This lesson plan falls within World History (Modern), Anthropology and Sociology strands.

Understand the challenges facing aboriginal cultures in these three countries; identify events and policies that have shaped the relationship between the aboriginal cultures and the dominant social groups; evaluate governmental treaties and policies regarding aboriginal cultures.

First Nations people share a number of concerns in their struggles to preserve their culture, language, and economic well being. The inherent right to self-government and claims to land are at the heart of aboriginal peoples' wish to find a secure place in the world. National governments have enacted laws and policies which have at times protected and at other times destroyed indigenous cultural institutions. Should aborigines form their own communities that are self-governed and isolated from the rest of society, with a return to pre-colonial laws and customs, or should indigenous people be absorbed into the community and taught the same skills, given the same opportunities, as non-aboriginal people?

2 class periods

• Student Activity Sheet
• 2-Column Table
• Debate Rubric

Students have the opportunity to write a Research Report (see Extension below).

Should First Nation peoples have special privileges and separate legal rights from non-aboriginal peoples?

Point of View Students will hold a debate in which they argue whether or not Aboriginal people should have separate rights and privileges written into the laws of a country. Group members will research the recent history and circumstances of the Aboriginal people of one of the selected countries.

Have students research the topic using the provided links. Encourage them to use the suggested graphic organizer.

Ayers Rock (Uluru), a sacred site for the Aborigines. Photo by Jennifer Macklin.

To start students thinking about the issues concerning Aboriginal people have them examine the photograph.

Key questions students should answer are:

• Why might this site in Australia be sacred to the Aboriginal people there?
• What conflicts may arise given that Uluru is a major tourist destination?
• Why might it matter which name is given to this landmark?

Distribute the Student Activity sheet. Divide the class into two groups, those who will argue for special status and those who will argue for assimilation. Then, divide these two groups into three sub-groups, each responsible for researching one of the countries.

Tell students that they will research the following topics in preparation for the debate.

• Challenges to maintaining culture
• Legal status
• Special rights
• Government policies regarding aboriginal cultures: assimilation or protection
• Differences between tribal law and civil law
• Land Claims
• Unemployment
• Health

Tell students that you will act as moderator. Review rules for the debate. Explain that each group will give an opening statement and have time for a rebuttal and closing argument.

Use the Debate Rubric and/or Performance Rubric to assess students' work. Have students use the list of expectations to judge how well they met the criteria.

Ask students: Were government policies regarding aboriginal cultures fair to both sides? Why or why not?

Have students use World Cultures Today to research and write about other indigenous peoples and their experiences in preserving their cultures.

Alternative: Have students watch Rabbit-Proof Fence and then write about the "Stolen Generation."