ANNOTATED BIBLIOGRAPHY of
CLASSROOM AND TEACHER RESOURCES
‘NATIONAL SORRY DAY’
UNIT OF WORK.
Appropriate for students in
Mainly STAGE 4 & some STAGE 5
Appropriate for History, English, Drama, Visual Art, RE and Mathematics subject areas.
Appropriate for students who identify as Indigenous people across Stages 4 & 5.
|Citation 1||Various Authors (2011) Yarning strong guided reading series. Oxford University Press, Australia.|
|Mixed formats print/audio/images.
Copyrighted for person and educational use but not for distribution.
|Description||This is a set of novels, graphic novels, anthologies and a teacher kit that covers issues such as identity, family, law and country. The anthologies include poems, images as well as a teaching kit.|
|SC||1A 1B 1C 2A 2B 3A 3C 4A 4D|
|Recreational reading TR Std 2.4 OI – 2, 4, 5, 6, 7, 8
The box set is aimed at Indigenous students as they would identify with the storylines and characters and thus be more likely to engage with it. The language is colloquial and could be considered a Hi-Lo series for older readers. Since many Indigenous teens have lower literacy than their non Indigenous peers, it is important to have books that cater to their ability and interest (AIHW, 2017)
The resources allows for development of a subtle and covert knowledge and understanding of indigenous peoples. Authenticity and perspective has been maintained as all stories have been compiled by Indigenous authors and anthologies led by tribal elders.
|Citation 2||Pascoe, B., (2018) Little Red Yellow Black Book. 4th Edition. Aboriginal Studies Press. Australia|
|Format /Licensing||Book = owned and with copyright attached.|
|Description||This book has been written from an Indigenous perspective and thus assists with encouraging appreciation and reconciliation between both non Indigenous and Indigenous Australians. It makes strong connections to the concept of Country and culture. The stories within, cover a range of socio-political issues and this edition also will challenge stereotypes and educate the reader as to the contributions made by ATSI peoples in past and present times.|
|SC||1a, 1b, 1c, 2a, 2c, 3a, 3b, 4a,|
|SA||Better Reading blog|
|Evaluation and use||TR and/or RECREATIONAL reading TS: 1.4 & 2.4
OI: 1, 4, 5, 6, 7, 8,9
This book is excellent at initiating educators to Indigenous culture and histories especially those who have had limited exposure to Australian and Indigenous culture such as overseas born staff and students. There is an accompanying website listed in the book with additional materials. It is aimed at adults as a teaching resource, but can be read recreationally by both staff and senior students.
|Citation 3||Manning, N., (1994) Close to the bone. Currency press. Australia|
|Format/licencing||Class set currently in collection. No production permissions purchased.|
|Description||This play is about the forced removal of a young Aboriginal child from her family and the reawakening of her Indigenous identity twenty years later. An excellent story about the importance of identity and kinship ties.|
|SC||1b, 2a, 2b, 2c, 3a, 3b, 4a,|
|SA||Part of current collection|
|Evaluation and use||Stage 4 – Drama – (ACADRR046); English – (ACELT1806) (ACELT1806) (ACELT1806)
Stage 5 – Drama – (ACADRR053); English – (ACELT1772) (ACELT1636)
GC – Lit, CCT, ICU, PSU
OI: 2, 5, 8
This play, whilst dated, can be used as a culmination for National Sorry Day or similar units of work. The themes may be distressing for younger students, so class discussion is essential. The play uses common language that resonates with the reader. It can be analysed from an Australian perspective and it can be performed to a groups as informative drama or as a dramatic reading. Good for kinesthetic learners.
|Citation 4||ABC Education (2018) National Sorry Day. Retrieved from http://education.abc.net.au/home#!/digibook/618742/national-sorry-day|
|Format/ licencing||Digibook – chapters and videos
Downloading/editing/embedding with citation permitted
|Description||This eBook is embedded with videos showcasing interviews with various stakeholders detailing the political and social events that eventuated at the Rudd Apology in 2008 and the ongoing process of Reconciliation.|
|SC||1a, 1b, 1c, 2a, 2b, 3a, 3b, 4b,|
|SA||Scootle – TLF-IDM019082|
|Evaluation and use||Stage 5 History – ACHMH072 and (ACDSEH106)
And. (ACDSEH023) (ACDSEH104) (ACDSEH134) (ACDSEH149)
OI: 2, 4, 5, 6,7,8,9
This resource is heavy in learning outcomes, capabilities and ATSI CPP. The multimodality will support teaching and learning in discrete lessons and as part of NAIDOC week and National Sorry Day.
The resources are appropriate for a school setting and are of mixed literacy ability and an inclusive school. The main downside of this digi-book is that it does not belong to the school and there is no guarantee of its continuance.
|Citation 5||AHRC (1997) Bringing them home report. Retrieved from https://www.humanrights.gov.au/sites/default/files/content/pdf/social_justice/bringing_them_home_report.pdf|
|Format/Licencing||Digital PDF – CC 4.0 International.|
|Description||This report offers insight to the scant schooling, systemic abuse and trauma that affected several generations of Aboriginals, and offers understanding to the current gap in education and health outcomes between Indigenous and non-Indigenous people. There are very confronting stories of physical and sexual abuse within. It also elucidates the loss of culture, tradition and language.|
|SC||1a, 1c, 2a, 2b, 2c, 3a, 3b, 4a, 4b|
|Evaluation and use||Stage 5 – History – (ACHMH072) (ACHASSK013)
GC – PSC, ICU, CCT
OI: 1, 2, 3, 4, 5, 6, 7, 8, 9
This report has a narrow use in a school setting. It is NOT to be disseminated to the students but rather excerpts used in specific teaching and learning practices. Teacher discretion required. For example, to provide ‘voices’ for a yarning circle as a classroom exercise which would highlight the importance of oral traditions for Indigenous peoples and thus in turn, the significance of mother tongue. Or as stimulus for class discussion and debating targeting CCP and CCT.
|Citation 6||Behind the news (2018) 10th Anniversary of Stolen Generation Apology – 13/02/2018. ABC ME. Retrieved from https://online.clickview.com.au/exchange/videos/6054563/10th-anniversary-of-stolen-generation-apology-13-02-2018|
|Format/ Licencing||Interactive Video. Licence permits sharing and embedding.|
|Description||This short video is an excellent introduction to the CCP and is accompanied by a worksheet that can be done individually or in collaborative groups.|
|SC||1a, 1c, 2a, 2b, 3a, 3b, 4a.|
|Evaluation and use||Stage 5 – History – (ACDSEH020)
As this video is short it can easily be used to introduce this topic to elicit discussion. The video is aimed at upper primary, and its interactive aspect has low level Bloom’s questioning so can be used as an activity for students with learning needs. The theme of reconciliation would be useful in an RE context too.
|Citation 7||Screen Australia (N.D) Australian History Timeline. Retrieved from http://www.aushistorytimeline.com/|
|Format/licencing||Interactive website. Can be used but not amended.|
|Description||This interactive graph gives snapshots of information of Australian history major events such as the Mabo decision and the Apology. It is easy to use, multi user ability and has good graphics.|
|SC||1a, 1c, 2a, 2b, 3a, 3b, 4a, 4b.|
|SA||Scootle TLF ID M012862|
|Evaluation and use||Stage 4 & 5 History
(ACHASSK086) (ACHASSK108) (ACHASSK135)
GC: ICT, ICU
This website is strong on digital literacy due to the depth and layers present. The embedding of videos, images and hyperlinks work seamlessly to inform the view of events significant to Indigenous and non-Indigenous history. This tool would be great to use across the History KLA but also for the ATSI CCP in identifying key dates. Additionally, data can be searched for by date, event and decade. Whilst the language used is stage appropriate, digitally illiterate students will need guidance due to the multi-layering of information.
|Description||This movie is about three girls, removed from their family in WA based on legislative assimilative policy and sent to a mission to train as domestic workers, from which they escaped and followed the infamous fence home.|
|SC||1a, 1c, 2a, 2b, 2c, 3a, 3b, 4a, 4b,|
|Evaluation and use||Stage 5 – History (ACHMH072) (ACDSEH106) (ACDSEH104) (ACDSEH143)
Stage 4 – English (ACELA1541) (ACELT1619) (ACELT1806)
GC – ICU, CCT,
OI: 2, 5, 6, 8, 9
This interactive movie is rated for 13+ and whilst appropriate for Stage 4 students, it can be used in both History as a social viewpoint or in English (without interactive) from a technical language perspective. The video, with embedded questions would be a great choice for homework and the resulting critical and analytical collaborative discussion held in class. The book is also in the collection already.
|Citation 9||ABS (2018) Estimates of Aboriginals and Torres Strait Islander Australians. Retrieved from https://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/3238.0.55.001Main%20Features1June%202016?opendocument&tabname=Summary&prodno=3238.0.55.001&issue=June%202016&num=&view=|
|Format||Interactive website/ Creative Commons Attribution 4.0 International|
|Description||This summary commentary summarises the ATSI statistics for Australia on population, population growth, age structure, state and region prevalence as well as additional documents about birth and death rates. As this resource is free, the narrowness of its applicability is accepted.|
|SC||1a, 1b, 1c, 2a, 2b 2c, 3a, 3b, 4b.|
|SA||Mathematics HOD suggestion|
|Evaluation and use||Stage 4 – Mathematics – (ACMSP169) (ACMSP171) (ACMSP172) (ACMSP284)
Stage 4- Geography – (ACHGS048) (ACHGS051) (ACHGS052)
Stage 5 – Mathematics – (ACMSP227) (ACMSP283) (ACMSP253)
GC: Numeracy, CCT, ICT. OI: 1, 6,
This document and accompanying materials are ideal for statistical analysis activities. The students could analyse the raw data and account for variances as well as question the disparity. The resource would also supplement HASS/Geography as it would provide evidence for discussion/analysis.
Stage 4 will need scaffolding which licencing permits, whereas Stage 5 could criticise and evaluate the raw data. It would also provide good material for test papers or as an extension supplement for advanced students in all KLAs. Bloom’s Taxonomy of Questioning can be used in its varying formats with this resource.
An example would be the age structure breakdown analysis –
Indigenous lifespan graph has no bell curve graphically – Identify reasons why and justify with evidence.
|Citation 10||Songlines – Tracking the Seven Sisters Exhibit. (2018). Canberra: National Museum of Australia.|
|Format||Touring exhibition by the NMA|
|Description||This is an excursion/incursion which will lead attendees on a journey through the Dreaming stories via art, multimedia and integrated displays.|
|SC||1a, 1b, 1c, 2a, 2c, 3a, 4a, 4b.|
|Evaluation and use||Stage 5 – Science (ACSSU188)
Stage 4 Arts – Visual art ACAVAM125 ACAVAR131
Stage 4 – RE – World religions
Stage 4 – English ACELA1552
GC – Literacy, CCT, PSC, ICU. OI 1,2,3,4, 5, 7, 8, ,9
The exhibit will be exemplify the importance of Country, kinship and oral traditions to attendees and thus the ramification of the stolen generation had on communities then and now. It will challenge both students and teachers in their perceptions of the ancient culture. The oral traditions during the exhibit use powerful imagery and evocative language to complement the paintings and thus force the viewer to engage deeply with the subject matter.
Educators can use this multidisciplinary exhibit as stimulus, a unit of work itself or culmination for a unit of work. The supporting text resource will provide background to the exhibit and guide the educator in understanding the imagery present within the artefacts. Whilst this excursion is expensive, the multidisciplinary nature and CCP coverage makes it valuable.