Unit of Work – Rights and Freedoms

Rationale
The design of this unit conforms to the K-10 Board of studies History syllabus Stage 5 Core Study – Depth Study 4: Rights and Freedom (1945-Present).
This Unit requires students to explore multiple Indigenous and Anglo-Saxon perspectives within our Nation’s history and develop empathetic understanding
and its relation to the importance of civics and citizenship (Board of Studies NSW, 2012). This Unit employs Aboriginal Pedagogy Turner & Leddy (2016) argue
that when teaching Indigenous History, its critical to structure your teaching at the centre, valuing all perspectives, provide meaningful opportunity for
conversation and provide equal levels of content from both Indigenous and Anglo-Saxon parallels.
I introduced students to this core study with active activities allowing them to define and collaborate with peers to gain an understanding of rights and
Freedoms. I decided to sequence my unit differently from the syllabus, beginning with the US civil rights movement rather then Australia/ATSI aspect, as
students who find Australian history boring are engaged initially.
History is a discipline process of inquiry; therefore, Historical inquiry is a core pedagogical approach implemented through this unit. Historical inquiry is
a “research-based instructional approach to teaching that fosters students’ critical thinking skills as they engage in asking questions, gather and evaluate
relevant evidence, and reach conclusions based on the evidence” (Doornbos, 2018). Students become active learners utilising historical methods to understand
how people, events, and forces from the past have shaped our world. This unit incorporates inquiry-based approaches regularly as I focused on developing
students’ skills ins undertaking historical methods of inquiry as well as source analysis skills.
The use of film within this unit is a beneficial pedagogical approach according to Aravopoulou, Stone & Weinzierl (2017) state that is evident that the
use of creative media engages students and leads to deeper, better learning. This unit allows students to engage in source analysis Davies, Davies, R & Lynch
(2002) argue that engaging history-based activities that require creativity/imagination is a different pedagogical approach that engages students leading to a
deeper more meaningful understanding. The incorporation of ICT e.g. videos, timelines, online exhibitions, google docs assist students develop an
understanding of significant historical concepts through visualisation (Fralinger, 2011, pp. 15). This unit provides opportunity for students to engage in research,
evaluate web-based sources and use a range of resources for communication which are critical skills requiring development throughout the scope and sequence
(Board of Studies NSW, 2012). To accommodate Gifted students this unit provides core + enhancement research activities, according to Cordell (2011) student
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Unit of Work – Rights and Freedoms

research through ICT and online archives are excellent for fostering student engagement because having direct access materials that were previously untenable
for history students, provides a sense of ‘real’ history.
A limitation of this unit is time, many of the collaborative and inquiry-based learning approaches may require more than a single lesson, I may have to
find alternative teaching/learning strategies if this occurs.

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 Unit of Work – Rights and Freedoms
Subject: History 7-10
Unit title: The Modern World and Australia – Rights and Freedoms
Key Inquiry Questions
 How did the nature of global conflict change
during the twentieth century?
 What were the consequences of World War
II? How did these consequences shape the
modern world?
 How was Australian society affected by
other significant global events and changes
in this period?
Unit context within Scope and Sequence/Purpose
The history of the modern world and Australia from
1945 to the present, with an emphasis on Australia
in its global context, follows. The twentieth century
became a critical period in Australia's social, cultural,
economic and political development. The
transformation of the modern world during a time
of political turmoil, global conflict and international
cooperation provides a necessary context for
understanding Australia's development, its place
within the Asia-Pacific region, and its global
standing.
UNIT OUTLINE
Course: Stage 5 Duration: 6 Weeks/18hrs
The importance of this learning
In the aftermath of World War II, the world saw the end of the great European empires, witnessed the horrors
of the Holocaust, the emergence of new global super powers and nuclear weapons. The world was in the
process of political, social and economic turmoil reiterating the importance of installing students with the
knowledge of human rights. Education for human rights means understanding and embracing the principles
of human equality and dignity and the commitment to respect and protect the rights of all people. The
objective is providing students the opportunity to adapt their own values and attitudes, develop solidarity,
and the skills for advocacy and action. It’s essential to provide students the skills to recognise injustice in
society and ensure they have the ability to become active and informed human rights promoters and
defenders.
Syllabus Outcomes
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 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
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 Unit of Work – Rights and Freedoms

In this core study, students focus on the struggles of HT5-10: selects and uses appropriate oral, written, visual and digital forms to communicate effectively
human rights in the twentieth century. They about the past for different audiences
investigate the origins of human rights, and how
significant global events affected Australian society.
They gain an understanding on how rights and
freedoms have been ignored, demanded and
achieved within Australia and an international
context.

Historical Concepts Historical Skills

The following integrated Historical concepts have been
integrated into the lesson sequences:
• Continuity and Change
 some aspects of a society, event or
development change over time and others
remain the same.
• Cause and Effect
- events, decisions and developments in the past
that produce later actions, results or effects.
• Perspectives
- Identify and analyse the varying perspective
of people from the past
- Identify and analyse different historical
interpretations
• Empathetic Understanding
- the ability to understand another's point of
view, way of life and decisions made in a
different period of time or society.
Comprehension: chronology, terms and concepts
 Read and understand historical texts.
 Sequence historical events to demonstrate the relationship between different periods, people and
places.
 Use historical terms and concepts in appropriate contexts
Analysis and use of sources
 Identify different types of sources. • Identify the origin, content, context and purpose of primary
and secondary sources.
 Process and synthesise information from a range of sources as evidence in an historical argument.
 Evaluate the reliability and usefulness of primary and secondary sources for a specific historical
inquiry.
Perspectives and Interpretations
 Identify and analyse the reasons for different perspectives in a particular historical context.
 Recognise that historians may interpret events and developments differently.
Empathetic Understanding
 Interpret history through the actions, values, attitudes and motives of people in the context of the
past.

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 Unit of Work – Rights and Freedoms

• Significance
- the importance of an event, development,
group or individual and their impact on their
times and/or later periods.
Research
 Ask and evaluate different kinds of questions about the past to inform an historical inquiry.
 Plan historical research to suit the purpose of an investigation.
 Identify, locate, select and organise information from a variety of sources, using ICT and other
methods.

Explanation and Communication

 Develop historical texts, particularly explanations and historical arguments that use evidence from a
range of sources.
 Select and use a range of communication forms (oral, graphic, written and digital) to communicate
effectively about the past for different audiences and for different purposes.

Literacy Focus Numeracy Focus ICT Focus Differentiation

 Define and use terms and
concepts relevant to the unit
o Glossary activity
 Read and analyse multiple types
of texts
o Government documents
o UDHR
o Extracts
o Quotes
 Students use timelines to identify
chronologically and explore the
effects of an even in different
locations
 Uses and range of ICT e.g. For the purpose of this assessment this
o PowerPoint unit outline will address the different
o Online interactive learning needs for students with a
timelines physical learning disability hearing,
o Videos students with ADHD, ASD and gifted
o Google Docs students.

5
Unit of Work – Rights and Freedoms

Unit of Work – The Modern World and Australia

Stage 5 Core Study – Rights and Freedoms (1945—present) No. of Lessons: 18 (3 per week: 6 Weeks)

Historical
Duration Knowledge Skills (Learn to) Teaching and Learning Strategies Resources Outcomes
(Learn About)
The origins Human Being/Human Rights Activity Human Right Squares Scaffold HT5-9
and Students draw a human in the center of their page, ask
significance of students to brainstorm what qualities define a human being.
the UDHR, e.g. intelligence, sympathy, love. Next, ask to students what
including is needed to protect what is ‘human’. List them around the
Australia’s picture in a different colour. e.g. education, family, safety,
involvement in home, food/water, religion.
the
development Teacher led provenance: Human rights are based on these
Overview
of the necessities.
Term 1 lesson:
declaration.
Week 1 Describe and
(ACDSEH023) Part 2:
Lesson 1 define ‘rights’
Provide students these extracts from UDHR
and ‘freedoms’
…recognition of the inherent dignity and of the equal and
inalienable rights of all members of the human family is the
UDHR Document
foundation of the freedom, justice, and peace in the world…
https://www.ohchr.org/EN/UD
Preamble Universal Declaration of Human Rights
HR/Documents/UDHR_Translati
ons/eng.pdf
All human beings are born free and equal in dignity and
rights. They are endowed with reason and conscience and
should act towards one another in a spirit of brotherhood.
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Unit of Work – Rights and Freedoms

Article Universal Declaration of Human Rights

As a group Brainstorm the many meanings of a right and

come up with your own class definition of a ‘right’.

Discuss and Define what the terms inalienable and universal

mean ensure students create a GLOSSARY in their books an
record all definitions during this lesson.

Create a table on the board with Right to and Freedom from

and ask students to list their rights and freedoms.

Human Rights Squares Activities (Informal Diagnostic

Assessment)
Provide Students a copy of the Human rights scaffold.
Students are provided 15 minutes to revolve around the
classrooms retrieving answers and a signature from a
different person for each square.
2. After the activity ask students:
 Which were the easiest squares to find answers for?
The most difficult? Why?
 Which squares had global answers? US answers?
Local or community answers?
3. Discuss:
 Can you match any of these squares to articles of the
UDHR?
 Which of the squares are related to civil and political
rights? To social, economic, and cultural rights?
 What additional squares might you create for this
game?

7
Unit of Work – Rights and Freedoms

DIFFERENTIATION
- Utilising student movement will assist students
with ADHD focus on the content for efficiently
- Incorporating visual aspect will assists students
with ADHD express their knowledge, allow them
to draw their answers instead of writing.

HT5-2
Flipped Classroom Approach How the UN works YouTube HT5-3
Provide students “The story of Human Rights” video for Video HT5-9
watch before class. Instruct students to outline key events https://www.youtube.com/wat
presented in the video that showed the origins of UDHR. ch?v=QoIafzc0k74

Class Online timeline (Verbal Formal Assessment)

Outline the As a class, create a collaborative online timeline that
purpose of the outlines and describes key events that lead up to the origins
UN and of the DHR.
Term 1 describe the e.g. Cyrus the great, Greece, India, Rome, Natural law,
Week 1 origins of the Magna Carter, US, French revolution, Natural Rights,
Lesson 2 UDHR, Napoleon, Europe, Gandhi Ghandi Twin pact, Two World The Story of Human Rights
including Wars, Holocaust, United Nations. https://www.youtube.com/wat
Australia’s ch?v=oh3BbLk5UIQ
Involvement, Teacher lead provenance/Discussion:
- Australia was a founding member of the United
Nations
- Australia was 1 of 8 nations involved in drafting
the UDHR.
- Following the atrocities of WWII, countries had
proclaimed the need for a declaration draft
UDHR Document
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Unit of Work – Rights and Freedoms

- After several drafts, meetings and amendments https://www.ohchr.org/EN/UD

it was finally approved the 10th of December HR/Documents/UDHR_Translati
1948. ons/eng.pdf
-
Aural/Visual Learning Four Freedoms Speech - FDR
Students want ‘How the UN Works’ and FDR ‘Four https://www.youtube.com/wat
Freedoms Speech’ Next, in pairs answer the following ch?v=zYPEbNzvZjo
questions.

What was the original purpose of the UN?

Does that purpose remain the same?
Briefly, do you think the UN has been effective?

DIFFERENTIATION
- Students with hearing impairments will require
subtitles/ printouts of the learning resources.
- Incorporate core plus enhancement during the
timeline activity, ensure all students you’re not
restricted to the video as the only source of
information. Allowing gifted students to engage
in historical inquiry.
- Students with ADHD may require instruction
broken down into chunks, provide a scaffold and
or/ through CAI.

UDHR Document HT5-8

Historical Inquiry-based learning using ICT https://www.ohchr.org/EN/UD HT5-9
Term 1 Explain the
Students in groups or pairs, engage in research to locate HR/Documents/UDHR_Translat HT5-10
Week 1 Significance of
relevant sources of information that will assist them in ions/eng.pdf
Lesson 3 the UDHR.
answering the following question

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Unit of Work – Rights and Freedoms

“Explain the Significance of the Universal declaration of

Human rights?”

Consider
- its impact,
- what it meant for us,
- what it was in response to,
- why it is was needed.
- Who was involved?

Journal Reflection – (Diagnostic Formal Assessment)

Instruct students to use what they have research to write a

journal reflection. Explain the significance of the Universal
declaration of Human Rights.

“Human progress is neither automatic nor inevitable...

Every step toward the goal of justice requires sacrifice,
suffering, and struggle; the tireless exertions and passionate
concern of dedicated individuals.”
Martin Luther King, Jr.

The UDHR is significant because…

DIFFERENTIATION
- Provide students multiple means of modalities to
express their reflection. Students with ASD and
ADHD may prefer to use a laptop/whiteboard
rather than their books.
- Break up the research task into sections,
employing the chunking strategy will ensure
students with ADHD remain on task.
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Unit of Work – Rights and Freedoms

HT5-2
Anticipation Guide Interactive US Civil Rights HT5-3
Students express their previous knowledge, understanding Timeline #1 HT5-9
and ideas on the US Civil rights movement. This guides http://www.visionaryproject.o
students to recognize and connect themes that surface rg/timeline/
throughout the topic.

Procedure:
Teacher selects/creates statements related to universal
themes and dilemmas that are within the topic.
“Revolutions can start from the smallest of Actions”
The US Civil “Leaders are just ordinary people who stand up”
Rights Outline the “There strength in Diversity”
movement aims and Instruct students to respond to the statements, decide
Term 1 and its methods of whether they agree/disagree why? Ask them to provide Interactive US Civil Rights
Week 2 influence on the US civil who they think off in relation to these statements. Timeline #2
Lesson 1 Australia. rights https://www.infoplease.com/s
(ACDSEH105) movement. Student Research Timeline Activity pot/civil-rights-timeline
Students undertake research in pairs using provided
timelines as exemplars to identify key events/people during
the US Civil Rights movements. Students outline civil rights
activists aims and what methods they used to achieve those
aims.

Big Paper: Building a silent Conversation (Informal Verbal

Assessment) Timeline Activity Scaffold Sheet
This discussion strategy uses writing and silence as tools for
students to explore a topic in depth. Using the documents,
excerpts, images and information students engaged with
during the timeline activity, as well as their own timeline as
stimulus.
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Unit of Work – Rights and Freedoms

Procedure:
- Students group up in Threes/Fours.
- all communication is done in writing initially
- Uses different colored pens to identify different
groups.
- Teacher writes questions on their Big Paper,
students answer
- Students then proceed to write questions they
have on other groups BIG paper.
- Students revolve around the classroom
answering/asking questions in silence.
Finish with a Class discussion identify main
themes/events/people/ questions that have been outlined
on everyone’s Big Paper.

DIFFERENTIATION
- Providing Students with ADHD a stress ball
during the silent activity to assist with fidgeting
- Allowing student movement during the silent
activity will assist Students with ADHD allowing
them to focus.
- Utilising Computer Assisted Instruction (CAI) to
provide instruction will assist student with ADHD
break down the content and understand.
- Students with ASD are visual learners, the
timeline and BIG paper activity will allow them
to use their strengths.

Term 1 HT5-3
Week 2 Collaborative Learning Approach Malcom X Biography HT5-6
Lesson 2
12
Unit of Work – Rights and Freedoms

Provide students with a number 1-4, Next, form four groups https://www.history.com/topics
and allocate each group a civil rights individual. /black-history/malcolm-x
- Rosa Parks
- Martin Luthor King Jr Rosa Parks Biography
- Malcom X https://www.biography.com/pe
- John Lewis ople/rosa-parks-9433715

Groups are then provided the link to the biography of their Martin Luthor King Jr Biography
Civil rights individual. They are required to analyze the https://www.biography.com/pe
source through the perspective/reliability framework. ople/martin-luther-king-jr-
9365086
Students are then required to answer these Questions on
word— copy to google docs in preparation to discuss them John Lewis Biography
with other groups next lesson. https://www.biography.com/pe
- What rights were these individuals denied to? ople/john-lewis-21305903
- Who are they?
- What was their aim? Perspective/Reliability/
- What methods did they use to achieve their Usefulness scaffold:
aim?
-
DIFFERENTIATION
- Employ class-wide-peer monitoring (CWPT) will
provide students with ADHD with positive
reinforcement and assist them with remaining
on this extended task.
- Implementation of computer assisted instruction
(CAI) will assist students with ADHD understand
what is required of them.
- Use core + enhancement allow students the
option to engage in research outside of the
biography provided, gifted students may find a
deeper understanding.
13
Unit of Work – Rights and Freedoms

HT5-3
Collaborative learning approach (Formal Written I have a dream Speech – Martin HT5-9
Assessment) Luther King – Aims HT5-10
Provide students copies of the google doc so all students https://www.youtube.com/wat
have access to previous lessons work. Students group up in ch?v=3vDWWy4CMhE
previous lessons groups, assign members of each group 1-4
then to move their new groups. Thereby in each newly Selma to Montgomery March
formed group will have 1 member who studied each civil https://www.youtube.com/wat
rights activist in previous lesson. Groups can now compare ch?v=gM-tfj6lp6w
and contrast the aims and methods of each civil rights
activist. The Obamas March in Selma
https://www.youtube.com/wat
Aural/Visual Learning ch?v=N3E7atni5dg
Term 1 Teacher emphasizes key themes, events, individuals during
Week 2 the YouTube videos. Students identify the aims and methods
Lesson 3 present in the videos e.g.
- Peaceful protest
- Marching
- Non-violence
Compare to Malcom X National of Islam and Black Panthers.

DIFFERENTIATION
- Students with hearing impairments may need
subtitles during the visual learning aspect of the
lesson.
- Students with ADHD will be assisted on staying on
task because of the collaborative learning
approach.

Term 1 Who Were the Freedom HT5-3

Week 3 Where do you Stand Activity? Riders? HT5-10
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Unit of Work – Rights and Freedoms

Lesson 1 Explain how https://www.youtube.com/wat

the Freedom ch?v=E1smGpGSa14
Rides in the US Mini-Investigation- Warm up section
inspired civil Charles Perkins – Freedom Ride
rights Students examine the video to understand the nature of the http://dl.nfsa.gov.au/module/
campaigners in Freedom Rides in the US. Noting down relevant responses 1554/
Australia. to these questions (provide scaffold)
• Who can participate in a protest?
• What do these images of protests look like? How would
you describe the setting, format and mood of the protests?
• How would you describe the emotions exhibited by the
demonstrators?
• What might be a reason that someone would join a
protest?
• Are there other forms of protest that are not shown in
these images? What are they?
• Why do you think people choose to protest?
• What is the purpose of a protest?

Procedure:
- Student Role Students will step into the role of
engaged community member in 1960s Australia.
- They will have to form their own voice and
decided what actions they take as active
participants in civic life.
- Instruct them to write their response to racial
discrimination in Australia on a slip of paper and
turn it in.
- The teacher will move the game forward, make
observations, and challenge students to analyze
responses through discussion and critical-
thinking questions.
15
Unit of Work – Rights and Freedoms

- Throughout the activity, Teacher prompts

students asking their opinion e.g.
I would join a protest even if it could cause a family
argument.

If you saw the US Freedom Rides would that motivate or

hinder your perspective.
- evaluate student choices and ultimately decide if
they will stay in the same place or move to a
new position to reflect how their stance has or
has not changed.

Goal The goal of this game is to engage in active

deliberation, to learn about the thinking of others, and to
consider the nuances and complexities of challenging
questions and topics.

Aural/Visual Learning/Short Answer

Students analyze Charles Perkins interviews and extracts to
gain an understanding on how the US freedom rides
inspired him. They then compare to their own individual
answers during the Where do You Stand activity.

“How did the US Freedom rides inspire Australian Activists,

would it have inspired yourself?

The Day of Mourning HT5-2

Term 1 Background to Explain the Aural/Visual Learning/Mind Map https://www.sbs.com.au/onde HT5-3
Week 3 the struggle of purpose and Students understand the nature of the 1938 Day of mand/video/630885955518/da HT5-10
Lesson 2 Aboriginal and significance of Mourning and compete a teacher led mind map that poses y-of-mourning
Torres Strait early questions like?
16
Unit of Work – Rights and Freedoms

Islander twentieth- - What and why were they protesting?

peoples for century - Who were involved?
rights and Aboriginal - What were some key features of the protest?
freedoms activism - What did this represent?
before 1965, including the
including the 1938 Day of Ball Toss Class debate (Informal Verbal Assessment)
1938 Day of Mourning Divide the class into two groups, one for Australia Day and
Mourning and protest for one for Day of Mourning. Instruct students that they are
the Stolen Aboriginal and required to defend their notion. Include:
Generations Torres Strait - Whose perspective?
(ACDSEH104) Islander - Why do you feel strongly about this view?
peoples. - Why should we have/not have this day?

Teacher led Reflection

Teacher demonstrates the complexity of this issue.

DIFFERENTIATION
- Structuring the class debate around a ball toss
formula will assist students with ADHD from
constantly disrupting the debate, allowing all
students to contribute.

HT5-2
Outline the Student Researched Timeline through ICT Indigenous Rights Timeline HT5-8
rights and Students create their own timeline using the skills they 1901-2010 HT5-10
Term 1 freedoms learned in a previous lesson. Students are instructed to use https://www.sbs.com.au/news/
Week 3 denied to resources given combined with individual research to map timeline-indigenous-rights-
Lesson 3 Aboriginal and Indigenous rights movements. Call the map Indigenous movement
Torres Strait rights movement “from colonization to 1965”. Provide a
Islander scaffold for students to include:
peoples before - Key events
17
Unit of Work – Rights and Freedoms

1965 and the - Policies

role and - Individuals
policies of the - Rights denied
Aboriginal - Rights provided
Protection
Board. Class based comprehension exercise
Students engage with extracts from the Bringing them
home report to identify and explain the role and policies of
the Aboriginal protection board. Students create a table Kinchela Home for Boys 1955,
role/policy noting down in each column their understanding where many Koori boys were ill
from the extracts. treated

Group Primary Source Analysis

As a class, analyze the Kinchela home for boys, to gain visual
representation of the policies identified during activity 2.
Employ the perspective/reliability framework, but
specifically focus on what rights are being denied in the
source and how it connects to the Aboriginal protection
board.

DIFFERENTIATION Extracts from the Bringing them

- Students with ASD may prefer to create a
timeline on paper, they are creative visual
learners.
- Students with ADHD could break down key
terms and definitions through CAI so they are
able to understand and retain the content.
home Report (1997)
https://www.humanrights.gov.a
u/sites/default/files/content/pd
f/social_justice/bringing_them_
home_report.pdf

18
Unit of Work – Rights and Freedoms

Reading Activity HT5-3

Class Reading Activity https://www.alrc.gov.au/publi HT5-6
Students engage with the reading, improving their cations/3.%20Aboriginal%20So HT5-10
comprehension skills. Highlight important information that cieties%3A%20The%20Experien
assist their understanding of What was Assimilation? Why ce%20of%20Contact/changing-
did it occur? policies-towards-aboriginal

Source Annotation Activity

Students engage in a source annotation activity to analyses a
range of sources that are related to assimilation policy and
its effects. Students are required to use their imagination to
Describe the picture what is happening within these sources and what
effects of the certain aspects could possibly mean.
assimilation
policy for Class Discussion
Term 1 https://www.australianstogeth
rights and Students use the sources provided in the previous activity, to
Week 4 er.org.au/discover/australian-
freedoms of stimulate class discussion.
Lesson 1 history/stolen-generations
Aboriginal and Guidance Questions:
Torres Strait - Why did the Government implement these
Source 1
Islander policies?
https://www.humanrights.gov.
peoples - What was there justification?
au/publications/bringing-them-
- How did they effect Indigenous peoples
home-chapter-5
individually?
- How did it impact Aboriginal culture?

If possible get a Indigenous Australian from The Stolen

Generation to attend class.

Source 2
"This Conference believes that the
destiny of the natives of aboriginal
origin (sic), but not of the full blood,
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Unit of Work – Rights and Freedoms

lies in their ultimate absorption by the

people of the Commonwealth, and it
therefore recommends that all efforts
be directed to that end...The policy of
the Commonwealth is to do everything
possible to convert the half-caste into
a white citizen.” [1]
Source 3
“The policy of assimilation means in
the view of all Australian governments
that all Aborigines and part-Aborigines
are expected eventually to attain the
same manner of living as other
Australians and to live as members of a
single Australian community enjoying
the same rights and privileges,
accepting the same responsibilities,
observing the same customs and
influenced by the same beliefs, hopes
and loyalties as other Australians.” [2]
Source 4:
“Assimilation relied on the well-
established and widely-accepted view
that we were inferior to white
Australians, that our way of life, our
culture and our languages were
substandard... Embedded within the
policy of assimilation was a clear
expectation of the cultural extinction
of Indigenous peoples.” [3]

Term 1 HT5-3
Week 4 Source Analysis Activity HT5-6
Lesson 2 Set up 4 Source Stations Allocate groups of 5 HT5-10
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Unit of Work – Rights and Freedoms

Each group spends 10 minutes at each source analyzing in

groups and sharing ideas orally.

Students employ the perspective/reliability framework to

find:
 Origin
 Audience
 Content
 Purpose
 Reliability
 Usefulness
 Authenticity

Short Answer Activity

Describe the effects of Assimilation policy on the rights and
freedoms of ATSI peoples? include:
- Physical
- Emotional
- Family Life
- Removed from their cultural links
- Loss of Cultural identity
- Loss of tradition
- Denied nurturing
- Breakdown in relationships

Original ICT digital PowerPoint

Term 1 Using a range Teacher lead provenance/ group lead activities through (At the end of the document)
Week 4 of sources, original ICT Source
Lesson 3 describe the A Voice from the Stolen
experiences of Generation

21
Unit of Work – Rights and Freedoms

Aboriginal and Ensure students understand http://education.abc.net.au/ho

Torres Strait - Over 50,000 Indigenous children had been me#!/digibook/618742/national
Islander forcibly removed from their mothers off -sorry-day
peoples who reserves.
were forcibly - they Followed policies of protection/paternalism Ruth Mackenzie
removed from and assimilation. http://www.stolengenerationst
their families. - Occurred early 20th century estimonies.com/ruth-
- ‘Wanted to help’ ‘create a single community’ mackenzie.html

Aural/Visual Learning
Students engage with ‘A voice from the stolen generation’ Extracts from the Bringing them
to see the experience of an ATSI individual who found a home Report (1997)
‘loving family’. Followed by the oral history of Ruth https://www.humanrights.gov.a
Mackenzie, to see her experience. u/sites/default/files/content/pd
f/social_justice/bringing_them_
Film Study Preparation home_report.pdf
Provide students provenance of the film Rabbit Proof
Fence, instruct students to identify key themes, experiences
that are present in the film.

HT5-3
Film – Beginning Rabbit Proof Fence (2002) HT5-6
HT5-10
Students use the film study to describe the experiences of
Term 1
ATSI peoples who were forcibly removed from their families.
Week 5
Ensure students identify key terms e.g. half-caste, The Stolen
Lesson 1
generation and the reasons why e.g. policies. Students
understand the effects of these policies on the main
protagonists as well as supporting characters e.g. other ATSI
peoples.
Term 1 Rabbit Proof Fence (2002) HT5-3

22
Unit of Work – Rights and Freedoms

Week 5 Film – Concluding HT5-6

Lesson 2
3-2-1 Activity (Informal Verbal Assessment)
Students each identify 3 things that they had learned from
this film, 2 questions they have about the film and one
aspect they found interesting/surprising. This activity is
used as an effective way to prompt class discussion.

DIFFERENTIATION
- Students with ADHD may need regular breaks
during the film to remain engaged, remaining
stagnant during this activity will be difficult.
- Students with Hearing impairments will need
subtitles to deliver the content

HT5-2
Teacher led-provenance Freedom Ride Online Museum HT5-6
Teacher discusses the events in the US and how it motivated https://aiatsis.gov.au/exhibition HT5-8
the freedom riders in Australia, provides students with s/1965-freedom-ride HT5-10
Discuss the context.
The US Civil impact of the
Rights NSW Freedom Online Museum - Sourcebook through ICT Perspective/Reliability
Term 1 movement Ride on the Students work collaboratively in pairs, using provided online Framework
Week 5 and its civil rights of exhibitions combined with their own individual research to
Lesson 3 influence on Aboriginal and create a sourcebook on google doc consisting of primary
Australia. Torres Strait sources e.g. (photograph, quotes, newspaper articles).
(ACDSEH105) Islander Students utilize the perspective/reliability framework on
peoples each source and provide a minimum of 3 sources per pair.
Students engage with sources that discuss the impact of the
NSW freedom ride e.g. source 1 is a diary entry that shows
how they removed segregation from the swimming pool.

23
Unit of Work – Rights and Freedoms

Class Discussion/Table
The class discussed the sources within the google doc,
identifying and discussing the impact of the NSW freedom
ride on the Civil rights movement. Students create a table
Achievements/Impact listing then immediate achievements
e.g. swimming pool and impact/influence on Australia e.g.
raised awareness nationwide.

DIFFERENTIATION
- Students with ASD may need physical handouts of
the online exhibitions.
- Gifted students can be provided with multi-tiered
level in activities, allow them through core
+enhancement to go further than just Utilising a
single source.
Google Docs HT5-2
Students Create and begin their own Reflective Journal on https://docs.google.com HT5-3
Google Docs. This assessment task provides an unobtrusive HT5-9
written account of what students have learned across the HT5-10
previous 5 weeks. Teacher provides a scaffold of guided
questions for the first 5 Week lessons to guide students first
Formative
Term 1 Student Online hand reflections during this class.
Assessment
Week 6 Journals
Task
Lesson 1 Instruct students that for the following weeks students a
required to reflect on their learning suggesting following
questions:
- What did they learn?
- How did it make them feel?
- What did they not understand?

24
Unit of Work – Rights and Freedoms

Ensure they know they can write in first person, and that they
should utilize sources when necessary that they have
collected throughout the unit/own research.

This Assessment Task allows teachers to monitor individual

learning progress. Providing teachers, a personal record of
responses to activities, concepts, experiences, interests,
strengths and needs. It allows students to monitor their own
progress, understanding what they know and what they
need to know. Allows both teachers and students to guide
their own planning to enhance teaching and learning.

DIFFERENTIATATION:
- Students who cannot access Google docs or
prefer a different mode of expression should be
provided with physical copies of the Journal
scaffold.
HT5-2
The Collaborative Learning Approach ABC – Righting the Wrongs HT5-6
Outline the
significance of Students gain an understanding of the aim’s outcomes and Sources HT5-8
background,
the following significance of key developments in ATSI struggle for rights http://www.abc.net.au/rightwr HT5-10
aims and
for the civil and freedoms. Students utilize ICT to undertake research as ongs/
significance of
rights of a group. Students are assigned a number 1-5 go to their
key
Term 1 Aboriginal and respective groups, assigned a specific question to answer as The Fight for Civil Rights
developments
Week 6 Torres Strait a group in detail. http://indigenousrights.net.au/c
in Aboriginal
Lesson 2 Islander ivil_rights
and Torres
peoples: 1962 Questions
Strait Islander
right to vote - 1. How did ATSI people achieve the 1962 right to 1967 Referendum – Significance
peoples'
federally; 1967 Vote Federally? – Indigenous perspective.
struggle for
Referendum; - 2. What happened that lead to the 1967 https://www.sbs.com.au/onde
rights and
Reconciliation; referendum? mand/video/647157315809/19
freedom
Mabo 67-referendum
25
Unit of Work – Rights and Freedoms

decision; (1962 right to - 3. Did the 1962 right to vote achieve the aims of
Bringing Them vote federally; the civil rights protesters?
Home Report 1967 - 4. What is the significance of the 1962 right to
(the Stolen Referendum.) vote?
Generations); - 5. What did the 1967 referendum Achieve why
the Apology is it significant?
(ACDSEH106)
Once groups answer their assigned questions, they are
assigned numbers in their groups 1-5 to make new groups.
The new groups should have 1 person fluent in each
question. They then share answers taking turns leading the
group.

Aural/Visual Learning
Students engage with a video that highlights the
significance of the 1967 referendum, but what did it mean?

(Purpose of HT5-2
this Aural/Visual Learning —- THINK PAIR SHARE (Informal Kevin Rudd ‘The Apology’ ABC HT5-6
assessment, Verbal Assessment) News.
this section Students watch ‘The Apology’ and discuss in pairs why they https://www.youtube.com/wat
will be in this they think this event is significant. ch?v=zhbeTqdgDLY
week to fit into E.g:
Term 1
the 4-6 weeks - Highest office in Australia directly apologising to the stolen 10 Years on – Kevin Rudd
Week 6
bloc not in generations. reflecting on the successes and
Lesson 3
week 7 - signals a major turning point in not just public attitude but limitations following the
originally) political. apology.
https://www.youtube.com/wat
Outline the Oral History ch?v=sbu6mcWAYck
background, Students engage with both anglo-Australian and Indigenous
aims and people’s responses to the Apology, to understand the Is Sorry Enough?
26
Unit of Work – Rights and Freedoms

significance of significance of this event to all involved. Teacher led https://www.youtube.com/wat

key discussion on whether the apology had any real effect in ch?v=G0WK1PBZPUg
developments the development in ATSI rights.
in Aboriginal
and Torres Class Discussion
Strait Islander Discuss whether this event is successful in achieving the
peoples' aims or is it a superficial event.
struggle for E.g. is it just a speech or is there active policy assisting in
rights and reparations.
freedom
(The Apology) DIFFERENTIATION What Apology Day Means to
- Student with hearing impairments will require Me 11:00-13:30
subtitles or printouts during the aural learning https://www.youtube.com/wat
activities. ch?v=PbN3o1i8pLg
- Gifted Students may possess prior knowledge
ensure adequate time for them to express.
- Students with ASD are visual learning limiting
written work will lead them to deeper learning.
- Using a classroom layout for example a circle
instead of rows to assist stimulate discussion.
Close the Gap Report 2018
https://closingthegap.pmc.gov.a
u/sites/default/files/ctg-report-
2018.pdf?a=1

Resources Evaluation
Resources for Year 10 Rights and freedoms by Holly McGuire Retrieved from: https://padlet.com/hollymcguire/RightsFreedoms
Civil Rights Timeline Retrieved from: http://www.visionaryproject.org/timeline/

27
Unit of Work – Rights and Freedoms

Human Rights Squares Activity retrieved: http://hrlibrary.umn.edu/edumat/activities.shtm Adapted from David Shiman, Teaching Human Rights,
(Denver: Centre for Teaching International Relations Publications, University of Denver, 1993) 2-3.
RMIT University. (2011) How the United Nations works?. YouTube video. Retrieved on 5 th September 20018.
https://www.youtube.com/watch?v=QoIafzc0k74
The Story of Human Rights (2009) YouTube video. https://www.youtube.com/watch?v=oh3BbLk5UIQ
Where do you Stand Activity https://historyexplorer.si.edu/sites/default/files/NMAH_American_Experiments_Where_Do_You_Stand_Protest.pdf
Who Were the Freedom Riders? https://www.youtube.com/watch?v=E1smGpGSa14
Charles Perkins – Freedom Ride http://dl.nfsa.gov.au/module/1554/
ABC Education: http://education.abc.net.au/home#!/topic/496084/rights-and-freedoms

28
Unit of Work – Rights and Freedoms

Resources
Source 1 – Online Museum: 1965 Freedom Ride Exhibition – Week 5 Lesson 3

29
Unit of Work – Rights and Freedoms

Source 2: Interactive Timelines:

Week 2 Lesson 1 – Week 3 Lesson 3

Indigenous Rights Movement Civil Rights Movement

30
Unit of Work – Rights and Freedoms

Source 3 – Scaffold:

Original Perspective/Reliability Framework for Source work Activity’s.

31
Unit of Work – Rights and Freedoms

Formative Assessment Task – Student Online Journal Scaffold – Google Docs

32
Unit of Work – Rights and Freedoms

Original ICT Source - Powerpoint:

33
Unit of Work – Rights and Freedoms

Rationale References
References

Aravopoulou, E., Stone, M., & Weinzierl, L. (2017). Modernising the curriculum and pedagogy – to be or not to be? using film and online video to engage
students and enhance learning. International Journal of Higher Education Management, 4(1), International Journal of Higher Education Management,
Aug 2017, Vol.4(1)

Cordell, R. (2011). New technologies to get your students engaged. The Chronicle of Higher Education, Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/865547067?accountid=36155

Davies, P,. Davies, R & Lynch, D. (2002). Enlivening Secondary History: 40 Classroom activities for Teachers and pupils. Routledge Falmer: London and New York.
53-55.

Doornbos, L., Greenwalt, Kyle, Crocco, Margaret, Gotwals, Amelia, & Halvorsen, Anne-Lise. (2018). Inquiry into Teacher Learning: Secondary Teachers' Historical
Inquiry Practices Following a Sustained Professional Learning Experience, ProQuest Dissertations and Theses.

Fralinger, B., & Owens, R. (2011). You Tube as A Learning Tool. Journal Of College Teaching & Learning (TLC), 6(8). http://dx.doi.org/10.19030/tlc.v6i8.1110

Turner, S., & Leddy, S. (2016). Two Voices on Aboriginal Pedagogy: Sharpening the Focus. Journal of the Canadian Association for Curriculum Studies, 14(2), 53-
65.

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