invaded? | iHistory Podcast Project. (n.d.). Retrieved from

http://ihistory.wordpress.com/2007/02/13/simulation-podcast-was-australia-invaded

Blak Side Story. (n.d.). Retrieved from www,blaksidestory.com/

Hyperlinks

The Australian Curriculum v5.0 History Foundation to Year 10 Curriculum. (n.d.). Retrieved from

http://www.australiancurriculum.edu.au/History/curriculum/F-10

Cross-Curriculum Priorities | ACARA. (n.d.). Retrieved from

http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html

Education Kit - Stolen Generations. (n.d.). Retrieved from http://reconciliaction.org.au.nsw

Embedding Aboriginal and Torres Strait Islander Perspectives in Schools - A Guide for School Learning Communities. (n.d.). Retrieved from hhtp://deta.qld.gov/indigenous/pdfs/eatsips_2011.pdf

Introduction to Indigenous Australia - Australian Museum. (n.d.). Retrieved from

http://australianmuseum.net.au/Indigenous-Australia-Introduction

Stolen Generations Fact Sheet. (n.d.). Retrieved from 

http://reconciliaction.org.au/nsw/education-kit/stolen-generations/