Madeleine Clark

18063631
Rationale:
In conjunction with the History: Years 7-10 syllabus (2012), this unit titled, ‘Rights
and Freedoms (1945-Present)’ (p. 95) has been created for students in a stage 5
classroom. This unit was constructed through the belief that it is exceptionally
important for young adolescents to gain a deep understanding of the Aboriginal and
Torres Strait Islander history of Australia. In uncovering the struggle for rights and
freedoms of the Indigenous community, this unit is accessible for all schools,
regardless of the learning needs or social/economic status of a school.

Historical inquiry is used frequently through the unit of work. Through her research,
McDonald (2010) spoke about the success of Wiggins and McTighe’s (1998)
“Understanding by Design” that, ‘focused on developing and deepening
understanding of important ideas…posed as a question’ (p. 49). Specifically,
McDonald states, “I found…framing units of work as Essential Questions to engage
students in inquiry learning incredibly useful” (p. 49). This pedagogical approach in
the style of learning has been used consistently throughout the unit to sustain
interest and engagement on behalf of students. This approach has worked
effectively in a practical approach and was therefore applied in this construction.

In line the Australian Professional Teaching Standards (APST) (2011), to ‘know

students and how they learn’ (p. 8-9) is imperative in a higher education setting.
Measures of choice and differentiation have been included within this unit to assist
teachers and students. By including differentiation, the teacher is able to increase or
decrease the level of difficulty of activities based on the abilities of the cohort. In
catering for standard 3 ‘plan for and implement effective teaching and learning’
(APST, p. 12-13), choice has been provided to students to give them the opportunity
to select an activity or concept that interests or motivates them into completing
activities to the best of their ability.
This unit has been created to inform all students of the history of the first
Australians. Doing so is important for remembering the activism of Elders, past and
present, and continuing the legacy of Indigenous communities all around Australia.
In creating this unit, it was important to be sensitive to struggle of those involved in
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the Stolen Generations and specifically those who still experience the ramifications
of the Stolen Generations (potentially some students in the classroom). Investigating
past truths and considering the future were fundamental elements to developing an
understanding of the rights and freedoms lost, gained and campaigned for in states
and territories around Australia. The objective was to also fairly represent the
success in the work of Aboriginal and Torres Strait Islander peoples fighting for their
civil rights.

Habgood (2017) argues, ‘Aboriginal topics in our history curriculum have a

(contested) role in social engineering’ (p. 50). In recognition of this statement,
significant efforts were carried out in order to achieve the Australian Curriculum,
Assessment and Reporting Authority’s (ACARA) goal of trying to ‘close the gap’
(Habgood, 2017, p. 50) and enable ‘Aboriginal and Torres Strait Islander students to
see themselves, their identities and their cultures reflected in the curriculum of each
of the learning areas…’ (ACARA, 2017).

This unit is therefore accessible for students across Australia. It informs students on
the struggle for rights and freedoms in Aboriginal and Torres Strait Islander
communities around the country and can be affectively applied in the classroom
setting for students of all abilities.
Madeleine Clark
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Course: History Stage 5 Year 9 Duration: 5 weeks

Unit Title: Rights and Freedoms (1945-Present)

Content Focus:
Students uncover the struggle of Aboriginal and Torres Strait Islander peoples in fighting for their civil rights from 1945 to the present
(and into the future)

Content – Students learn about

 The origins and significance of the Universal Declaration of Human Rights (UDHR), including Australia’s involvement in the
development of the declaration
 Background to the struggle of Aboriginal and Torres Strait Islander peoples for rights and freedoms before 1965, including the 1938
Day of Mourning and the Stolen Generations
 The US civil rights movement and its influence on Australia
 The significance of the following for the civil rights of Aboriginal and Torres Strait Islander peoples: 1962 right to vote federally;
1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations); the Apology
 Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander peoples, and the role of ONE
individual or group in the struggle
 The continuing nature of efforts to secure civil rights and freedoms in Australia throughout the world, such as the Declaration on the
Rights of Indigenous peoples

Outcomes Key Questions

A student:  What basic human rights were Indigenous peoples denied?

 HT5-2: sequences and explains the significant patterns of
continuity and change in the development of the modern world
and Australia
 HT5-3: explains and analyses the motives and actions of past
individuals and groups in the historical contexts that shaped
the modern world and Australia
 HT5-6: uses relevant evidence from sources to support
 Why were Indigenous peoples denied their basic human
rights?
 What were the impacts of the Stolen Generations?
 Why were children removed from their families?
 What measures did Indigenous peoples use to achieve
progression in their struggle for their rights?
 In which ways can we as a community impact the fight for
rights and freedoms?
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historical narratives, explanations and analyses of the modern
world and Australia
 HT5-8: selects and analyses a range of historical sources to
locate information relevant to an historical inquiry
 HT5-9: applies a range of relevant historical terms and
concepts when communicating an understanding of the past
 HT5-10: selects and uses appropriate oral, written, visual and
digital forms to communicate effectively about the past for
different audiences
 What campaigns can we support for Indigenous peoples?
 What are some international measures that aim to achieve
equality for Indigenous peoples?
 What key events impacted the Indigenous fight for rights
and freedoms?
 What impacts of the assimilation policy do we still witness
today?

Historical Concepts and Skills Learning Across the Curriculum

The following Historical Concepts are integrated into the lesson General Capabilities
sequences:  Critical and creative thinking
 Perspectives  Ethical understanding
 Empathetic Understanding  Information and communication technology capability
 Significance  Literacy
 Cause and Effect  Numeracy
 Continuity and Change  Personal and social capability

Diversity of Learners Key Terms:

 Activities can be altered based on abilities needs  Aboriginal
 Leading questions can be altered in difficulty  Torres Strait Islander
 Other activities can have an increased or decreased teacher involvement,  Indigenous
in line the students’ independence  Assimilation
 Policy
 Civil Rights
 Universal Declaration of Human Rights
 Stolen Generations
 Apology
 Reconciliation
 Movement
 Freedom
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Date Content Outcome Teaching/Learning Strategies Resources
Week 1 The origins and Teacher introduces students to new topic about Rights Digital Resources
Lesson significance of the and Freedoms for Aboriginal and Torres Strait Islander Viewing YouTube clip:
1 Universal Declaration of peoples. Teacher highlights lesson focus on the “What are human rights? –
Human Rights (UDHR), Universal Declaration of Human Rights (UDHR). Benedetta Berti”
including Australia’s HT5-3 https://www.youtube.com/
involvement in the HT5-6 Teacher facilitates brainstorm on whiteboard using watch?v=nDgIVseTkuE
development of the question ‘what are “human rights”?’ Students will
declaration contribute to the brainstorm copy brainstorm into Eleanor Roosevelt reading
- Outline the workbook. the UDHR
purpose of the Teacher may verbalise leading questions if students are https://www.unmultimedia.
United Nations unsure. Teacher should ask students if they know any of org/avlibrary/asset/1093/
and describe the the human rights included in the UDHR. 1093412/
origins of the
Universal Teacher plays 5 minute YouTube clip on UDHR history UDHR booklet
Declarations of Students are to copy 5 important points from the video http://www.un.org/en/udh
Human Rights, into their workbook. rbook/pdf/udhr_booklet_en
including _web.pdf
Australia’s Teacher provides students with a UDHR worksheet
involvement below. Students are to place a tick next to each category Printed Resources
the article relates to. Teacher plays the recording of UDHR Worksheet (Political,
Eleanor Roosevelt reading the UDHR while students Social, Economic, Cultural)
complete this activity.

The class engages in a discussion about the most

Week 1 The origins and
Lesson significance of the
2 Universal Declaration of HT5-6
Human Rights (UDHR), HT5-9
including Australia’s HT5-10
involvement in the
development of the
declaration
significant article from the UDHR and give reasons why.
Teacher informs students they will perform historical Digital Resources
research into the significance of the UDHR Australia & UDHR
https://www.humanrights.g
The students will work in groups of 4 or 5 and produce ov.au/publications/australi
a digital presentation of the significance of the UDHR. a-and-universal-
The teacher will select these groups so that each group declaration-human-rights
has mixed ability. Each group has 35 minutes to
research and create the presentation using a program
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- Explain the of their choice (Google slides, Canva, iMovie,
significance of Voicethread etc.)
the UDHR
Students access the “Australia & UDHR” website link
from Google Classroom

In their research they have to uncover the following:

 What is the UDHR? (Brief explanation in your
own words)
 When was the UDHR created?
 Who were some significant people who were
committed to the creation of UDHR?
 Why does UDHR have importance in our society?

Students are to finalise presentations and present to the

rest of the class in the last 20 minutes of the lesson.
Week 1 Background to the Teacher guides students through the AIATSIS and/or Digital Resources
Lesson struggle of Aboriginal NMA website Day of Mourning, 1938
3 and Torres Strait HT5-2 Students engage in a “Think, Pair, Share” regarding the http://www.nma.gov.au/on
Islander peoples for HT5-3 purpose of Aboriginal activism in the early twentieth line_features/defining_mom
rights and freedoms HT5-6 century. ents/featured/day_of_mour
before 1965, including ning
the 1938 Day of In their same partners, students will prepare a poster
Mourning and the for one of these occasions. The template is attached Day of Mourning, 1938
Stolen Generations below. https://aiatsis.gov.au/exhib
- Explain the They can choose from: itions/day-mourning-26th-
purpose and  Fred Maynard and the Australian Aborigines january-1938
significance of Progressive Association
early twentieth-  A.M. Fernando Abuse in institutions and
century  Torres Strait Maritime Strike missions
Aboriginal  William Cooper and the Australian Aborigines
https://www.creativespirits
activism League .info/aboriginalculture/polit
including the ics/abuse-of-stolen-
1938 Day of Teacher facilitates an exploration of the Day of children#toc0
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Mourning Mourning, 1938 using the AIATSIS website. Students
protest for can perform further research on the event for 10
Aboriginal and minutes.
Torres Strait
Islander peoples Teacher discusses the events leading up to the protest
and asks students to consider:
 The importance of Jack Patten
 Why Patten organised the Day of Mourning
 The impacts on the Aboriginal and Torres Strait
Islander peoples
 The impacts of the Day of Mourning on society
Week 1 Background to the Students consider rights denied to Aboriginal and Digital Resources
Lesson struggle of Aboriginal Torres Strait Islander resulting in the Day of Mourning News Article
4 and Torres Strait HT5-6 http://www.abc.net.au/new
Islander peoples for HT5-8 o Study of a personal account: s/2018-01-24/australia-
rights and freedoms Teacher will facilitate class reading on ABC article “My day-we-will-never-have-a-
before 1965, including grandfather protested against Australia Day in 1938. reason-to-rejoice-this-
the 1938 Day of We’ll never have a reason to rejoice on that day” day/9339738
Mourning and the Student readers will volunteer or be selected (to keep
Stolen Generations students engaged). All students should have access to Stolen Wages Timeline
- outline the the article via URL link. https://www.creativespirits
rights and .info/aboriginalculture/eco
freedoms denied Teacher asks students questions like: nomy/stolen-wages-
to Aboriginal  What would the political landscape have been timeline
and Torres Strait like in 1938 with regard to Indigenous
Islander peoples protesting?
before 1965 and  What are the impacts of this story on Australia
the role and today?
policies of the  How might we model behaviours that are
Aboriginal empathetic to Indigenous opinions on Australia
Protection Day?
Board, e.g. the  What are some contemporary events we have
control of wages heard about in relation to this topic?
and reserves
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Week 2 Background to the Teacher guides students through photographs taken on Digital Resources
Lesson struggle of Aboriginal missionaries in the Stolen Generations
5 and Torres Strait HT5-2 ‘Ruth’s Story’
Islander peoples for HT5-6 Teacher plays “Ruth’s Story” video from Australians https://www.australianstog
rights and freedoms HT5-10 Together website ether.org.au/discover/austr
before 1965, including Students answer questions alian-history/stolen-
the 1938 Day of  How old was Ruth when she was sent to the generations#video-1
Mourning and the ‘dorm’?
Stolen Generations  Where were Ruth and Ruby sent? ‘Marjorie Woodrow History
- Using a range of  How were they taken? – Member of the Stolen
sources,  How did Ruth rediscover her mother? Generation’
describe the https://www.youtube.com/
experiences of Teacher plays ‘Marjorie Woodrow History – Member of watch?v=m2YouNSLayA
Aboriginal and the Stolen Generation’
Torres Strait Students look through the images featured in the video
Islander peoples Teacher facilitates discussion with the following:
who were  What do the images depict about life on a
forcibly removed mission?
from their  How does Marjorie explain her treatment on the
families (Stolen mission?
Generations)  From hearing Marjorie’s experience, what new
evidence do we have about mission life?
Week 2 Students complete a film study on Rabbit Proof Fence to Resources
Lesson HT5-6 consider the experiences of the Stolen Generations. The Rabbit Proof Fence film
6 HT5-9 experiences will be compared with photographic
HT5-10 evidence as source work during the next lesson.

Students need to consider the following questions (as

provided by the teacher):
 What was the role of missionaries during the
Stolen Generations?
 What behaviours did missionary workers inflict
upon Aboriginal children and their
parents/families?
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 In your viewing what are the impacts
experienced by families of Aboriginal children
who were taken?

The teacher may pause the film for discussion during

key scenes – to assess the comprehension of the
students throughout the events associated with the
Stolen Generations
Week 2 Students finish watching the film, Rabbit Proof Fence. Resources
Lesson Rabbit Proof Fence film
7 HT5-2 Students develop a 500 word response to the writing
HT5-3 task question:
HT5-9  “Based on your viewing of Rabbit Proof Fence,
and your investigation of ‘Ruth’s Story’ and
‘Marjorie Woodrow’s History’ what are the
consistent representations and/or behaviour we
see during the events of the Stolen Generation? “

They have 30 minutes to begin working on the

response. It will be due in the next lesson.
Week 2 Background to the Assimilation Policy History Digital Resources
Lesson struggle of Aboriginal Students view Google Slides (screen grabs can be found
8 and Torres Strait HT5-2 below) created by the teacher https://www.australianstog
Islander peoples for HT5-3 ether.org.au/discover/austr
rights and freedoms HT5-6 The teacher will explain the government definition and alian-history/a-white-
before 1965, including the Human Rights definition to uncover the contextual australia/
the 1938 Day of differences in understanding
Mourning and the Assimilation Policy
Stolen Generations Students work on developing a definition of https://www.adcq.qld.gov.a
- Describe the “assimilation” in their own words. It should be copied u/resources/a-and-
effects of into their workbooks. tsi/Aboriginal-people-in-
assimilation Queensland/assimilation#1
policy for rights Teacher will talk through the slides, providing clarity to 965%20Act
and freedoms of information or answering questions that students
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Aboriginal and might have Assimilation Policy 1961
Torres Strait https://aiatsis.gov.au/sites/
Islander peoples They will take notes from the slides as the teacher default/files/catalogue_reso
moves through them. urces/18801.pdf

Teacher will guide students through photographic Google Slides on

inquiry by using the images inserted into the Google Assimilation
Slides. Students will evaluate the expressions of https://docs.google.com/pr
displaced children in the photographs. esentation/d/15O7hRztNb2
iNfbT1yivsU0KV4_PSpMg3
If the teacher has time, an exploration of the W62sIE6AhRY/edit#slide=i
Assimilation Policy, 1961 can be carried out. Consider d.g4310a13ff9_0_125
the objectives and rationale provided in the document.
Week 3 The US civil rights Teacher introduces the height of the US civil rights Digital resources
Lesson movement and its movement (mid 1950s) through the frame of three Rosa Parks Biography
9 influence on Australia HT5-3 events: https://www.youtube.com/
- outline the aims HT5-6 1. Brown v. Board of Education watch?v=v8A9gvb5Fh0
and methods of HT5-9 2. Rosa Parks and the Montgomery Bus Boycott.
the US civil HT5-10 3. Martin Luther King Jr’s ‘I have a dream’ Rosa Parks Interview
rights movement (1995)
Teacher will divide the class into three mixed ability https://www.youtube.com/
groups. In these groups they will prepare a watch?v=bqiQqM9nQ0U&t=
presentation to inform their classmates about one the 42s
events. The presentation should be 5-6 minutes long.
They will present their findings in a recorded Martin Luther King
Newsflash format. (pro forma attached in the resource Interview (1961)
section below). https://www.youtube.com/
watch?v=Df4fycfda10
They should answer the following questions
 Name of the event MLK I have a dream
 Who was involved https://www.youtube.com/
 What happened during the event watch?v=I47Y6VHc3Ms
 How does this event impact the civil rights
campaign?
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The remainder of the class time will be used to work on

the project.

Week 3 Students continue working on their NewsflashDigital resources

Lesson presentations and finalising their projects. Rosa Parks Biography
10 HT5-3 https://www.youtube.com/
HT5-6 The teacher should provide help to students who have watch?v=v8A9gvb5Fh0
HT5-9 questions or those with technical difficulties
HT5-10 Rosa Parks Interview
The class will then host a news show in the classroom. (1995)
They will each present their videos to the class and https://www.youtube.com/
inform the students of their event watch?v=bqiQqM9nQ0U&t=
42s
The students should also provide some context to their
research and the selected event. Their peers may also Martin Luther King
ask questions about the event. This will also help the Interview (1961)
teacher see if the students have generated a synthesis https://www.youtube.com/
of their research. watch?v=Df4fycfda10

At the end of the presentation the teacher may like to MLK I have a dream
ask the student questions if they did not include all https://www.youtube.com/
aspects in their presentation. watch?v=I47Y6VHc3Ms

Week 3 The US civil rights Students have twenty minutes to uncover which rights Digital resources
Lesson movement and its HT5-2 Australian Freedom Riders were campaigning for. The https://www.britannica.co
11 influence on Australia HT5-6 teacher will then ask them to share their findings. m/event/Freedom-Rides
- explain how the HT5-9
Freedom Rides Teacher will inform the students of the Freedom Rides
in the US “sit ins”.
inspired civil The teacher will facilitate a “Sit In” for the class.
rights Using the school cafeteria or lunch area, the students
campaigners in will be divided into two groups. This will help emulate
Australia the experiences of African American people. In
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18063631
performing the boycott, the teacher should continue to
make statements and ask questions throughout the “sit
ins” to generate an empathetic experience for students.

Students should then reverse roles to gain the entire

experience of the empathetic exercise.

When they return to the classroom, the students can

then engage in a discussion highlighting how the sit in
made them feel, how the African American people
would have felt, and how the courage to engage in civil
rights campaigns changed the format of society.

Week 3 The US civil rights NSW Freedom Rides Digital Resources

Lesson movement and its Living Black – Freedom
12 influence on Australia Teacher plays the Living Black – Freedom Rides video Rides
- discuss the HT5-3 Students should take notes https://www.youtube.com/
impact of the HT5-6  Who conducted the movement? watch?v=JS3YJN3WED4
NSW Freedom HT5-9  Who went on the Freedom Ride? Where did they
Ride on the civil come from? What is significant about these Freedom Rides
rights of people? Commemoration
Aboriginal and  What did the Freedom Riders set out to do? https://aiatsis.gov.au/exhib
Torres Strait  What other worldly events does Rachel Perkins itions/1965-freedom-ride
Islander peoples compare the Stolen Generations to?
 What did Freedom Riders accomplish in
Walgett?
 How does Ann Curthoys characterise “white
anger”?
 Why was Moree the most significant stop on the
ride? What happened at the Artesian Baths?
 What does Rachel Perkins say is the legacy of her
father’s Freedom Ride?

The teacher should facilitate a discussion about the

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video. The students should offer answers to their
questions and record any new information that was
shared by their peers.

Week 4 Students research the impacts of the Freedom Ride on Digital Resources
Lesson the Aboriginal and Torres Strait Islander peoples. They
Defining Moments
13 HT5-2 are encouraged to access videos on ClickView, ABC or https://www.sbs.com.au/ni
HT5-3 SBS. tv/nitv-
HT5-6 news/article/2017/02/20/
The students should apply their research to create a diving-defining-moments-
mock Commission presenting the changes for the australian-indigenous-civil-
Indigenous peoples. rights-freedom-rides

They should collectively decide on the most prominent

findings from their research and the ways in which they
will present their findings to the commission.

This is an opportunity for the class to work

collaboratively with one another. The teacher may have
to ensure that all students are pulling their weight
during the task – otherwise the teacher can begin
allocating duties to students.

They will have 30 minutes to research the impacts of

the Freedom Ride and other associated events
They will have 20 minutes to present their findings to
the “Commission” (teacher)

Week 4 The significance of the The teacher will highlight key events in Aboriginal and Digital Resources
Lesson following for the civil Torres Strait Islander history that improved civil rights Table Worksheet (attached
14 rights of Aboriginal and HT5-2 for the peoples below) accessible on Google
Torres Strait Islander HT5-8 Classroom
peoples: 1962 right to HT5-9 The students will investigate each of the following
vote federally; 1967 events:
Madeleine Clark
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Referendum;  The Right to Vote 1962
Reconciliation; Mabo  The Referendum of 1967
decision; Bringing  Reconciliation
Them Home Report  Mabo Decision 1992
(the Stolen  Bringing Them Home Report
Generations); the  The Apology
Apology
- outline the Further information of these occasions can be found in
background, their textbooks.
aims and
significance of In the table available on Classroom (copy attached in
key resource section below) they are to fill in each of the
developments in boxes relating to the background, aims and significance
Aboriginal and of key events in each of the above events
Torres Strait
Islander peoples’
struggle for
rights and
freedoms

Week 4 Methods used by civil Students read through the Activism article on Google Digital Resources
Lesson rights activists to Classroom. The teacher then asks students to highlight How Aboriginal activism
15 achieve change for HT5-2 the important points they found in the article. Students brought about change
Aboriginal and Torres HT5-8 engage with their peers at the desks around them in https://www.australiangeo
Strait Islander peoples, HT5-9 ‘Discussion Circles’ and share their ideas about the graphic.com.au/topics/histo
and the role of ONE methods used by Indigenous activists in the movement ry-culture/2011/07/how-
individual or group in for change. aboriginal-activism-
the struggle brought-about-change/
- outline common If students have questions, the teacher should move to
methods used by each circle discussion and answer these. Invasion Day Protest 2017
civil rights https://www.youtube.com/
activists to Teacher shows students videos of Indigenous watch?v=0h4urQA7jko
achieve change campaigning and protests including:
for Aboriginal  Invasion Day Protest Gurindji Land Rights March
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and Torres Strait  Gurindji Land Rights March 1970 1970
Islander peoples  Marches against the new Stolen Generation https://www.youtube.com/
watch?v=CEu2esHhCTw
Students should be mindful of the emotions expressed
by Indigenous peoples throughout the featured videos. March against the new
Stolen Generation
In groups of three, students should create a peaceful https://www.youtube.com/
protesting poster on Invasion Day, Land Rights or watch?v=T44cPsTvf9k
Stolen Generation to show support for one of the three
key issues.

Week 4 Methods used by civil (This will be the student focus for the next two lessons)
Digital Resources
Lesson rights activists to Federal Council for
16 achieve change for HT5-3 Teacher will introduce: Aboriginal Advancement
Aboriginal and Torres HT5-6 The Federal Council for Aboriginal Advancement http://indigenousrights.net.
Strait Islander peoples, HT5-8 as a group for campaigning in the struggle for rights au/organisations/paginatio
and the role of ONE HT5-9 and freedoms. n/federal_council_for_the_a
individual or group in dvancement_of_aborigines_a
the struggle The teacher should provide some context to the group nd_torres_strait_islanders_fc
- investigate and and how they formed. Students will be able to access aatsi
explain the role this information from one of the sites in the next
of ONE column. Indigenous Campaigners
individual or https://aiatsis.gov.au/exhib
group in the Students will brainstorm some of the work of the itions/campaigners
struggle for Federal Council for Aboriginal Advancement on the
Aboriginal and whiteboard
Torres Strait
Islander peoples’ Students can look through profiles of
rights and  Joe McGinness
freedoms  Faith Bandler
 Stan Davey
 Chicka Dixon
 Jack Horner
 Jean Horner
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Students should be taking notes on their contributions

to the Federal Council for Aboriginal Advancement and
their achievements

Students can then compare the work of these

individuals to more contemporary Indigenous leaders
in the council
Week 5 Teacher should remind students of the research they Digital Resources
Lesson completed in the previous lesson. Indigenous Australia
17 https://australianmuseum.n
HT5-2 As a class, students will prepare a mock campaigning et.au/indigenous-australia-
HT5-6 group that will struggle for Aboriginal and Torres Strait timeline-1901-to-1969
HT5-9 Islander rights and freedoms.
HT5-10
The teacher should provide minimal assistance to the
students. The students should be encouraged to be
independent in their approach.

To begin:
 Students should decide what their group will
campaign for
 They should outline the aims of the group
 The methods by which they will attempt to
achieve these aims
 They might create slogans, posters and banners
for their campaign

Students can complete additional research on current

campaigns if they looking for contemporary examples
of Indigenous marches

After 40 minutes of preparation, the class will have 15

minutes to present their protest march to the teacher
Madeleine Clark
18063631

Other ideas could be to create mock social media posts

generating interest and providing information about
the campaign.

Week 5 The continuing nature  In a Jigsaw Activity the students will be placed in mixed Digital Resources
Lesson of efforts to secure civil ability groups of three. Each group will be responsible Convention on the Rights of
18 rights and freedoms in for exploring one aspect of the sections below. When the Child
Australia throughout HT5-2 the research time is over, each student from one group https://www.unicef.org.au/
the world, such as the HT5-6 will meet up with students who studied the like aspect Upload/UNICEF/Media/Our
Declaration on the HT5-8 and share their findings. The original group will then %20work/childfriendlycrc.
Rights of Indigenous rejoin to share any new information or findings. A copy pdf
peoples of the findings should be created to share with the
- Identify current teacher. Declaration on the Rights of
struggles for Indigenous Peoples
civil rights and Students have the opportunity to choose health care or https://www.humanrights.g
freedoms children for their jigsaw activity ov.au/publications/un-
throughout the declaration-rights-
world, such as  Students focus on Indigenous health care within indigenous-peoples-1
the United Australia as struggles for civil rights through the
Nations Declaration on the Rights of Indigenous Peoples (2007)
Convention on
the Rights of the  Lack of access to health care services
Child (1990) and  Poor health facilities
the Declaration  Increased risk of disease and illness
on the Rights of
Indigenous or
Peoples (2007)
Students focus on the United Nations Convention on the
Rights of the Child (1990) as a frame for exploring
 the right for children to access a free and equal
education
 the experience of forcible removable from
parents, family and care takers
Madeleine Clark
18063631
 the lack of resources available to children in
these remote areas

The students have 30 minutes to research their

findings, 15 minutes to converse with their topic, and
15 minutes to return to their original group. A copy of
this work will then be shared with the teacher for
formative assessment.

Week 5 The continuing nature Students explore the Australian Museum on their field Resources
Lesson of efforts to secure civil trip to Canberra. Site study – nil
19 rights and freedoms in
Australia throughout HT5-2 This excursion should reiterate the knowledge and
the world, such as the HT5-8 skills that have been learnt throughout the unit.
Declaration on the
Rights of Indigenous Students will have the opportunity to ask the tour guide
peoples questions regarding Rights and Freedoms and see
- Identify different primary sources from 1945 to the present day.
methods used
globally to attain They will engage in a seminar about civil rights and
civil rights and freedoms at the Australian Museum where they will
freedoms have the opportunity to learn about methods such as
protesting and campaigning.

Week 5 The continuing nature Individually, students are to create a 5 minute video Digital Resources
Lesson of efforts to secure civil presentation assessing the effectiveness of one of the Close the Gap
20 rights and freedoms in following campaigns: https://www.humanrights.g
Australia throughout  Close the Gap ov.au/our-work/aboriginal-
the world, such as the HT5-3  Freedom Rides (Student Action for Aborigines) and-torres-strait-islander-
Declaration on the HT5-8  The Indigenous Land Rights Movement social-
Rights of Indigenous HT5-9  Invasion Day campaigners justice/projects/close-gap-
peoples HT5-10  Federal Council for Aboriginal Advancement indigenous-health
- evaluate the
methods and If they would like to investigate an international Land Rights
Madeleine Clark
18063631
effectiveness of campaign, the teacher should approve this first. https://aiatsis.gov.au/explo
ONE campaign Evaluation of an indigenous campaign is strongly re/articles/land-rights
for civil rights encouraged.
and freedoms in Invasion Day
Australia or This presentation will be assessable by the teacher to https://www.creativespirits
another country ensure that students have a thorough understanding of .info/aboriginalculture/hist
the unit in the movement for rights and freedoms in the ory/australia-day-invasion-
Aboriginal and Torres Strait Islander communities day
around Australia.
FCAA
http://indigenousrights.net.
au/organisations/paginatio
n/federal_council_for_the_a
dvancement_of_aborigines_a
nd_torres_strait_islanders_fc
aatsi

Freedom Rides
https://aiatsis.gov.au/exhib
itions/1965-freedom-ride
 Madeleine Clark
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UNIVERSAL DECLARATION ON HUMAN RIGHTS

As you listen to each article being read by Eleanor Roosevelt, place a tick next to each
category the article is relevant to

ARTICLE Political Social Economic Cultural

All human beings are born free and equal in dignity and rights.
Everyone is entitled to all the rights and freedoms set forth in this
Declaration, without distinction of any kind, such as race, colour, sex,
language, religion, political or other opinion, national or social origin,
property, birth or other status.
Everyone has the right to life, liberty and security of person.
No one shall be held in slavery or servitude; slavery and the slave trade
shall be prohibited in all their forms
No one shall be subjected to torture or to
cruel, inhuman or degrading treatment or punishment.
Everyone has the right to recognition everywhere as a person before the
law.
All are equal before the law and are entitled without any discrimination
to equal protection of the law. All are entitled to equal protection against
any discrimination in violation of this Declaration and against any
incitement to such discrimination.
Everyone has the right to an effective remedy by the competent national
tribunals for acts violating the fundamental rights granted him by the
constitution or by law.
No one shall be subjected to arbitrary arrest, detention or exile.
Everyone is entitled in full equality to a fair and public hearing by an
independent and impartial tribunal, in the determination of his rights and
obligations and of any criminal charge against him.
(1) Everyone charged with a penal offence has the right to be presumed
innocent until proved guilty according to law in a public trial at which he
has had all the guarantees necessary for his defence.
No one shall be subjected to arbitrary interference with his privacy,
family, home or correspondence, nor to attacks upon his honour and
reputation. Everyone has the right to the protection of the law against
such interference or attacks.
(1) Everyone has the right to freedom of movement and residence within
the borders of each State. (2) Everyone has the right to leave any
country, including his own, and to return to his country.
(1) Everyone has the right to seek and to enjoy in other countries asylum
from persecution.
(1) Everyone has the right to a nationality. (2) No one shall be arbitrarily
deprived of his nationality nor denied the right to change his nationality.
(1) Men and women of full age, without any limitation due to race,
nationality or religion, have the right to marry and to found a family.
They are entitled to equal rights as to marriage, during marriage and at
its dissolution.
(1) Everyone has the right to own property alone as well as in association
with others. (2) No one shall be arbitrarily deprived of his property.
Everyone has the right to freedom of thought, conscience and religion;
 Madeleine Clark
18063631
this right includes freedom to change his religion or belief, and freedom,
either alone or in community with others and in public or private, to
manifest his religion or belief in teaching, practice, worship and
observance.
Everyone has the right to freedom of opinion and expression; this right
includes freedom to hold opinions without interference and to seek,
receive and impart information and ideas through any media and
regardless of frontiers.
(1) Everyone has the right to freedom of peaceful assembly and
association. (2) No one may be compelled to belong to an association.
(1) Everyone has the right to take part in the government of his country,
directly or through freely chosen representatives.
Everyone, as a member of society, has the right to social security
(1) Everyone has the right to work, to free choice of employment, to just
and favourable conditions of work and to protection against
unemployment. (2) Everyone, without any discrimination, has the right to
equal pay for equal work.
Everyone has the right to rest and leisure, including reasonable limitation
of working hours and periodic holidays with pay.
(1) Everyone has the right to a standard of living adequate for the health
and well-being of himself and of his family, including food, clothing,
housing and medical care and necessary social services, and the right to
security in the event of unemployment, sickness, disability, widowhood,
old age or other lack of livelihood in circumstances beyond his control.
(1) Everyone has the right to education. Education shall be free, at least
in the elementary and fundamental stages. Elementary education shall
be compulsory. Technical and professional education shall be made
generally available and higher education shall be equally accessible to all
on the basis of merit. (2) Education shall be directed to the full
development of the human personality and to the strengthening of
respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance and friendship among all nations, racial or
religious groups, and shall further the activities of the United Nations for
the maintenance of peace. (3) Parents have a prior right to choose the
kind of education that shall be given to their children.
(1) Everyone has the right freely to participate in the cultural life of the
community, to enjoy the arts and to share in scientific advancement and
its
benefits.
Everyone is entitled to a social and international order in which the rights
and freedoms set forth in this Declaration can be fully realized.
(1) Everyone has duties to the community in which alone the free and full
development of his personality is possible.
Nothing in this Declaration may be interpreted as implying for any State,
group or person any right to engage in any activity or to perform any act
aimed at the destruction of any of the rights and freedoms set forth
herein
Madeleine Clark
18063631

Google Slides
Madeleine Clark
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Madeleine Clark
18063631

INDIGENOUS ACTIVISM
Name of event:
_______________________________
_______________________________
___________________

Who organised the event? INSERT PICTURE

_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
___

Why was the event organised?

_______________________________
_______________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________

What were the impacts of the event?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________
_____________________________________________________________________
_____________________________________________________
Madeleine Clark
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NEWSFLASH
At the news station you have been given the latest
assignment in the civilian sector. It is your responsibility
to inform your community of this event in a 5-6-minute
news segment.
You have 40 minutes…
In your segment you should:
 State where the event has occurred
 Outline what happened in the event
 State the impacts of the event
 How does this event impact the civil rights movement?
 Include interviews
 ALL members of the group must be seen within the segment

Finally, ensure that you are not reading from your book or
screen when filming! You need to show your audience that you
are confident, equipped and knowledgeable 

You can produce your segment using Photobooth, iMovie, Voicethread, Powtoon
or a program approved by the teacher. You are not limited to using one news
article for information – research is encouraged!

ALL videos will be presented in the news showcase during the next lesson.
Madeleine Clark
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Madeleine Clark
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EVENTS THAT CHANGED THE CIVIL RIGHTS FOR ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES

Event Background Aims Impact/Significance

 The Right to Vote
1962

 The Referendum
of 1967

 Reconciliation
1991

 Mabo Decision
1992

 Bringing Them
Home Report
1997
 The Apology
2008
Madeleine Clark
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Madeleine Clark
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Madeleine Clark
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