LESSON PLAN: RACHEL FOSTER 17439190 Page 1

PART A: PREPARATION AND STRATEGIES

Year: 10 Syllabus section:
Core Study Depth Study 4: Rights and Freedoms (1945- Present)
Lesson 3/10

Unit Name: Rights and Freedoms 1945- Present

Aboriginal site: The Australian Museum

Lesson Topic: Significance of civil rights for Aboriginal and Torres Strait Islander Duration: 60 minutes
People

Prior knowledge/skills
required
Students have undertaken
flipped learning in the
lead up to this lesson
analysing the Apology
speech by Kevin Rudd.
Resources (Attach classroom ready resources/worksheets students will be using, including
relevant pages from textbooks)
Access to shared running Google Doc
https://docs.google.com/document/d/17jdxWlByFf59cM5qaYs68WWZvqCAXtdg34zey7CCK1Y/edit
Access to devices and the internet

Students also have prior Access to the Google Classroom

knowledge about the
Stolen Generation, the Paper
Mabo Decision and the
Bringing Them Home Pens/Pencils/Markers
Report.
Glue and Scissors
Students have been
shared into a running Blutac or pins
Google Doc, which is
accessible, by all the Worksheets or lined paper for writing
students and the teacher.
This will then be shared
on their Google Classroom
once completing,
therefore students will
always have access to it.

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

 LESSON PLAN: RACHEL FOSTER 17439190 Page 2
1.1 Deep Knowledge 1.1 is integrated throughout this lesson plan by utilising students deep knowledge
1.2 Deep Understanding on Aboriginal and Torres Strait Islander peoples civil rights, specifically the
2.2 Engagement importance of the Apology speech by Kevin Rudd.
3.1 Background Knowledge 1.2 is demonstrated by student when creating their decade posters
3.5 Connectedness 2.2 is present throughout the lesson plan as students are required to work
3.6 Narrative together to create a living timeline representing key events and people from
different decades.
3.1 Background knowledge is present here through students prior knowledge as
indicated above, student will utilise this knowledge to help them complete class
tasks.
3.5 is evident through the coming together the class to share their visual
representations and also through the opportunity to share their work with local
Aboriginal people and/or Aboriginal Elders.
3.6 Narrative is evident through the introductory activity through the video, which
gives students a different perspective on the significance of the Apology speech.

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes: (number/s and descriptor)
HT5-6 uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world
and Australia
HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for
different audiences
HT5-2 sequences and explains the significant patterns of continuity and change in the development of the modern world and
Australia

Students learn to: Students learn about:

The significance of the following for the civil rights of Aboriginal Outline the background, aims and significance of key
and Torres Strait Islander peoples; 1962 right to vote federally; developments in Aboriginal and Torres Strait Islander
1967 Referendum; Mabo Decision; Bringing them Home Report peoples struggle for rights and freedoms.
(the Stolen Generations); The Apology
English and other curriculum areas may modify this section Learning across the Curriculum:
Aboriginal and Torres Strait Islander histories and cultures
Civics and Citizenship
Ethical Understanding
Timing Lesson content Student activity 8 ways link
0- 5 This introductory As a class students are to watch the video linked below The Apology Story Sharing:
Mins activity prepares http://www.myplace.edu.au/teaching_activities/2008/1/the_apology.html Approaching learning
students for the trough narrative.
content and Students are encouraged to take notes as they watch the video. Alternatively
understanding of this you can watch the video together as a class and then have a second viewing
lesson, addressing where students can then take notes from the video. The video follows a young
the Apology made girl as her family prepares to watch the Apology speech, it is evident from this
my Kevin Rudd. The video the significance this event holds for Aboriginal and Torres Strait Islander
website with the people. Therefore providing students with a perspective from a personal Starting the lesson using
video will be a key standpoint. this video allows students
tool throughout this to create understanding
lesson. through story telling.
Learning about the
significance of the
Apology through
Aboriginal and Torres
Strait Islander
perspectives.
5-15 This follow on Students must now open the Google Doc shared with them already and find Deconstruct/
mins activity provides their allocated decade 1810 -2000s and click on the link to the website relating Reconstruct: Modelling
students with to their allocated decade. and Scaffolding, working
 LESSON PLAN: RACHEL FOSTER 17439190 Page 3
individually allocated from parts.
decades about http://www.myplace.edu.au/decades_timeline/1810/decade_landing_19.html
Australia and
Aboriginal and Torres This is an individual activity; students are to reflect closely about the
Strait Islander information presented to them. Students are to annotate and add notes to the
history. The activity shared Google Doc underneath their decade. (After completion students will
once completed will have access to an annotated history timeline, about key people and events).
provide students
with a running This activity plays into a
document of events larger scope for this
and key people. lesson, which will at the
end bring together
students ideas and
perspectives about The
Apology and Aboriginal
and Torres Strait Islander
civil rights.

15- 45 Living Timeline Students are now to create a living timeline that visually represents their Symbols and Images:
mins Activity allocated decade and new understanding leading up to the Apology speech. Using images and
Students will make posters that depict the events and key people that were metaphors to understand
important to their decade. Students are to be as creative as possible and are concepts and content.
encouraged to work together to create posters that visually reflect ideas
rather than words; students will use symbols and images, pictures and colours
to represent their decade.

Students may if they wish create their poster digitally, however will need to be
printed out after completing (therefore library access may be needed for these
students)
The timeline activity
allows students to be
creative with symbols and
images to create their
visual depictions through
their own understanding.

45-50 Joining together of Students are to now join together their timeline and as a class pick two or
Mins the decade posters. three students to share their visual learning map/ decade poster with the
class.

The timeline will be displayed in the classroom and have a dedicated space
that links our cultural understanding with the acknowledgement of country
and the importance of understanding Aboriginal and Torres Strait Islander civil
rights. This activity can be continued over multiple lessons to allow deep
sharing as a class and allow for deeper understanding of the topic and its
significance. Moreover this lesson could also incorporate formative
assessment if need be by addressing the students visual representation of the
past and also continuity/change.

50-60 Lightening Writing Students are to now to write a letter to Kevin Rudd explaining why the Community Links:
Mins Exercise Apology speech was so significant for Aboriginal and Torres Strait Islander Centring local viewpoints,
people and why it was an important step forward in reconciliation. applying learning for
community benefit.
The timeline will be shared with Aboriginal Elders and Aboriginal locals during
their visit to school. Students will have the opportunity to share with them
their living timeline and visual decade posters.

This lesson integrates

community links by
allowing students to share
their work with a local
Aboriginal community
member or elder.
Moreover it is the hope
that this lesson would be
built with cooperation and
input by the local
Aboriginal community.
 LESSON PLAN: RACHEL FOSTER 17439190 Page 4

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome
HT5-2 sequences and explains the
significant patterns of continuity and
change in the development of the
modern world and Australia
Method of measuring and recording
This outcome is measured through the creative timeline activity as is allows
students to demonstrate understanding of patterns and the development of both
continuity and change in the modern world and Australia.

HT5-6 uses relevant evidence form This outcome in measured and recorded through the student ability to effectively
sources to support historical narratives, communicate their visual depictions of their allocated decade. And also through
explanations and analyses of the modern there contribution to the classroom Google Doc.
world and Australia

HT5-10 selects and uses appropriate oral, Students use various forms of communication throughout this lesson oral, visual,
written, visual and digital forms to digital and written to communicate and demonstrate their understanding.
communicate effectively about the past
for different audiences.

Links to next lesson: This lesson provides background information and builds the skills and knowledge students will need when
visiting The Australian Museum and conducting their inquiry based research, which will be used to make a visual presentation
in the post museum lesson plan. The activities in this lesson plan will be useful tools for students to utilise when conducting
their inquiry research and will be able to draw on the knowledge learned throughout this lesson plan. Therefore this lesson
plan is vitally important as it prepares students for subsequent lessons, which will utilise their experiences from the museum
visit. Please refer to the unit outline to view how the museum visit will be used in subsequent lessons.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.3 Students with diverse linguistic, This standard is evident throughout this lesson plan as if actively focuses on
cultural, religious and socioeconomic addressing delicate topics respectfully and carefully by being conscious of any
backgrounds. social, cultural or religious biases that can be presented through different modes
of information.

1.4 Strategies for teaching Aboriginal and
Torres Strait Islander students.
This standard is represented throughout this lesson plan for addressing the
cultural, emotional and social impacts of the lesson topic and making sure that the
content delivered in this lesson plan is correct, relevant and culturally correct. It is
the aim of this lesson plan to be approved and communicated with the local
Aboriginal community before commencement of this lesson topic.

2.4 Understand and respect Aboriginal
and Torres Strait Islander people to
promote reconciliation between
Indigenous and non-Indigenous
Australians.
Evidence for this standard is evident through the careful construction of reviewing
the content delivered in this lesson plan. Community consultation is vital in order
to respectfully and accurately communicate Aboriginal and Torres Strait Islander
perspectives and knowledge. However all consideration will be taken to ensure
that the content delivered to students reflects any biases and cultural issues.

3.1 Establish challenging learning goals The learning intentions and lesson activities are designed to be achieved by all
students however extension activities are present to provide allocation for
students who progress through the tasks more easily. Also provisions have been
made for students who may find the tasks to challenging.

4.5 Use ICT safely, responsibly and Careful consideration has been taken to ensure that students use ICT respectfully
ethically and responsibly throughout this lesson. The websites that need to be accessed for
this lesson plan may contain some sensitive information and content for some
students therefore careful consideration has been taken into account.
WHS considerations
Work, Health and Safety provision for this lesson plan include safe and easy access for all student and teachers into the
classroom. The classroom is free from any trip hazards such as things left of the floor, wires, chairs, leads and equipment. The
windows and doors work properly and the room is well ventilated. The chairs and desks work properly and are not damaged or
 LESSON PLAN: RACHEL FOSTER 17439190 Page 5
broken, please ensure that all students use the chairs and desks properly etc. no swinging on chair legs or leaning on the table
inappropriately.

References

http://www.myplace.edu.au/decades_timeline/1810/decade_landing_19.html

https://www.youtube.com/watch?v=fe6eHppCcA8

http://www.myplace.edu.au/teaching_activities/2008/1/the_apology.html

Casual teacher Notes:

Please ensure students do not open their devices or workbooks before watching the video as a class. If a second viewing is
needed students will then be able to use their devices or workbooks to take notes.

Students are to access the Google Doc shared with them already and are to access their chosen decade which is linked and
allocated to them in the Google Doc. Students must annotate and add notes to the Google Doc which will when completed
provide them with a running timeline of important events and people.

Students are allowed to collaborate and work together when creating their posters however each student must create a poster
about their allocated decade. Once students are finished please glue or tape together the students posters. Some students may
wish to complete their poster digitally please instruct them to print out their poster.

Students are encouraged to share their posters with the class and explain their visual representations. Lastly students are to
complete the lightening writing task, or complete for homework and upload their response to the Google Classroom.

Access to Google Doc: https://docs.google.com/document/d/17jdxWlByFf59cM5qaYs68WWZvqCAXtdg34zey7CCK1Y/edit

Community Consultation or Protocols to be considered.

In order for this lesson plan to be ethically sound and that the ideas are presented accordingly and appropriately, it is important
to have consultation with the local Aboriginal and Torres Strait Islander community to ensure that all learning is correct, relevant
and communicated delicately to be considerate of the people who may be affected by this topic of study and to respect the
people who have passed away that are effected by this topic. If community consultation cannot be made, all effort must be
taken in making sure that information shared with students is as accurate as possible and communicated with respect and clarity
on perceptions and ideologies. All effort will be taken in making sure that all biases are addressed and that acknowledgement
will be made when looking at information that may not be culturally, socially or politically correct.

Resources to support this Lesson

Access to shared running Google Doc

https://docs.google.com/document/d/17jdxWlByFf59cM5qaYs68WWZvqCAXtdg34zey7CCK1Y/edit

Access to devices and the Internet

Access to the Google Classroom

Paper

Pens/Pencils/Markers

Glue and Scissors

Blutac or pins

Worksheets or lined paper for writing

LESSON PLAN: RACHEL FOSTER 17439190 Page 6