Aboriginal Studies 2023 HSC exam pack

Students should:

• refer to a specific Aboriginal community, not just ‘Australian Aboriginal people’ or ‘Aboriginal people’
• correctly identify an Aboriginal community, for example, Wodi Wodi Community of Yuin Country, NSW
• correctly identify an international Indigenous community, for example, Oglala Lakota of Pine Ridge Reservation, South Dakota, USA
• compare both an Aboriginal community and an international Indigenous community, for example, Wodi Wodi Community of Yuin Country, NSW with Oglala Lakota of Pine Ridge Reservation, South Dakota, USA
• use relevant terminology and concepts to support their response, where appropriate, such as ‘Aboriginal’ capitalised and not using the acronym ATSI
• distinguish between Aboriginal peoples and Torres Strait Islander peoples, where appropriate
• know the difference between a community initiative and a government initiative
• read the question carefully to ensure that they do not miss important components of the question
• integrate source material throughout their response
• have a clear understanding of key words in the question, recognise the intent of the question and its requirements
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• sustain their judgements, where appropriate, throughout the response with a clear connection to the question
• present a sustained, logical and cohesive response, where appropriate, that addresses the question.

Question 7

In better responses, students were able to:

• clearly outline ONE international Indigenous protest
• provide some features of ONE international Indigenous protest
• make links to the improvement of social justice of Indigenous peoples.

Areas for students to improve include:

• knowing the difference between international Indigenous protests and Aboriginal protests
• knowing protests that specifically relate to Indigenous peoples, not to broader issues or other groups, such as African Americans.

Question 8

In better responses, students were able to:

• name an international agreement and its purpose in protecting human rights
• state how Aboriginal or other Indigenous communities use these agreements to protect their human rights
• integrate Source C into the response by referring to the UN Human Rights Committee decision.

Areas for students to improve include:

• showing knowledge of international agreements that protect human rights
• understanding how international agreements are used by Aboriginal or other Indigenous peoples to protect their human rights.

Question 9

In better responses, students were able to:

• identify initiatives aimed at addressing racism that benefit Aboriginal communities
• provide details of how the initiatives address racism
• refer to Source D, a news item, to support their response.

Areas for students to improve include:

• showing how initiatives such as the Western Australian example in Source D address racism
• identifying initiatives and providing details
• linking Source D into the response.

Question 10(a) – Health

In better responses, students were able to:

• describe ONE particular ongoing effect of colonialism on Aboriginal peoples’ health since the 1960s
• integrate statistics, relevant issues and concepts.

Areas for students to improve include:

• avoiding information that relates to pre1960s
• describing the ongoing effect in a detailed, structured manner.

Question 10(b) – Health

In better responses, students were able to:

• provide a balanced response for BOTH an Australian Aboriginal community AND an international Indigenous community
• incorporate concepts from Source E
• integrate statistics, relevant issues and concepts.

Areas for students to improve include:

• providing full reference to an international Indigenous community including name, place, country
• integrating of Source E into the response.

Question 11(a) – Education

In better responses, students were able to:

• describe ONE particular ongoing effect of colonialism on Aboriginal peoples’ education since the 1960s
• integrate statistics, relevant issues and concepts.

Areas for students to improve include:

• avoiding the overuse of Preliminary course content from the pre1960s unless there are strong links to HSC course content.

Question 11(b) – Education

In better responses, students were able to:

• use Source E as a point of reference to clearly link education to political change
• underpin the response with a focus on political changes relevant to each community
• integrate the Source E with their own knowledge.

Areas for students to improve include:

• providing correct reference of BOTH an Australian Aboriginal community AND an international Indigenous community
• integrating Source E into the response
• considering contemporary issues and explaining these through the lens of political change.

Question 12(a) – Housing

In better responses, students were able to:

• describe ONE particular ongoing effect of colonialism on Aboriginal peoples’ housing since the 1960s
• link historical processes that relate to the contemporary issues
• integrate statistics, relevant issues and concepts.

Areas for students to improve include:

• ensuring all parts of the question are addressed
• describing the ongoing effect in a detailed, structured manner.

Question 12(b) – Housing

In better responses, students were able to:

• provide a balanced response for BOTH an Australian Aboriginal community AND an international Indigenous community
• integrate Source E as a point of reference to clearly link housing to political change
• underpin the response with a focus on political changes relevant to each community.

Areas for students to improve include:

• providing correct reference of BOTH an Australian Aboriginal community AND an international Indigenous community
• integrating Source E into the response
• considering contemporary issues and explaining these through the lens of political changes.

Question 13(a) – Employment

In better responses, students were able to:

• describe ONE ongoing effect of colonialism Aboriginal peoples’ work patterns since the 1960s
• provide statistics on Aboriginal peoples’ employment status.

Areas for students to improve include:

• providing statistics and explicit examples to support the response
• avoiding the overuse of Preliminary course content from the pre1960s unless there are strong links to HSC course.

Question 13(b) – Employment

In better responses, students were able to:

• provide a balanced response for BOTH an Australian Aboriginal community AND an international Indigenous community
• integrate Source E as a point of reference that clearly links employment to political change
• underpin the response with a focus on political changes relevant to each community
• give strong employment examples for each community
• link political changes to the improvement of employment status.

Areas for students to improve include:

• ensuring all parts of the question are answered showing explicit examples for BOTH and Australian Aboriginal community AND an international Indigenous community
• integrating Source E into the response
• considering contemporary issues and explaining these through the lens of political changes.

Question 14(a) – Criminal justice

In better responses, students were able to:

• clearly describe ONE ongoing effect of colonisation such as the overrepresentation of Aboriginal peoples in the criminal justice system since the 1960s
• integrate statistics, relevant issues and concepts.

Areas for students to improve include:

• providing statistics and explicit examples to support the response
• integrating Source E into the response
• avoiding the overuse of Preliminary course content from the pre1960s unless there are strong links to HSC course.

Question 14(b) – Criminal justice

In better responses, students were able to:

• link the political change referred to in Source E to addressing the social justice issue
• explain details and examples from their specific communities BOTH national AND international
• provide a balanced response for both an Australian Aboriginal community AND an international Indigenous community.

Areas for students to improve include:

• identifying specific area/town of the community
• ensuring all parts of the question are answered showing explicit examples for BOTH an Australian Aboriginal community AND an international Indigenous community
• integrating Source E into the response
• considering contemporary issues and explaining these through the lens of political changes.

Question 15(a) – Economic independence

In better responses, students were able to:

• describe ONE ongoing effect of colonialism and link it to Aboriginal peoples’ economic independence since the 1960s
• integrate statistics, relevant issues and concepts.

Areas for students to improve include:

• providing statistics and explicit examples to support the response
• integrating Source E into the response
• avoiding the overuse of Preliminary course content from the pre1960s unless there are strong links to HSC course.

Question 15(b) – Economic independence

In better responses, students were able to:

• link the political change referred to in Source E to addressing the social justice issue
• integrate knowledge about Aboriginal and other Indigenous peoples’ economic status into the response
• clearly outline political changes needed to improve Aboriginal and other Indigenous peoples’ economic status.

Areas for students to improve include:

• providing a balanced response for both an Australian Aboriginal community AND an international Indigenous community
• ensuring all parts of the question are answered showing explicit examples for BOTH an Australian Aboriginal community AND an international Indigenous community
• integrating Source E into the response.

Question 16

In better responses, students were able to:

• correctly reference ONE Australian Aboriginal community and ONE international Indigenous community
• provide a clear comparison of the initiatives and provide an evaluation of their relative success(es)
• integrate TWO topics into the response.

Areas for students to improve include:

• providing a thorough evaluation or comparison of initiatives and community-specific examples
• ensuring all components of the question are answered.

Question 17(a) – Research and inquiry methods

In better responses, students were able to:

• express a holistic understanding of the nature and significance of research such as ethical research practices
• use explicit examples to provide context
• include Indigenous research methodologies as a point of reference.

Areas for students to improve include:

• avoiding a vague description of research that is not linked to the question
• using issues/topics that are not relevant to the question.

Question 17(b) – Research and inquiry methods

In better responses, students were able to:

• justify the need for effective and genuine community consultation, including examples of ‘ongoing’ consultation
• state how Source F provides evidence of empowering communities and how this impacts the broader Australian community. For example, ‘genuine' recognises cultural sensitivities spirituality, Language, cultural practices. It recognises other stakeholder groups and the involvement of Elders and the community in the final report showing 'effective, genuine and ongoing community consultation
• locate and select relevant sections of Source F to support their reasons.

Areas for students to improve include:

• avoiding restating large sections of the source
• linking Source F to a relevant discussion point
• attempting to justify through potential ramifications of failing to follow protocols.

Question 18(a) – Aboriginality and the land

In better responses, students were able to:

• explain the importance of Country to Aboriginal peoples
• integrate explicit examples of Aboriginal communities
• make clear links between Country, culture, heritage and identity
• refer to Source G within the response.

Areas for students to improve include:

• using relevant examples and terminology in the response
• avoiding the repetition of information in the response.

Question 18(b) – Aboriginality and the land

In better responses, students were able to:

• make a strong evaluation of government responses to key historical events and issues related to the land rights movement
• integrate relevant examples of events in the land rights movement
• provide examples of responses such as policy and legislation.

Areas for students to improve include:

• understanding key historical events that prompted significant government responses
• developing a strong understanding of the land rights movement
• providing relevant examples and terminology in the response.

Question 19(a) – Heritage and identity

In better responses, students were able to:

• make strong links between the concepts of language reclamation and affirmation of heritage and identity
• use relevant examples, their own knowledge and Source H within the response.

Areas for students to improve include:

• having a judgement in their response.

Question 19(b) – Heritage and identity

In better responses, students were able to:

• make a judgement about the impact of increased Aboriginal representation in the media on Aboriginal peoples and on the wider Australian community
• make a comparison between media representations by Aboriginal peoples and those by non-Aboriginal people such as types of media, ways it has increased over time
• establish an argument and sustain it throughout the response.

Areas for students to improve include:

• using explicit examples and linking them to the impact.