Activity One
During this lesson, the teacher will be setting the scene for the sequencing lessons. This lesson will focus on the contribute of an Aboriginal person in national history, in particular Eddie Mabo. Please click the button to find out more about Eddie Mabo.
At the beginning of the lesson: Have half your students leave the room. With the remanding students have them take the books and pencils of the students outside and place it on their desks. Have the students come back inside, they will realize their belongings is missing and ask for it back. Tell the students that not only can't they have their belongings back, it is now the other students belongings and they must sit on the floor in the back corner of the room. Keeping the children separate, introduce the loss of land that was felt by the Aboriginals. Encourage the students to find similarities and explore their feelings of recently having lost their belongings and imagine the difficulties of losing ties to home, food, spirituality and family.
Seat the students together on the floor and begin a discussion. Using the link above and other background research, educate the students on Eddie Mabo. Be sure to include ALL important contributions such as beginning to seek action on claiming traditional land rights in May 1982, The June 1992 ruling against Terra Nullis and the passing of the Native Title Act in December 1993. Be sure to include the impact of each event and the struggle to achieve such rights. Allow the students 30 minutes to research Eddie Mabo and his contributions.
Play the following video located at the bottom of the page to the students prior to research.
After the students have been made of the significance of Eddie Mabo, give the students 20 minutes to prepare their own court case. Using what they have learnt in the discussion and further research time, appoint the students who lost their belongings to argue their case in court to retrieve their belongings. have the students who took their belongings argue why they should keep the other students possessions. Allocate 5 students to be the judge and jury. Be sure to explain to students that they should make reference to Eddie Mabo and the Native Title Act.
The Mock debate will encourage vocabulary, listening and speaking skills, research skills and the use of persuasive language. Please find the BOS Outcomes on the English introductory page.
At the beginning of the lesson: Have half your students leave the room. With the remanding students have them take the books and pencils of the students outside and place it on their desks. Have the students come back inside, they will realize their belongings is missing and ask for it back. Tell the students that not only can't they have their belongings back, it is now the other students belongings and they must sit on the floor in the back corner of the room. Keeping the children separate, introduce the loss of land that was felt by the Aboriginals. Encourage the students to find similarities and explore their feelings of recently having lost their belongings and imagine the difficulties of losing ties to home, food, spirituality and family.
Seat the students together on the floor and begin a discussion. Using the link above and other background research, educate the students on Eddie Mabo. Be sure to include ALL important contributions such as beginning to seek action on claiming traditional land rights in May 1982, The June 1992 ruling against Terra Nullis and the passing of the Native Title Act in December 1993. Be sure to include the impact of each event and the struggle to achieve such rights. Allow the students 30 minutes to research Eddie Mabo and his contributions.
Play the following video located at the bottom of the page to the students prior to research.
After the students have been made of the significance of Eddie Mabo, give the students 20 minutes to prepare their own court case. Using what they have learnt in the discussion and further research time, appoint the students who lost their belongings to argue their case in court to retrieve their belongings. have the students who took their belongings argue why they should keep the other students possessions. Allocate 5 students to be the judge and jury. Be sure to explain to students that they should make reference to Eddie Mabo and the Native Title Act.
The Mock debate will encourage vocabulary, listening and speaking skills, research skills and the use of persuasive language. Please find the BOS Outcomes on the English introductory page.
Cultural Sensitivity
When in discussion, be careful of the terminology you choose to use. When discussing English invasion do not use words such as discovered. Instead, use words like settled. When researching, ensure the information comes from neutral and unbiased sources that are of a reliable reputation. Ensure all vocabulary and wording is professional and correct. Do not hold personal bias or interject words that may be considered offensive. Consider suggesting websites for children that are unbiased and correct as opposed to free exploration.
When in discussion, be careful of the terminology you choose to use. When discussing English invasion do not use words such as discovered. Instead, use words like settled. When researching, ensure the information comes from neutral and unbiased sources that are of a reliable reputation. Ensure all vocabulary and wording is professional and correct. Do not hold personal bias or interject words that may be considered offensive. Consider suggesting websites for children that are unbiased and correct as opposed to free exploration.