AIME 2014 Year 10 Workbook by AIME

LEADERSHIP PROGRAM WORKBOOK

Text Copyright ÂŠ AIME Indigenous Corporation, 2014 Jack Manning Bancroft, Paul Sinclair & 2014 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 05 AIME CONTRACT 07 THE MAKING OF THE A-TEAM 08 IDENTITY 10 AIME FOR THE STARS 19 LETTERS (SESSIONS 1 & 2) 24 AIME’S GOT TALENT 32 PATHWAYS TO SUCCESS 38 DRUGS AND ALCOHOL 46 FIGHTING THE GOOD FIGHT 52 PRIME MINISTER (SESSION 1) 61 PRIME MINISTER (SESSION 2) 66 RACISM 72 MENTORS 4 LIFE 83 WINDOW TO FAME 84 END OF YEAR CELEBRATION 96

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 2014 AIME Program From this moment, your life changes. From this moment, you get to skip a few levels and jump straight to adulthood. From this moment, you will uncover the secrets you need to have a successful, fulfilling, and fun life. From this moment, you have a chance to reach for worlds unimagined, to dream of futures made in movies, and then to make the commitment to work harder than any other kid your age, harder than anyone that has come before you, harder than anyone that will come after you, in order to bring your dreams to life. Because that’s what it takes. Our ancestors fought tooth and nail to survive from the moment of colonisation and settlement. Our grandparents, many of them, never got the chance to get an education. They fought wars overseas for this country, but weren’t recognised as Australians at home. The last few centuries have been a dark time for Indigenous people in Australia. But now that has changed. Where there was darkness there is now light, where there was anger there is positivity, where there was fear and injustice the wave of hope is yours to catch. You are now part of the most important time in Australian history, your generation is building Indigenous Australia back into the strong, proud, and ultimately equal status it deserves. Last year I wrote this to the AIME Mentees: “The challenge we are setting for you is that it’s time to live the ideology that ‘Indigenous means Success’. At no time has this ever been more important than it is today – at this moment. All the Year 9 students killed it last year. They triumphed over any negativity that they may have felt and any low expectations they had of themselves and aimed high. We believe in you. We believe that being Aboriginal or Torres Strait Islander is something you should be proud of, every single day. We continue to believe that you can go out there and get whatever life you want. You can be or do anything . . . a pilot, a doctor, a garbage man, Prime Minister, you actually can have it all. Dream big, shoot for the moon and even if you miss you’ll land amongst the stars. And know this, you can achieve anything if you work hard and believe in yourself. If you are willing to do the hard work then we will be there every step of the way, right alongside you. This is your moment to step up and take a chance. Good luck. Last year almost 100% of the students at AIME decided to change the stats and finish school. Every student lived Indigenous Success; and showed it to themselves and everyone else from their fellow students, to their Mentors, and through AIME. They showed it to the world. I know how special you are. The bar has now been set higher, the AIME students from 2013 achieved results we had not seen before, they were the best yet. They’ve thrown down the challenge, are you up for it? I know you’ve got more to give this year, so go out there, shatter the stereotypes, and show everyone there is a new legend who can dominate any challenge thrown at them, show ‘em they ain’t seen nothing yet. Enjoy the chance to change the world and grab it with both hands,

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 idea that there is no shame at AIME • Commit to the idea that Indigenous = Success • Attend all mentoring sessions • 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 schooling to Year 10 and transition into Year 11 • Complete Year 12 and move 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 session. AIME Mentees cannot: • Exchange phone numbers, emails or contact details with their Mentor • Receive gifts from their Mentor • Meet up with Mentors outside of the AIME Program. The Year 10 Leadership Program begins today and involves 15 X 1 hour AIME sessions. If your school hosts AIME Tutor Squads they will run in your region until the end of the year. I understand that if I miss a session 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 MAKING OF THE A-TEAM

“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…

Mentors and Mentees build the team needed to tackle any challenge. (AIME Brisbane City 2010)

“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 2014

The AIME Team for 2014. 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!

There are no notes or written activities for the A-Team session. 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 NONINDIGENOUS 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.

Aboriginal & Torres Strait Islander Identity It is a bright sunny afternoon and you have just stepped off a Boeing 747 at Kennedy airport in the United States. You are standing at the baggage collection watching this small boy trying to pull a 30kg suitcase off the luggage belt while his dad looks on, having a small chuckle to himself, thinking of the day his son will be strong enough to put up a half decent challenge in their weekly father vs son wrestling match. All of a sudden you see your bag go past and politely say to people in your way “can you kindly stand to the side so I can get my bag… Word az G!” Upon hearing your voice, a local American strolls up to you with all the grace of a wild jungle cat, and with an edge of intrigue asks you if you are Australian. Equally intrigued by this sudden exposure to conversation, you answer “Yes… Yes I am!” After a brief and uncomfortable series of introductions and small chat, the American finally gets to the point of them approaching you and asks “Can you please describe to me what an Indigenous Australian looks like?” Write some answers to the question in the circles to the right:

INDIGENOUS AUSTRALIAN

Like flies attracted to a rotting carcass, the American wasn’t letting you go anywhere, and to keep you nearby, they offered to buy you a hot chocolate at a café. To make it even more appealing, they told you it wasn’t just any chocolate, but in fact chocolate made from the Ghirardelli Chocolate Company based out of California. With that offer, you just couldn’t resist. As the milky chocolate flavour hit your tastebuds and you were transferred into a new world of chocolate pleasure, the American decided to hit you with their next question; “What makes a person Aboriginal or Torres Strait Islander?” Use the diagram below to come up with four different points or ideas:

WHAT MAKES A PERSON ABORIGINAL OR TORRES STRAIT ISLANDER?

The definition of an Aboriginal person by the Federal Government, (for example, as defined by the Aboriginal Land Rights Act 1983), is a person who: • is of Aboriginal descent; • identifies as an Aboriginal person; and, • is accepted by the Aboriginal community in which they live.

YOU AS AN ABORIGINAL OR TORRES STRAIT ISLANDER PERSON THE FACTS! • Indigenous kids aren’t achieving at the same level as non-Indigenous kids in school. But you will, in fact, outshine any child from anywhere if you put your mind to it. • A greater percentage of Indigenous kids are dropping out of school compared to non-Indigenous kids. This won’t be you. • A greater percentage of non-Indigenous kids are going to university compared to Indigenous kids. You can change this.

HERE ARE SOME OTHER FACTS: • There is only one person in the world that can make the choice and commitment needed to get you into university or get your dream job. That’s you! • When you look around the room, during this session, whether you’re in Melbourne, Wollongong, Sydney, Coffs, the Gold Coast, Adelaide or Perth know that you have a huge chance to do something massive. No group of Year 10 Indigenous kids, in your region, has ever gone 100% together from Year 10 through to Year 12 and into either uni or a job. You can make that commitment as a group today. You can change history. People will look up to you as the first group to ever do it. Historians will write about you as the group to stand up and change the face of say Wollongong, or the Sunshine Coast, or Western Australia, or Tasmania or wherever you are. You will be remembered as a leader forever. Fact! What does it mean for you to be Aboriginal or Torres Strait Islander?

WHO DO YOU SURROUND YOURSELF WITH? With your Mentor discuss the people you surround yourself with. Ask yourself questions like: Do they inspire you to achieve? Do they encourage you to be a better person? In what ways do they help you to be better?

HELPING AND ENCOURAGING EACH OTHER With your Mentor, come up with 4 simple things you can do to help encourage other Indigenous students to succeed at school and enter university and/or get a dream job.

1. 2. 3. 4.

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 session 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 session.

NAME: AGE: SCHOOL:

MY PLEDGE TO ME IN 2 YEARS TIME:

OUR COUNTRY, OUR HISTORY, OUR FUTURE

E M I AFOR THE S R A T S T DID YOU KNOW THAHO AN AIME MENTEE WY WILL, SIT GRADUATES UNIVER $332,000 ON AVERAGE, EARN OURSE OF MORE, OVER THE C N AN THEIR LIFE, THA WHO NT INDIGENOUS STUDE LETE DOES NOT COMP YEAR 12.

JUNE 2014

JUly 2014

OCTOBER 2014

NOVEMBER 2014

February 2015

MARCh 2015

AUGUST 2014

SEPTEMBER 2014

DECEMBER 2014

JANUARY 2015

ApRIL 2015

MAY 2015

MY 12 MONTH PLAN

THE BEST WAY TO ACHIEVE A DREAM IS TO BREAK IT DOWN INTO BITE SIZE GOALS.

Take the next little period of time to write down your next 10 Steps to Success from here. What will you do differently tomorrow? What might you do differently in 3 months time? What new strings will you add to your bow?

1. 2. 3. 4. 22

5. 6. 7. 8. 9. 10. 23

LETTER 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!

SESSIONS 1 & 2

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 TALENT

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.

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. 36

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.

PRESS CONFERENCE Before you enter the world of journalism, know that as you pick up your pen, you join a community of people who have been committed to going above and beyond the call of duty to share the message of truth with the world. Before you begin, read the comments below from AIME Board Director and former Journalist Jeff McMullen, who gives us all an insight into the psyche of a great journalist:

JEFF MCMULLEN:

If you are not affected by it, you are losing your humanity. So, looking into a school in Rwanda that had 50,000 corpses piled up in it, the cameraman, Phil Donoghue and I, were almost sick. The smell of that amount of death was sickening. For me, getting out the message, writing the story about the horror that we were seeing, and trying to understand it, the political part of, "Why did we let this happen?" to me, is how I've kept a balance about it. I'm not saying that I don't carry a dark view of what humans...

PETER THOMPSON: JEFF MCMULLEN:

Do you have nightmares? Not about those things, I don't, no. Because in telling the story, in some ways you put the demons in their right place. I've seen far more beauty in people than I have horror. Most people have goodness, that's the truth.

Transcript from ABC Talking Heads with Peter Thompson, screened on 07/11/2005.

AIME Legends, time for you to find the truth in your guests and build the base to share your truth. List the name of your newspaper below, and use the notepad on the next page to scribble answers and quotes from the guests. The next stage will be turning your notes into an article.

THE NAME OF YOUR NEWSPAPER:

THE JOURNO’S NOTEPAD

AIME JOURNALIST CHALLENGE

So you’ve met some cool people. Heard some interesting stories. Got some great quotes. Do you feel lucky to have met these people today? Not many kids get this chance during school. REMEMBER that fully sick tool EMPATHY? Throw your EMPATHY hat on and think about the kids out there that would be inspired to hear these stories and messages and think about the other Indigenous kids that could use this inspiration.

Are you up for taking a leaf out of Jeff McMullen’s book and tackling the AIME Journalist Challenge? Below is the space for you to write your very own article. But the challenge doesn’t stop there. We want you to go home or to your local AIME Tutor Squad and work on your article. Then EMAIL it to us at: articles@aimementoring.com We’ll then see if we can help kick start your journalism career by trying to get it published in either your local paper, school newsletter, or even AIME’s internal newsletter. Remember to include your name and what school you are from when you email your article. Good luck!!!!

DRUGS AND INTRODUCE US TO THE START OF A STORY, OF A 15-YEAR OLD INDIGENOUS STUDENT ON THEIR PATH TO SUCCESS AS THEY LOOK TO AVOID THE CHALLENGES AND TEMPTATIONS OF DRUGS AND ALCOHOL. For the next 5-10 minutes as you go through your introduction, these are the main things you need to include: • Who is the person?

• When is this taking place?

• What is their purpose?

• Why are they here?

• Where are they located?

• How have they arrived here?

TELL US ABOUT THEIR JOURNEY...

D ALCOHOL

TIP: AN Y TIME Y OU WRI TE N, AN INTRODUCTI O TR Y T O F OLLOW THE 5W AND 1H PHILOS OPH Y. 47

THE HEART OF THE STORY

The Heart of the Story is that scene or event where your character faces the main challenge they have to overcome. This section helps to setup your conclusion and your characterâ&#x20AC;&#x2122;s path to success. Use the next 5-10 minutes to fill in this section

THE FINAL MESSAGE

It’s time to wrap up your story and leave the reader with one key, clear message that they can learn from your character’s journey. Good luck.

n i t h g i F d o o G

e h t ng . t h g i F d 53

VINCENT LINGIARI STORY â&#x20AC;&#x201C; LIFE IN THE 50'S AND 60'S 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 Vincentâ&#x20AC;&#x2122;s story and express on the following space, some of the key challenges that he fought for.

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

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

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.

PRIME MINISTER SESSION 1

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 BLOCKS – MY 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 space below and on the next 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,

PRIME MINISTER

SESSION 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 SESSION 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

NOTES

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

WINDOW TO

FAME 84

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 92

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

TH THE OPPORTUNITY U GET FURTHER IF YOU FRIENDSHIP.” 93

“DON’T GO THROUGH LIFE ERIC BUTTERWORTH, PHILOSOPHER AND LECTURER

“CHAMPIONS AREN'T MADE IN THE GYM SOMETHING THEY HAVE DEEP INSIDE T MUHAMMAD ALI, WORLD HEAVYWEIGHT BOXING CHAMPION

“MANY OF LIFE’S FAILURES ARE PEOPL THEY WERE TO SUCCESS WHEN THEY THOMAS EDISON, AMERICAN INVENTOR AND BUSINESSMAN

“BE A YARDSTICK OF QUALITY. SOME P ENVIRONMENT WHERE EXCELLENCE I STEVE JOBS, FORMER CO-FOUNDER, CHAIRMAN AND CEO OF APPLE INC.

E, GROW THROUGH LIFE.”

MS. CHAMPIONS ARE MADE FROM THEM - A DESIRE, A DREAM, A VISION.”

LE WHO DID NOT REALIZE HOW CLOSE Y GAVE UP.”

PEOPLE AREN'T USED TO AN IS EXPECTED.”

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.