EHU702 AT1 Mark Lavis ID: 217342288

History Unit 2

Movements for Change in the 20th century: Recognition and Rights of Indigenous People

Student Name Teacher

Outcomes

understand the key features of the movements for change, including the conditions
that gave rise to these movements, the motivations and role of individuals and groups,
and the short and long term consequences
use historical skills to investigate these movements in the modern period; judge the
reliability and usefulness of sources and the value of different kinds of evidence;
explore different interpretations and representations; and use a range of evidence to
support and communicate an historical argument.

Reading time: 15 min (Digital resource)

Writing time: 90 min

Section A (15 minutes) 6 questions/ 16 marks

Section B (25 minutes) 5 questions/22 marks

Section C (25 minutes) 3 questions/ 22 marks

Section D (25 minutes) 1 Question/ 20 marks

TOTAL: 90 MINUTES 15 QUESTIONS/ 80 marks

EHU702 AT1 Mark Lavis ID: 217342288

Digital resource: Part A

Watch the youtube video titled the land owns us and respond to the following questions.

1. Outline the different perspectives of Europeans and Aboriginal and Torres Straight
Islanders regarding land and landownership. (3 marks)

2. Using your existing knowledge from the unit, identify the ways the Colonists justified
their expansion in the Australian territory and how this impacted indigenous
communities and culture. (3 marks)

Look at the slideshow of maps of Australia in Part A of the website and answer the following
questions

3. Using the first map in the slideshow, explain the challenges Aboriginal and European
people faced regarding European land use and territorial expansion. (2 marks)

4. Using the second map in the slideshow, hypothesise the reasons for the location and
frequency of interracial massacres. (2 marks)

5. Using the third map in the slideshow, explain what the distribution of Christian
missions and Aboriginal reserves suggest regarding indigenous land and civil rights?
List the ramifications for Aboriginal people. (3 marks)

6. Using the fourth map in the slideshow, make 3 observations regarding the following
distribution of Native title land in Australia and provide reasons/evidence to
account for its size/location. (3 marks)
EHU702 AT1 Mark Lavis ID: 217342288

Digital Resource: Part B

Read the 1909 NSW Aborigines Protection Act and answer the following questions.

1. List 4 things that the Act regulates in relation to the everyday lives of Aboriginal
People. (2 marks)

2. Infer 3 ways in which this legislation could be used to deliberately damage aboriginal
culture and communities? Give examples from what you have learned in the unit so
far to support your answers. (3 marks)

3. Identify the three concepts that are commonly used to define white Australias
changing legislative approach to Aboriginal people. Provide a specific example that
illustrates each view. (6 marks)

4. Using the OPVL infographic in Part B for inspiration, Complete an OPVL analysis in
the table below for document 2 in Part B of the website. (8 marks)

Origin

Purpose

Value

Limitation

5. Describle the impact of religious missions and the government policy they were
involved with on Aboriginal spirituality and cultural identity. (3 marks)
EHU702 AT1 Mark Lavis ID: 217342288

Digital resource: Part C (Medium response)

1. Identify a significant individual and/or protest action/group (excluding Mabo) that

advanced the recognition of Indigenous rights in the period 1900-2000. Outline what
techniques were used to promote change and assess its success. (10 marks/300
words)

2. List the three changes made to the constitution at the 1967 referendum (in regards
to Aboriginal recognition) and outline their significance (6 marks/ 250 words)

3. Using Document 2 in Part C of the website as a source, make a judgement as to

impact of the 1967 referendum in the lives of ordinary aboriginal people. (6
marks/250 words)
EHU702 AT1 Mark Lavis ID: 217342288

Digital Resource: Part D (Extended response 600 words/20 marks)

Choose ONE of the questions from below and write an extended response.

1. Using the Leunig cartoon as a stimulus, summarise the outcomes and evaluate the
significance of the 1992 Mabo decision.

2. Using the text from the Sydney Law revue document as a stimulus, summarise and
evaluate the current debate regarding Aboriginal constitutional recognition and the
concept of treaty.
EHU702 AT1
Assessment Rubric:
Questions Descriptions
A 1,2 You were able to identify and explain
B3 relevant contextual information that
informs the area of study.
B 1,2 You effectively used historical skills to
judge the reliability and usefulness of
sources.
A 3,4,5,6 You were able to use historical
B4 documents to support and make
arguments. You were able to make
connections between these documents
and the course material.
C 1,2,3 You were able to identify an individual/
act of protest/ group and assess their
impact in relation to ATSI rights and
recognition.
D 1,2 You developed an effective argument in
a clear format that responded to the
stimulus material. Your response
included supporting evidence from the
unit.
All You were able to use subject specific
language and concepts to answer
questions and support your arguments.
Comments
Mark Lavis ID: 217342288
Student Outcome
Well Above Standard
Student significantly engaged
with, and convincingly argued the
importance of relevant historical
and cultural issues that impact on
the area of study.
Critical evaluation of a historical
source was effective and student
clearly assessed its reliability,
perspective, and usefulness.
Student substantially engaged
with the document and was able
to use it to make a convincing
argument. Student effectively
connected document to course
content and prior learning.
Student identified a significant
individual/ protest/ group and
comprehensively and critically
assessed the short and long term
impact of their actions
Argument was effective, clearly
structured and was supported by
highly relevant evidence. The
argument engaged substantially
with the stimulus material.
Student has used a wide range of
appropriate concepts and subject
specific language and has used it
to effectively. support a
convincing argument
Above Standard
Student engaged with and argued
the importance of relevant
historical and cultural issues that
impact on the area of study.
Critical evaluation of a source was
appropriate and student assessed
its reliability perspective and
usefulness.
Student engaged with the
document and was able to use it
to make an argument. Student
connected document to some
course content and prior learning
Student identified an appropriate
individual/ protest/ group and
effectively assessed the short and
long term impact of their actions
Argument developed was clearly
structured and supported by
evidence, The argument engaged
with the stimulus material.
Student has used a range of
appropriate concepts and subject
specific language and has used it
to support an argument.
At Standard
Student identified historical and
cultural issues that impact on the
area of study.
Critical evaluation of a source was
attempted and student assessed
some elements of its reliability,
perspective and usefulness.
Student referred to the document
and made an argument. Student
connected document elements of
course content and prior learning
Student identified a relevant
individual /protest/group and
assessed the long and short term
impact of their actions
A structured argument was
attempted and supported by
some evidence. Reference was
made to the stimulus material.
Student used some appropriate
concepts and used appropriate
language relevant to the course of
study.
Below Standard
Student did not identify or make
an argument that connected
historical and cultural issues to
the area of study.
Critical evaluation of a source has
not been attempted and its
reliability, perspective and
usefulness have not been
substantially considered.
Student referred to the document
but was unable to make an
argument. Student did not
substantially connect document
to course content or prior
learning.
Student did not identify, or
identified an non-relevant
individual/ protest/ group and did
not effectively assess the long and
short term impact of their actions.
A structured argument has not
been developed or supported
with appropriate evidence. The
stimulus material was not
engaged with effectively.
Student was unable to use
appropriate concepts and
language and was therefore
unable to use it to support an
argument.
EHU702 AT1 Mark Lavis ID: 217342288