Title: Black Panther – A Story of History to Legacy

Stage: 5
Year: 9 Suggested duration: 4 weeks

Rationale:
This sub-unit has been designed for a Stage 5 Year 9 class. The film Black Panther (2018) will be studied as the main text by students

alongside various related literature exploring historical context, diversity and social justice and legacy. The sub-unit is catered for a class of

24 mixed-capability students, though can cater to more with consideration of time and student behavioural management which may require

adjustments to activities and sequencing. The sub-unit aims to achieve aspects of Stage 5 Outcomes 1-8 and their content points provided in

the NSW Education Standards Authority (Board of Studies, 2012) English Syllabus K-10.

A constructivist and instructivist pedagogical approach have been utilised to design this sub-unit. Instructivism has been used to select the

content and sequencing of learning only to the extent it doesn’t disrupt constructivism that allows student-directed and discovery-based

approach to learning (Vij, 2015). Instruction and questions are used as guidance for students to develop their knowledge and skills and to

scaffold activities for students who require additional assistance. Learner-centred activities have been included to assist students to enquire,

explore, debate, apply and reflect on what they know and can do using the texts provided (Vij, 2015). Constructivism has further been

utilised to create a collaborative environment for students to work in pairs, groups and class to communicate and exchange ideas, to build

upon a shared pool of knowledge accessible to all students.

Selection of texts and activities have been designed to foster creative and imaginative responses by students. Black Panther (2018) was

selected due to its relevant portrayal of historical context and its relation to contemporary issues of diversity and social injustice.

Additionally, the film is part of a larger cinematic universe established by Marvel which has great relevance in current pop culture that

students are most likely aware of and can relate to. This influenced the sequencing of the sub-unit, initially building the students’ knowledge

and understanding of historical context to assist in their analysis of the film; interpreting how the film uses context to address contemporary

issues, and the legacy/expectation left to the audience.

The sequence and activities facilitate student learning by providing the opportunity for students to interpret text for meaning, getting inside

the text and exploring it from different angles to extend their understanding, and use further research and related materials to demonstrate

their knowledge through imaginative re-creation (Adams, 2009). Examples include a podcast to demonstrate student knowledge and

interpretation of historical context and analysis of film, debates to present sustained arguments and ideas created by character focus,

newsroom roleplay to address diversity and social justice issues relevant today, composition of song lyrics in response to the legacy and

expectations the film places on its audience. These activities are also utilised to conduct formative assessment to assess student’s abilities to

engage personally with texts, develop and apply contextual knowledge, understanding and apply knowledge of language forms and features,

and respond to/compose texts (Board of Studies, 2012).

Outcomes
A student:
 responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure EN5-1A
 effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a
wide range of texts in different media and technologies EN5-2A
 selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts,
describing and explaining their effects on meaning EN5-3B
 effectively transfers knowledge, skills and understanding of language concepts into new and different contexts EN5-4B
 thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to
respond to and compose texts in a range of contexts EN5-5C
 investigates the relationships between and among texts EN5-6C
 understands and evaluates the diverse ways texts can represent personal and public worlds EN5-7D
 questions, challenges and evaluates cultural assumptions in texts and their effects on meaning EN5-8D

Resources:
Lesson 1:
 Black Panther trailer - https://www.youtube.com/watch?v=dxWvtMOGAhw
 12 Years a Slave trailer - https://www.youtube.com/watch?v=z02Ie8wKKRg
 Plantation Pains – C. Albert Andrews - https://www.poemhunter.com/poem/plantation-pains/
Lesson 2:
 “I have a dream” speech - https://www.youtube.com/watch?v=vP4iY1TtS3s
 American History – Michael S. Harper - https://www.poetryfoundation.org/poems/42831/american-history-56d2217856b08
 Jim Crow Laws - https://drive.google.com/open?id=1H_-Klth6SEnYsX63XsCI7_g8M_nBe-Ly
Lesson 3:
 Malcolm X’s fiery speech addressing police brutality - https://www.youtube.com/watch?v=6_uYWDyYNUg
 Malcolm X, do you hate all white people? (1963) - https://www.youtube.com/watch?v=wcRSOHmYq-k
Lesson 4:
 The Scramble for Africa, a Poem in the perspective of an African citizen against European Rule -
https://historicalglobalizationissue2project.wordpress.com/2014/11/24/the-scramble-for-africa-a-poem-in-the-perspective-of-an-
african-citizan-against-european-rule/
Lesson 5-7:
 Black Panther (2018) – film
  Black Panther Booklet - https://drive.google.com/open?id=1PkQXGHB3uB8evKxxmJt9GEjEDgMYwgXl
Lesson 8:
 Black Panther (2018) – film
 iPads/Laptops
 Visual/audible recording device
 Google classroom
Lesson 9:
 Black Representation – Stereotypes in media - https://drive.google.com/open?id=1pt3GDExcZ-49X-Jxz_k0oN2b1Hr8WV54
 iPads/Laptops
 In their perspective worksheet: - https://drive.google.com/open?id=1I5H7npK7LNWYZg5Mf0RB0twfW6bnRiyD
Lesson 10:
 T’Challa vs. Killmonger Mind Map – Print in A3 size - https://drive.google.com/open?id=1rstomQ8g7z0ant9x2P9bGqkrmJAAaZW_
Lesson 11:
 Alternate ending worksheet - https://drive.google.com/open?id=1JBBJ5K79m9i8wUjS8nsBI_GjsIPNViuR
Lesson 12:
 iPads/Laptops
 Visual/audible recording device
 Okoye - https://vignette.wikia.nocookie.net/marveldatabase/images/5/58/Okoye_%28Earth-
199999%29_from_Black_Panther_film_001.jpg/revision/latest/scale-to-width-down/300?cb=20180220194108
 Shuri - https://cdn1.thr.com/sites/default/files/imagecache/scale_crop_768_433/2018/02/blackpanther596d2f0340b95-h_2018.jpg
 Nakia - http://blackpanthercostu.me/wp-content/uploads/2018/06/Black-Panther-Nakia-Dora-Milaje-Battle.jpg
 Dora Milaje -
https://images.ctfassets.net/22n7d68fswlw/4WoeqoDcJ2UgaUGa4Y6c6S/fbae84c40abee466d21be96effea0a2b/DoraMilaje.jpg?
w=1200&h=600
Lesson 13:
 Marvel Remembers the Legacy of Stan Lee - https://www.youtube.com/watch?v=ea4Tq7HB7kU
Lesson 14:
 Comic strip creation worksheet/template - https://drive.google.com/open?id=1Cde0npv7P2UDfxFLlDX4cbJ2weflDveP
Lesson 15
 Pray for me – The Weeknd ft. Kendrick Lamar - https://www.youtube.com/watch?v=XR7Ev14vUh8
Lesson 16:
 This is America – Childish Gambino - https://www.youtube.com/watch?v=VYOjWnS4cMY
 iPads/Laptops + Google classroom
Referencing:
Adams, P. (2009). Imaginative re-creation of literature. In S. Gannon., M. Howie & W. Sawyer (Eds.), Charged with Meaning Re-viewing

English (3rd ed., pp. 53-67). Putney, AUS: Phoenix Education.

Becksmcfluffly. (2014). The Scramble for Africa, a poem in the perspective of an African citizen against European rule. Retrieved from

https://historicalglobalizationissue2project.wordpress.com/2014/11/24/the-scramble-for-africa-a-poem-in-the-perspective-of-an-

african-citizan-against-european-rule/

Board of Studies New South Wales. (2012). English K-10 Syllabus. Retrieved from

https://educationstandards.nsw.edu.au/wps/wcm/connect/1c3d7c13-87c1-402a-a43e-897a4b7dd74c/english-k10-syllabus.pdf?

MOD=AJPERES&CVID=

Channel, Smithsonian. (2018, February 16). Malcolm X’s Fiery Speech Addressing Police Brutality [Video File]. Retrieved from

https://www.youtube.com/watch?v=6_uYWDyYNUg

Facts, Rare. (2017, November 7). I Have a Dream speech by Martin Luther King Jr. (subtitled) (Remastered) [Video File]. Retrieved from

https://www.youtube.com/watch?v=vP4iY1TtS3s

Feige, K. (Producer), & Coogler, R. (Director). (2018). Black Panther [Motion Picture]. California, United States: Marvel Studios.

FoxSearchlight. (2013, July 19). 12 Years a Slave – Official Trailer (HD) [Video File]. Retrieved from https://www.youtube.com/watch?

v=z02Ie8wKKRg

Glover, Donald. (2018, May 5). Childish Gambino – This Is America (Official Video) [Video File]. Retrieved from

https://www.youtube.com/watch?v=VYOjWnS4cMY
MalcolmXGreatAgain. (2017, July 23). “Malcolm X, Do you hate all white people?” (1963) [Video File]. Retrieved from

https://www.youtube.com/watch?v=wcRSOHmYq-k

Marvel Entertainment. (2017, June 9). Black Panther Teaser Trailer [HD] [Video File]. Retrieved from https://www.youtube.com/watch?

v=dxWvtMOGAhw

Marvel Entertainment. (2018, November 13). Marvel Remembers the Legacy of Stan Lee [Video File]. Retrieved from

https://www.youtube.com/watch?v=ea4Tq7HB7kU

PoemHunter. (2019). Plantation Pains – Poem by C. Albert Andrews. Retrieved from https://www.poemhunter.com/poem/plantation-pains/

Poetry Foundation. (2000). American History by Michael S. Harper. Retrieved from

https://www.poetryfoundation.org/poems/42831/american-history-56d2217856b08

The Weeknd. (2018, March 1). The Weeknd, Kendrick Lamar – Pray for Me (Lyric Video) [Video File]. Retrieved from

https://www.youtube.com/watch?v=XR7Ev14vUh8

Vij, S. (2015). The Construction of Knowledge. Teaching and Learning, 9(3), 8-11. Retrieved from https://www.acer.org/files/teacher-india-

sample1.pdf

Syllabus content
Students:
Engage personally with texts
 Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke
particular emotional responses
 consider how aspects of texts, including characterisation, setting, situations, issues, ideas, tone and point of view, can evoke a range of
 responses, including empathy, sympathy, antipathy and indifference
 analyse and explain the ways in which particular texts relate to their cultural experiences and the culture of others
 reflect on, extend, endorse or refute others' interpretations of and responses to literature (ACELT1634, ACELT1640)
 analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced
may influence audience response (ACELT1641)
Develop and apply contextual knowledge
 interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve
specific purposes in texts (ACELY1742)
 analyse ideas, information, perspectives, contexts and ideologies and the ways they are presented in increasingly demanding, sustained
imaginative, informative and persuasive texts
 compare ways in which spoken, written, visual, multimodal and digital texts are shaped according to personal, historical, cultural,
social, technological and workplace contexts
 identify, explain and challenge cultural values, purposes and assumptions in texts, including representations of gender, ethnicity,
religion, youth, age, disability, sexuality and social class
Understand and apply knowledge of language forms and features
 use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded
perspectives, and evaluating supporting evidence (ACELY1744, ACELY1754)
 examine how language is used to express contemporary cultural issues
Respond to and compose texts
 analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through
language, structural and/or visual choices
 locate, select, synthesise and creatively use information, ideas and arguments from texts to compose new texts
 understand and analyse differences between opinions and reasoned arguments, differences in shades of opinion and inconsistencies
 creatively adapt texts into different forms, structures, modes and media for different purposes, audiences and contexts and explain the
differences emerging as a result of such adaptations
 create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644, ACELT1773)
 create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive
purposes that reflect upon challenging and complex issues (ACELY1746, ACELY1756)
 identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge
to create purposeful texts that inform, persuade and engage (ACELY1740, ACELY1750)
 Overview of teaching and learning activities

Week 1 – Historical Context

Syllabus content Teaching and learning activities Resources
EN5-3B Lesson 1 – Introduction and Legacy of Slavery Black Panther trailer
A student: Students are introduced to their main text, Black Panther (2018) by viewing the trailer: https://www.youtube.com
Selects and uses  https://www.youtube.com/watch?v=dxWvtMOGAhw /watch?
language forms, features v=dxWvtMOGAhw
and structures of texts Key features students observe/analyse during the trailer may include:
appropriate to a range of  Potential themes presented 12 Years a Slave trailer
purposes, audiences and  Dialogue analysis https://www.youtube.com
contexts, describing and o Conquered vs. conquerors /watch?v=z02Ie8wKKRg
explaining their effects o Who was shown during this piece of dialogue
on meaning  Visual and audio choices Plantation Pains – C.
Students are informed & introduced to the historical context before viewing the text: Albert Andrews
Students:  Evaluating the legacy of slavery in the America https://www.poemhunter.
Engage personally with  Civil Rights Movement com/poem/plantation-
texts o Focus on historical figures pains/
analyse and explain how  Evaluating the legacy of colonialism in Africa
text structures, language Remainder of the lesson will evaluate the legacy of slavery using visual literature.
features and visual Trailer analysis: 12 Years a Slave
features of texts and the https://www.youtube.com/watch?v=z02Ie8wKKRg
context in which texts are Plantation Pains – C. Albert Andrews
experienced may https://www.poemhunter.com/poem/plantation-pains/
influence audience  Provides insight into:
response (ACELT1641) o How African people were viewed by white Americans.
o Mistreatment of African people in America using times of slavery
 Students analyse and explain how text structures, language features and visual
features of texts influence audience response.
 Students use literature on slavery to predict how Black Panther may address the
legacy slavery left behind.
EN5-3B Lesson 2 – Civil Rights Movement ½ “I have a dream” speech
A student: Students are introduced to the Civil Rights Movement 1954-68 using poetry on an https://www.youtube.com
Selects and uses historical event. /watch?v=vP4iY1TtS3s
language forms, features  American History by Michael S. Harper
Week 1 – Historical Context
Syllabus content Teaching and learning activities Resources
and structures of texts o Those four black girls blown up American History –
appropriate to a range of in that Alabama church Michael S. Harper
purposes, audiences and remind me of five hundred https://www.poetryfound
contexts, describing and middle passage blacks, ation.org/poems/42831/a
explaining their effects in a net, under water merican-history-
on meaning in Charleston harbour 56d2217856b08
Students: so redcoats wouldn’t find them.
Engage personally with Can’t find what you can’t see Jim Crow Laws
texts can you? https://drive.google.com/
Compare and evaluate  Students analyse text to identify and explain how language insinuates threats open?id=1H_-
how ‘voice’ as a literary during the movement. Klth6SEnYsX63XsCI7_
device can be used in a Students are further provided photographic texts displaying effects of Jim Crow laws g8M_nBe-Ly
range of different types of through segregation.
texts such as poetry to  Short activity – segregate the classroom
evoke particular o How does this make the students feel?
emotional responses  Students write an acrostic poem (one word per letter) using the word
‘segregate’.
Key historical figures – Martin Luther King Jr.
 Focus on MLK and his leadership role and approach during the Civil Rights
Movement
 Analysis of “I have a dream speech”
o https://www.youtube.com/watch?v=vP4iY1TtS3s
o What was the language MLK used to insight freedom? How has the
wording of his speech created a dialogue?
Focus questions
 What are the characteristics of leadership? List three.
 Did Martin Luther King Jr. demonstrate these characteristics? How/Why?
EN5-2A Lesson 3 – Civil Rights Movement 2/2 Malcolm X’s fiery speech
A student: Students are introduced to a secondary historical figure during the Civil Rights addressing police
Effectively uses and Movement – Malcolm X brutality
critically assesses a wide  A focus is placed on Malcolm X’s ideology and approaches during the https://www.youtube.com
range of processes, skills, movement. /watch?
strategies and knowledge o “By any means necessary”
Week 1 – Historical Context
Syllabus content
for responding to and
composing a wide range
of texts in different media
and technologies
Students:
Develop and apply
contextual knowledge
interpret, analyse and
evaluate how different
perspectives of issue,
event, situation,
individuals or groups are
constructed to serve
specific purposes in texts
(ACELY1742)
Understand and apply
knowledge of language
forms and features
use comprehension
strategies to compare and
contrast information
within and between texts,
identifying and analysing
embedded perspectives,
and evaluating supporting
evidence (ACELY1744,
ACELY1754)
Teaching and learning activities Resources
 Students explore the alternate approach of race pride, black nationalism and v=6_uYWDyYNUg
violence through an analysis of language and film techniques demonstrated in
the following two texts featuring Malcolm X. Malcolm X, do you hate
o https://www.youtube.com/watch?v=6_uYWDyYNUg all white people? (1963)
https://www.youtube.com
o https://www.youtube.com/watch?v=wcRSOHmYq-k
/watch?v=wcRSOHmYq-
Venn diagram activity k
 Students compare and contrast the ideology and approaches of Martin Luther
King Jr. and Malcolm X during the Civil Rights Movement. Students will
further conduct research into the legacy of the Civil Rights Movement and
investigate if issues still emerge in contemporary times.
o Articles on discrimination
o Policy brutality against African American people
o Black Lives Matter campaign
Classroom discussion & short debate
 Whose approach was more impactful/effective during the Civil Rights
Movement?
 Who had the correct approach?
Week 1 – Historical Context
Syllabus content Teaching and learning activities Resources
EN5-2A Lesson 4 – Colonialism The Scramble for Africa,
A student: In this lesson, students are introduced to colonialism, how it occurs and the effects of a Poem in the perspective
Effectively uses and colonisation to those colonised. of an African citizen
critically assesses a wide  In relation to the main text, students will explore colonialism through the against European Rule
range of processes, skills, Scramble for Africa 1881-1914 using poetic literature. https://historicalglobaliza
strategies and knowledge o https://historicalglobalizationissue2project.wordpress.com/2014/11/24/t tionissue2project.wordpr
for responding to and he-scramble-for-africa-a-poem-in-the-perspective-of-an-african-citizan- ess.com/2014/11/24/the-
composing a wide range against-european-rule/ scramble-for-africa-a-
of texts in different media  Students analyse text to assess how form and language are used to demonstrate poem-in-the-perspective-
and technologies the authors point of view of Africa’s colonisation and to develop their of-an-african-citizan-
understanding of colonialism and its effects. against-european-rule/
Students: An empathetic task to create imagination: How would students feel if they were
Engage personally with colonised?
texts  Randomly select half the class to colonise the other half
consider how aspects of  Send colonizing students to bring their chairs and belongings to those being
texts, including colonized and attempt a roleplay to economically exploit the colonized
characterisation, setting, student’s property by attempting to sell it. E.g. tables, chairs, pens
situations, issues, ideas, Short imaginative piece
tone and point of view,  Students are briefly introduced to Wakanda, a fictional African nation that is
can evoke a range of free from colonisation and hidden to prevent it occurring. Wakanda, being a
responses, including technologically advanced city that demonstrates progression, is an example of
empathy, sympathy, ‘what could’ve been’ without colonisation.
antipathy and indifference
 Students write a short imaginative piece exploring the possibility of “what
could’ve been” if Africa wasn’t colonised during the late 19th-early 20th century
and effected from the actions conducting during the Trans-Atlantic Slave Trade.

Week 2 – Film Analysis

Syllabus content
EN5-8D
A student:
Questions, challenges
and evaluates cultural
Teaching and learning activities Resources
Lesson 5 – Film analysis 1/3 Black Panther (2018) –
Students will view the first 45 minutes of the film Black Panther (2018) as their main film
text and take notes on the film based off knowledge and understanding of historical
context. Black Panther Booklet
Week 2 – Film Analysis
Syllabus content Teaching and learning activities Resources
assumptions in texts and  Short activities are provided for students to complete in their booklet when https://drive.google.com/
their effects on meaning viewing the film. open?
A focus will be placed on the following sections within the first 45 minutes of viewing. id=1PkQXGHB3uB8evK
Students:  Theme – African vs. African American xxmJt9GEjEDgMYwgXl
Respond to and o Introduction to American setting (makeshift basketball hoop/court,
compose texts language the children are using, television depicting police vs. African
analyse and evaluate how Americans)
people, cultures, places, o Introduction to Wakanda (technology advanced transportation and
events, objects and weaponry, technologically advanced country & cities, harmony between
concepts are represented cultural tradition and natural resources and technology)
in texts, including media  Colonisation
texts, through language, o Wakanda as a country without colonisation
structural and/or visual o Killmonger introduction – museum dialogue
choices
 “How do you think your ancestors got these? You think they paid
a fair price? Or did they take it, like they took everything else?”
o T’Challa & Nakia dialogue
 The hesitation to assist others in fear of colonisation and its
effects
Mind Map activity
 Students analyse and evaluate how Black Panther has used language, structural
and/or visual choices to represent people, culture, places, events, objects and
concepts in the first 45 minutes of the film.
EN5-1A Lesson 6 – Film analysis 2/3 Black Panther (2018) –
A student: Students will view the next 45 minutes of the film Black Panther (2018) as their main film
responds to and text and take notes on the film based off knowledge and understanding of historical
composes increasingly context. Black Panther Booklet
sophisticated and  Short activities are provided for students to complete in their booklet when https://drive.google.com/
sustained texts for viewing the film. open?
understanding, A focus will be placed on the following sections within the next 45 minutes of viewing. id=1PkQXGHB3uB8evK
interpretation, critical  Prince N’Jobu motive – Reference to African American hardship and Civil xxmJt9GEjEDgMYwgXl
analysis, imaginative Rights Movement
expression and pleasure o “Their leaders have been assassinated”
o “All over the planet our people suffer because they don’t have the tools
Week 2 – Film Analysis
Syllabus content
Students:
Develop and apply
contextual knowledge
analyse ideas,
information, perspectives,
contexts and ideologies
and the ways they are
presented in increasingly
demanding, sustained
imaginative, informative
and persuasive texts
15-minute activity: Classroom discussion
Colonialism
Teaching and learning activities Resources
to fight back”
 Killmonger – Theme: African vs. African American
o Journey to ancestral land comparison
 T’Challa – journey to Djalia
 Killmonger – journey to America
o Everett Ross (CIA operative) – “He’s not Wakandan, he’s one of ours”
o Killmonger to his Wakandan father – “Your home”
 Disassociation with Africa
 Killmonger council meeting – Colonisation & Civil Rights Movement
o “Black folks started revolution, they never had the firepower or
resources to fight their oppressors”
o “I know how colonizers think. So, we’re going to use their own strategy
against them”
o “Conquerors or the conquered” – W’Kabi
 Table is created on the whiteboard for students to share and discuss their ideas
and observations/notes:
Civil Rights African vs. African
Movement Legacy American

 Students must refer to the film and historical context, providing evidence to
support their information.
Question:
 How has the film presented the challenges faced by African & African
American individuals as still present in modern day?

EN5-5C Lesson 7 – Film analysis 3/3 Black Panther (2018) –

A student: Students will view the last 45 minutes of the film Black Panther (2018) as their main film
thinks imaginatively, text and take notes on the film based off knowledge and understanding of historical
creatively, interpretively context. Black Panther Booklet
and critically about  Short activities are provided for students to complete in their booklet when https://drive.google.com/
Week 2 – Film Analysis
Syllabus content
information and
increasingly complex
ideas and arguments to
respond to and compose
texts in a range of
contexts
Students:
Develop and apply
contextual knowledge
compare ways in which
spoken, written, visual,
multimodal and digital
texts are shaped
according to personal,
historical, cultural, social,
technological and
workplace contexts
EN5-4B
A student:
effectively transfers
Teaching and learning activities Resources
viewing the film. open?
A focus will be placed on the following sections within the last 45 minutes of viewing. id=1PkQXGHB3uB8evK
 Killmonger – an allusion to the legacy of slavery xxmJt9GEjEDgMYwgXl
o “Just bury me in the ocean with my ancestors that jumped from the
ships…’cause they knew death was better than bondage.” “I have a dream” speech
 The legacy of Wakanda – a pacifist approach https://www.youtube.com
o Aiding everyone /watch?v=vP4iY1TtS3s
o Removing the African vs. African American barrier
 T’Challa – United Nation Speech: Similarities to “I have a dream”
o “My name is King T’Challa, son of King T’Chaka. I am the sovereign
ruler of the nation of Wakanda. And for the first time in our history we
will be sharing our knowledge and resources with the outside world.
Wakanda will no longer watch from the shadows, we cannot. We must
not. We will work to be an example of how we as brothers and
sisters on this earth should treat each other. Now, more than ever, the
illusions of division threaten our very existence. We all know the
truth. More connects us than separates us. But in times of crisis, the
wise build bridges while the foolish build barriers. We must find a
way to look after one another as if we were one, single tribe.”
15-minute activity: Speech analysis + Historical allusion
 A focus on speech delivery, language and meaning
o Related text: “I have a dream”
o How could MLK’s “I have a dream” speech be used as a related text to
support the historical context provided in the film?
 “Cause they knew death was better than bondage”
o Do you believe this is a powerful line in the movie? Why/Why not?
o What does this suggest about Killmonger’s relation to theme(s)
presented in the film?
Lesson 8 – Creative Lesson: Podcast Black Panther (2018) –
Using their booklet, students gather notes on the film in relation to historical context film
(Legacy of slavery, colonialism and Civil Rights Movement) and conduct further
Week 2 – Film Analysis
Syllabus content Teaching and learning activities Resources
knowledge, skills and research into the social commentary and criticism of the film. iPads/Laptops
understanding of  Look into reviews and criticism (IMDB, Rotten tomatoes, Youtube)
language concepts into Students split into groups of 4-6 and conduct a podcast activity, roleplaying as critics of Visual/audible recording
new and different the film, reviewing the text using evidence gathered during their analysis and research. device
contexts  Students will record their discussion, upload and submit it to Google Classroom
alongside their individual booklets and research notes. Google classroom
Students: Time is provided towards the end of the lesson for students to share three key points
Respond to and their group discussed about the film.
compose texts
locate, select, synthesise
and creatively use
information, ideas and
arguments from texts to
compose new texts

Week 3 – Diversity and social justice

Syllabus content Teaching and learning activities Resources
EN5-8D Lesson 9 – Black Representation Black Representation –
A student: Students explore how African people are represented in media. Stereotypes in media
questions, challenges and  What are the stereotypes associated with them? https://drive.google.com/
evaluates cultural open?id=1pt3GDExcZ-
assumptions in texts and Black Buck – Unpredictable, sexually dangerous, wild and requires control by white 49X-
their effects on meaning society Jxz_k0oN2b1Hr8WV54
Magical Negro – Street mystic, enlighten and help white characters
Students: Coon – Comic relief, buffoon, sometimes street smart. Represents intellectual iPads/Laptops
Engage personally with inferiority
texts Mammy – Loud, sassy black woman. Not seen as romantic, strong and fussy, comic In their perspective
analyse and explain the relief worksheet:
ways in which particular Uncle Tom – Advance the needs of white characters https://drive.google.com/
texts relate to their Tragic Multatto – Light-skinned woman, sexual or romantic interest. Damsel in open?
cultural experiences and distress figure, needs a man to save them. id=1I5H7npK7LNWYZg
the culture of others 5Mf0RB0twfW6bnRiyD
Students provide examples of how Black Panther provides accurate African Cultural
Week 3 – Diversity and social justice
Syllabus content Teaching and learning activities Resources
Representation.
Research task investigating:
 Casting:
o Okeye (Danai Gurira) – Zimbabwean descent
o Dora Milaje Guard (Florence Kasumba) – Ugandan
o W’Baki (Daniel Kaluuya) – Ugandan
o Nakia (Lupita Nyongo) – Kenyan
 Language:
o Xhosa – Spoken in South Africa
 Costume design
o Mursi and Surma lip plates (frequently used in Ethiopia)
o Zulu headdress (worn by ethnic group from Southern Africa)
o Igbo mask (present in Nigeria)
o Basotho Blankets (from Lesotho, designed by Sesotho people)
o Ndebele neck rings (present in Zimbabwe & South Africa)
o Tuareg scarves (North/West Africa)

In their perspective:
 Students are to imagine themselves viewing a film that has accurately
represented their culture and its traditions for the first time.
 Write a short letter to a fictional director/producer/writer/actor about how the
film or their role has impacted you personally. Include the value you found in
their text/performance.

EN5-5C Lesson 10: Character focus – T’Challa & Killmonger; Martin Luther King Jr. & T’Challa vs. Killmonger
A student: Malcolm X Mind Map – Print in A3
thinks imaginatively, Students focus on the characters of King T’Challa (Black Panther) and Erik Stephens size
creatively, interpretively (Killmonger) in this lesson, exploring the traits the characters possess and their https://drive.google.com/
and critically about approaches to issues presented through historical context. open?
information and  Students will be guided to distinguish similarities T’Challa shares with Martin id=1rstomQ8g7z0ant9x2
increasingly complex Luther King Jr. and Killmonger shares with Malcolm X P9bGqkrmJAAaZW_
ideas and arguments to Venn diagram
Week 3 – Diversity and social justice
Syllabus content Teaching and learning activities Resources
respond to and compose  Students will produce a Venn diagram that compares and contrasts these two
texts in a range of characters approaches and goals.
contexts  Additional focus is placed on the characteristics of leadership shown by the two
characters.
Students: Choosing a side:
Engage personally with  Students will decide which approach (T’challa or Killmonger) would be more
texts impactful and correct.
 In these separate groups, students will create a large mind map to note their
reflect on, extend, argument, supported by evidence, for the upcoming debate activity.
endorse or refute others' Debate
interpretations of and  Using their collective responses, students will debate their argument on which
responses to literature approach was correct and more effective for the goals these characters had in
(ACELT1634, the film. Students will also need to refer to historical context.
ACELT1640) Additional activity: Four corner
 To develop a clearer understanding of where each student stand, the debate will
Respond to and transition to a four-corner activity, with each corner of the room representing a
compose texts more specific opinion:
understand and analyse o Strongly agree
differences between o Agree
opinions and reasoned o Disagree
arguments, differences in o Strongly disagree
shades of opinion and
 Each student will create one statement to for their peers to answer by moving to
inconsistencies their chosen corner. A member from each corner selected will need to briefly
justify their choice in response to the statement provided.

EN5-4B Lesson 11 – Creative Lesson: Re-writing the ending Alternate ending

A student: In this lesson, students will construct an alternate ending to Black Panther (2018). worksheet
effectively transfers  Students use their knowledge on the characters approach and motives, in https://drive.google.com/
knowledge, skills and addition to the films references of historical context to prompt their writing. open?
Week 3 – Diversity and social justice
Syllabus content
understanding of
language concepts into
new and different
contexts
Students:
Respond to and
compose texts
creatively adapt texts into
different forms,
structures, modes and
media for different
purposes, audiences and
contexts and explain the
differences emerging as a
result of such adaptations
Teaching and learning activities Resources
o Desire to colonise the world – the conquerors id=1JBBJ5K79m9i8wUj
o Fighting oppression with force S8nsBI_GjsIPNViuR
o Black nationalism
Students may select their choice of textual:
 Form
 Structure
 Mode
 Media
Students stories are to begin after the final battle in Wakanda.
 The timeframe of their story must be established, minimum two days duration
 Example: two days, weeks, months, years, decades etc.
 Include a speech delivered to the United Nations as T’Challa had done.
Students are required to explain the differences emerging as a result of their new
adaptation of the film and justify their choice of form, structure, mode, media and
intended audience.

EN5-8D Lesson 12: Character focus – Gender roles: Women in Black Panther iPads/Laptops
A student: In this lesson, students will investigate how woman have been previously portrayed in
questions, challenges and media, specifically focusing on film. Stereotypes are explored through film characters Visual/audible recording
evaluates cultural that represent the following examples in film: device
assumptions in texts and  Damsel in distress – in need of a rescue, reliant on men for assistance
their effects on meaning  Beauty standards – long hair, thin physique Okoye
 Love interest https://vignette.wikia.noc
Students:  Sidekick ookie.net/marveldatabase
Develop and apply Students are then presented with more recent examples of films and female character /images/5/58/Okoye_
contextual knowledge depicting a change in their roles. Examples include: %28Earth-
identify, explain and  Marvel Cinematic Universe: Female superheroes 199999%29_from_Black
challenge cultural values,  Film reboots: Oceans 8, Ghostbusters _Panther_film_001.jpg/re
purposes and assumptions vision/latest/scale-to-
 History – Hidden figures
in texts, including width-down/300?
Jigsaw activity – Black Panther: representation of women
representations of gender, cb=20180220194108
Week 3 – Diversity and social justice
Syllabus content
ethnicity, religion, youth,
age, disability, sexuality
and social class
Week 4 - Legacy
Syllabus content
EN5-6C
A student:
investigates the
relationships between
and among texts
Students:
Respond to and
Teaching and learning activities Resources
 Students are split into groups of four and each assigned the following three
female characters and female group present in Black Panther (2018). Shuri
o Okoye (General of the Wakandan army) https://cdn1.thr.com/sites/
o Shuri (Educated, lead scientist/warrior) default/files/imagecache/
o Nakia (Lead Humanitarian/warrior) scale_crop_768_433/201
o Dora Milaje (Female warriors; commanded by Okeye) 8/02/blackpanther596d2f
 Students analyse the roles of women throughout the film, assessing how their 0340b95-h_2018.jpg
actions, roles and characteristics present women in film differently to the
established stereotypes. Nakia
http://blackpanthercostu.
 Together as a group, students will establish a spin-off film featuring these
me/wp-
female characters as playing the lead roles and will create plot synopsis and
content/uploads/2018/06/
summary of the film.
Black-Panther-Nakia-
Dora-Milaje-Battle.jpg
Dora Milaje
https://images.ctfassets.n
et/22n7d68fswlw/4Woeq
oDcJ2UgaUGa4Y6c6S/f
bae84c40abee466d21be9
6effea0a2b/DoraMilaje.jp
g?w=1200&h=600
Teaching and learning activities Resources
Lesson 13: The legacy of Stan Lee Marvel Remembers the
In this lesson, students will focus on the legacy of Stan Lee, the creator of Black Legacy of Stan Lee
Panther and numerous other fictional superhero characters in Marvel. https://www.youtube.com
 Students view a short text on the legacy Stan Lee left behind. /watch?v=ea4Tq7HB7kU
 https://www.youtube.com/watch?v=ea4Tq7HB7kU
Focus on how the video addresses Stan Lee’s work in addressing the concepts of iPads/Laptops
diversity, equality and conversations on social politics.
Visual/audible recording
Week 4 - Legacy
Syllabus content Teaching and learning activities Resources
compose texts  “Any ideas that he championed, all kinds of different voices, all kinds of points device
create imaginative texts of view, and the concept of diversity and equality and conversations about you
that make relevant know social politics, all these things he had been doing for years and now it’s at Google classroom
thematic and intertextual the forefront of everything we talk about.”
connections with other Students will evaluate the impact of Stan Lee’s legacy by exploring how he used text
texts (ACELT1644, and fictional characters to address issues related to diversity and social justice.
ACELT1773)  African American superheroes – Falcon, War Machine, Luke Cage
 Female superheroes – Captain Marvel, Black Widow, Scarlett witch, The Wasp
Newsroom activity
 Students volunteer or assigned different roles to create a news broadcast on
Stan Lee’s passing and the legacy he left behind. Roles may include
o Editor – Editing the work for the final product
o Floor manager – Checking in with each role, ensuring on task behaviour
and time management
o Writers – Writing the scripts for the presenters to read
o Presenters – Presenting the final script/product
o Researchers – Researching reports/information on his life and legacy
o Reporters – Conducting interviews on those impacted by Stan Lee
o Interviewees – those who have had their lives changed/impacted by Stan
Lee and his work
o Media – in charge of images/videos to go with the presentation
Newsroom activity will be recorded and uploaded to Google Classroom

EN5-1A Lesson 14: Creative lesson – Comic creation Comic strip creation
A student: In this lesson, students will construct a comic strip based on a fictional superhero of worksheet/template
responds to and their own creation. https://drive.google.com/
composes increasingly Superhero characters and stories are required to include/address: open?
sophisticated and  Contemporary issues related to diversity and social justice id=1Cde0npv7P2UDfxF
sustained texts for  Historical context LlDX4cbJ2weflDveP
understanding,  Have a persuasive purpose to face the issue
interpretation, critical  Have supportive characters
analysis, imaginative  Set in a relevant location
Week 4 - Legacy
Syllabus content Teaching and learning activities Resources
expression and pleasure  Dialogue
Comic strips are required to have a minimum of six sections for students to create their
Students: comic.
Respond to and  Illustrations are encouraged
compose texts Students will be provided time towards the second half of the lesson to present their
create sustained texts, comic strip, story and why they’ve selected/created their material.
including texts that  Comic strips are submitted for collection at the end of the lessons.
combine specific digital
or media content, for
imaginative, informative,
or persuasive purposes
that reflect upon
challenging and complex
issues (ACELY1746,
ACELY1756)

EN5-8D Lesson 15: The legacy of Black Panther Pray for me – The
A student: In this lesson, students will focus on the legacy Black Panther leaves to its audience Weeknd ft. Kendrick
questions, challenges and through authority and leadership. Lamar
evaluates cultural  “Even if they have superpowers, they have to be believable. What they do has https://www.youtube.com
assumptions in texts and to be what any normal person would do in those situation” – Stan Lee /watch?
their effects on meaning Students explore how Black Panther has represented legacy through the authority and v=XR7Ev14vUh8
leadership figures presented in the movie?
 How is T’Challa and Wakanda a representation of the legacy left by his
Students: ancestors and historical colonisation? Provide evidence.
Understand and apply  How is Killmonger a representation of the legacy left by slavery and
knowledge of language discrimination of African American peoples? Provide evidence.
forms and features  How has the film represented both historic and contemporary issues effecting
examine how language is the lives of African and African American peoples? What does this mean for the
used to express future?
contemporary cultural Song analysis – Pray for Me by The Weeknd ft. Kendrick Lamar (featured in the film
issues Black Panther).
 https://www.youtube.com/watch?v=XR7Ev14vUh8
Week 4 - Legacy
Syllabus content Teaching and learning activities Resources
 Features aspects of racial injustice and expectations to rise and fight against it
 Students explore the language of the song, focusing on lyrics that create impact
upon the audience.
o Lyric choice – what message are the lyrics trying to present? Who is the
intended audience? What type of expectation does the song place upon
its audience? Why?
o What language devices are used in the text? Why?
 What emotions do the students feel when listening/analysing the song? Why?
o Do the students feel a desire to act against racial injustice? Is this the
legacy Black Panther has left behind? Why/Why not?

EN5-1A Lesson 16: Creative lesson – a song in response Pray for me – The
A student: In this lesson, students will construct a song in response to the legacy left by Black Weeknd ft. Kendrick
responds to and Panther. Lamar
composes increasingly  Students are to break into groups of three and work collaboratively to complete https://www.youtube.com
sophisticated and the assigned task. /watch?
sustained texts for  Students may choose to create their own lyrics from scratch or to rewrite the v=XR7Ev14vUh8
understanding, lyrics of a song featured in the film/address themes presented in the film
interpretation, critical o E.g. This is America – Childish Gambino This is America –
analysis, imaginative o https://www.youtube.com/watch?v=VYOjWnS4cMY Childish Gambino
 Each song requires a verse, chorus and bridge https://www.youtube.com
expression and pleasure
o One student per section of the song /watch?
v=VYOjWnS4cMY
Students:  The song must relate to the film Black Panther and feature aspects of historical
Respond to and context, diversity and social justice, and legacy.
iPads/Laptops
compose texts Song lyrics will be uploaded to Google classroom together with a detailed explanation
identify and explore the of lyric choice.
Google classroom
purposes and effects of
different text structures
and language features of
spoken texts, and use this
knowledge to create
purposeful texts that
Week 4 - Legacy
Syllabus content Teaching and learning activities Resources
inform, persuade and
engage (ACELY1740,
ACELY1750)