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Matthew Jarrett
History
Rights & Freedom
Grade(s): 10
Designer: Matthew Jarrett
Overview
This unit is based on the ACARA curriculum standards for History in year 10.
Class Materials needed are use of a whiteboard/SMARTboard in each classroom and access to
computers and internet.
The school is in a Mid to Low SES area. It is considered a public super school and has students
ranging from Reception to year 12. The class is considered to be comprised of students who will
hopefully continue to pursue their search of knowledge in History.
Stage 1 Desired Results
The origins and significance of the Universal Declaration of Human Rights, including Australias involvement
in the development of the declaration(ACDSEH023)
The US civil rights movement and its influence on Australia (ACDSEH105)
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 (ACDSEH104)
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 (ACDSEH106)
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 (ACDSEH134)
The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world,
such as the Declaration on the Rights of Indigenous Peoples (2007) (ACDSEH143)
Understandings:
Students will understand
Essential Questions:
Knowledge:
Students will know
Skills:
Students will be able to
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Discuss Freedom throughout Rabbit Proof Fence. How is freedom represented in Rabbit Proof
Fence? How is freedom important? Who is free and who is not? Make reference to the text and
information from class.
Structure your answer in essay form with an introduction, body and conclusion.
Summative Assignment 2: Case Study (40%)
Students complete a case study on the significance of one of the following civil rights events for
Aboriginal or Torres Strait Islander peoples:
1962 right to vote federally
1967 referendum
Yirrkala Bark Petition
Tent Embassy
Mabo
tabling of the Bringing Them Home Report (The Stolen Generations)
2008 Apology to Australias Indigenous Peoples.
Students develop a report about the significance of one of these events, develop a referenced script
and deliver an oral presentation for approximately 3 minutes discussing how their chosen event
changed the rights for Indigenous Australians. Students will need to hand up their script after the
presentation.
Summative Assessment 3: Test (20%)
Test given in the final week of semester
Other Evidence: (10%)
Completed worksheets in class/for homework
Class participation
In class activities
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Stage 3 Learning Plan
Learning Activities:
This unit plan is designed for an 8 week block of lessons. The timetable includes two double lessons
(85 minutes) and a single lesson (40 minutes). The double lessons occur on a Wednesday and a
Friday and the single lesson occurs on a Tuesday. The lesson plan will be broken into weeks and
then into individual lessons.
Week 1
Lesson 1: Introduction to rights and freedom and Declaration of Human Rights
Students will be asked to sort into groups of 4. Using butchers paper the groups are to design their
own set of Human Rights. Ask students to write down what they think are the rights of every human
across the world as well as any additions that they think should be made to their list of human
rights. Go over each groups opinions and begin discussing Human Rights. What are Rights?
What is Freedom?
Lesson 2 & 3
Mixture of lecture and class discussion. Use the lesson to understand what the students already
know about human rights.
Go over the history of the Universal Declaration of Human Rights.
What is it?
When was it created?
What does this mean for its signatories?
Lesson 4 & 5
Recap Human Rights.
Build on the knowledge from previous lesson.
Discuss Franklin D. Roosevelts speech https://www.youtube.com/watch?v=5iHKtrirjlY
Discuss the Four Freedom model as discussed by Roosevelt.
How was Australia involved in the making of the Universal Declaration of Human Rights?
What sort of rights did people have prior to signing this declaration?
Go through the history in a range of countries, particularly Australia, US, UK,
Week 2: US Civil Rights Movement
Lesson 1
Begin discussion on US civil rights movement.
Discuss what it was and why it was relevant in the US.
Discuss the difference in area (North v South) and reference to the Emancipation Proclamation.
The segregation laws that were common prior to the CRM.
Discuss the Freedom Riders and show following clip with follow up questions.
http://www.youtube.com/watch?v=d8CAKAXR-AM
Ask students to write down any comparisons to Australias history.
Lesson 2 & 3
Continue with US Civil Rights Movement. Mind Map the following
Discuss Montgomery Bus Boycott
Discuss Greensborough Sit-in.
Discuss Key Figures: Malcolm X, Martin Luther King Jr, Harriet Tubman & Thurgood Marshall.
Why were they important? What years were they relevant for the CRM?
Lesson 4 & 5
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Week 5
Lesson 1
Class time to work on Assessment Task 1.
Lesson 2 & 3
Discuss 1962 right to vote.
What did this mean for Australians?
How were the Universal Declaration for Human Rights breached?
Discuss 1967 referendum.
What is a referendum?
How did this help Indigenous Australians?
Lesson 4 & 5
Discuss Mabo decision in depth with mind map.
What was the basis of the case?
Go through basic structure of our court system and how it was used in the Mabo case.
Discuss the outcome and precedent it set.
Why was it such a big deal for Australia?
How does it link in with Reconciliation, the Stolen Generation, and the Apology?
Week 6
Lesson 1
Hand out and explain Assessment Task 2. Discuss expectations
Allow time for students to begin.
Lesson 2 & 3
Discussion on how Indigenous civil rights are still being fought for today.
Below the line: difference in expected age and health issues.
Current Government Schemes.
Indigenous communities today.
How are the Indigenous community still fighting for civil rights today?
If time, students may work on Assessment Task 2
Lesson 4 & 5
Allow time for students to work on Assessment Task 2
Week 7: Developing Civil Rights Today
Lesson 1
Allow students time to work on Assessment Task 2
Lesson 2 & 3
Presentations.
Lesson 4 & 5
Global comparisons of human rights.
The Death Penalty.
Australias refugee policies.
Already discussed USA but discuss their refugee policies.
Look at the rights of people in United Kingdom. Look at political parties that are searching to
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