LESSON PLAN Page 1

Francis Canaris 17453107

Lesson 4/10
PART A: PREPARATION AND STRATEGIES
Year: Syllabus section:
10

Unit Name: The Three sisters and Gundugurra Ownership

Lesson Topic: Land rights and ownership: To whom do the Three Sisters belong? Duration: 60 minutes

Prior knowledge/skills required
Students will have prior
knowledge about the removal
experiences of Indigenous
Australians
Resources (Attach classroom ready resources/worksheets students will be using, including
relevant pages from textbooks)
Time line handout
http://www.abc.net.au/tv/mabo/pdf/Mabo_History_TeacherNotes.pd
http://www.abc.net.au/tv/mabo/videos/?play=messagestick_2012_ep19.mp4
E Stockton,(1993).Blue Mountain Dreaming: The Aboriginal Heritage. A Three
Sisters Publication. 200

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students self-regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?
QT element Indicators of presence in lesson
1.3 Students will be confronted with two conflicting ideas of land of
ownership .One from a western perspective and the other from an
2.2 Indigenous perspective.
Student engagement is encouraged through the scaffolding of questions
3.2
during discussions. This provides students an entry for classroom
discussions. Another point of engagement is through the visual activity of
symbolic timeline.
Cultural knowledge is explored as students uncover the significance of
land links towards the Gundugurra people through the investigation
source analysis activity

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)
HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern
world and Australia
HT5-3 Explains and analyses the motives and actions of past individuals and groups in the historical contexts that
shaped the modern world and Australia
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Students learn to: Students learn about the history surrounding land rights in
Create mind maps the Katoomba area and its connection towards Mabo
decision within Australian history.
Create symbolic timelines
Timing Lesson content Student activity Teacher activity
Mark role Settle into class Marks role
5 Mins

5-10 Introduce the concept of Ask students what does the concept of terror Create link between the Mabo case as a
mins Terra nullius towards the class. nullius precedent for using story and land links as a
way to obtain land rights within Australia.

10- Read as a class the Gundugurra Provides suggestions as to which land links
25mins interviews of their experience of are discussed within interviews with the Provide assistance to the students if needed
removal and connection toward Gundugurra people by Scaffolding the mind mapping exercise by
The gully in Katoomba asking students questions.

Create a Mind Map of the Ask students

different land links presented Spiritual connections towards the land?
within these individual stories. What were economic connections towards the
land?
What were their personal connections to the
land?

25- Create a small discussion linking Provide examples of historical narrative link Use this time to gage students previous
28min the case of the Gundugurra that they learned from the site visit knowledge about Mabo decision
people for land rights in the
Katoomba area and the Mabo
decision in terms of how narrative
and land links create a legal
argument.
Watch the ABC documentary Continue monitoring class
28- Watch the ABC documentary on
36Mins the legacy of the Mabo decision.
36- Discussion the significance of the Students their own perspectives on how the Allow for student input into the discussion
50Mins case of the Mabo with the issues are linked
students. Ask the students How does it challenge the
Write 100-200 word summary concept of terra nullius?
Get students to write a 100-200
word summary of their
understanding of how the Mabo
and its connection to the land
right issue with the three sisters
50-60 Students create within their notebooks a Hand time line sheet
Mins Get students to start creating a picture reference time line towards key
symbolic timeline of the Mabo moments of the Mabo decision using the abc Tell students that this exercise will be
decision timeline sheet as a reference point continued within the next class

Teacher walks around class providing

suggestions and feedback towards students
work.
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PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved? Reflecting upon the some parts of my lesson. I think the timeline activity is too time
constrained for students to grasp it in entirety, therefore may not fully be able to sequence the events
presented within the lesson. However this partially addressed by that the activity is designed to be continued
within the next class and should be seen as a starting pointing for students learning to sequence the events
that present within the lesson.
Learning outcome Method of measuring and recording

HT5-3 Explains and analyses the motives Students learn the motives of Indigenous Australians in trying to reclaim land rights
and actions of past individuals and groups within Australia. This done through examining interviews with Gundugurra people.
in the historical contexts that shaped the While student bring out their understanding of the Gundugurra motivation through
modern world and Australia classroom discussions and its relation towards the Mabo decision.

HT5-2 Sequences and explains the Students sequence events through creating a symbolic timeline a timeline of
significant patterns of continuity and events.
change in the development of the
modern world and Australia

Links to next lesson

Establishes an understanding within the relation between Aboriginal stories and land rights.Students will continue to construct
a symbolic timeline of the events described the lesson. This allows for students to understand how in present day activism
surround the site of the three sisters and the debate surrounding its narrative tittle.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
2.4 The class brings in Aboriginal sources of information attempts to remove
cultural bias from the lesson. While at the same the lesson explores
indigenous knowledge through trying to understanding the importance of
narrative and land links during the source analysis activity.
The lesson explores the concepts of the Mabo decision. The class employs a
2.1
variety of teaching strategies including Mind mapping, classroom
discussion and scaffolding of questions to assist student towards
understand the concepts surrounding the issue.

WHS considerations

No WHS considerations for this class.

References
Time line handout http://www.abc.net.au/tv/mabo/pdf/Mabo_History_TeacherNotes.pd
http://www.abc.net.au/tv/mabo/videos/?play=messagestick_2012_ep19.mp4
E Stockton,(1993).Blue Mountain Dreaming: The Aboriginal Heritage. A Three Sisters Publication. 200
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Gundugurra interviews Resource

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ABC Mabo timeline
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