Understanding by Design Unit Template

Title of Unit / Big Rights and Freedoms Year 10

Idea
Curriculum Area History Time Frame 6 weeks
Developed By William Seddon-Quigley
Identify Desired Results (Stage 1)
Content Descriptions
Rights and freedoms (1945 – the present)
The US civil rights movement and its influence on Australia

Achievement Standards
By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and
continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the
context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain
different interpretations of the past and recognise the evidence used to support these interpretations.
Students sequence events and developments within a chronological framework, and identify relationships between events across different places
and periods of time. When researching, students develop, evaluate and modify questions to frame a historical inquiry. They process, analyse and
synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse
sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness,
taking into account their origin, purpose and context. They develop and justify their own interpretations about the past. Students develop texts,
particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their
arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources.

General Capabilities Cross-curriculum Priorities

Critical and Creative Thinking
Personal and Social Capability
Intercultural Understanding
 Understandings Essential Questions
Overarching Understanding Overarching Topical
Students will understand the chronology of the Civil Rights movements as What were the similarities How was violence and nonviolence
well as where they align and diverge. and differences between the prominent in the civil rights
movements?
two movements?
Students will understand that civil rights issues have histories that still
perpetuate issues in contemporary society. How has the issue of civil rights
Why is it important to know changed since the end of the civil
about these movements? rights movements in question?
Related Misconceptions
That Aboriginals and African Americans no longer face civil rights issues How did the history of Australia and
and/or that these issues are contained to the distant past. What are civil rights? Who the United States influence their
has them and who doesn’t? respective civil rights movement?

Knowledge Skills
Students will know… Students will be able to…
Key dates of both civil rights movements Identify continuity and change in the movements
Different types of protests
Use evidence from documents to support an argument regarding civil
Historical contexts behind these movements rights.
Key figures in the movements and why they are important
Continuity and change
Assessment Evidence (Stage 2)
Performance Task Description
An exam that will feature information from this unit as well as WWII, the other content area that was covered at the end of the
Exam
previous term. The exam will feature multiple-choice, short answer and extended answer questions.
Other Evidence

Learning Plan (Stage 3)

Week 1 – the history of racism in the United Single 1
States - ACTIVITY: What do you think civil rights are? What rights should every person have?

BACKUP
ACTIVITY: What is racism?
- PowerPoint
- < https://www.youtube.com/watch?v=QRZPw-
9sJtQ > - Doll test video
- <
https://www.youtube.com/watch?v=InOsF5x1l
Zw > - racism by the numbers
Students will be given a cartoon <
https://racismnoway.com.au/wp-
content/uploads/2016/03/Alice-Springs.jpg > and
answer some questions regarding it. A discussion will
follow with a brainstorm about racial stereotypes
Why is this important?
PowerPoint on general introduction to history of USA/Australia
- Pre-colonial era (Native Americans and Aboriginal Australia
- British arrival and American Revolution
- Slavery 18-19th centuries and British invasion of Australia
- < https://www.youtube.com/watch?v=Ajn9g5Gsv98 >
< https://www.youtube.com/watch?v=mzSI8ApHm_0 >
EXIT CARDS TO TEST KNOWLEDGE SO FAR
- WHAT IS A CIVIL RIGHT?
- NAME ONE FACT FROM AUSTRALIA’S HISTORY AND USA’S HISTORY
REGARDING THEIR STANCE ON RACE
Double
PowerPoint on treatment of African Americans in the post-slavery period and Australia’s colonial
experience
- African American representations (Huckleberry Finn, Birth of a Nation)
- Ku-Klux Klan
- Colonial period in Australia – land loss, population loss and treatment
FIND VIDEO
- Their role in WW2 – both America and Australia
ACTIVITY: Give students each a copy of the UDHR (Universal Dec of Human Rights) and have
students read it, annotating is as they go and writing down one question each. We’ll draw this
back into a discussion surrounding WHY this was made and what purpose it serves.
- Do you think all people should have these rights?
- Do you know of any examples where people were NOT given these rights?
o Sweat shops
o Countries under dictatorship
o Show Stolen Generation and Holocaust video – what rights are being denied
here and what implications does it have?
< https://www.youtube.com/watch?v=wikX7V3nXDE >
< https://www.youtube.com/watch?v=-PXswVpF0no >
Single 2
Continue to work on and finish UDHR activity
Week 2 – the “sit-ins”, nonviolence and Rosa Single 1
Parks ACTVITIY: Brainstorm on topic so far: What have you learned about the treatment of African
Americans throughout US history? How would you expect them to react when it comes to trying
The Black Power movement in the USA to gain equal rights?

PowerPoint regarding early movements in civil rights movement

- Public perception of early movements – how did the public react to these early
movements?
- Nonviolence – what is it and why is it effective? (find relevant nonviolence from modern
day)
- Sit-ins

Double
PowerPoint on the Black Panther movement and more radical kinds of protests
- Violent protests
- Emmett Till
- Black Panthers (ideology, actions, timeline)
- Riots in ’67 ‘68
- < https://www.youtube.com/watch?v=qGZpDt6OYnI > Black Panthers revisited

ACTIVITY: Students will complete a learning menu task in which they will select one choice
from a list while also completing a compulsory task. The task will be based around nonviolence
and violence in the US Civil Rights movement

Single 2
Continue to work on learning menu

Week 3 – Martin Luther King and the Civil Rights Single 1

Act Finish learning menu task

Double
Martin Luther King and Malcolm X – the embodiment of violence and nonviolence as individuals
- Early lives
- Actions in the movement
- Deaths
- Legacy
- < https://www.youtube.com/watch?v=vP4iY1TtS3s > - I Have a Dream speech to have
students understand his significance

ACTIVITY: Students will watch (and be given transcripts to) two key speeches by Malcolm X
 and MLK Jr. They will then answer a series of questions and use evidence from the speeches to
justify why one man was more effective than the other as a leader in the civil rights movement

Single 2
Conclusion of Civil Rights Movement and contemporary issues
- What is still happening today?
- What has changed and what has not?
- Contemporary issues – discrimination, pop culture (Get Out, Black Klansman, This is
America)
Discussion with students focussed around what they had learned about the civil rights
movement in the United States and how it has changed their perception of history

Week 4 – Australia’s civil rights movement Single 1

General history to Australia and its past
- Racism
- Colonisation
- Population decline
- Anthropological views (scientists thought they would die out)
- WW2 and postwar period – voting for Aboriginal soldiers
< https://www.youtube.com/watch?v=pz7hrwgczPg > - Aboriginal voting

ACTIVITY: Brainstorm about what was similar and different about the pasts of Aus/US and
how this might impact the civil rights movement. Students will draw a table up to make these
comparisons

Double
Stolen Generations
- General introduction to the Stolen Generation – what it was, when it happened and
what it meant for Aboriginal people

ACTIVITY: Visit from Auntie Nelly (member of Stolen Generations) to visit students and talk to
them about her experience growing up and how it has changed her life. After this, student will
write down some thoughts on her presentation on an exit card.

Single 2
Mabo Case and Terra Nullius
- What was it?
- What was Terra Nullius?
- Why was it important?
Week 5 – The continuing struggle for ATSI civil Single 1
rights/revision Finishing content of Australian civil rights
- Contemporary issues
- Perception of Aboriginal people in modern society

ACTIVITY:
Brainstorm – what do you think of Aboriginal people? Has his unit changed how you see them in
society now?

Double
Mentor teacher will take this double lesson (exam has content from Term 1 when I wasn’t
teaching) to revise for their section of the exam. I will still help where I can but mentor will plan
this lesson.

Single 2
PowerPoint with guided revision for the exam
- US Civil Rights movement
- Australian Civil Rights movement
- Histories of both countries
- Strategies for helping students study for exams

Week 6 – ASSESSMENT Single 1

Self-directed revision for the exam and helping students with particular areas specific to them

Double
EXAM

Single 2
Last lesson for students – we will sum up what was learned in the unit and reflect on if their
position on civil rights has changed since the start of the unit. Lesson will be concluded with a
Kahoot.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)