INTRODUCTION

Establishing prior knowledge. Tuning in activity.

Focus questioning

MAIN BODY
Guiding Inquiry and Practise

CONCLUSION
Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they now know?

Assessment criteria: Assessment FOR learning

ENGAGE

Assessment Criteria: Assessment AS Learning

EXPLORE / EXPLAIN

Assessment Criteria: Assessment OF Learning

EVALUATE

5 minutes
Transition class to alternative location

15 minutes

15 minutes
Group Presentation
Ask each group to present one past and one present rights
an freedoms movement for the class.

NOTE: bring a bag of balls, netball or basketball court.

enough instructions sheets so each student has one of the
three instructions and something for the folded instruction
to go in for lucky dip and chalk
15 minutes
Privilege activity:
Hand out rules at random. Students read their rules.
Vote for leader
Brief leader.
Leader will organise the activity for an agreed amount of
time as Group 1 could go for a while.

Group discussion about the activity.

Each group should decide:
1. If they will challenge the set up, why/why not
2. Who was responsible for making a change?
3. How they would challenge the set up
4. What the implications of their action might be
5. How would they convince others to join their
cause (persuasive speech)
Tennis ball debate 15 minutes
Each group stands together, the class is all facing
each other in a pyramid shape on the court. Each
group presents their answers to the questions. Only
the team with the tennis ball can speak. The ball
should go from most privileged to least.

Take photos of the information and email to all students for

their reference.
10 minutes
Introducing the units final assessment
Introduce the formative and summative assessments, hand
out rubrics and homework explanation (as students may not
have their books handy outside)
HW: Groups choose a current movement they would like to
present to. Upload ideas onto Google Doc. Include three
references per group
Students should Self select groups of 3 for oral presentation

The aim of the game is to get the most points by making

baskets.
One student should be voted leader. Refer to rules below.

After each team has answered the questions, a

debate can begin. The only person to speak is the
person with the ball.

Rules for Leader

The leader has to make sure everyone is following their
set of rules and decide on punishments (list provided by
teacher) for rule breaking.
It is their job to make a ruling on requests made by the
people.

To ask for the ball, each person must make their

hands like a cricket catcher to indicate they would like
the ball next.

Rules for of class (Group 1)

Each person in this group gets 2 votes for the leader.
You can shoot as 10 balls.
You can move anywhere in the court.

20 minutes
What we know about rights and freedoms
movements past and present activity.

ELABORATE

Lesson Plan Natascha Van Cleave

5 minutes:
Closing activity
- Summarise the class findings.
- Hand out an exit pass to all students have them write
down the following (Three Flashing Lights):
1. Things that I have learned.
2. Things that is still unclear to me.
3. Things that have prevented me to learn in this class.
Teacher will use this data to recap areas that students
are still unfamiliar with and activities students enjoy

You can speak openly with the leader and make requests.
You can speak to people from other group.
Rules for of class (Group 2)
Each person gets 1 vote for the leader
You can shoot 1 ball from under the net and 2 balls from
the free throw line or further back.
You can request more balls but must not speak directly to
the leader.
You must choose one person from group one who will
pass any messages to the leader from your group.
You can speak openly to group 3.

Using chalk on the asphalt write the following

questions and number 1-6. Each team should come
up with a rights and freedom movement from the past
and one from the present. They cannot have the
same as another group.
What was the issue? Who was involved? What was
done to change the situation? Did the efforts work?
What about now? What kind of things are people
trying to change? Do any of the topics interest you?
Each group should write as much as they can for
each question trying to fill in the gaps of other teams
if they can for the related questions.

Rules for of class (Group 3)

No voting rights.
You cannot talk to the leader or other groups unless they
speak to you.
You can shoot 1 ball from the free throw line and one from
half court.
You must choose one person from group one who will
pass any messages to group 3 if they speak to you but
you can only use body movement. NO SPEAKING!

Lesson Plan Natascha Van Cleave

(student engagement).

School : Point Cook Senior Secondary College

Topic/Focus Area:

Priviledge and rights and freedoms:

This lesson will ask students to consider what is fair,
what would incite them to act against authority and
start considering the type of movements they know
about and would like to know about to begin their
historical inquiry.
Learning Intentions:
To engage with the topic of rights and freedoms and
consider who is responsible for ensuring rights and
freedoms are equal for everyone.

Year Group: 10
Learning Outcomes
By the end of this lesson students should be able
to:
- Have an awareness of what they already know
about rights and freedoms movements of the past
and present
- Have a better understanding of what privilege is.
- Start to talk about who is responsible for ensuring
rights and freedoms are equal for all.

Date
Key Skills and Key Knowledge
beginning to consider
understanding about a group or groups which challenged the
existing structure of social, political and/or economic power;
for example, civil rights activists, anti-war activists,
environmentalists, dissidents and feminists
how the group or groups expressed their view culturally and
politically; for example, through art, film, music, fashion,
demonstration, literature;
reactions and responses to the challenge; for example,
detention, violence, demonstration, civil disobedience,
acquiescence, withdrawal.

To consider previous knowledge of fights for rights and

freedoms, what actions were taken and how affective they
were

starting to think about

Using key concepts such as exploitation, equality, class,
human rights and patriarchy.

Success Criteria:
- I will be able to identify what I know about rights and
freedoms movements of the past and present.
- I will have initial ideas about who should be responsible
for ensuring the rights and freedoms of others.
- I will have an understanding of what privilege means.

Location / Setting: basketball/ netball court.

Organisation / Student Groups

Special Considerations

- Students will work individually and in groups chosen

either by the rules of the game or by their own
choosing.

Lesson Plan Natascha Van Cleave

For students with physical disabilities it may be

necessary to negotiate which group they will be in for the
game to be fair
Those with low literacy will need to have the rules
explained verbally in addition to the written instructions

Key Vocabulary
-

rights
freedoms
equal
universal human rights
discrimination
racism
sexism
fair
responsibility
privilege
representation
vote
freedom of speech

Focus Questions

References / Sources / Materials / Resources and

Equipment

What is privilege and how does it affect rights and

freedoms?
What is our responsibility for ensuring equal rights
and freedoms?

Lesson Plan Natascha Van Cleave

Created privilege game

enough instructions sheets so each student has one of
the three instructions
something for the folded instruction to go in for lucky
dip
chalk
Basket ball
Tennis ball
Basketball or net ball court
Paper
Pencils