Cross-curricular priorities in the ACARA History Curriculum: Aboriginal and Torres Strait Islander Histories and Cultures
I found this cartoon by McGrabin (n.d), which says how about a compromise? We keep the land, the mineral rights, natural resources, fishing, and timber, and we’ll acknowledge you as the traditional owners of it.
(McGrabin, n.d)
The website which this cartoon was referenced from states that many Aboriginal people live on land rich in resources which will bring wealth for Australia, but delivers little for the Indigenous people (Moncrieff, 2013). In relation to this, ACARA (n.d) states that Aboriginal and Torres Strait Islander communities are strong, rich and diverse. Their identity is central to the priority that ACARA delivers. In saying that, this cartoon shows Australians relationship with the Aboriginal peoples, which has occurred strongly in the past but mostly presently.
The Australian Curriculum for history values Aboriginal and Torres Strait Islander histories and cultures. It celebrates Aboriginal and Torres Strait Islander histories as part of the shared history belonging to all Australians (ACARA, n.d). ACARA (n.d) requires students to learn about their people, examine key policies and political movements over the last two centuries.
Therefore, this cartoon is relevant to ACARA because it allows student to develop awareness of the significant roles of Aboriginal and Torres Strait Islander people in Australian History. Conclusively, this cartoon shows students the relationship that Australia has formed and what it has resulted in which is required from the Australian Curriculum, Assessment and Reporting Authority as apart of the priority, Aboriginal and Torres Strait Islander histories and cultures.
Reference List:
ACARA. (n.d). Australian curriculum, assessment and reporting authority.
Retrieved from
McGrabin. (n.d). A land right compromise. [Image]. Retrieved from
Moncireff, P. (2013). Aboriginal land – Native title issues and problems. Retrieved
from
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