| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Myths and Massacres: Australian History and Reconciliation |
| Unit ID: | INDSL2002 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (BAKIP1001 or BAXDC1002 or BAXDC1004 or FEAFN1102 or INDOL1002 or INDSL1000 or INDSL1001 or INDSL1004) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (BAXDC2108 and BAXDC3108 and INDSL3002 and INDSL3108) |
| ASCED: | 090311 |
| Other Change: | |
| Brief description of the Unit |
This unit explores the nature, extent and significance of violence between Indigenous and non-Indigenous peoples in Australia. In particular, it examines the evidence relating to killings of Aboriginal and Torres Strait Islander people by Europeans and appraises the interpretations historians have placed on this evidence. Students will consider the contributions of oral accounts, written records, demographic data and physical evidence in the reconstruction of past events and reflect on the influence of contemporary political perspectives on the interpretation of these materials. The unit explores a range of perspectives concerning the meaning, purpose and accuracy of historical accounts of massacres and other forms of violence and considers their implications for contemporary debates regarding the proper relationship between Indigenous and non-Indigenous Australia. Students will reflect in particular on the relationship between the historiography of violence and the meaning and process of reconciliation with Indigenous peoples in Australia. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Appraise contrasting positions and perspectives on the nature, extent and significance of violence between Indigenous and non-Indigenous peoples in Australia |
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| K2. | Recognise the influence of contemporary political perspectives on the interpretation of historiographical materials |
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| K3. | Explore the relationship between the historiography of violence and the meaning and process of reconciliation with Indigenous peoples in Australia |
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| Skills: |
| S1. | Conduct historical analysis on both primary and secondary materials |
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| S2. | Develop skills in research and communication, including academic writing and referencing |
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| S3. | Critically evaluate key theories and concepts in Indigenous history |
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| Application of knowledge and skills: |
| A1. | Engage sensitively and respectfully with debates concerning the nature, extent and significance of violence between Indigenous and non-Indigenous peoples in Australia |
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| A2. | Apply relevant conceptual and theoretical frameworks to issues and debates regarding the historiography of violence in Australia |
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| A3. | Integrate the analysis and interpretation of a range of materials to communicate an informed understanding of Indigenous history |
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| Unit Content: |
•The great Australian silence and the myth of peaceful settlement
•Revisionist historiography and the history wars debate
•“Black armbands”, “white blindfolds” and the politics of history
•The history and historiography of violence in settler-colonial Australia
•Massacres, warfare and Indigenous resistance
•Accounts and evidence of frontier violence in Australia
•The contribution of oral testimony to historical understandings
•The influence of contemporary politics on the interpretation of historiographical materials
•The relevance of the historiography of violence to contemporary relations between Indigenous and non-Indigenous Australia
•Recognising and commemorating historical sites associated with intercultural violence
•The troubled and troubling relationship between “truth” and “reconciliation” |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, S3, A1, A2 | Critical reviews of unit readings and/or other relevant sources and materials | Critical reviews | 15–30% | | 2. | K1, K2, K3, S1, S2, S3, A1, A2, A3 | Presentation (with accompanying notes/summary) on a topic or question related to unit content | Presentation | 30–40% | | 3. | K1, K2, K3, S1, S2, S3, A1, A2, A3 | Academic essay or poster on a topic or question related to unit content | Research essay or poster | 35–50% |
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