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Please answer the following questions:
1. The states have recently agreed to the implementation of changes to the National Curriculum brought about by the National Curriculum Review. In relation to the humanities the curriculum has become ‘uncrowded’ by combining history, geography, civics and citizenship. Will the integrity of the disciplines especially history and geography be lost if we go back to a SOSE like subject that has been described as ‘a grab bag of disparate disciplines.’
2. What are the benefits and limitations of inquiry learning?
3. Students should study History in order to understand the present and prepare for the future. Discuss
4. What do you see as the positive advantages of technology in History and Geography classrooms?
Approx 300 words per question using the references provided. For question 3 use any source.
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Do not remove this notice
Indigenous
education
is
the
study
of
the
contribution
of
the
original
inhabitants
of
this
country
to
our
national
character,
with
a view
to
enabling
Indigenous
and
non- Indigenous
appreciation
and
comprehension.
The
research
into
Indigenous
education
indicates
that
it is vital
to
take
into
account
the
many
differences
between
Indigenous
groups
as
well
as
their
similarities,
and
to
use
local
resources
to
better
understand
the
complexities
associated
with
the
many
different
Indigenous
groups.
Classroom
approaches
to
Indigenous
education
include:
®
acknowledging
the
role
of
the
learner
in
the
teaching
process
®
using
local
resources
(especially
human
resources)
in
teaching
in
this
area
®
recognising
the
diversity
of
Indigenous
groups
®
acknowledging
that
there
are
many
culturally
different
approaches to
attaining
basic
human
needs.
This
chapter:
®
describes
the
approaches
used
by
the
author
®
provides
some
scaffolds
for
exploring aspects
of
local
Indigenous
cultural
practices
®
considers
the
Indigenous
student
in
the
classroom
®
emphasises
the
holistic
nature
of
learning
with
particular
focus
on
local
Indigenous
communities.
This
chapter
outlines
my
personal
approach
and
understandings
in
relation
to
the
teaching
of
SOSE
to
both
Indigenous
and
non-Indigenous
primary
school
students
over
roughly
a
30-year
period
in
Aotearoa/New
Zealand
and
the
Northern
Territory.
Much of
what
follows
is an
amalgam
of
successes
in
teaching
SOSE
to
Maori
and
non-Indigenous
New
Zealand
and
Australian
children
as
well.
It
is
informed
by
my
own
background
of being
Aboriginal
at primary
school
at a time
when,
apart
from
in
the
missions
in
New
South
Wales,
there
was
no
recognition
or
allowance
for
Indigenous
students
in
either
New
Zealand
or
Australia.
Teaching
Indigenous
trainee
teachers
at the
Northern
Territory
University
for
ten
years
has
also
contributed
enormously
to
my
growing
understanding.
Acknowledgement
is
given
to
the
kind
permission
given
by
various
scholars
to
draw
on
their
work.
In
particular
Dr
Joe
Parsons’s
excellent
material
on
Bloom’s
taxonomy
is
highly
valued.
My
own
memories
of
‘Aboriginal
studies’
are
literally
along
the
following
lines:’When
Phillip
brought
civilisation
to
New
South
Wales
in
1788
the
aborigines
(the
textbook
at
my
high
school
[Shaw]
omitted
the
capital
A)
either
quietly
moved
away into
the
bush
or
were
nuisances
in
the
new
settlement’.
Then
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