Name/ Theme of lesson

sequence Modern Day Racism: In Sport and Society.

Contemporary Racism and Responses from the AFL.

What major benefit will
this presentation topic This sequence utilises Aboriginal and Torres Strait Islander
be to the students involvement in Australian culture as a means to teach students the
effects of racism on the Aboriginal and Torres Strait Islander
community. The detailed and experiential look at racism will benefit
students by creating greater awareness, respect and understanding of
Aboriginal Torres Strait Islander culture.

3 overall learning
outcomes for sequence: 1. Identify both general and specific manifestations of racism in
society.
2. Analyse, critique and create systems put in place to combat
racism.
3. Demonstrate knowledge of the impact of racism on the
Aboriginal and Torres Strait Islander people.

Exploring racism
Lesson 1:
Topic/theme: Students will be involved in a think, pair, share activity focusing
2 sentence description on what they think racism is and whether it exists in Australia,
of lesson: followed by being provided with definitions.
2 deep questions: Students are shown the following video about racism in Australia
2 learning outcomes: ( https://www.youtube.com/watch?v=MvTyI41PvTk ) then a class
discussion about the racism presented in the video will be initiated.

Q1: How would you describe the existence of racism and

discrimination in our school? Or our community?
 Q2: How does racism exist on multiple levels? (Implicit and
explicit)

Learning outcome (LO) 1: Define what racism is and how it

functions in our society.
LO2: Describe and provide examples of how racism functions
implicitly and explicitly.

Discrimination how does it feel?

Lesson 2:
Topic/theme: Students will participate in a role-play exercise where they
2 sentence description experience what it is like to be cultural outsiders and insiders.
of lesson: From this, a class discussion will be had about what it feels like to
2 Deep questions: be an insider or outsider.
2 learning outcomes:
Q1: How do our feelings, that result from being an insider or
outsider affect our behaviour?
Q2: What opportunities do we (individuals and society) miss out on
as a result of discrimination (being an insider or outsider)?

LO1: Identify feelings of discrimination and exclusion as well as

characterising feelings of inclusion and power.
LO2: Explain how stereotyping and discrimination affects our
societal and personal growth.
Aboriginal and Torres Strait Islander's involvement in
Lesson 3: Australian culture
Topic/theme:
2 sentence description Students will be guided through a history of Australian Aboriginal
of lesson: and Torres Strait Islander people's involvement in the AFL, sport
2 deep questions and other areas of culture. In groups, students will be asked to
2 learning outcomes: research and summarise a specific part of Aboriginal and Torres
Strait Islander involvement in Australian culture (sport, music, art),
before each group reports their findings back to the class.
 Q1: How has Aboriginal and Torres Strait Islander involvement in
Australian sport and culture changed in the last 100 years?
Q2: In what areas of Australian culture could there be greater
inclusion and involvement of Aboriginal and Torres Strait Islander
culture? Is Australia open to greater involvement and inclusion?

LO1: Demonstrate knowledge of Aboriginal and Torres Strait

Islander involvement in Australian culture.
LO2: Compare Aboriginal and Torres Strait Islander involvement in
Australian culture with White/Settler involvement.

Projects Guest speaker

Lesson 4:
Topic/theme: A local member of the Aboriginal and Torres Strait Islander
2 sentence description community will visit the class and discuss their life and the racial
of lesson vilification they have experienced, followed by a class discussion
2 deep questions whereby students can ask questions and discuss the incidents to a
2 learning outcomes level that the community member is comfortable. Students will then
create work (poster, presentation, video) that evaluates a racist
incident of their choosing which involves an Aboriginal and Torres
Strait Islander, either a sportsman/woman or public figure.

Q1: How has your opinion of responses to racist incidents changed

after talking to an Aboriginal elder?
Q2: How does your experience of being an outsider (from
previous lessons) help you understand racial vilification and
discrimination?

LO1: Describe the effects that racial vilification has on the people
involved in your chosen incident.
 LO2: Critique responses to the racial vilification in the incident
chosen and assess their effectiveness.

Campaigns
Lesson 5:
Topic/theme: Students will design an ad campaign in any medium (still poster,
2 sentence description video, radio, or story) that informs and persuades the public about
of lesson the impact of racism in our society. The campaigns should aim to
2 deep questions inform the public about what we miss out on when we are racist and
2 learning outcomes exactly how people feel when being discriminated against, rather
than simply not to be racist.

Q1: Why is it important to explain why racism is destructive to our

society, rather than just telling people not to be racist?
Q2: How effective do you think campaigns such as these are to
changing the minds of and informing the public?

LO1: Design a campaign that applies ideas of how racism impacts

on an individual and on the community.
LO2: Construct and communicate an empathetic approach to dealing
with racism.
Assessment Task
The assessment task is derived from lesson five. Students are asked
to create an anti-racism campaign, which informs the public of the
impacts of racism. Exploring ideas beyond simply stating that
racism is bad, students are expected to demonstrate the destructive
nature of racism as well as an empathetic approach to portraying
racism.
The campaign is expected to include aspects and ideas from
previous lessons in the sequence. It is designed to sum up all of the
prior teaching in the sequence.