Overview
In a broad introductory history this unit examines the invasion and colonisation of First Nations Australians and the role of non-Indigenous Australians in this process. This history is recognised as an important part of Australia's national history. The unit begins by an investigation into the power of the coloniser to define what is silenced in national history and the national identity and the impact of the foundational historiography in shaping views of the ‘settlement of Australia’. The unit provides key knowledge on terra nullius; First Nations resistance to colonisation; racism; Stolen Generations; and the formative and ongoing development of First Nations political resistance and advocacy, including the 1967 Referendum and the Uluru Statement from the Heart. The unit enables a deep critical and ethical understanding of the impact of the past and its endurances into the present while fostering capacities to consider a more equitable national future enabling citizens and future professionals .
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE
Provide more power point presentations
Review content to include more power point presentations to assist students to meet the unit learning outcomes.
- Evidence a broad knowledge of First Nations history and its interface with non-Indigenous history
- Critically reflect on First Nations history and the ethics of the silencing of truth
- Discuss and critically reflect on First Nations history in the context of settler colonialism and national identity
- Explain and reflect on the ethical implications of the past for the present and future.
Not applicable
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Written Assessment - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsoft Office
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
v.pascoe@cqu.edu.au
Module/Topic
Module 1:
Introduction: Why First Nations History?
The Great Australian Silence: a Cult of Forgetfulness
1788 - The Frontier: The First Nations voice and memory outside the national imagining
Chapter
weekly e-reading list
Frontier: Australia's Forgotten War - episode 1
Events and Submissions/Topic
Post your contribution on discussion forum
Module/Topic
Module 2:
Beginning: knowledges of the origins of Australia and First Nations people
Ways of knowing and frontier violence
Chapter
weekly e-reading list
Frontier: Australia's Forgotten War - episode 2
Events and Submissions/Topic
Post your contribution on discussion forum
Module/Topic
Module 3:
Ethics and History: your ethical reflection on understanding what 'Australian history' meant and means:
Reflecting on the silence of: invasion- colonisation- settlement
Reflecting on what should constitute a national history: the good and the bad- the ethical and unethical?
Re-visioning history to beyond a binary; your ethical reflections.
Chapter
weekly e-reading list
Frontier: Australia's Forgotten War - episode 3
Events and Submissions/Topic
Post your contribution on discussion forum
Module/Topic
Module 4:
Power, Authority and Justice: British law and the cultural interface with sovereign First Nations peoples.
History and perspective the role of discourse as power and the implications for First Nations people.
Chapter
weekly e-reading list
Events and Submissions/Topic
Post your contribution to discussion forum
Module/Topic
Module 5:
Settler Colonialism and resistance
Terra Nullius: Empty land
Chapter
weekly e-reading list
Events and Submissions/Topic
Post your contribution to discussion forum
Assessment 1 due: Monday 26th August 2024
Module/Topic
vacation
Chapter
Events and Submissions/Topic
Assessment 1 due: Monday 26th August 2024
Module/Topic
Module 6:
1901 White Australia policy foregrounding protectionism and assimilation policies
Chapter
weekly e-readings list
Events and Submissions/Topic
Post your contribution to discussion forum
Assessment 1 due: Monday 26th August 2024
Module/Topic
Module 7:
Colonial history: missions and reserves
protectionism and assimilation
The Stolen Generations: ethical reflection on perspective
Chapter
weekly e-readings list
Events and Submissions/Topic
Post your contribution to discussion forum
Assessment due: Monday 26th August 2024
The Great Australian Silence Due: Week 7 Monday (26 Aug 2024) 12:45 pm AEST
Module/Topic
Module 8:
Torres Strait Islanders and Colonial Occupation: another history: traders and maritime history. Missionaries in the Torres Strait Islands
South Sea Islanders in Australia
Slavery and the South Sea Islander contribution to Australia's sugar industry
Chapter
weekly e-reading list
Events and Submissions/Topic
Post your contribution to discussion forum
Module/Topic
Module 9:
20th Century- Against the Odds: First Nation Peoples' Struggle for Justice
Toward some civil rights: from the White Australia Policy to the the 1967 Referendum.
Political activism, speaking out.
Chapter
weekly e-reading list
Events and Submissions/Topic
Post your contribution to discussion forum
Module/Topic
Module 10:
Civil to Human Rights:
Land Rights - United Nations and Human Rights
The Uluru Statement from the Heart and the failed 2023 referendum
Chapter
weekly e-reading list
Events and Submissions/Topic
Post your contribution to discussion forum
Assessment 2 due: Wednesday 2nd October 2024
Module/Topic
Module 11:
With knowledge comes responsibility: restorative Justice & making reconciliation possible - an ethical exploration
critical and ethical reflection on restorative justice in the context of the discourse on reconciliation
Chapter
weekly e-reading list
Events and Submissions/Topic
Post your contribution to discussion forum
Assessment 2 due: Wednesday 2nd October 2024
Module/Topic
Reflections on the journey and the role of historiography in understanding the nation.
What do we now know?
Chapter
weekly e-reading list
Events and Submissions/Topic
Post your contribution to discussion forum
Assessment 2 due: Wednesday 2nd October 2024
Select Two historical topics Due: Week 12 Wednesday (2 Oct 2024) 11:45 pm AEST
Module/Topic
No exam
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
This assignment requires you to demonstrate your engagement with weeks 1- 7of the unit.
Essay Question
What was the ‘Great Australian Silence’ (as defined by Stanner, 1968) in Australia's history? Is the concept still relevant to Australia today? Reference your essay to scholarly literature,
The following is a guide for this essay:
- Introduction to the question and description of the Great Australian Silence will be about 200 words. It will state what the Great Australian Silence refers to (using scholarly literature), and you can posit your position of whether or not you argue the concept is still relevant to Australia today.
- Body of the essay will be about 1400 words. It should explain the impact of the silence on how Australian history was written: e.g. what was included, the perspective presented, what was omitted, the impact of those omissions. You should illustrate this with key examples. Explain how history constructed and imagined the national Australian identity and how this impacted on First Nation Australians.
- Your conclusion (about 400 words) is where you demonstrate your understandings of the impact of the Great Australian Silence and the formative Australian national identity. Consider the impacts on First Nation people.
- Finally, attach as an appendix, a discussion forum post where you have demonstrated your ethical reflections on the Great Australian Silence.
Use of Generative Artificial Intelligence agents (GenAI).
Within this assessment, the use of Microsoft Copilot, chat GPT or other Gen AI agents is as follows
- Gen AI content can be used to generate ideas and general structures.
- Word Count : 2000 words. The word count is considered from the first word of the Introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Week 7 Monday (26 Aug 2024) 12:45 pm AEST
Submit as one word document via the Assessment link in Moodle
Week 9 Monday (9 Sept 2024)
via Moodle
- Demonstrated capacity to use AND intellectually engage with relevant quality academic peer reviewed articles/books to support your answer to the topic
- Evidenced engagement with unit content, unit readings & unit lectures/tuts as appropriate to question
- Demonstrated clear critical /ethical reflection that is coherent, considered & informed
- Clarity: e.g. intro: states aims, purpose and approach to question.
- Body: clear, logical and developed scholarly argument
- Conclusion: A coherent final position that reflects arguments of essay
- Writing is grammatical, logical with a scholarly (use of references), and at a university standard.
- Correct terminology used throughout
- The question is addressed fully (re depth & word length =/-10%),
- A forum post demonstrating reflection on topics attached as an appendix.
Weighting 40%
APA referencing; Font size 12, 1.5 spacing
- Evidence a broad knowledge of First Nations history and its interface with non-Indigenous history
- Critically reflect on First Nations history and the ethics of the silencing of truth
2 Written Assessment
Select two topics in this unit between weeks 7 & 11.
- Drawing on scholarly literature and research, describe two historical topics.
- Using understandings drawn from your study of the unit, discuss the impact of the topics you have selected on First Nation people at the time.
- Briefly discuss why and how the past does or does not continue to impact into contemporary situations with First Nation and non-Indigenous people.
The following is a guide for this essay:
- Introduction: State the two topics or you have selected. Topics must be selected from weeks 7-11. This will be about 300 words.
- Body: Drawing on scholarly literature and research describe each topic. (About 700 words for each topic = 1400 words). Discuss the impact of history on First Nations people at that time. Next, discuss If or why the past history you have studied may continue to impact into contemporary society situations (enduring views, trust, attitudes, beliefs) in Australia.
- Conclusion: Your final summary (about 300 words).
- Finally, attach as an appendix a discussion forum post which demonstrates your critical and ethical reflection.
- Use of Generative Artificial Intelligence agents (Gen AI).
Within this assessment, the use of Microsoft Copilot, chat GPT or other Gen AI agents is as follows:
- GenAI content may be used to generate ideas and general structures.
- Word Count : 2000 words. The word count is considered from the first word of the Introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
weighting 60%
APA referencing style: font 12, 1.5 spacing
Week 12 Wednesday (2 Oct 2024) 11:45 pm AEST
Submit as one word document via the Assessment link in Moodle
Exam Week Wednesday (16 Oct 2024)
via Moodle
- Writing is grammatical, logical with scholarly use of references, and at a university standard.
- Clear, logical and developed scholarly argument
- States aims, purpose and approach to question.
- Correct Terminology used throughout
- Demonstrated capacity to use and engage with relevant quality academic peer reviewed articles/books to support your answer to the topic.
- Demonstrated engagement with unit content, unit readings & unit lectures/tuts as appropriate to question
- Demonstrated clear critical /ethical reflection that is coherent, considered & informed in essay & forum post.
- Conclusion: A coherent final position that reflects arguments of essay.A forum posting demonstrating reflections attached as an appendix.
weighting 60%
APA referencing; Font size 12, 1.5 spacing
- Discuss and critically reflect on First Nations history in the context of settler colonialism and national identity
- Explain and reflect on the ethical implications of the past for the present and future.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
