2015 year 10 leadership program workbook print by AIME

LEADERSHIP PROGRAM WORKBOOK

Text Copyright ÂŠ AIME Indigenous Corporation, 2015 2015 Program Team www.aimementoring.com ALL RIGHTS RESERVED No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means electronic, mechanical, photocopying, recording or otherwise without the prior consent of the AIME

CONTENTS PERSONAL PAGE

03 MESSAGE FROM THE CEO 04 AIME CONTRACT 05 THE MAKING OF THE A-TEAM 06 IDENTITY 10 BE BETTER TOMORROW 16 LETTERS 18 AIME’S GOT GAME 28 PATHWAYS TO SUCCESS 34 DRUGS AND ALCOHOL 40 MENTORS 4 LIFE 41 IMAGINE WHAT"S POSSIBLE (MODULE 1) 43 IMAGINE WHAT"S POSSIBLE (MODULE 2) 52 RACISM 60 WHAT WILL YOU STAND FOR? 70 WINDOW TO FAME 80 END OF YEAR CELEBRATION 92

PERSONALPAGE NAME:

DATE OF BIRTH: SCHOOL: TRIBE/CLAN/MOB: YOU CAN USE THE SPACE BELOW TO CREATE YOUR OWN PERSONAL LOGO OR TAG FOR YOUR BOOK. YOU CAN WORK ON IT DURING QUIET TIMES THROUGHOUT THE YEAR.

MESSAGE FROM THE CEO

Welcome to the 2015 AIME Program For those of you who have been in the program before you know that what we stand for is Indigenous success. You guys represent the next generation of Indigenous leaders that is going to change the face of this country. I truly believe it. The key? 1. Surround yourself with positive people that believe in you 2. Always dream big 3. Work harder then anyone else We're there to stick by you in life so this is your moment. I know you'll seize it,

Jack Manning Bancroft AIME CEO and Founder

AIME CONTRACT AIME Mentees are expected to: •

Commit to the Mentoring Program for its duration

•

Commit to the adhering to the Program Rules, listed below 1. 2. 3. 4.

No Shame at AIME No contact between Mentors and Mentees outside of the Program. Mentees and Mentors cannot exchange gifts No one on one contact between a Mentee or Mentor. If a Mentee needs to leave the room, it must be in a group of 3. E.G Two Mentors and a Mentee. 5. No swearing 6. No racism/sexism 7. No physical contact between Mentees and Mentors 8. If a Mentee misses an AIME module the Program Manager/Coordinator will follow up with Mentee to find out why. 9. If a Mentee misses two modules in a row without explanation they’ll be asked to leave the program. 10. If a Mentee misses two modules in a row, but still wants to be involved, the Program Manager/ Coordinator will ask the Mentee to write a letter to their mentor explaining why they missed the modules and you want to come back. 11. If a Mentee discloses issues of abuse to a Mentor, the Mentor is required to report it to an AIME staff member 12. AIME Staff and Mentors must wear the AIME Uniform. 13. Have Fun! • Show respect to all Mentors and AIME Staff • Communicate any concerns about the mentoring relationship with AIME Staff or Teachers • Target 100% attendance at school •Complete Year 12 • Move from Year 12 into university or employment or other tertiary studies, traineeships and apprenticeships. • If your school hosts a Tutor Squad you are expected to attend every Tutor Squad module. The Year 10 Leadership Program begins today and involves 15 X 1 hour AIME modules.

I understand that if I miss a module or my attendance drops I will need to write a letter to AIME explaining why this has happened. If no letter is written, or the reason is considered to be unsatisfactory, I understand that I will be asked to leave the AIME Program. I understand that the commitments listed above are a requirement for me to participate in the AIME Year 9 Interactive Program. Name: Signature: Date: Mobile: (For Program Updates)

THE 1. MAKING 2. OF THE A-TEAM 3.

WHAT’S YOUR NAME?

Mentee: Mentor:

WHAT’S YOUR AGE?

Mentee: Mentor:

WHAT’S YOUR FAVOURITE SUBJECT AT SCHOOL?

Mentee: Mentor:

4. 5. 6. 7.

HOW MANY BROTHERS & SISTERS DO YOU HAVE? Mentee: Mentor:

IF YOU COULD TRAVEL ANYWHERE IN THE WORLD, WHERE WOULD IT BE AND WHY? Mentee: Mentor:

WHAT’S YOUR FAVOURITE THING TO DO ON THE WEEKEND? Mentee: Mentor:

WHAT’S YOUR FAVOURITE MEAL? Mentee: Mentor

8. 9. 10. 11. 12.

IF YOU COULD INVITE THREE FAMOUS PEOPLE TO DINNER WHO WOULD THEY BE? Mentee: Mentor:

WHAT WAS THE FIRST SONG YOU EVER LIKED? Mentee: Mentor:

IF YOU WERE STUCK ON A DESERT ISLAND FOR THE REST OF YOUR LIFE AND YOU COULD BRING THREE MOVIES TO WATCH, WHAT WOULD THEY BE? Mentee: Mentor:

WHAT’S YOUR FAVOURITE TV SHOW? Mentee: Mentor:

WHAT DO YOU WANT TO GET OUT OF AIME? Mentee:

Mentor:

“TEAMWORK IS THE ABILITY TO WORK TOGETHER TOWARD A COMMON VISION. THE ABILITY TO DIRECT INDIVIDUAL ACCOMPLISHMENTS TOWARD ORGANIZATIONAL OBJECTIVES. IT IS THE FUEL THAT ALLOWS COMMON PEOPLE TO ATTAIN UNCOMMON RESULTS.” ANDREW CARNEGIE, (1845-1919), BUSINESSMAN

Mentors and Mentees Building… 8

“WE ARE WHAT WE REPEATEDLY DO. EXCELLENCE, THEN, IS NOT AN ACT, BUT A HABIT.” ARISTOTLE, (384 BC –322 BC) GREEK PHILOSOPHER & SCIENTIST

The AIME Team for 2015. Our commitment is to excellence in everything that we do. The way we achieve this is by respecting, trusting, and believing in each other and our own ability. Plus a dedication to hard work and doing the extras!

THE AIME team 2015

It’s now time for you to build your own A-Team! In small teams you will be involved in a variety of workshops and have to tackle a number of different challenges.

IDENTITY 10

THOUGHT: IN 2011 EMILY JOHNSON BECAME THE SECOND EVER INDIGENOUS SCHOOL CAPTAIN AT HER SCHOOL. IN 2010 ALICIA JOHNSON, EMILY’S SISTER, LED THE WAY BY BECOMING DULWICH HIGH SCHOOL OF VISUAL ART AND DESIGN’S (AIME SYDNEY CITY) FIRST INDIGENOUS SCHOOL CAPTAIN. BOTH GIRLS WERE AIME STUDENTS. EMILY IS NOW STUDYING AT SYDNEY UNI FOLLOWING IN ALICIA’S FOOTSTEPS. THE SCHOOL OPENED IN 1885. 126 YEARS LATER IT HAD AN INDIGENOUS STUDENT STAND OUT THE FRONT AS A SCHOOL CAPTAIN. THINK OF THE IMPACT THIS HAD ON YOUNGER INDIGENOUS STUDENTS IN THE SCHOOL. THEN EXTEND THAT THOUGHT, DRAG IT OUT LIKE ONE OF THOSE FUNKY TAPE MEASURES, AND THINK ABOUT WHAT THE TEACHERS AND NON-INDIGENOUS STUDENTS WILL THINK ABOUT THE STEREOTYPES THEY HEAR ABOUT INDIGENOUS PEOPLE AFTER EMILY AND ALICIA’S TIME AS SCHOOL CAPTAIN - GIVING SPEECHES AT THE FRONT OF THE SCHOOL ASSEMBLIES.

Bloorborg is a small, purple shaped oozbattan from the far far away universe of Goolarg. Bloorborg has traveled across the galaxies in her space ship Ootvagan. And she's landed in Australia, in your back yard! You wake up in the morning for breakfast and then you see Bloorbog's faced squished against your window smiling and saying over and over again 'Hello I'm a Bloorborg, yessssss...... Hello, I'm a Bloorborg.... yessssss". Not wanting to wake the neighbours you go outside and start a conversation. Bloorborg opens up with some hard hitting questions.

BLOORBORG: I HEAR YOU ARE INDIGENOUS, CAN YOU EXPLAIN TO ME WHAT LIFE IS LIKE FOR YOUR PEOPLE IN AUSTRALIA TODAY? (100-200 WORDS) YOU:

BLOORBORG: MMMM INTERESTING! TELL ME ABOUT YOUR IDENTITY? WHAT DOES IT MEAN TO YOU? ARE YOU ONE OF THE ABORIGINAL PEOPLE OR TORRES STRAIT ISLANDERS? YOU:

BLOORBORG: IN GOOLARG WE SAY HELLO BY DANCING ON OUR HEADS.... LANGUAGE IS SO DIFFERENT EVERYWHERE.DO YOU HAVE YOUR OWN LANGUAGE? IF SO, WHAT’S IT CALLED AND DO YOU KNOW ANY PHRASES? YOU:

BLOORBORG: DO YOU KNOW MUCH ABOUT YOUR FAMILY HISTORY? CAN YOU SHARE WHAT YOU KNOW WITH ME? I KNOW MY FELLOW GOOLAGANS ARE VERY INTERESTED.... (100-200 WORDS) YOU:

BLOORBORG THANKS YOU FOR YOUR ANSWER BY DOING A GOOLARGIAN HEADSTAND(IMAGE WITH SPEECH BUBBLE) AND THEN SAYS.... "IN GOOLARG WE HAVE THIS NEW TECHNOLOGY CALLED DVD. YOU CAN WATCH ALL OF THESE IMAGES ON A SMALL SPACESHIP STYLE DISC. IT'S WOWOWOWWEEEEE WAAAA. YOUR AIME PRESENTER IS GOING TO CHUCK ONE ON NOW FOR US TO WATCH. 14

THE PLEDGE You now have a chance to put pen to paper and make a statement about where you want to see yourself in two years time. You could be about to finish Year 12, and then what? How do you want your friends and family to think about you? How do you want your teachers or schoolmates to remember you? Will you still be at school? Will you be a leader? AIME will put your pledges into a bottle or time capsule that will be sealed and placed in the AIME office. The pledges won’t be opened until your final regional Year 12 module when all of you will have the chance to see how far you’ve come. Dream big… how far can you go in 2 years time? How much can you do? Tear/Cut off your pledge below and hand to your Presenter at the end of the module.

NAME: AGE: SCHOOL:

MY PLEDGE TO ME IN 2 YEARS TIME:

OUR COUNTRY, OUR HISTORY, OUR FUTURE

LETTERS THE HOLOCAUST The Holocaust refers to the systematic murder of 6 Million Jews by the Nazi regime and its collaborators during World War Two. The Nazi party, a German political party led by Adolf Hitler, held the view that Jews were 'racially inferior' to other Germans and were a threat to the so-called 'superior' German race. After coming into power in 1933, the Nazi's used the state to carry out what they called 'the final solutionâ&#x20AC;&#x2122;, killing nearly two out of every three European Jews in the years of 1942 - 1945.

ANNE FRANK

Anne Frank was a Jewish German girl who is known world wide for the diary she kept while hiding from the Nazi’s in the compartment of a building in Amsterdam. Anne, her family and other Jewish families were hiding from the systematic persecution of Jews being carried out by Adolf Hitler and the Nazi regime. Sadly Anne Frank and many others became victims of the Holocaust. Anne’s diary has since been translated into 67 languages with over 30 million copies sold.

MIES GIEP

Mies Giep worked as an office secretary in Amsterdam during World War Two. A secret compartment in her workplace became the hiding place for Jews fleeing persecution from the Nazi regime. After the Nazi’s tragically arrested the people in the compartment, Giep found the diary of Anne Frank and kept it safe until Anne’s father Otto, who was the soul survivor from the Frank family, returned. Otto Frank edited the diary, taking out personal content and organised to get the diary published so Anne’s writing could be shared with others.

FREEDOM WRITERS

The Freedom writers began when high school students from Long Beach California were asked to write diary entries for an English assignment. Inspired by the work of Anne Frank and other teenage writers, the assignment gave the students the opportunity to write about many issues for the first time such as; gangs, immigration, drugs, violence, death, weight issues and teenage love. After their graduation, the student’s diary entries were published in a book, ‘The Freedom Writers Diary’ and made into a movie called ‘Freedom Writers.’

With your Mentor, read through the profiles of the 2 individuals. Select 1 that stands out to you. They are now a guest in your AIME journey. We’ll refer to them as ‘your guest’ from now on.

WHAT IS YOUR GUEST’S NAME? IN A FEW WORDS, SUMMARISE THEIR STORY:

Put your guest’s name in the middle of the ‘mind map’ below and write some words around it that come to mind when you think of that person!

USING THE MIND MAP BELOW, ASK YOUR MENTOR TO WRITE DOWN WORDS THAT COME TO MIND WHEN THEY THINK OF YOU!

YOU LOOK BACK OVER THE MIND MAPS YOU HAVE FILLED IN - WHAT WORDS DID YOUR MENTOR USE TO DESCRIBE YOU THAT WERE SIMILAR TO THE WORDS YOU USED TO DESCRIBE YOUR GUEST? WHAT WORDS WERE DIFFERENT? FILL THEM IN BELOW:

SIMILAR

DIFFERENT

HOW MANY SIMILAR WORDS WERE THERE? HOW MANY DIFFERENT WORDS WERE THERE?

STEP INTO THE SHOES OF YOUR GUEST. PRETENDING TO BE YOUR GUEST, EXPLAIN TO SOMEONE (WHO IS THE AGE THAT YOU ACTUALLY ARE NOW), WHAT YOU USED TO DO WHEN YOU WERE THEIR AGE. USE YOUR GUEST’S STORY TO HELP YOU. AT YOUR AGE I WAS

NOW WRITE A LITTLE ABOUT YOUR OWN STORY AND WHAT YOU’RE DOING AT YOUR AGE NOW (REMEMBER THE BEST STORIES ARE PERSONAL AND SHARE EMOTION). AT MY AGE I AM …

DO YOU THINK YOU CAN ACHIEVE AT YOUR GUEST’S LEVEL? WHY?

DOES YOUR MENTOR THINK YOU CAN ACHIEVE AT YOUR GUEST’S LEVEL IF YOU WANT TO? WHY?

"The difference between the impossible and the possible lies in a person's determination." Tommy lasorda HOW MOTIVATED DO YOU THINK THEY WERE TO ACHIEVE THINGS AT YOUR AGE? ASSUMING 1 = HIGHLY UNMOTIVATED AND 10 = HIGHLY MOTIVATED, CIRCLE THE NUMBER THAT BEST REFLECTS HOW MOTIVATED YOU ARE TO ACHIEVE: 1

ASSUMING 1 = HIGHLY UNMOTIVATED AND 10 = HIGHLY MOTIVATED, CIRCLE THE NUMBER THAT BEST REFLECTS HOW MOTIVATED YOU THINK YOUR CHOSEN PERSON IS TO ACHIEVE: 1

WHAT NUMBER DID YOU GET? WHAT NUMBER DID YOU GIVE YOUR GUEST? ONE GENERATI ON S; PLANTS THE TREE E SHADE AN OTHER GETS TH RB -CHINESE PROVE

WITH YOUR MENTOR, LIST 4 WAYS THAT YOU CAN TRY TO INCREASE YOUR MOTIVATION TO ACHIEVE (EVEN IF YOU GAVE YOURSELF 10, LET’S AIM FOR 20 – WE CAN ALWAYS GET BETTER). WRITE THEM AT THE END OF THE ARROWS:

YOUR LETTER Now that you have got some thoughts down on paper, it’s time to start thinking about drafting your letter. Use everything you have written on the previous pages to help you with your content. Also use the following points to help get some ideas on what to write about: • Your story – the person you are writing to will want to hear your story. What challenges have you faced, what successes have you achieved, what type of person are you? • How they inspired you – did reading their story inspire you in any way? Are you more determined to achieve because of them, has learning more about them created any changes in you? • Similarities – how are you similar to the person you are writing to? Do you have any things in common with them? • What your dreams are – what do you want to achieve in life and what steps are you going to take to reach your goals? • Invitation – invite them to come and meet you and talk about their life – they may not come, but if you don’t ask, they definitely won’t come!

DRAFT LETTER

Now that you have written your draft, ask your Mentor to help edit your work. Have a discussion with your Mentor about your letter and once you are happy with it, write your final letter on the AIME letterhead that your presenter will hand out to you.

AIME’S GOT GAME

S O YA READ Y T O STEP UP?

WHAT’S YOUR ACT? Use the space below to brainstorm with your Mentor about the type of performance you want to enter into the AIME’s Got Talent competition. You can sing, dance, rap, act, juggle, or come up with your own form of entertainment. Once you’ve brainstormed your act, grab some paper from your presenter and start planning it out. If you’re doing a rap, there are some tools on the next page that might help you out. Feel free to think outside the box. You could do a magic act, a stand up comedy routine, a monologue from Shakespeare or throw a paper plane.

RAP BU If you’re thinking about writing and performing a rap for your AIME’s Got Talent performance, you can use this table to help build your rap. Write down words in the table below that rhyme with the column headings:

AIME

BEST

SCHOOL

SHAME

INSERT YOUR OWN WORD

NOW START TO FLESH OUT SOME OF THE WORDS INTO SENTENCES, FOR EXAMPLE:

I CAN’T SAY MY NAME, BUT I’M DOWN WITH AIME. 32

UILDER

PATHWAYS T SHORT FILM

You are going to watch a short film that shares the lives of a few different people. Write down some points on each person:

PERSON 1 1. WHAT IS THEIR NAME? 2. WHAT DID THEY DO?

3. LIST 3 THINGS THAT THIS PERSON FOUND: Challenging

Rewarding

•

4. WHAT INTERESTED YOU MOST ABOUT THEM?

5. PRETEND YOU ARE OPRAH, AND YOU HAVE THIS PERSON ON YOUR SHOW. WHAT ARE 3 THINGS YOU WOULD ASK TO GET THEM TALKING? i. ii. iii.

TO SUCCESS PERSON 2 WHAT IS THEIR NAME? 1. WHAT DO YOU THINK ABOUT THEIR STORY?

2. LIST 3 THINGS THAT THIS PERSON FOUND: Challenging

Rewarding

•

3. WHAT INTERESTS YOU MOST ABOUT THEM?

4. WHAT ARE 3 THINGS YOU WOULD LIKE TO FIND OUT MORE ABOUT THIS PERSON? i. ii. iii.

PERSON 3 1. WHAT IS THEIR NAME? 2. WHAT DID THEY DO?

3. LIST 3 THINGS THAT THIS PERSON FOUND: Challenging

Rewarding

•

4. WHAT INTERESTED YOU MOST ABOUT THEM?

5. PRETEND YOU ARE OPRAH, AND YOU HAVE THIS PERSON ON YOUR SHOW. WHAT ARE 3 THINGS YOU WOULD ASK TO GET THEM TALKING? i. ii. iii.

YOU CAN USE THESE PAGES TO WRITE DOWN NOTES WHILST THE GUESTS ARE TALKING

DRUGS ALCOHOL AND

YOUR PRESENTER WILL GIVE YOU THE RUN DOWN AT THE TIME OF THE MODULE.

TAKE THE NEXT 5 MINUTES TO DISCUSS WITH YOUR MENTOR, SOME OF THE CHALLENGES THAT INDIGENOUS PEOPLE FACE, BUT ALSO TALK ABOUT THE OPPORTUNITIES THAT ARE AVAILABLE. List 3 – 5 challenges and opportunities that Indigenous people are faced with today:

MENTOR

1. 2. 3. 4. 5. MENTEE 1. 2. 3. 4. 5.

IMAGINE WHATS POSSIBLE MODULE 1

WORDS CAN MOVE MOUNTAINS DR MARTIN LUTHER KING, JR.

MUHAMMAD ALI

Dr Martin Luther King, Jr., was the leader of the Civil Rights Movement, a movement that started in the 1950's aiming to end racial segregation and discrimination against black Americans. He united masses of black and white Americans to achieve social justice through nonviolent means. From 1957 to 1968 he traveled over 6 million miles, delivered 2 500 speeches and wrote 5 books. The 'I Have a Dream’ speech is King’s most famous speech. Delivered in Washington in front of 250 000 people, King uses words to paint a picture of his dream of a future world where all people are seen as equal.

Considered one of the greatest boxers of all time, Muhammad Ali first became world champion at the young age of 22 after he had already won an Olympic gold medal. Outside the ring Ali was known for his entertaining self-promotion. He would use situations such as pre-fight interviews to claim that he was greater then his opponents. Ali would take his boxing flair into the interviews, using rhyme, rhythm and simile such as, “float like a butterfly and sting like a bee”. After retiring from boxing Mohammad Ali has used his status to aid developing countries and create awareness for Parkinson’s disease, a disease that he currently suffers from.

BARACK OBAMA After finishing law school and working in community planning, Barack Obama took up a career in politics, setting him on a path to become the first African American President of The United States. Obama was able to use his brilliant public speaking skills to mobilise a mass of Americans to vote for 'hope and change', winning him the 2008 presidential election. Like Dr King, Obama uses his words to paint a picture for his audience, letting these images sink in with great pauses and amplifying certain points by varying his tone of voice.

SIR WINSTON CHURCHILL Winston Churchill was an English politician who as Prime Minister, courageously led England to victory in World War Two. Churchill is known for standing up against the tyranny of the Nazi regime and later communist Russia. He combined strong leadership and decision making with great speaking skills to lead Britain through these difficult times of war, using his words to inspire people to keep fighting in desperate circumstances. "Success is not final, failure is not fatal: it is the courage to continue that counts", Winston Churchill.

GOUGH WHITLAM Military pilot, lawyer and politician, Gough Whitlam was the Australian Prime Minister from 1972 to 1975. He was considered a great reformer, which means to bring about improvement by changing rules and laws. Some changes he introduced include ending conscription, introducing universal health care and free university education and recognising the land rights of Indigenous Australians. In a ceremony in 1975 Gough Whitlam symbolically poured a handful of sand into the hands of Vincent Lingari, symbolising the handing back of Wave Hill Station to the Gurindji people.

You might have noticed that we've featured a lot of males in this section. One of the big things we want to work on at at AIME, is not only creating more Indigenous leaders, but also more female leaders. So that in 50 years time, we're able to profile Indigenous and Non Indigenous, male and female.

WORDS CAN MOVE MOUNTAINS In the space provided, use the next 5 minutes to write down some of the key things you took out of the “Words Can Move Mountains” video you have just seen. In particular, focus on: • Techniques e.g. how they use their voice. • Specific lines that you remember – ask yourself why you remembered them. • Key messages and themes you wish to include in your own speech.

AUSTRALIA’S LEADERS You have just watched a video featuring some of Australia’s great leaders. Two of those leaders were Paul Keating and Kevin Rudd, both former Prime Ministers who made defining speeches regarding Indigenous Australians, during their time in office. You also heard from a selection of young, Indigenous Prime Ministers who were part of The Other Election in 2013. As you did on the previous page, use the next 5 minutes to write down some of the key things you took out from the Australia’s Leaders video you have just seen. In particular, focus on: • Techniques e.g. how they use their voice. • Specific lines that you remember – ask yourself why you remembered them. • Key messages and themes you wish to include in your own speech.

BUILDING BLOCKSMY THEMES Building a great speech is like building a house. When you build a house, you use the bricks to establish the foundations. Below are the building blocks for your speech. Pick between 1-5 themes you wish to focus on in your speech, identify these below, and then use the following page to begin drafting your speech!

THEME

WHAT'S THE CURRENT SITUATION?

EDUCATION HEALTH COMMUNITY ENVIRONMENT DIVERSITY AND MULTICULTURALISM EMPLOYMENT IMMIGRATION LIFESTYLE HISTORY AND TRADITIONS LAWS HUMAN RIGHTS

WHAT’S YOUR SOLUTION? WHAT WILL YOU CHANGE?

TO MY FELLOW AUSTRALIANS,

IMAGINE WHAT'S POSSIBLE MODULE 2

YOU ARE PRIME MINISTER Now itâ&#x20AC;&#x2122;s time to tighten up your draft speech from last week. Use the space below and on the following pages to re-write your draft and finally, write a finished speech.

TO MY FELLOW AUSTRALIANS,

FINAL COPY OF YOUR SPEECH:

TO MY FELLOW AUSTRALIANS,

RACISM WHAT: PEOPLE IN ALL WALKS OF LIFE EXPERIENCE DISCRIMINATION IN ONE SHAPE OR FORM. IT MAY BE AS MUCH AS CROSSING THE ROAD WHEN YOU DON’T LIKE THE LOOK OF SOMEONE AHEAD. RACISM, IS PURELY BASED ON IGNORANCE. IF SOMEONE IS RACIST TOWARDS YOU, IT WILL TEND TO BE BECAUSE THEY DO NOT KNOW ENOUGH ABOUT YOUR CULTURE.

WHY: THE WAY TO OVERCOME RACISM IS THROUGH EDUCATION. IF SOMEONE HOLDS RACIST ATTITUDES TOWARDS ABORIGINAL OR TORRES STRAIT ISLANDER PEOPLE, IT CAN PROVIDE YOU WITH THE OPPORTUNITY TO SHARE YOUR POSITIVE STORIES, WHICH MAY LEAD TO THAT PERSON CHANGING THEIR BELIEF.

“WHAT GOES ON IN THIS MODULE REMAINS WITH US. THE MORE HONEST AND OPEN WE ARE WITH A SUBJECT LIKE RACISM THE GREATER CHANCE WE HAVE OF WORKING THROUGH SOME OF THE MAIN ISSUES OF THE PROBLEM. FOR THE FOLLOWING HOUR WE ALL HAVE TO AGREE TO APPROACH THIS TOPIC IN A MATURE FASHION AND RESPECT EACH OTHER’S STORIES AND FEELINGS. IT IS A SENSITIVE TOPIC BUT LET’S TRY AND PUSH THE BOUNDARIES WITH IT.”

STORY ONE Alan and Bob, are two Aboriginal boys and young leaders in their community. Alan is very darked skinned while Bob is very light skinned. They had been studying hard for their final Year 12 exams and decided they needed a night off. The boys planned to go to the city for a night out but they are running late. They decide to grab a taxi and go over to the correct side of the road to flag one down. In the first 2 minutes, four taxis drove past and not one of them stopped. After another 10 minutes, 8 more taxis had driven past. Most of them turned their light off as they went past the boys, a couple slowed down but when they saw two young Aboriginal boys they kept driving, while others simply drove straight past, ignoring the boys. To be continued……

STORY ONE TASK: HOW DO YOU THINK THE TWO BOYS ARE BEGINNING TO FEEL?

WHY DO YOU THINK THE TAXIS WOULDN’T STOP?

IF YOU WERE ONE OF THE BOYS, HOW WOULD YOU ACT?

IF YOU SAW ONE OF THE TAXI DRIVERS LATER, WHAT WOULD YOU DO?

STORY TWO Khaled is a 37 year old engineer who has recently moved to Australia from Afghanistan. Over the last year, he has witnessed members of his family murdered through different forms of terrorist acts. After the death of his youngest daughter, whom he loved more than life, he decided enough was enough, and used his life savings to move his family to Australia. Unfortunately for Khaled, Australia doesn’t recognise his engineering degree and he was forced to find other employment. There was an advertisement for taxi drivers, and he decided to apply. He got the job and started on a Friday night. During the training on Wednesday and Thursday, Khaled couldn’t believe how many of the other drivers warned him about not picking people up from certain parts of town, especially Aboriginal people. They told him it would be trouble and he should avoid it. Not wanting to cause trouble, Khaled simply smiled and thanked them, but inside he was fuming about the fact that these people could be so blatantly racist. He decided that he would ignore their advice and not be led into believing these stereotypes. To be continued……

STORY TWO TASK: WHAT ARE YOUR THOUGHTS ABOUT KHALED NOT BEING ALLOWED TO DO ENGINEERING IN AUSTRALIA?

DO YOU THINK KHALED SHOULD LISTEN TO THE ADVICE OF THE OTHER DRIVERS? WHY?

LIST SOME REASONS WHY THE OTHER DRIVERS MIGHT WARN KHALED ABOUT PICKING UP ABORIGINAL PEOPLE IN REDFERN?

SHOULD TAXI DRIVERS STOP FOR PEOPLE AT REDFERN? WHY?

Story One … continued After about 20 minutes, Bob and Alan were still standing on the side of the road waiting for a taxi. They were super angry…. They started talking about how unfair it was that they couldn’t get a taxi and that they needed to do something about it. They kept talking to each other and building each other up. “Bra, their f*%#ng racist dogs man. Let’s smash the next one who stops and teach ‘em a lesson,” fumed Bob. With all the added stress of the final Year 12 exams, Alan who was normally pretty calm, also started to get on edge and agreed with Bob. “Yeah man, the next one that stops, let’s make him sorry for all those taxis that drove past us. Let’s make ‘em pay!!” The boys began to make a plan. They decided to send Alan, who had darker skin, behind the bus shelter to wait. Bob, who to most people, looked more Caucasian than Aboriginal, was to flag the taxi down, sit in it with the door open, and wait for Alan to jump in. They were then going then tell the driver to take them to a backstreet,where not many people were around, and then make the taxi driver sorry. To be continued……

Questions DO YOU THINK BOB AND ALAN HAVE A RIGHT TO BE PISSED OFF? WHY?

IS IT FAIR THAT THE BOYS LABEL TAXI DRIVERS RACIST? HAVE YOU EVER BEEN RACIST TO A CERTAIN GROUP? LIST SOME.

DO YOU THINK A TAXI WILL NOW STOP BECAUSE ALAN, THE DARKER SKINNED ABORIGINAL, HAS HIDDEN IN THE BUSHES? WHY?

WHAT DO YOU THINK WILL HAPPEN NEXT?

Story Two … continued The night had come for Khaled to start his shift and he couldn’t wait to earn some money. His family were down to their last $100 and because he was a recent migrant, he wasn’t yet entitled to any benefits from the government. Basically if he wasn’t able to earn any money soon, all of his family would be begging on the streets. The other reason he wanted to get started, was because he was already sick of hearing racist comments from many of the other taxi drivers. He couldn’t believe how the Aboriginal people were treated in their own county and decided there was no way it could be true. He jumped in his car and started out for his first destination. Khaled was travelling toward the city when he saw his first potential customer. It looked like a young man waiting on the side of the road. Although he wasn’t sure what an Aboriginal person looked like. If this boy was Aboriginal Khaled would ask this young man about Indigenous Australian culture. He pulled over his taxi eager to have a chat. As the young man hopped in Khaled gave him a warm smile, wanting to start the drive on a positive note. He waited patiently for the young man to close the door, but strangely the young man kept one leg outside the car. Even more strange was the fact another young man, this time with darker skin, came running from behind the bus shelter and hopped in the back. There was a strange look in their eyes and Khaled could not quite place it. With an air of uncertainty, he put on his blinker, turned off his vacant light and followed the directions of the boys.

Questions WITH YOUR MENTOR, WRITE THE ENDING TO THE STORY.

IF YOU HAD TO PICK SOMEONE AT FAULT, WHO WOULD IT BE AND WHY?

WITH YOUR MENTOR DISCUSS EXPERIENCES BOTH OF YOU MAY HAVE FACED OR BEEN INVOLVED IN WHERE RACISM PLAYED A PART. LIST A FEW OF THOSE EXPERIENCES BELOW.

“Life is not as simple as black and white. Those of you who have fairer skin will have experienced a different type of discrimination to your friends with darker skin. Both forms hurt. Many of your Mentors will have experienced their own pain through discrimination or racism. All racism and discrimination hurts. But racism and discrimination comes from ignorance and a lack of education. As you sit in your chair, next to your Mentor, know that you are educating them on what it means to be Indigenous today. Through AIME you are changing your Mentor’s perspective. Take what you have learnt at AIME. Then the challenge is to be tough enough to stand up and educate your peers and others who suffer from this ignorance. Beyond the blame, the hurt, and the anger, is a pathway out through education. Be bigger than racism, and always try and put yourself in another’s shoes before you speak about them or say something that hurts.” JACK MANNING BANCROFT, AIME FOUNDER AND CEO

w t a h W d n a t S

u o y l l i w ? r o f d

VINCENT LINGIARI STORY – LIFE IN THE 50'S AND 60'S

LAND RIGHTS

CULTURE

Use the space available to write down some words or sentences or do some drawing of what life would have been like in the 1950s and 1960s for Indigenous people. Take the time to reflect on Vincent’s story and express on the following space, some of the key challenges that he fought for.

HEALTH EDUCATION

VOTING RIGHTS

RACISM

FROM LITTLE THINGS BIG THINGS GROW

EDDIE MABO’S STORY – LIFE IN THE 80'S AND 90'S

LAND RIGHTS FROM LITTLE THINGS BIG THINGS GROW

As you did with Vincent’s story on the previous pages, use the space available to explain what life would have been like for Indigenous people in 1992 when the Mabo Bill was passed, and also for the 10-15 years leading up to it, when Eddie was fighting so hard. Include some of the key challenges and obstacles that Indigenous people faced, but this time focus on the 1980s and 1990s in Australia.

VOTING RIGHTS 74

EDUCATION

HEALTH RACISM

CULTURE

Life Today Take the next 10 minutes to explore the challenges, obstacles and opportunities that Indigenous people have today.

LAND RIGHTS

CULTURE

Use the space available to express what life is like for Indigenous people now, in a similar way to what you did for Vincent and Eddie and their respective periods in history.

HEALTH

EDUCATION 76

VOTING RIGHTS FROM LITTLE THINGS BIG THINGS GROW

RACISM

LIFE TOMORROW Use the space to the right to write or draw the future you see for Indigenous people in 20 years time. Let us know what you will stand for.

WINDOW TO

FAME 80

Role model 1 ROLE MODEL’S NAME: WHAT DO THEY DO? BRIEFLY DESCRIBE THEIR STORY: LIST 5 THINGS YOU COULD DO TODAY TO HELP YOU ACHIEVE AT THEIR LEVEL (HINT: IF YOU DON’T KNOW THE ANSWER, ASK THE ROLE MODEL!!) I. II. III. IV. V. ON A SCALE OF 1 – 10 HOW MOTIVATED DO YOU THINK YOUR ROLE MODEL IS TO ACHIEVE THEIR GOALS? ASSUMING 1 IS HIGHLY UNMOTIVATED AND 10 IS HIGHLY MOTIVATED, PLEASE CIRCLE: 1

HOW MOTIVATED DO YOU THINK THEY WERE TO ACHIEVE THINGS AT YOUR AGE? 1

Below is space to write questions for your Role Model. Try to come up with at least 2 questions. To give you some ideas for developing your questions, look at the following: • Challenges • Rewards • Opportunities they have had • Peer pressure • Stress associated with achieving • How can you (the Mentee) achieve at their level?

QUESTIONS I. II. III. RESPONSES TO YOUR QUESTIONS

Role model 2 ROLE MODEL'S NAME: DRAW A QUICK DIAGRAM OF WHAT THEY DO:

WHAT THEME IS YOUR ROLE MODEL TALKING TO YOU ABOUT? WRITE DOWN 3 THOUGHTS THEY HAVE ABOUT THAT THEME:

1. 2. 3.

LIST 3 CHALLENGES THEY HAVE FACED DURING THEIR LIFE?

1. 2. 3.

TIME TO WRITE A FEW QUESTIONS – LIST THEM BELOW:

RESPONSES TO YOUR QUESTIONS

Role model 3 ROLE MODEL'S NAME: WHAT DO THEY DO? IS THEIR OCCUPATION SOMETHING YOU MAY WANT TO DO?

YES / NO

DO YOU THINK YOU CAN ACHIEVE AT THEIR LEVEL?

YES / NO

WHY?

LIST 3 GOALS YOUR ROLE MODEL HAS SET THEMSELVES THROUGHOUT THEIR CAREER:

GOALS

LIST 4 THINGS THE ROLE MODEL SAID THAT REALLY STOOD OUT TO YOU! I. II. III. IV. YOUR ROLE MODEL HAS BEEN GIVEN A THEME TO TALK TO YOU ABOUT. FIND OUT WHAT THAT IS AND WRITE DOWN THEIR THOUGHTS ABOUT THAT TOPIC. WHAT IS THEIR THEME? WHAT ARE THEIR THOUGHTS?

DO YOU AGREE WITH WHAT THEY ARE SAYING? WHY?

YES / NO

ROLE MODEL’S NAME: WRITE THEIR THEME IN LARGE WRITING BELOW!

LIST 3 THINGS THEY THINK ARE IMPORTANT ABOUT THAT THEME: I. II. III. LIST 3 THINGS YOU THINK ARE IMPORTANT ABOUT THAT THEME: I. II. III. WRITE THE THEME IN THE CIRCLE BELOW AND LIST 4 WORDS THAT COME TO MIND WHEN YOU THINK OF THAT THEME:

“WE NEED TO TAKE OUR ASPIRATIONS, ACT ON THROUGH TO SUCCESS WHEN THE QUEST GETS KEN WYATT, WONGI AND NOONGAR MAN, FEDERAL MEMBER OF PARLIAMENT.

“WE’RE ALL GIFTED WIT TO SUCCEED. BUT YOU EXTEND THE HAND OF JIMMY LITTLE, YORTA YORTA MAN, AUSTRALIAN MUSICIAN 88

R IDEAS AND N THEM, SEE THEM S AND NOT GIVE UP S CHALLENGING.”

TH THE OPPORTUNITY U GET FURTHER IF YOU FRIENDSHIP.” 89

“LIFE IS CHANGE, LIFE IS PROGRESS. LIFE OODGEROO NOONUCCAL (KATH WALKER), AUSTRALIAN POET, POLITICAL ACTIVIST, ARTIST AND EDUCATOR.

“WE COME FROM THE SKY AND GO BACK TO THE SKY AND TH BELONGING, ALL OF IT FOR AL TARA JUNE WINCH, WRITER.

“MANY OF LIFE’S FAILURES ARE P HOW CLOSE THEY WERE TO SUCC THOMAS EDISON, AMERICAN INVENTOR AND BUSINESSMAN

“THERE’S NO MAGIC IN ACHIEVEMENT CHOICES AND PERSISTENCE.” MICHELLE OBAMA, FIRST LADY OF THE UNITED STATES OF AMERICA 90

E IS LEARNING THINGS, LIFE IS ONWARD.”

D THE EARTH AND WE HE EARTH. THIS LAND IS LL OF US.”

PEOPLE WHO DID NOT REALIZE CESS WHEN THEY GAVE UP.”

T. IT’S REALLY ABOUT HARD WORK, 91

R A E Y F O D EN S N O I T A R CELEB THE FOLLOWING SECTION CAN BE USED FOR YOU TO GET MESSAGES FROM OTHER PEOPLE YOU HAVE COMPLETED THE PROGRAM WITH OR MAYBE SOME SIGNATURES AS WELL. IT’S YOUR END-OF-YEAR MESSAGE BOARD.