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Aboriginal Studies Stage 6: HSC Course

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Aboriginal Studies Stage 6: HSC Course Aboriginal Studies Stage 6: HSC Course Social Justice and Human Rights Issues Part I • Topic 5 – Criminal Justice Community/ies to be studied Focus area Unit duration Wiradjuri – Central West New South Wales Criminal Justice 7 weeks Unit outline Skill focus The focus of this Part is the examination of the social justice and human rights issues from a • Locating information global perspective, including a comparative investigation of two topics. This will be studied • Analysing and making inferences from statistics through a Comparative Case Study on: • Synthesising information from a range of sources • the local Aboriginal community/ies (must be the same community/ies for all Parts) AND • a national Indigenous Australian community (may be different communities for each topic) AND • an international Indigenous community (may be different communities for each topic). Big ideas/Key concepts Why does this learning matter? The key concepts students learn are that: The learning matters because: • the experiences of colonisation still impact on indigenous people • an understanding of the ongoing impact of colonisation, racism and around the world discrimination is fundamental to understanding contemporary Indigenous social, • governments and Indigenous people have developed initiatives to political, economic and legal status improve access to social justice and human rights • it is critical to acknowledge and understand the role of Indigenous peoples in improving contemporary cultural, political, social and economic life in their own • regaining land and cultural expression are essential are central to the redressing this communities These materials may contain opinions that are not shared by the Board of Studies NSW. 1 Aboriginal Studies HSC Course: Social Justice and Human Rights Issues Part I • Topic 5 – Criminal Justice Place in scope and sequence/Building the field Target outcomes This unit draws on knowledge developed in the H1.1 explains different viewpoints of invasion and colonisation and evaluates the impact of these Preliminary course, focusing on the colonisation of viewpoints on Aboriginal peoples Wiradjuri people in central NSW and the erosion of H1.2 analyses and discusses the social justice and human rights issues that are contemporary customary law. Students will extend from this, and consequences of the colonisation of Aboriginal and other Indigenous peoples through a study of the Indigenous peoples in Australia H1.3 assesses the representation of Aboriginal peoples and cultures for bias and stereotyping and overseas, to develop a deep knowledge and H2.1 analyses the importance of land as an aspect of contemporary issues impacting on understanding of contemporary social justice and human Aboriginal peoples rights issues common to Indigenous communities around H2.3 discusses and analyses consequences of colonisation on contemporary Aboriginal cultural, the world. political, social and economic life H3.1 assesses the effectiveness of government policies, legislation and judicial processes in The unit will compare criminal justice issues within addressing racism and discrimination Indigenous communities. H3.2 evaluates the impact of key government policies, legislation and judicial processes on the socioeconomic status of Aboriginal peoples and communities H3.3 compares and evaluates current initiatives that reassert the social, economic and political independence of Aboriginal and/or Indigenous peoples H4.1 investigates, analyses and synthesises information from Aboriginal and other perspectives H4.2 undertakes community consultation and fieldwork H4.3 communicates information effectively from Aboriginal perspectives, using a variety of media H4.5 compares and evaluates the histories and cultures of Indigenous Australian peoples with international Indigenous peoples. Websites Books/Articles/Video/DVD www.parliament.nsw.gov.au/prod/parlment/publications. Borg, S and Maris, H, 1984, Women of the Sun. Currency Press, Sydney; also video, Ronin Films. nsf/V3listEducational Merritt, RJ, 1893, The Cake Man. Currency Press, Sydney. Read, P (ed), 1984, Down There With Me on the Cowra Mission: An Oral History of the Erambie Aboriginal Reserve, Cowra, New South Wales. Pergamon Press, Sydney. Who Killed Malcolm Smith?, 1992 (video). Film Australia, Lindfield, Sydney. These materials may contain opinions that are not shared by the Board of Studies NSW. 2 Aboriginal Studies HSC Course: Social Justice and Human Rights Issues Part I • Topic 5 – Criminal Justice Content from Criminal Justice Students learn to (LT) Students learn about (LA) • ways in which Aboriginal people maintain law and order • identify pre-contact Aboriginal systems and draw conclusions on the impact of colonisation on Aboriginal • the impact of colonisation and subsequent events on Aboriginal legal systems political and legal systems • the criminal justice system, focusing on the power relations between Aboriginal people, police and the judicial system • use basic statistics such as tables, graphs and charts to assist in the analysis of social indicators in relation to the criminal • statistics about Aboriginal people in, and affected by, the criminal justice system, justice system particularly arrest, incarceration and sentencing rates • make deductions and draw conclusions using social • mainstream programs and strategies to address Aboriginal criminal justice issues, indicators to analyse current Aboriginal and Indigenous including culturally appropriate programs and strategies socioeconomic status in relation to the criminal justice • the role of lifestyle factors in Aboriginal peoples’ involvement in the criminal justice system system • synthesise information to evaluate the connection between • the importance of regaining land, and cultural maintenance, in addressing the impact of land, culture and legal status the criminal justice system on Aboriginal peoples • compare Aboriginal and other Indigenous peoples’ • social and political changes necessary to address the over-representation of Aboriginal responses and initiatives to improve the current peoples in the criminal justice system socioeconomic status in terms of involvement in the • social and political changes within law enforcement and judicial agencies to improve criminal justice system attitudes toward Aboriginal peoples • construct hypotheses about the future of Aboriginal peoples’ • similarities and differences in criminal justice issues for Aboriginal and other Indigenous involvement in the criminal justice system and assess the peoples implications in relation to social justice and human rights issues Content from Research and Inquiry Methods H4.1 investigates, analyses and synthesises information from Aboriginal and other perspectives H4.3 communicates information effectively from Aboriginal perspectives, using a variety of media H4.5 compares and evaluates the histories and cultures of Indigenous Australian peoples with international Indigenous peoples. These materials may contain opinions that are not shared by the Board of Studies NSW. 3 Aboriginal Studies HSC Course: Social Justice and Human Rights Issues Part I • Topic 5 – Criminal Justice Students learn to (LT) Students learn about (LA) • collecting data from primary sources • examine data to interpret meaning and differentiate between fact and opinion • secondary research including reading texts, reports, bibliographies, accessing opinion polls, government statistics, print media, CD-ROM, internet and other appropriate • distinguish between quantitative and qualitative data technologies • synthesise information from a variety of sources and Processing information perspectives • analysing statistical data to interpret meaning and make generalisations • converting raw data to a useful format • analysing information from a variety of sources • judging usefulness and reliability of data • identifying propaganda and bias The learning experiences of this unit have been organised using the syllabus ‘Students learn about’ content statements. Each of these is indicated in bold print at the top of each new set of learning experiences. Each learning experience builds upon the previous learning experiences so that the student develops increasing knowledge and understanding of the unit as they proceed. On completion, students will have developed the depth and breadth of knowledge and understanding to independently examine the social and justice issues relating to the Wiradjuri people AND compare and contrast this with other Indigenous communities. The ‘Evidence of Learning’ activities build a body of knowledge and understanding and skill students in the ‘Students learn to’ areas of the syllabus. In most cases, the focus of the ‘Evidence of Learning’ activities is thus twofold: • to enable students to show what they know and understand • to provide opportunities to apply this to a range of problem and issues activities regarding the social and justice experiences of Indigenous peoples. These materials may contain opinions that are not shared by the Board of Studies NSW. 4 Aboriginal Studies HSC Course: Social Justice and Human Rights Issues Part I • Topic 5 – Criminal Justice Learning experiences – Criminal Justice Evidence of learning Ways in which Aboriginal people maintain law and order • Revision exercises relating to the traditional practices of customary law and social organisations of the Wiradjuri people and how these were affected by colonisation. Students identify traditional Students identify traditional practices of customary law
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