Aboriginal and Torres Strait Islander Histories and Cultures

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 

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

McGrabin. (n.d). A land right compromise. [Image]. Retrieved from

http://www.creativespirits.info/aboriginalculture/land/native-title-issues-problems

Moncireff, P. (2013). Aboriginal land – Native title issues and problems. Retrieved 

from 

http://www.creativespirits.info/aboriginalculture/land/native-title-issues-problems

Sustainability

Cross-curricular priorities in the ACARA History Curriculum: Sustainability

I found this cartoon by Tom Fishburne (2008) and discovered it to be valuable in relation to sustainability. This cartoon shows sustainability in a more modern society. It shows the wants and needs from the modern world, but the realistic side of society. 

This cartoon shows how becoming ‘cheap’ is the new ‘chic’ when involving the economy. This cartoon shows how Australian history has changed over time and how citizens have to exchange the things they are use to, to more inexpensive options so they are able to live in a more affordable environment.  

According to the Australian Curriculum, history provides students the content that supports the development of students’ worldview, particularly in the judgements about past social and economic systems (ACARA, n.d). ACARA (n.d) claims that students are to make decisions about sustainability to help shape a better future, which is dependant on past and present experiences. In this learning area, students understand the changes in the environment over time and the natural resources and the rise of environmental movements (ACARA, n.d). 

The video here by OneBookUTA, tells us that over the years since the 80s and 90s, the aim to sustainability was not really achieved and that changes were in order. This video contains historical information about sustainability and some possible changes.  

Therefore, the cartoon and video are both relevant as they apply themselves to the transformation from past to future changes in the environment and economy which can have a major effect on the future. This cartoon allows students to make decisions about the effects of sustainability and make judgements on the past social and economical system that is required from the Australian Curriculum, Assessment and Reporting Authority as apart of the priority, sustainability. 

Reference List:

ACARA. (n.d). Australian curriculum, assessment and reporting authority. 

Retrieved from 

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

OneBookUTA (2009, July 15). The History of Sustainability. [Video File]. Retrieved from http://www.youtube.com/watch?v=YpXH8ts_Nr8

Tom Fishburne. (2008). Eco cheap: The new eco chic. [Image]. 

Retrieved from 

http://tomfishburne.com/2008/10/eco-cheap-the-new-eco-chic.html

Asia and Australia's Engagement with Asia

Cross-curricular priorities in the ACARA History Curriculum: Asia and Australia’s Engagement with Asia

I came across an article by former Victorian premier, John Brumby, in 2012 ‘The Right Side of History’ where Brumby gives argues the right choices that Australia is to make in relation to relationship between Australia and Asia.

(Brumby, 2012).

In the article, Brumby (2012) claims how Australia can become more connected with Asia because of the failure that has occurred in the past. Brumby (2012) suggests since the failure in the past caused significant change, the changes that had to be made had to be dramatic. These changes consisted of talking to China. The first imperative is to increase Australia’s governmental and diplomatic presence In China. Talking to China is crucial because according to Brumby’s (2012) opinion, the United States of America would have never occurred if it were not for Australia strong diplomatic relationship. Therefore, it is crucial for Australia to apply the same to China.

In Australian history, Australia had a relationship with china that was built up on visits, lectures, and their hosts about governance, investment and other matters. However, for a stronger involvement with Asia, Australia will need a produce themselves to Asia is solid diplomatic presence, respectful dialogue and a sharing, in friendship, respective cultures, values and ideas (Brumby, 2012). Lastly, Brumby (2012) states that since China is one of an ancient culture now re-engaging within the world and given the centrality of art and culture in all Asians societies, Australians engagement with China will need to be more than trade and investment.

In the Australian Curriculum, history enables students to develop an understanding of histories of the diverse peoples of Asia and their contribution to the region and the world, and an appreciation of the importance of the region for Australia and the world (ACARA, n.d). Students also learn and recognise the dynamic nature of socio-political relationships within the region over time, and the roles that the government, individuals play in forming a relationship between countries and peoples (ACARA, n.d). Lastly, ACARA (n.d) states the Australian curriculum allows students to gain an appreciation of the history of Australia-Asia engagement and how this influences contemporary relationships within Australian society and relationships between Australia and the countries of Asia.

Conclusively, the primary article is considerably valuable in engagement the cross-curricular priority of Asia and Australia’s engagement with Asia in the ACARA History curriculum.

Reference List:

ACARA. (n.d). Australian curriculum, assessment and reporting authority.
Retrieved from
http://www.australiancurriculum.edu.au/History/Cross-Curriculum-Priorities


Brumby, J. (2012, August). The right side of history. Asia Link. Retrieved from
http://www.asialink.unimelb.edu.au/__data/assets/pdf_file/0005/605228/The_Right_Side_of_History.pdf