No AI Generated Content
1.0 History Resource A
1.1 Title:
An assessment article was selected for the evaluation of the historical perspective of the aboriginal and torrent Islander people. The title of the article is “The Social, Cultural and Historical Context of Aboriginal and Torres Strait Islander Australians”.
1.2 Resource Type:
The type of resource is an article, or assessment report that talks about the cultural and historical context of Aboriginal and Torres Strait Island people.
1.3 Reference code
The link from which the article that had been selected as the resource could be accessed is given below.
Link: https://www.academia.edu/download/45867982/paradies-socialculturalhistorical-2010.pdf
1.4 Description of the resource
The total population of “Aboriginal and Torres Strait Island people” in Australia was found to be around 517,000 in 2006. These people have been living in Australia for above 50,000 to 120,000 years. They are people who are involved in hunter-gathering to live and survive. During the time of British colonization, these people had a total dialect of 500 among 260 distinct language groups. They also lived in micro-groups of families and were semi-nomadic. Also, each group of indigenous people has its own groups, and social occasions happen only between those people living in the group. The stories about the culture and practices of the Torres Strait Island people were oral history (Dudgeon, et al. 2010). The island was discovered by the Spanish explorer Luis Vaez de Torres in 1606. “Torres Strait” history was separated into two different periods. Those are “bepo time” or “time before, or pre-Christian time”, and the ‘time after', or “Christian time”. After the process of colonization of Australia began, they were converted to Christianity by missionaries. After the period of mid mid-19th century, the people of the island experienced economic growth and prosperity. Industries like fishing, sea slug collection, pearling, and other maritime activities increased drastically.
1.5 Relevant NESA outcome
The “NESA (New South Wales Education Standards Authority)” provides essential guidelines regarding the “Early Stage 1” of the system. The students in the class should be able to communicate easily about their history and the heritage from where they had come. This is especially true for those children who belong to the “Aboriginal and Torres Strait Islander community”. As, the lesson talked in detail about the history, culture, societal arrangements, and other economic issues. They should also have the ability to pose important questions to the teachers and parents about their family's past as well.
1.6 Evaluation
- This resource helped the students to understand the cultural, social, and economic history of the “Aboriginal and Torres Strait Island” people over a period of time. The resource described the social, cultural, and economic activities of the Aboriginal people. The industries involved regarding the aboriginal people included fisheries, pearling, and other maritime activities.
- This resource is effective in teaching the students about the history of “Aboriginal people” as it involves the description of the culture, their origins, and the history before and after colonization and the arrival of Christianity had been discussed. Also, the lesson talked about the societal involvement of the people who survived hunting and also lived in small groups in a semi-nomad fashion.
2.0 History Resource B
2.1 Title
The resource is about relevant historical perspective data taken from a documentary published in 2017. The documentary was d “Sweet Country”.
2.2 Resource Type: Documentary
The type of resource is a documentary d “Sweet Country”. This was a 2017 documentary that showed the true story of an Aboriginal child during the time after World War I in Australia.
2.3 Reference code
The link from which the article that had been selected as the resource could be accessed is given below.
Link: https://thelatch.com.au/indigenous-films-to-watch-australia/
2.4 Description of the resource
The description of the story is about the discrimination an aboriginal boy faced at the hands of British colonizers. The story in the documentary is a true story. The plot of the documentary was that this had talked about an aboriginal farm worker after the period of World War I in the “Northern Territory” of Australia. The employer of the aboriginal person, Fred Smith lends him, his wife, and his niece to an alcoholic war veteran of World War I. The abuser veteran abused and raped his wife while he was in the work at the field. The abuser also later visited the workplace of the aboriginal person and chained him up. The excuse given by the abuser was that he wanted to stop the Aboriginal workers from stealing things. But, the aboriginal person fights back. And, as the abusive veteran tried to kick the worker, he shot and killed the British person (Thelatch.com, 2023). After this horrific incident, the Aboriginal person who was shot in self-defence had gone on a run from the law. A manhunt was launched by the police of that area, which was completely controlled and dominated by the white British colonizers. After some intensive period of manhunt by the police officers had to deal with the challenges of wild animals and venomous snakes. The Aboriginal person gets caught after some time, and they are tried in a court of law. But, after the judge was aware of the complete set of events of the case, the judge acquitted the Aboriginal person.
2.5 Relevant NESA outcome
The “NESA (New South Wales Education Standards Authority)” provides essential guidelines regarding the “Early Stage 1” of the system. The students in the class should be able to communicate easily about their history and the heritage from where they had come. As the story of the documentary describes the oppression faced by the aboriginal people of Australia. On one hand, the Aboriginal child was made aware of the crude and oppressive history. And, on the other hand, the story helped the white children in the school with the facts of history. Thus, they should also have the ability to pose important questions to the teachers and parents about their family's past as well.
2.6 Evaluation
- This resource helped the students to understand the cultural, social, and economic history of the “Aboriginal and Torres Strait Island” people over a period of time. The resource selected described the oppressive nature of the British colonizers towards Aboriginal and Torres Strait Island people. However, the story also described the relatively fair criminal justice system created by the British at that time.
- The selected resource is effective as it improves the awareness about the social, political, and economic systems of that time among the different Australian communities. As a result, the students could be made aware of the historical facts, and situations present in the mid 19th-century Australia.
3.0 Geography Resource A
3.1 Title
An assessment article was selected for the evaluation of the health and related issues among the “Aboriginal and Torres Islander people”. The title of the article is “Geographical analysis of evaluated chronic disease programs for Aboriginal and Torres Strait Islander people in the Australian primary health care setting: a systematic scoping review”.
3.2 Resource Type
The type of resource is an article, or assessment report that talks about the health issues and diseases faced by the “Aboriginal and Torres Strait Island people” in Australia.
3.3 Reference code
The link from which the article that had been selected as the resource could be accessed is given below.
Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6694647/pdf
3.4 Description of the resource
The resource talked about the geographical estimation regarding the health issues faced by the “Aboriginal and Torres Strait Islander” people. In Australia, chronic disease programs are important for the maintenance of a disease-free society. However, the geographical location where the targeted chronic disease programs were completed to improve the health of “Aboriginal and Torres Strait Island people” was not known completely. The article thoroughly evaluated the geographic location where the program was being implemented among the Aboriginal people. The protocol followed regarding this program was documented as per the standard protocol. The result found that the health program among the “Aboriginal and Torres Strait Islander people”, 32.1% was implemented in big cities. These include Sydney, Melbourne, Adelaide, Perth, Brisbane, Gold Coast, and Darwin among others (Beks, et al. 2019). And, almost 30% are implemented in rural areas. Also, a smaller portion (12.3%) of the program was implemented in the inner regional areas near the cities. Also, only 7.4% of the portion was implemented in the rural areas. The results from the article concluded that the program was implemented successfully among the Aboriginal and Torres Strait Islander people who reside in inner and outer regional areas. Therefore, it could be said that the majority of the population of the aboriginal people are in the urban areas of Australia.
Figure 1: Geographical analysis of the chronic disease programme among Aboriginal people
(Source: www.ncbi.nlm.nih.gov)
3.5 Relevant NESA outcome
The “NESA (New South Wales Education Standards Authority)” provides essential guidelines regarding the “Early Stage 1” of the system. Regarding geography guidelines, the students in the class should be able to communicate and develop a broader understanding of the geography where the Aboriginal people reside. Also, the cultural, political, social, and economic activity of the Aboriginal people. They should also have the ability to pose important questions to the teachers and parents about their family's past as well.
3.6 Evaluation
- This resource helped the students to understand the health situation of chronic diseases of the “Aboriginal and Torres Strait Island” people over a period of time. The selected resource described the implementation of the targeted “chronic disease programs” in Australia.
- The selected resource is effective as it improves awareness about the geographic concentration of health programs in the Australian health systems among the Australian communities. As a result, the students could be made aware of the geographic location of the presence of the aboriginal communities.
4.0 Geography Resource B
4.1 Title
The title of the resource could be described as the “Australian Aboriginal language”. The category of the image is about the geography and travel perspective of a traveler.
4.2 Resource Type:
The type of resource is an image, that describes the different languages used by the Aboriginal people in Australia. It also describes the specific location of those people in Australia.
4.3 Reference code
The link from which the article that had been selected as the resource could be accessed is given below.
Link: https://www.britannica.com/topic/Australian-Aboriginal-languages
4.4 Description of the resource
The resource talked about the different languages used by the Aboriginal people in Australia. It also described the locations of those people within the country. The image described the aboriginal languages spoken in their specific location. It had been observed as per the image that, most of the Aboriginal people lived in the Australian state of “Northern Territory”, “Western Australia”, and “Queensland”. There are two groups of aboriginal languages spoken by the people living in the country. Those are “Pama-Nyungan”, and “non Pama-Nyungan”. The “Pama-Nyungan” languages are spoken by the people living in “Torres Strait Island”, “Yuulngu”, “Paman”, “Dyirbal”, “Warlpiri”, “Arandic”, and “Western Desert” (Britannica.com, 2019). The “non-Pama-Nyungan” languages are spoken by those people living in “Tiwi”, “Nunggubuyu”, “Anindily akwa”, “Lardil”, and “other non-Pama-Nyungan” areas. The number of people involved in speaking these languages does not exclude 200 to 300 families. As a result, these languages are categorized as protected languages of Australia.
Figure 2: Map showing the geographical locations of aboriginal people in Australia
(Source: www.britannica.com, 2019)
4.5 Relevant NESA outcome
The “NESA (New South Wales Education Standards Authority)” provides essential guidelines regarding the “Early Stage 1” of the system. The students in the class should be able to communicate easily about their history and the heritage from where they had come. They should also have the ability to pose important questions to the teachers and parents about their family's past as well.
4.6 Evaluation
- The resource could be used by the teachers in the schools in the country to teach more about the location, and the number of Aboriginal people living in the country. This lesson would also help the students to understand the history of the Torres Strait Island people who are mostly Aboriginal.
- This lesson is effective in teaching history and geography about the Aboriginal people, as it helped in the visualization of the geographical location of those people with the help of a map.
References
Journals
- Beks, H., Binder, M., Kourbelis, C., May, N., Clark, R., Hudson, K., & Versace, V. (2019). Geographical analysis of evaluated chronic disease programs for Aboriginal and Torres Strait Islander people in the primary healthcare setting: a scoping review protocol.JBI Evidence Synthesis,16(12), 2268-2278. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6694647/pdf [Retrieved on: 23.09.2023]
- Dudgeon, P., Wright, M., Paradies, Y., Garvey, D., & Walker, I. (2010). The social, cultural and historical context of Aboriginal and Torres Strait Islander Australians.Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice, 25-42. Retrieved from: https://www.academia.edu/download/45867982/paradies-socialculturalhistorical-2010.pdf [Retrieved on: 23.09.2023]
Website
- (Britannica.com, 2019) Australian Aboriginal languages. Available at: https://www.britannica.com/topic/Australian-Aboriginal-languages [Retrieved on: 23.09.2023]
- (Thelatch.com, 2023) Ten Indigenous Films and Documentaries to Watch. Available at: https://thelatch.com.au/indigenous-films-to-watch-australia/ [Retrieved on: 23.09.2023]