A further concept of this unit of work lays in the social impacts of war and the related learning experiences is students identifying and understanding perspectives and the associated impacts upon the Australian home front. In applying Aboriginal perspectives it is not simply including indigenous content but incorporating Aboriginal methods and principals, and thus, making it more relevant so students may connect with their culture (Barnhardt 1990, Leavitt 1994, Lipka 1990). In the attempt to examine the impacts of war upon society the first method to mind would be to congregate the students into talking groups, allowing everyone to contribute if so desired on their prior knowledge and understanding on such issues as the changing role of
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The learning experienced associated with this concept is so students can effectively utilise resources in a reliable manner, in order to explain why this war is commemorated and the significance of the Anzac Legend. The memory of the war and its aftermath had exposed multiple perspectives, including the almost forgotten, Indigenous Anzacs. In what light did the Aboriginals remember the war and why virtually no recognition was granted to them? Educators will implement these multiple perspectives by introducing students to concepts of artworks as sources of recording history, by presenting the students with an array of sources depicting the war, including poetry, paintings and films. It is at this point where one can include Aboriginal authored depictions, including oral histories. This leads to a teacher facilitating class discussion to encourage the students firstly in sharing their knowledge and methods of interpretation and resultant usefulness. This indicates knowledge is not a fixed criterion but is actively constructed through the forum of open discussion. Students will be made aware of the ideas of the Anzac Legend, and with their prior knowledge of Aboriginal involvement in the WW1, revitalising the idea the forgotten diggers and thus acknowledging the participation of Aboriginals in that
The learning experienced associated with this concept is so students can effectively utilise resources in a reliable manner, in order to explain why this war is commemorated and the significance of the Anzac Legend. The memory of the war and its aftermath had exposed multiple perspectives, including the almost forgotten, Indigenous Anzacs. In what light did the Aboriginals remember the war and why virtually no recognition was granted to them? Educators will implement these multiple perspectives by introducing students to concepts of artworks as sources of recording history, by presenting the students with an array of sources depicting the war, including poetry, paintings and films. It is at this point where one can include Aboriginal authored depictions, including oral histories. This leads to a teacher facilitating class discussion to encourage the students firstly in sharing their knowledge and methods of interpretation and resultant usefulness. This indicates knowledge is not a fixed criterion but is actively constructed through the forum of open discussion. Students will be made aware of the ideas of the Anzac Legend, and with their prior knowledge of Aboriginal involvement in the WW1, revitalising the idea the forgotten diggers and thus acknowledging the participation of Aboriginals in that