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2017

Depth Study 4: Rights


and Freedoms

UNIT OUTLINE AND ACCOMPANYING RESOURCES


BENEDICT D STONE
Unit Outline

UNIT OUTLINE
Subject: History Course: Stage 5 History Number of Weeks 10

Unit title: Depth Study 4: Rights and Freedoms (1945 – Present)


Key Concepts/ Big Ideas Key Inquiry Questions
The key concepts and big ideas - How did the nature of global conflict change during the twentieth century?
Continuity and change; cause and effect, perspectives; - What were the consequences of World War II? How did these consequences shape the
empathetic understanding; significance; modern world?
contestability; comprehension; analysis and use of - How was Australian society affected by other significant global events and changes in
sources; research; explanation and communication. this period?
Unit context within Scope and Sequence/Purpose Syllabus Outcomes
This Unit of work is located within the Stage 5 study of HT5-2 Sequences and explains the significant patterns of continuity and change in the
History in the Core study – Depth Study 4: Rights and development of the modern world and Australia.
Freedoms (1945-Present). 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.
This unit leads into Depth study 6 which looks at the HT5-6 Uses relevant evidence from sources to support historical narratives, explanations and
holocaust as a study at the end of year 10. 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 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.
Literacy Focus Numeracy Focus ICT Focus Differentiation
The literacy focus is developed Numeracy focus is ICT focus is developed Gifted and Talented – These students are supported
through this unit through the fact developed through this through this lesson through activities that are high-value, and also allow for
that students engage with and unit through students through the fact that in the extension to provide for these student’s needs.
interpret a variety of texts to engaging in time lining lessons students have the Meaningful Learning through Technology – This is
uncover meaning. Students also activities, as well as opportunity to engage in developed though the provision of activities that allow for
are required as a part of the through students research into the area of students to be able to further learn through the use of
learning to compose analysing statistical study, and through the fact devices in the classroom.
understandings for a variety of information from a that as a part of the
audiences, as well as to be able variety of sources. learning of this unit, EALD – These students are supported through the
to answer the questions that students will engage with a avenues for group work which serves as a means of social
feature as a part of the forum digital website that inclusion, as well as through the fact that these students
activities in the lessons. requires them to further are able to develop literacy skills and oral skills in the
develop understandings. classroom.
Indigenous and Torres Strait Islander Students – These
students are differentiated through links of the learning
to Indigenous culture and perspectives, as well as through
the fact that the learning is focussed on the Indigenous
rights movements. It allows for Aboriginal cultural
understandings.

Week/ Historical Skills (Learn To) Teaching and Resources/ Activities


Sequence Knowledge Learning Strategies
(Learn About) including
assessment for
learning.
Week 1 / The origins and Students outline Outcomes: HT5-9 As students enter the class teacher will play this video
lesson 1 significance of the the purpose of https://www.youtube.com/watch?v=49SFgpHrhH8
Universal the United Mind mapping
Declaration of Nations and Teacher presents Mind map on the Smart Board, and students write what
Human Rights describe the Class Discussion they think that it means as part of a whole class discussion.
(UDHR), including origins of the
Australia’s Universal Teacher Students will use the Mind map, using the prompts and spaces that are pre-
involvement in Declaration of Explanation filled so that the teacher can activate the background knowledge of the
the development Human Rights, students regarding Indigenous rights and freedoms, and the history of
of the including Ethical Indigenous rights, including the Civil rights movement in America.
declaration. Australia’s Understanding
involvement Students will work in groups and use the passages to understand what the
purpose of the United Nations was, and the origins of the Universal
Declaration of Human Rights.

Students will convey their understandings with the class as part of a


discussion, and will then as a class come to a consensus and create dot points
for these that students can write into their books.

H/W – Students will use the links provided to research Australia’s involvement
in the creation of the UDHR, and will have notes for the next lesson.
Assessment – Assessment will be through direct observation and directed
questioning during the class discussions.

Week 1 / Explain the Outcomes: HT5-2, Class Discussion – students will present their understandings about Australia’s
Lesson 2 significance of HT5-9 involvement in the UDHR
the UDHR
Students will watch https://www.youtube.com/watch?v=oh3BbLk5UIQ and
Visual Learning will discuss what the history of the UDHR is in groups of 6.

Literacy Learning The whole class will discuss the video, and will consolidate ideas.

Class Discussion http://www.un.org/en/sections/universal-declaration/history-


document/index.html
Group Work
Students will use their own devices in groups to read through the above link,
Online Quiz and will discuss this as a class.
Students will complete a Kahoot on the UDHR and the UN to demonstrate
their understandings.
Assessment – The Kahoot, along with the class discussion serve as means of
assessing in the lesson.
Week 1 / Background to Students explain Outcomes: HT5-9, Student will use provided worksheet and
Lesson 3 the struggle of the purpose and HT5-10 http://www.readwritethink.org/files/resources/interactives/timeline_2/
Aboriginal and significance of Multimedia To create a timeline of the history of Aboriginal Rights and Freedoms,
Torres Strait early twentieth- Presentation including important events and dates.
Islander peoples century
for rights and Aboriginal Time lining activity Teacher will use https://prezi.com/oiqpl5dz4wrk/early-20th-century-
freedoms before activism aboriginal-activism/ to explain to students the significance and purpose of
1965, including Class Discussion early twentieth century Aboriginal activism.
the 1938 Day of Students will then use the Question ‘Why do you believe that Indigenous
Mourning and the Writing Activity individuals were activists in the period, and what do you think the significance
Stolen of this was’. – students will write a paragraph using the scaffold in answering
generations. Civics and this question.
Citizenship
H/W – Students create a blog entry that outlines the significance of Aboriginal
Blogging Activity activism.
Assessment – The class discussion and the blogging activity serve as a
formative assessment measure.
Week 2 / Students explain Outcomes: HT5-6, Students share their blog entry from the previous lesson.
Lesson 4 the purpose and HT5-3
significance of Students split into groups of 6, and investigate the 1938 Day of mourning.
early twentieth- Jigsaw Group task Students will answer the 6 questions, and will engage in a Jigsaw activity to
century understand the 1938 Day of Mourning.
Aboriginal Class Discussion Questions
activism 1. What was the lead up to the 1938 day of Mourning?
including the Personal and Social 2. What occurred on the day?
1938 Day of Capability 3. What were the immediate consequences of the event
Mourning 4. What was the broader impact of the 1938 Day of Mourning?
protest for Aboriginal Histories 5. How did the day impact different groups differently?
Aboriginal and and Cultures 6. What were the intentions behind the protest?
Torres Strait
Islander Peoples Students will use this, and research online using the scaffold provided to
understand the event, and will discuss this with their other ‘experts’ in the
question, which they will share with their group.
(See Appendix One)
The whole class will discuss answers to the questions.
Students will then enter into a discussion as a whole class about the current
context of ‘Australia Day’ and whether the name should be changed. (This
discussion will come after the teacher outlining respectful communication
with the students).

Assessment – Through the class discussion, and through the debate at the
end of the lesson surrounding Australia Day. Monitoring of students during
the activity will also serve as an assessment measure.
Week 2 / Students outline Outcomes: HT5-2, Table activity – from the understandings that they have so far, students will
Lesson 5 the rights and HT5-10 table using the worksheet, the rights and freedoms that Indigenous
freedoms denied individuals had compared to the freedoms that Australians had at the time.
to Aboriginal and Tabling activity
Torres strait Teacher Presentation – Teacher will use PowerPoint to go through the rights
Islander peoples Teacher and freedoms that were denied to Indigenous and Torres Strait Islander
before 1965 and Presentation individuals before 1965.
the role and Students will take notes during this.
policies of the Comprehension
Aboriginal Activity Students will create a visual representation of the rights and freedoms that
Protection were denied to Indigenous and Torres Strait Islander Individuals. The teacher
Board, e.g. the Artistic will display an exemplar, and will also provide a sheet that contains important
control of wages Reconstruction information. (Students can create this on paper, or on their devices).
and reserves. Activity
Assessment – Through the completed visual representations that studetns
create.
Week 3 / Outcomes: HT5-3, Students will complete a Web Quest – students will be given the question
Lesson 6 HT5-9 ‘what was the role and purpose of the Aboriginal protection board?’ and a
Web Quest scaffold. Students will use the provided links (as well as their own) and will
research in order to be able to answer this question.
Class Discussion
The class will discuss the findings of this, sharing the information that they
Literacy Learning uncovered. Whilst the students are sharing ideas, the teacher will put these
into a Mind Map on the SmartBoard, which students will copy down into their
Meaningful books.
Learning through Assessment - Through direct observation and directed questioning.
Technology
Week 3 / Students using a Outcomes: HT5-6, Source Analysis activity. Students will be given a range of sources, which will
Lesson 7 range of sources, HT5-8 be split among groups, so that each student has individual sources to the rest
describe the in the group. Students will use this, and the source analysis framework to
experiences of Source Analysis understand the perspective and the usefulness and reliability.
Aboriginal and Activity In the task, students will use the framework to ensure that they can
Torres Strait sufficiently analyse sources. The teacher will provide example of this, and will
Islander people I do / We do / You then do one with the class before students then engage in this individually.
who were do Explanation (See Appendix Two)
forcibly removed Students will discuss their understandings from the sources, including
from their Class Discussion addressing the usefulness and reliability of the sources, with the rest of their
families (Stolen groups.
Generations) Visual Learning
Activity Students can create a diary entry (From an Indigenous perspective) looking
back at what the policies meant for them and their families, and what were
Class Discussion the impacts

Literacy Learning The class will discuss the findings of this, and will watch
http://stolengenerationstestimonies.com/index.php/testimonies/index.1.html
And discuss the lasting impacts of the Stolen Generations on Australian
society.
Assessment – Through direct observation and directed questioning.
Week 3 / Describe the Outcomes: HT5-3, Students will use
Lesson 8 effects of HT5-6 http://www.australianstogether.org.au/stories/detail/assimilation
assimilation
policy for the Student Research To research the effects of assimilation policy for the rights and freedoms of
rights and Task Aboriginal and Torres Strait Islander Individuals. Then students will discuss the
freedoms of impacts of the assimilation policies on Indigenous Individuals and the lasting
Aboriginal and Indigenous impacts into current society.
Torres strait Perspectives.
islander peoples. Students will use this discussion to then fill in a Retrieval Chart to bring
Class Discussion together the information that has been discussed.

Teacher Students will then use


Explanation https://www.creativespirits.info/aboriginalculture/politics/stolen-
generations-effects-and-consequences to go through the current lasting
Intercultural impacts of Assimilation Policies.
Understanding
Students will create a visual overview of what is known so far about the
Overview Creation struggle for rights and freedoms. The teacher should show an exemplar, and
explain about how the overview should give the context, show change and
Aboriginal history continuity, and allow for students to show understandings that they have.
and cultures Assessment – Direct observation and directed questioning.
Week 4 / The significance Outline the Outcomes: HT5-6, Students will be split so that there are 6 groups in the class, and give each of
Lesson 9 of the following background, HT5-10 the groups either (1962 Right to Vote Federally, 1967 Referendum,
for the civil rights aims and Reconciliation, Mabo Decision, Bringing Them Home Report, The Apology)
of Aboriginal and significance of Teacher
Torres Strait key Explanation Students will use their provided worksheet (containing links, and information)
Islander peoples; developments in and will research their chosen area. The teacher will go through a PowerPoint
1962 right to vote Aboriginal and Group Work explaining that they will have this lesson, and the nest three lessons to
federally; 1967 Torres Strait research and prepare a Presentation that includes videos, presentation,
Referendum; Islander peoples’ Student directed speaking, and oral aids. The presentation will be 20 Minutes in length.
Reconciliation; struggle for Learning
Mabo Decision; rights and Teacher will check progress of students, and help and ensure that they are on
Bringing Them freedoms. ICLT Learning task.
Home Report (the Assessment – Through scanning and monitoring of students engaging in the
Stolen group work task, and through questioning students.
Week 4 / Generations); the Outcomes: HT5-6, Flipped Classroom – Students will work on their presentations.
Lesson 10 Apology HT5-10
Group Work The teacher will check the progress of students, and will encourage further
investigation of students, and further extend the task as students engage in
Student directed the activity, allowing groups that are excelling, to be able to extend the task.
Learning
Assessment – Through scanning and monitoring of students engaging in the
ICLT Learning group work task, and through questioning students.
Week 5 / Outcomes: HT5-6, Flipped Classroom – Students will work on their presentations.
Lesson 11 HT5-10
Group Work The teacher will check the progress of students, and will encourage further
investigation of students, and further extend the task as students engage in
Student directed the activity, allowing groups that are excelling, to be able to extend the task.
Learning Assessment – Through scanning and monitoring of students engaging in the
group work task, and through questioning students.
ICLT Learning
Week 5 / Outcomes: HT5-6, Flipped Classroom – Students will work on their presentations.
Lesson 12 HT5-10
Group Work The teacher will check the progress of students, and will encourage further
investigation of students, and further extend the task as students engage in
Student directed the activity, allowing groups that are excelling, to be able to extend the task.
Learning Assessment – Through scanning and monitoring of students engaging in the
group work task, and through questioning students.
ICLT Learning
Week 5 / Outcomes: HT5-9 3 of the groups will Present their presentations of up to 20 Minutes each
Lesson 13 Student
Presentation The groups that are not presenting will take notes using the scaffold provided
on the presentations of the other groups, so that they have information and
Class Discussion understanding about the events.

Questioning The class will discuss each of the presentations afterwards, and the teacher
will ask the groups questions to probe the depth of understanding that the
students have on the topic.
Assessment – Through the presentations that students give, and through the
class discussion and questioning.
Week 6 / Outcomes: HT5-9 3 of the groups will Present their presentations of up to 20 Minutes each
Lesson 14
Student The groups that are not presenting will take notes using the scaffold provided
Presentation on the presentations of the other groups, so that they have information and
understanding about the events.
Class Discussion
The class will discuss each of the presentations afterwards, and the teacher
Questioning will ask the groups questions to probe the depth of understanding that the
students have on the topic.
Assessment – Through the class discussion, questioning, and through the
presentations that the students give.
Week 6 / The US civil rights Outline the aims Outcomes: HT5-3 Teacher will present information about the civil rights movement in America,
Lesson 15 movement and its and methods of and will then get students to complete a timeline of the key events in the
influence on the US civil Teacher American civil rights movement.
Australia. rights movement Presentation
Students will then be given one date each of the timeline, and will research
Time lining Activity the aims and methods that were employed in the specific date that the
students are researching. Students will use the scaffold to assist them in this
Profile of an event
activity Students will finish this time lining task for homework.
Assessment – Through monitoring student engagement in the timeline profile
activity.
Week 7 / Outcomes: HT5-2, Students will present their finished timelines, and the teacher will construct a
Lesson 16 HT5-3 class timeline with the students, which will be displayed on the wall in the
classroom.
Student
Presentation Students will then read material regarding the ethical issues surrounding the
civil rights movement.
Comprehension Students will then engage in a group work activity discussing the ethical issues
Learning that surrounded the American Civil Rights movement, outlining the impacts
that this had.
Literacy Learning
The teacher will discuss the ideas that the students had, then giving
Group Work presentation on the Black Panther Movement, Nation of Islam, and the
speech of Malcolm X, and martin Luther King Jr to discuss the ethical issues of
Class Discussion the civil rights movement.

Homework – H/W- Students will create a summary for the ethical issues surrounding
Summary Task human rights, and the aims and methods of activism. Students will do this in a
variety of ways (No more than 6 slides PowerPoint, summarise in 50 words)
Assessment – Through the completed summaries that students complete for
homework, and through formative assessment measures.
Week 7 / Explain how Outcomes: HT5-6, https://www.youtube.com/watch?v=UliuBSjhUds
Lesson 17 Freedom Rides HT5-8 https://www.youtube.com/watch?v=M7Qv-s1FeSw
in the US The class will watch the two above videos, and will complete an analysis of the
inspired civil Source Analysis perspective of the videos.
rights Task
campaigners in Teacher will question students about the most important part of the videos,
Australia Visual Learning and get each student to pick 5 of the most important pieces of information
that can be pulled out of the video
Class Discussion
Students will then be given sources surrounding the Freedom Rides in
PUR source Australia, and will complete a Perspective, Usefulness and Reliability analysis
analysis scaffolded of the sources.
activity
The class will discuss the understandings that they have taken away, and
discuss the impacts that the US civil rights movement had on the Australian
civil rights movement.
Assessment – Direct observation during the class work, and questioning
during the class discussion.
Week 7 / Discuss the Outcomes: HT5-6, Students will watch
Lesson 18 impact of the HT5-8 https://www.youtube.com/watch?v=QyOA9DiglPY
NSW Freedom https://www.youtube.com/watch?v=7EVrJBnE5y0
Ride on the civil Visual Learning
rights of The teacher will explain the history of the Freedom Rides, linking this lesson to
Aboriginal and Teacher the previous lesson
Torres Strait Explanation
Islander peoples. Each student in the class will be given a separate source surrounding the NSW
Source Analysis freedom rides, which will be from a variety of perspectives, and will be
primary and secondary sources. Students will analyse their source using the
Literacy learning TOMAC PRU framework, and will then share their sources understandings
with the class.
Class Discussion
Students and the teacher will create a Mind map of all of the information that
Mind Mapping is gathered from the sources, noting the different perspectives, and the
Activity impacts that the NSW Freedom Rides had on the rights of Indigenous and
Torres Strait Islander individuals.
Narrative Framing
Activity H/W activity – Students will write a diary entry from the perspective of an
Indigenous person that has been at the Freedom Rides in NSW.
Assessment – Through the completed diary entries, and through the class
discussion
Week 8 / Methods used by Outline common Outcomes: HT5-10 Teacher presentation on the common methods used by activists, and will link
Lesson 19 civil rights methods used by these back to examples that have already been covered in the lessons of the
activists to civil rights Teacher term. The teacher will ask students questions throughout the explanation
achieve change activists to Presentation The teacher will then get students to engage in a thinking with feet, whereby
for Aboriginal and achieve change the teacher will ask a variety of questions surrounding methods of protest,
Torres Strait for Aboriginal Questioning and the justification of these methods, and effectiveness. The teacher will
Islander peoples, and Torres Strait then ask students their reasoning’s for their choices.
and the role of Islander peoples. Class discussion (See Appendix Three)
ONE individual or Students will then write a paragraph that outlines the methods used by Civil
group in the Writing Activity rights activists to achieve change for Indigenous and Torres Strait Islander
struggle. individuals, getting students to provide specific examples in their responses
Thinking with Feet that they are writing in the class.

Literacy Skills Assessment – Questioning and through the thinking with feet activity as an
opportunity to probe student understandings.
Week 8 / Investigate and Outcomes: HT5-2 The teacher will go through with students some of the key individuals and
Lesson 20 explain ONE groups in the struggle for Aboriginal and Torres Strait Islander rights. The
individual or Student directed teacher will instruct students that they will be completing a profile of one of
group in the learning. these individuals of their own choosing. The teacher will provide an example
struggle for to demonstrate to student.
Aboriginal and Meaningful
Torres Strait Learning through Students will work individually to complete a profile for their chosen group/
Islander peoples’ Technology individual. Students will be given a scaffold on how to complete this task, and
rights and the teacher will monitor students as they complete this, assisting students,
freedoms Teacher and also providing extension to students that require it, by providing
explanation additional questions for students to consider.
Assessment – Direct observation of students in group work, and summative
through the completed profiles from students.
Week 9 / Outcomes: HT5-10 Students will present their understandings of their chosen group of individual
Lesson 21 to the rest of the class. The class will then discuss the significance and
Student importance of these groups and individuals to the rights and freedoms of
Presentation Indigenous individuals.

Class Discussion The teacher will then consolidate the learning surrounding the struggle for
rights and freedoms of Indigenous and Torres Strait Islander individuals.
Teacher Students will then discuss as a class whether there are any restrictions on the
Explanation rights and freedoms of Indigenous people currently in Australia. The teacher
will use examples from the Northern Territory, ABS, and educational statistics
Class Discussion to push students, and get students to start thinking about how there are still
issues in society surrounding Indigenous rights and freedoms.
Assessment – Direct observation and directed-questioning during the tasks.
Week 9 / The continuing Identify current Outcomes: HT5-2 Teacher will explain the current rights and freedoms in the world, and will
Lesson 22 nature of efforts struggles for civil look at some recent examples and how that went in terms of the achievement
to secure civil rights and Teacher Instruction of those rights.
rights and freedoms
freedoms in throughout the Student Research The class will then work in small groups to research 3 examples of their own
Australia and world, such as choosing of recent struggles for civil rights and freedoms in the world.
throughout the the United
world, such as the Nations Meaningful Students will compose a profile of these, and will then explain the methods
Declaration on Convention on Learning through that were used to complete these.
the Rights of the Rights of the Technology
Indigenous Child (1990) and The class will then discuss the examples that they came away with, and will
Peoples. the Declaration Group Work share them with the class. The teacher will probe students understanding
on the Rights of through asking open-ended questions.
Indigenous Class Discussion
Peoples (2007). Assessment – Monitoring during student group work, and through the class
discussion through open-ended questioning.
Week 9 / Identify different Outcomes: HT5-3 Teacher will go through a PowerPoint on the different methods used globally
Lesson 23 methods used to attain civil rights and freedoms. The teacher will pause at certain points on
globally to attain Teacher each of the examples covered, and will get students to use mini-whiteboards
civil rights and Explanation to respond to the questions, and provide their ideas and responses to the
freedoms. means of attaining civil rights. (The teacher will also discuss the Apartheid and
Class Discussion the Waitangi Treaty, and Canada as examples that contrast with the
Australian climate on Indigenous rights and freedoms, and get students to
Class Whiteboards compare and contrast the differences and similarities)

Compare and Assessment – Directed questioning and direct observation during the class
Contrast Activity discussion, the white boards to discern student understandings.
Week 10 Evaluate the Outcomes: HT5-6, Students will investigate ‘Closing the Gap’ looking at the report, as well as the
/ Lesson methods and HT5-10 interventions in the Northern Territory. Students will think pair share, and will
24 effectiveness of look at possible ways that the gap can be closed.
ONE campaign
for civil rights Student Research Students will then work in groups, and will look at how in the local
and freedoms in Activity environment there may be in terms of gaps between rights and freedoms.
Australia or
another country. ICLT Learning Students will then look at the issue of ‘Asylum Seekers’ and analyse how this
fits into Australia and its involvement with the UDHR.
Group Work
Students will be given paragraphs on human rights in relation to asylum
Comprehension seekers in Australia, and will complete a Bloom’s Taxonomy paragraph
Task analysis of the information
Bloom’s taxonomy The teacher will get students to underline the 5 most important pieces of
Paragraph Analysis information in the text.
Assessment – Direct observation during group work, and through directed
questioning.
Week 10 Summative Consolidation of Outcomes: HT5-9, The teacher will go through the PowerPoint, outlining the learning of the unit,
/ Lesson Lesson the learning of HT5-10 and the skills that have been developed.
25 the unit
Student Summary Students will create an end of unit context sheet, which will involve students
creating a visual mind map, or study sheet that represents all of the learning
Kahoot Quiz that has occurred in the unit.

Feedback Slips The teacher will give students an overall unit Kahoot.

Students will complete an end of unit feedback slip on the quality of the
learning, and the things that they would have liked to see.
Assessment – Through direct observation, and through monitoring students in
the completion of activities.
Assessment Details Evaluation of the Teaching and Learning
Assessment of the learning in this unit is through formative assessment Teaching will be evaluated throughout the lessons through monitoring
through the monitoring of students as they engage in classroom activities. student engagement in the lessons. This will also be evaluated through the
Furthermore, this will be assessed through direct observation and teacher being able to monitor the quality of the work produced, allowing
directed/open-ended questioning during class discussions. Through the for the teacher to make adjustments to ensure that activities are aligning
unit there are activities that allow for students to show their with outcomes in the actual classroom contexts. This is also furthered
understandings, which at the end/during each lesson allow for the teacher through the end of term feedback forms, which allow for students to
to discern whether students are achieving the desired outcomes, which provide feedback on the teaching and learning.
allows for adjustments to be made to ensure that they are met.
Appendix One
Resource One – Group Work Task for lesson 4

Jigsaw Group Activity

Each of the members of your group will be working toward becoming experts surrounding the 1939
Aboriginal Day of Mourning Protest. In order to do this, you will first discuss the questions as a
group, and then will individually research your designated question. After this, you will then discuss
your question with other members of the class that have also researched your question. Then you
will return to your original groups, and you will discuss the questions so that you understand the
1938 Day of Mourning Protest.

Questions

1. What was the lead up to the 1938 day of Mourning?


2. What occurred on the day?
3. What were the immediate consequences of the event
4. What was the broader impact of the 1938 Day of Mourning?
5. How did the day impact different groups differently?
6. What were the intentions behind the protest?

Step One

As a group, use the information that we have covered in the lessons to understand the 6 questions
that you have been given (you may also use your own devices). Make sure that as a group you make
notes on what you discuss about each of the questions. You could even mind-map this if you so
choose.

Step Two

You have all been allocated an individual question in your groups of 6. Now you will work
independently for the next 20 minutes, and will research your given question. You should aim to
understand as much as possible about the event from your specific viewpoint. Remember that you
can use the information in the Class Google Drive, the Internet, and the Textbooks in the classroom.
Underneath are some links that may assist you in getting started

https://aiatsis.gov.au/collections/collections-online/digitised-collections/day-mourning-and-protest-
aborigines-conference-75th-anniversary/26th-january-1938

https://www.australiaday.org.au/australia-day/history/1938-the-sesquicentenary-and-the-day-of-
mourning/

http://www.nma.gov.au/online_features/defining_moments/featured/day_of_mourning

https://dictionaryofsydney.org/entry/day_of_mourning_1938

http://www.sbs.com.au/news/article/2013/01/24/remembering-1938-day-mourning-declaration

http://koorihistory.com/1938-day-of-mourning/
http://www.skwirk.com/p-c_s-14_u-114_t-308_c-1044/nsw/history/australia-between-the-wars-
1930s/an-event-in-the-1930s/aboriginal-day-of-mourning

http://www.teachingheritage.nsw.edu.au/section07/wc2_ahevent.php

http://www.civicsandcitizenship.edu.au/cce/day_of_mourning,28817.html

Step 3

You will now move to work with other members of the class from other groups that have researched
the same questions as you. The reason we are doing this is so that you can share what you have
learned, and learn what other people have found as a result of their research. (As Historians, it is
important to work with other people to understand events and issues, as this allows for you to gain
a holistic understanding of issues)

Step 4

Move back into your original groups. Each of you will share your understandings that you have made
about each of the questions. By the end of this, you and the rest of the group will share what they
understand about their questions. This means that as a group you should have a deep understanding
of the 1938 Aboriginal Day of Mourning Protest.
Appendix Two
Resource Two –Source Analysis Task for lesson 7

Sources for Analysis


Students will have one source each, and will have a different source to the rest of the group
members.

In my experience, the sense of loss and grief from being removed as a baby has left a scar so deep, that
recovery seemed almost impossible. We find forgiveness to allow our own healing to begin, but that should
not give qualification or sanitisation of these wrong doings and injustice. My mum and dad I am sure would
have loved me very much and the pain they must have had to endure is unimaginable. My strength of spirit
has been challenged many times as has keeping the anger and frustration at bay. We share our stories so
that others may understand what the legacy of child removals has left behind. It is not about blame or guilt
now, as that takes us to a negative space which I consider produces destructive behaviour. It is about
considering the ways we can make sure this never happens again. If we become forgetful, the injustices of
the past could very well be repeated. Listening to these stories which I consider are so generously shared
with all, may seem hard and confronting for some, but just remember, it has been even harder to live the
journey.

Source: Debra Hocking, For Stolen Generations Testimonies, date unknown. Retrieved
from: http://stolengenerationstestimonies.com/index.php/testimonies/973.html

Young men and women constantly ran away (this was in breach of the Aborigines Act ).
Not only were they separated from their families and relatives, but they were
regimented and locked up like caged animals, locked in their dormitory after supper for
the night. They were given severe punishments, including solitary confinements for
minor misdeeds

Source: Choo 1989 page 46

The reason why I tell my story to everyone I can is because I want all people to learn our
history and what we went through. My dad spoke out because he wanted everyone to
know what happened to him and his kids. My dad never got an answer as to why his kids
were taken by the authorities of the day. Even today us kids, now adults, want to
understand why the authorities took us away. Our people been in Australia for thousands
of years. We’ve taken care of our kids and survived for a long, long time. Why did people
want to change our way of living? I want the Government to know the damage they’ve
caused.
Source: Charles Kickett, Stolen Generation Testimonies, 2008
Their motives were to 'inculcate European values and work habits in children, who
would then be employed in service to the colonial settlers' (Ramsland 1986 quoted by
Mason 1993, p.31). In 1814 Governor Macquarie funded the first school for Aboriginal
children. Its novelty was an initial attraction for Indigenous families but within a few
years it evoked a hostile response when it became apparent that its purpose was to
distance the children from their families and communities.

'between one in three and one in ten Indigenous children were forcibly removed from
their families and communities in the period from approximately 1910 until 1970....In
that time not one Indigenous family has escaped the effects of forcible removal'.

One in ten girls allege they were sexually abused in a work placement organised by the
Protection Board or institution. Other exploitation was known and condemned, but not
prevented. By 1940 the NSW Board's record with respect to Aboriginal girls placed in
service was well-known and even condemned in Parliament ... Chief Protectors,
Protection and Welfare Boards and State welfare officers frequently failed to protect
their charges from abuse in placements they had organised.

Source: Bringing them Home – The Report, National Overview.

There is no black or white, we are both of those. I am black and I am white. We were the
product of white men raping our traditional women. We were an embarrassment. No-one
wanted us. They just wanted us out of the way.

Source: Zita Wallace, taken at the age of eight years of age.

https://www.creativespirits.info/aboriginalculture/politics/a-guide-to-australias-stolen-
generations#ixzz4u3DztUdp

We were each handed a pair of pyjamas with a number Mr Borland, the manager, had given us
earlier printed on the pocket, and a shirt and pair of shorts also. I was number 33. Not Bill. Not
even Simon. Just number 33.

Source: https://www.creativespirits.info/aboriginalculture/politics/a-guide-to-australias-stolen-
generations#ixzz4u3E4XsZr

Bill Simon, taken away aged 10


Source Analysis Framework

As historians, it is important that we analyse sources to understand their purpose, and what
the information that the source contains. Through source analysis, we as Historians can
understand what may be of use to us in the text, and also uncover what bias may be present
within the text. It is important that we identify the bias and purpose of texts, as a lot of texts
are geared toward showing a particular viewpoint or understanding, which we as Historians
must understand so that we can reliably use the information.

Step One

Underline information that you believe is important in the source that you have been given.
Any words that you do not understand, or metalanguage ( historical terms), you should find
the definitions for.

Step Two

For this step, use the below table, to discern the information about the sources. We have gone
through one source as a class. Sometimes, not all of the information is on the source, meaning
you should use your device to figure out any additional information that you can about the
source.

Origin - What kind of source is this?


- Is this a Primary or Secondary Source?
- Who wrote this source?
- When was this source created?
Motive - Why was this source created?
- What does the above suggest to you about the motive behind the
creation of the source, or its purpose?
Audience - Who was this source created for?
- Was this source meant for the public, or was it private?
Content - What does the creator of this source want you to understand from
this?
- What is this source about?
Perspective - Is the maker of this source bias? (what is their standpoint on the issue)
- From what viewpoint is this source created?
Reliability - Is this source complete or incomplete? (Is it an excerpt, or a full text?)
- Do other sources that you have seen, support or go against the
information in this source?
- What does this source NOT tell us about the issues in question?
Step 3

Use these questions to help you understand the source further

Asking questions of sources helps us (as Historians) understand how it may be of use to us,
and will also help in uncovering usefulness and reliability issues of the source.
1. What information or understandings does this source support or contradict?
2. What has this source revealed to you? What has it helped you better understand?
3. Why do you think this source would be useful or not useful to you as a Historian?
4. What questions does this source leave you with?
5. What hidden messages do you think that this source may contain?

Step 4

Discuss your source with the rest of your group, and discuss the sources that the rest of your
group uncovered. Think about how this source interacts with the information in your source,
and think about how these sources come together to create an understanding about the past.

Step 5

Extension activity

As an extension, create a summary of the information that all of the sources contain. In this
summary, address the usefulness and reliability of the sources, as well as the information that
you would still need to be able to fully understand the events in the past.
Appendix Three
Resource Three – Digital Resource for Lesson 19
Rationale
This unit of work has been designed for Stage 5 of the Australian Curriculum, and is for Depth Study

4: Rights and Freedoms. In the design of this unit, differentiation has been embedded through both

process and product, to ensure that the learning is suitable for the diverse learning needs present in a

comprehensive high school. In this, Fitzgerald (2016) has been utilised to ensure that students can

show learning in a variety of different ways, and partake in the learning through a variety of different

means. Coupled with this, the unit incorporate literacy and numeracy strategies, and is developed

upon the utilisation of the key concepts of the syllabus to ensure that students are engaged

meaningfully in the study of history (Board of Studies, 2012). Furthermore, opportunities for

Aboriginal cultural perspectives and Indigenous knowledges have been provided for in the learning of

the unit, in accordance with Standard 1.4 of the Australian Professional Standards for Teachers

(AITSL, 2014). In order to achieve this, Harwood & Carosi (2016) have been utilised, evident

through the use of Indigenous film and videos in the unit.

The key focus area in the design of this unit has been to provide an engaging learning that

incorporates inquiry approaches towards teaching and learning. Haydn, Stephen, Arthur, and Hunt

(2015) note the importance of engaging learning, and inquiry approaches to ensure that the learning is

interesting and has ‘value’ to students. Inquiry learning is defined as learning that is ‘active’,

involving the use of questioning and investigating as part of the learning process, instead of the

memorisation of facts (Haydn et al., 2015). This approach means that throughout the unit, the teacher

is often a facilitator, allowing for student agency, and active learning in the classroom. Timperly,

kaser, & Halbert (2014) note the benefits of such an approach to encouraging a ‘curiosity mind set’

within students, and Smith (2010) and Fogo (2014) state the importance of varying the role of the

teacher in the classroom between facilitating and instruction based lessons. Assessment is integrated

into the unit through formative measures, with scanning being utilised as a valuable means of

assessing the teaching and learning. Scanning, as noted by Timperly et al., (2014) is effective,
allowing for adjustment to teaching and learning activities to ensure that students are able to succeed

in the learning. In the implementation of assessment, Popham (2011) has been utilised, to ensure that

the learning is embedded, and is in fact a part of the learning rather than the focus of the lessons.

The learning of the unit has been designed to be componential, coupled with increasing complexity in

the lessons to ensure that the learning is challenging for students. In the implementation of this,

Ursani, Memon, & Chowdhry (2014) have been utilised, using Bloom’s Taxonomy as a model for

learning progression. Furthermore, Fani and Ghaemi (2011) have been used to ensure effective

scaffolding in activities to support students, allowing for more complex tasks to be completed. Wass

and Golding (2014) highlight the benefits of such an approach to the effective inclusion of students in

the classroom. This is evident in the source-analysis resource which utilises Wu and Looi (2012)

through the use of question-based prompts as a means of scaffolding. Scaffolding in the provided

resources allows for historical thinking to be developed in the classroom (Hutton & Hembacher,

2012)

The activities of the unit are based on those of Haydn et al., (2015) to ensure best-practice in the

learning, and that there is a variety of instruction and activities in the lessons, which Haydn et al.,

(2015) notes as being of importance to the maintenance of an engaging learning experience for

students. This is evident in the group-work resource, with a Jigsaw activity being utilised in

accordance with Haydn et al., (2015). The choice of this activity is due to the fact that cooperative

learning is of benefit to students, which coupled with the research and inquiry based nature of the

task, leads to students developing deeper understandings of history (Didau, 2014).

The activities of the unit revolve around the use of sources in lessons, which are utilised as a point of

inquiry for students to learn more about events, providing opportunities for students to analyse these
as a form of evidence, which Reisman and Wineburg (2012) highlight the efficacy of such an

approach as a means of literacy learning in the history classroom. Through the inquiry approach,

students encounter differing interpretations of the past, engaging students in the discourse of history,

which Martin (2012) states is essential for history to be meaningful in the classroom. Through the use

of sources, the focus is not only on source analyses, with Wineburg and Reisman (2015) noting that it

is not enough for students to simply decode texts in the classroom, but use these texts as a means of

understanding the past. An example of this is in the digital resource, which requires the

contextualisation of the information, with students having to understand the perspectives surrounding

activism. Sexias (2017) notes that this form of activity is not in fact separate from reading sources and

is invaluable to the learning in history. In the design of inquiry activities there is still a clear structure

to the learning, which Retz (2017) notes is of importance to ensure that the learning coalesces to

students developing understanding about the past.

The activities and lessons of the unit are created to contribute towards the understanding of evidence,

which is central to the study of history (Haydn et al., 2015). It is through these activities that students

engage with the concepts of the syllabus, and the learning of the lessons becomes a study of history,

rather than the teaching of facts and sequences of events. Sexias (2012) notes that history is about the

piecing together of the past, which is implemented in the lessons through students using source-based

approaches to develop an understanding. Haydn et al., (2015) notes that change and continuity is

integral to the study of history, which is why through the lessons, students relate contexts back to

current society, and study how the past has shaped current society. This is implemented in the lessons

through the use of the Key Inquiry Questions of the syllabus (Board of Studies, 2012) as a vehicle for

bridging the past and the present, and understanding the importance of historical processes. Through

this, the learning of the unit, creates an experience for students whereby “History is a meaningful

nexus between the past, present, and future – not merely a perspective on that has been” (Sexias,

2004, p.67).
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Education.

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development. Teaching in Higher Education, 19(6). P671-684.

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