Unit Plan School Context

EDUC4728D Unit Plan ID: 2166872
Hannah Fox
UNIT PLAN
School Context
Extracted from the My School website (ACARA, 2020a)
The focus school for this unit is Glenunga International High School; a public school located in
Adelaide, South Australia. Currently the school has 1, 839 students from 84 different countries of
birth, offering places to locally zoned students, specialist entry students and 70 international fee-
paying students. The rich cultural diversity of the school and global themes and international texts
create a rich learning environment for staff and students. Moreover, the school provides specialists
programs for students which include the IGNITE Program for students with high intellectual potential
and the International Baccalaureate Diploma in Years 11-12. These programs provide students with
invaluable experiences such as going on overseas study trips, as well as hosting study tours and
visiting delegations from all over the world. The school has developed a set of community-influenced
values which include excellence (to the power of personal best), opportunity (to the power of you),
international mindedness and harmony. There is also a strong focus on supporting students to become
21st century learners, which the school achieves by personalising learning; delivering trans-
disciplinary curriculum; developing critical thinking, literacy and numeracy skills; and using
technology to enhance face to face teaching. The Glenunga Pedagogical Framework provides staff
with a foundation from which they can build their teaching practices to ensure 21 st century teaching
and learning is being achieved.
Class Context
The focus class for this unit includes 25 Year 9 students whom are required to complete a compulsory
semester of History. The students are a part of the IGNITE program, and are therefore recognised as
gifted and talented. Furthermore, the school employs a digital learning approach to enhance the
learning experiences of their students, and encourages students from Year 8 onwards to bring their
own device. For students who do not have a device, the school offers laptops which can be borrowed
from the library, to ensure no student is disadvantaged. Since the school has such a strong focus on
digital learning, each teacher has a ‘Google Classroom’ that all their students have access to, both in
the classroom and at home. This provides teachers and students with a digital space to store and
access relevant information from lessons such as task sheets, PowerPoints, videos etc. The school also
uses DayMap to post announcements, homework, lesson outlines etc., as well as a way of
communicating with parents. These tools allow teachers to keep students up-to-date on lesson content
they may have missed, as well as ensuring parents are aware of their child’s progress and subject
requirements. Additionally, the schools timetable is structured in lessons that are 55 minutes, 75
minutes and 80 minutes in length, with each subject having 3 lessons per week. For this subject,
students will have lesson on a Monday, Tuesday and Thursday, yet will be able to communicate at
any point with their teacher through the Google Classroom or in person.
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UNIT OUTLINE
Subject: History
Year Level: 9 IGNITE
Unit Topic: Rights and Freedoms
Unit Length: 10 weeks
Key Teaching Strategies

The school has decided to begin employing a Visible Learning (VL) approach across all subject areas
this year. At the beginning of the year, the staff of Glenunga, as well as interns and pre-service
teachers, completed a day of professional development training regarding how to implement VL into
their subject areas. The decision to introduce VL, largely stemmed from the school’s desire to create
learning opportunities for students that are reflective of 21 st century ideals. Hattie & Yates (2014)
recognise that VL encourages teachers to ‘see learning through the eyes of students, [which in turn
allows] students to see learning through the eyes of themselves as teachers’, which is valuable in
helping students to become critical thinkers and autonomous learners. Through employing VL,
students can move from being passive learners to active learners, as it engages them in the learning
process and promotes higher order thinking skills (Hattie & Yates, 2014). In a classroom context, it is
understood that VL is best achieved when used in conjunction with a student-centred approach;
primarily because it allows students to take responsibility for their learning, and think critically about
the content and what relevance it has in a real-world context. Throughout this unit plan, it is evident
that VL has been applied, along with a student-centred approach. However, a teacher-directed
approach has also been utilised to ensure students are appropriately supported throughout the unit, and
to ensure they are engaging with tasks and assessments correctly. Moreover, differentiation permeates
almost every aspect of this unit plan to ensure students are appropriately challenged, and has taken
into consideration the varying readiness levels of students.
Integrated Curriculum Learning Opportunities

The integrated curriculum learning opportunities for this unit are limited, but include:
English – Literacy skills will be required throughout the unit as students will engage with tasks and
assessments that require them to read, write and speak. They will also need to develop and create texts
for a range of different purposes, which will require them to apply what they have learnt in English to
their tasks and assessments in History.
Design/ICT – Students will be required to create assessments that are interesting, informative and
engaging, which they will achieve through use of ICT.
Mathematics – Students will engage with a range of statistics throughout this unit, thus requiring
them to analyse and interpret the statistics, and draw conclusions.
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Unit Aim
By the end of this unit, students will be able to explain how rights and freedoms have been ignored,
demanded and/or achieved in Australia and in the broader world context; specifically highlighting the
origins and significance of the Universal Declaration of Human Rights. They will understand the
significance of the US Civil Rights Movement, and methods used by key civil rights activists to
achieve change for African-American peoples. Moreover, students will understand the significance of
the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: Wave Hill; 1965
Freedom Rides; 1967 Referendum; Reconciliation; Mabo decision; Tent Embassy; the Apology.
Similarly, they will also be able to identify the methods used by civil rights activists to achieve
change for Aboriginal and Torres Strait Islander Peoples. Ultimately, the overarching intended aim of
this unit is to educate students on the struggles for human rights, and make them aware of the
continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world.
Achievement Standards
‘By the end of Year [9], 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.
Students identify relationships between events across different places and periods of time. They
process, analyse and synthesise information from a range of primary and secondary sources and use it
as evidence to answer inquiry questions. 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’ (ACARA, 2020b).
Content Descriptors
Rights and Freedoms (1945 – the present)
o Students investigate struggles for human rights in depth. This will include how rights and
freedoms have been ignored, demanded or achieved in Australia and in the broader world
context. The origins and significance of the Universal Declaration of Human Rights,
including Australia’s involvement in the development of the declaration (ACDSEH023).
o Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and
freedoms before 1965, including the 1938 Day of Mourning and the Stolen
Generations (ACDSEH104).
o The US civil rights movement and its influence on Australia (ACDSEH105).

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o The significance of the following for the civil rights of Aboriginal and Torres Strait Islander
Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision;
Bringing Them Home Report (the Stolen Generations), the Apology (ACDSEH106).
o Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait
Islander Peoples, and the role of ONE individual or group in the struggle (ACDSEH134).
o The continuing nature of efforts to secure civil rights and freedoms in Australia and
throughout the world, such as the Declaration on the Rights of Indigenous Peoples
(2007) (ACDSEH143).
(ACARA, 2020b)
Connections to Teaching for Effective Learning (TfEL) framework

Domain 1 – Learning for effective teaching
1.1 Understand how self and others learn – This unit requires teachers to continually reflect on
themselves as learners and leaders to ensure they are maximising the learning experiences for their
students. It is important that teachers are aware of their own individual preferences for thinking,
learning and leading, so that they can effectively communicate that with other staff members. Weekly
staff meetings will occur throughout this unit to ensure teachers are able to articulate their progress
and seek feedback from staff members regarding the effectiveness of their teaching practices. The
feedback that is provided throughout this unit will be reflected in the development of future units.
1.6 Design, plan and organise for teaching and learning – The school has established systems for
monitoring and tracking student engagement and learning outcomes, which heavily influenced the
development of this unit. It is important that the unit reflects and meets the needs of all students,
therefore making differentiation an integral aspect of this unit. Moreover, the learning methods and
resources that were selected were chosen based on their ability to engage and motivate all students,
while also ensuring students were provided with equal opportunities to develop their skills and
knowledge.
Domain 2 – Teaching for effective learning: Create safe conditions for rigorous learning
2.2 Build a community of learners – The learning activities and assessments that have been selected
and developed for this unit endeavour to promote a classroom environment that promotes mutual
support, respect and trust to facilitate learning. The unit recognises that learning is social, thus
providing students with learning opportunities that allow them to communicate with their peers and
form strong relationships. Ultimately, it is evident that the unit takes a student-centred approach to
learning by acknowledging students’ experiences, cultures and personal stories, which will help them
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to develop strong individual and group identity and a sense of belonging.
2.4 Support and challenge students to achieve high standards - The use of differentiation is a
fundamental aspect of this unit because it ensures that every student is appropriately challenged and
engaged. Students are continually encouraged to reflect on their learning and seek feedback to help
assist them in their learning. It is apparent that some students may already have a solid understanding
of the unit content, while it may be entirely new territory for others; therefore, this unit aims to
provide students with equal opportunities through tiered lesson activities and assessments, and works
to develop the resilience of students.
Domain 3 – Teaching for effective learning: Develop expert learners

3.1 Teach students how to learn – Students are provided with learning opportunities throughout this
unit which endeavour to build on their skills as autonomous learners. The unit is comprised of
activities and assessments that require students to think critically about a range of contentious issues,
yet asks them to consider why they think what they think and helps them to develop skills to unpack
their understanding further. By engaging in collaborative work, students are able to see and
understand how other people learn, and ultimately use this understanding to develop their own
learning and in turn model their own strengths.
3.4 Promote dialogue as a means of learning – The unit utilises a range of learning activities and
assessments that use dialogue as a means of learning. Since the unit employs Visible Learning, class
discussions are a fundamental aspect of the learning process for students. Students will be encouraged
to contribute to open class discussions almost every lesson, which will give them the opportunity to
talk about their knowledge and attitudes on certain topics while listening and acknowledging new
ideas and concepts.
Domain 4 – Teaching for effective learning: Personalise and connect learning

4.3 Apply and assess learning in authentic contexts – The learning activities and assessments that
have been selected for this unit endeavour to align curriculum outcomes with real-world settings. It is
important for students to be able to make connections between what they are learning in the classroom
and what impact that can have in a real-world context. Moreover, students are required to engage in
self and peer evaluation/assessment throughout the unit to help them understand how to accurately
assess themselves as learners and exercise that understanding.
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Learning Objectives
The learning objectives of this unit aim to assist Year 9 students in developing their understanding
regarding the struggles for human rights, and make them aware of the continuing nature of efforts to
secure civil rights and freedoms in Australia and throughout the world. Throughout each lesson and
assessment, students will have the opportunity to engage with key ideas and themes that stem from
the Civil Rights Movement (USA) and Indigenous Rights (Australia). Therefore, taking into
consideration the achievement standards created by ACARA, it is expected that by the end of this unit
students will:
Understand
o That beliefs and values contribute to patterns of change and continuity over time
o That patterns of change and continuity are primarily caused by key events
o That actions of individuals and groups are influenced by beliefs and values
o That the causes of events and developments were influenced by the actions of people in the
past
o That perspectives are important in establishing the significance of events and developments
Know
o That the Universal Declaration of Human Rights was developed in 1948 to protect the rights
of and freedoms of all individuals, everywhere.
o That the US civil rights movement aimed to end legalised racial discrimination,
marginalisation, and racial segregation, of African American Peoples in the United States.
o That the US civil rights movement influenced Australia.
o That the civil rights of Aboriginal and Torres Strait Islander Peoples were influenced by key
events and developments.
o That the methods used by civil rights activists helped to achieve change for Aboriginal and
Torres Strait Islander Peoples, and African-American Peoples.
Be able to
o Identify relationships between events across different places and periods of time.
o Deduce what impact the US civil rights movement had for African-American Peoples, and
what influence it had on Indigenous Peoples in Australia.
o Explain what impact civil rights activists had on achieving change.
o Process, analyse and synthesise information from a range of primary and secondary sources
and use it as evidence to answer inquiry questions.
o Develop texts which respond to civil rights and freedoms in America and Australia.
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Essential Questions
o How have rights and freedoms been ignored, demanded or achieved in Australia and in the
broader world context?
o What influence did the US civil rights movement have on Australia?
o How have civil rights activists helped to elicit meaningful change in America and Australia?
Addressing General Capabilities
Literacy
Students will develop the literacy capability throughout this unit as they engage with various texts.
The activities and assessments featured in this unit will require students to listen to, read, view, speak,
write and create oral, print and digital texts, which in turn will help to develop their literacy skills.
Students will be exposed to varying texts throughout the unit which will require them to listen and
respond to them, as well as interpret and analyse them. Many of the texts students engage with will
form the basis of their assessments so it is important that students have the appropriate skills and
strategies to access and interpret the texts they are presented with. It is important of the teacher to
support the students through this process.
Information and Communication Technology (ICT) Capability

Students are required to investigate, communicate and create with ICT at various points throughout
the unit. Students will use online collaboration sites such as Peardeck, Edji and Jamboard, to
particpate in group work with their peers, and will use different Google features such as Google Docs
and Google Slides to produce their individual assessment tasks. Students should already be familiar
with the online sites they will be using throughout the unit, but the teacher will support students where
necessary.
Ethical Understanding
This unit is particularly rich with opportunities for students to develop their ethical understanding.
The ideas and themes that are explored throughout the unit require students to critically examine
beliefs and values, explore rights and responsibilities, and consider points of view. Almost every
content descriptor featured in the unit provides students with an opportunity to develop the capability
of ethical understanding. The use of class discussions and group work will help students to unpack
sensitive and contentious ideas and themes, and provide them with a space to reflect and consider
different thoughts and opinions.
Personal and Social Capability

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Students will be provided with opportunities to develop their social awareness throughout the unit.
The themes and ideas that students will be exploring will require them to continually consider and
appreciate diverse perspectives to help them draw conclusions. Students are frequently encouraged to
explain the significance of different events and developments from a range of perspectives, which
they will achieve by processing and analysing various primary and secondary sources.
Critical and Creative Thinking

Students will develop their critical and creating thinking skills throughout this unit as they identify
and clarify ideas, and organise and process information. This is particularly prevalent when students
investigate the struggles for human rights and how rights and freedoms have been ignored, demanded
or achieved in various real-world contexts. Students will also need to imagine possibilities and
connect ideas, specifically when considering how the US civil rights movement influenced Australia.
Intercultural Understanding
Students will develop their intercultural understanding as they explore and compare cultural
knowledge, beliefs and practices. When investigating different events/developments that impacted on
the civil rights for Aboriginal and Torres Strait Islander Peoples, students will be able to recognise
how their culture and cultural identity was affected. Moreover, through students exploring the
methods used by civil rights activists, they will be able to begin challenging stereotypes and
prejudices they encounter.
Cross-curriculum priorities
Aboriginal and Torres Strait Islander Histories and Cultures
The cross-curriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures is
continually explored throughout this unit as students consider the ways Aboriginal and Torres Strait
Islander Peoples culture and ways of life have been impacted throughout Australia’s history. This also
helps students to gain a deeper understanding of Aboriginal and Torres Strait Islander Peoples’ ways
of being, knowing, thinking and doing.
Developing Thinking Skills

Bloom’s Taxonomy
The use of Bloom’s Taxonomy is utilised throughout this unit to help students become high-order
thinkers and active learners (Pendergast & Bahr, 2010). It is crucial for students in the 21 st century to
think critically about what they are learning in a classroom context, and how it connects to the world
around them. Therefore, the learning activities and assessments that have been selected and developed
for this unit require students to analyse and evaluate different types of texts to develop their
knowledge, ideas and opinions. Additionally, it is important for students to be actively involved in the
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learning process, rather than passive consumers of knowledge; thus, this unit endeavours to provide
students with a range of opportunities to take control of their own learning. Through use of
collaborative group work, class discussions, and individual tasks, students are able to analyse and
evaluate key concepts and ideas and draw relevant conclusions. Moreover, to further develop the
thinking skills of students, the summative assessments tasks that are featured in this unit are designed
to provide students with opportunities to apply what they have learnt to create essays which respond
to the varying themes and ideas.
Special Considerations or Contingencies

This unit plan uses differentiation by readiness to help meet the needs of students. It is understood that
readiness is defined against specific goals and task demands, yet changes over time thus requiring
teachers to continually check-in (Doubet & Hockett, 2015). The use of tiered learning activities and
assessments is prevalent throughout the unit to ensure the various levels of student readiness are being
catered for. Moreover, this unit employs differentiation by learning profile preferences to ensure
students are learning in ways that are comfortable and accessible to them (Doubet & Hockett, 2015).
It is important that the teacher is aware of the various learning preferences of students early in the
unit, so that they can modify tasks appropriately to suit various needs and preferences. However,
current literature has identified that even by employing effective differentiation, only 80% of students
are able to have their needs met (Foreman, 2017). Therefore, for students in the additional 20%, it is
apparent that they require greater support and considerations. Special considerations and
contingencies have been listed below:
Students who are recognised as gifted and talented

o Selecting resources that are more advanced and require students to think more critically
about a topic
o Providing students with vocabulary terms to learn that are more advanced and encourage
them to apply them during the unit
o Posing questions on a topic that are more complex when students engage in small-group
discussions or individual responses i.e. summative assessments
o Challenging students to work on open-ended tasks with multiple possible solutions
o Providing students with access to a professional mentor in a particular field of interest i.e.
another teacher at the school
o Design challenging ‘anchor activities’ that students can work through if they complete
assigned class work early
(Jarvis, 2017)
Students with Autism Spectrum Disorder

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o Keeping verbal instructions short and simple – ideally giving only one instruction at a time
o Check in with students to determine their understanding of instructions and task requirements
by asking ‘yes/no’ questions
o Understanding the specific learning needs of the specific student – use the NEP to guide unit
planning
o Identify clear and achievable learning goals for the student to work towards
o Select learning resources that appear to mirror the learning needs of the student and help
them towards achieving their learning goals
(Carpenter, 2017)
Students with a hearing impairment

o Ensure the student is seated close to the front of the room to minimise noise interference
o Provide printed transcripts when engaging with spoken resources i.e. YouTube clips
o Regularly check for student comprehension when facilitating a classroom discussion to
determine their understanding – important for the teacher to not draw undue attention during
this process
o Monitor classroom volume to ensure it does not exceed a quiet chatter
o Teacher should use a clear and loud voice during lessons
(Hyde, 2017)
Resources
All resources for this unit, aside from summative and formative task sheets/rubrics (that I created), are
collated in a Google Drive. I do not have permission from the school to share the file, so if you
require the resources please let me know and I will download them all and share them with you.
Videos are hyperlinked where possible and same with videos. If they are not hyperlinked it means
they are from the Google Drive.
Modes of Assessment
The learning activities and assessments that have been selected for this unit endeavour to provide
students with the necessary skills and knowledge they require to become active learners. Authentic
assessments have been embedded frequently throughout the unit to ensure students are able to apply
their knowledge and understanding to different contexts, which in turn helps them to form a greater
understanding of how the content relates to real-life situations and conditions. Moreover, by taking
into consideration Vygotsky’s Zone of Proximal Develop (ZPD), the teacher will endeavour to
determine the optimal match between their students’ prior knowledge and understanding of Rights
and Freedoms and the introduction of new ideas and skills. This will be achieved through pre-
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assessment at the beginning of the unit, as well as continually throughout to ensure students are being
appropriately challenged. Additionally, since this unit takes a student-centred approach to learning,
the assessments are designed to give students autonomy over their learning where possible, which
ensures they are actively involved in the learning process.
Formative
Pre-assessment
Students will be required to complete a pre-assessment survey on Google Forms in the first lesson of
the unit (appendix 1). They will be required to respond to 10 questions which are in the form of both
multiple choice and short-answer. The questions are designed to highlight students’ current
knowledge and understanding of rights and freedoms in the context of America and Australia history.
This will help the teacher to gain a deeper understanding of the prior assumptions and understanding
of students to ensure they are not spending time covering content students are already familiar with.
Additionally, at the end of the lesson, students will complete an exit card that requires them to express
any concerns they have about the upcoming topic, what they are excited about, and what they want to
learn more about. The responses that are provided by students will help the teacher to effectively
modify the unit where necessary to ensure students are in their ZPD, and are engaging in learning
tasks and assessments that are appropriate for their level of readiness. Furthermore, pre-assessments
will be used continually throughout the unit as students encounter new ideas and themes to ensure the
teacher is always aware of student readiness.
Ongoing
Different types of formative assessment will be utilised throughout this unit to effectively gauge
student understanding at different stages. Therefore, during lessons, the ongoing forms of assessments
that will be used consist of:
o Exit tickets – An exit ticket will be completed at the end of a lesson to allow students to
reflect on the lesson and content they engaged with. Exit tickets will only be completed when
the teacher deems it necessary though.
o Verbal, written and visual feedback – The teacher will provide feedback in several modes
throughout the duration of the unit to ensure students are effectively supported and guided in
their learning. The teacher will use different strategies to provide feedback to students
depending on the context.
o Class discussions – Class discussions are a fundamental aspect of Visible Learning and will
therefore be used as a form of ongoing assessment throughout the unit. Students will routinely
engage in class discussions as they explore new topics and express their thoughts and
opinions. The use of strategic questioning, think-pair-share, and various thinking routines,
will help students to develop higher-order thinking skills and think more critically about what
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they are learning.
Self and peer assessment

Students will continually engage in self and peer assessment throughout the unit to increase student
responsibility and autonomy, which also helps them to become active learners. It is important for
students to continually reflect on their own learning as they engage with different learning activities
and assessments, and use those skills to support their peers.
Summative – 45%
Film Review (20%)

Students will watch the film, Green Book (2018), which was inspired by a true story, and explores the
themes of racial division and discrimination that influenced American society during the 1950s and
1960s. Students will watch the film about a quarter of the way through the unit, and will be required
to assess its historical accuracy based on their knowledge and understanding of the Civil Rights
Movement in the US. The task requires students to respond to a set of questions, which ask them to
summarise the plot and critically analyse the various themes and ideas that the film explores. The task
requirements, connections to ACARA, and rubric, can be viewed in the task sheet (appendix 2).
Material History (25%)

This task requires students to select key artefacts including documents, places and objects, related to
the civil rights movement in Australia and justify their choices. Student will need to develop a
response that considers the significance of that artefact in relation to the civil rights movement it came
from. The task will be presented as an oral presentation that goes for a maximum of 5 minutes. The
task requirements, connections to ACARA, and the rubric, can be viewed in the task sheet (appendix
3).
OR
Socratic Seminar (25%)

This activity requires students to watch the IQ2 Racism debate, focusing specifically on Stan Grant’s
argument. Students are then required to respond to the question ‘Is Australia really a multicultural
safe-haven of equal opportunity? Or is racism more prevalent than ever before?’. Drawing on
the arguments presented by Stan Grant and other members of the debate, students are required to
facilitate a discussion in which they collectively respond to the question.
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LESSON OUTLINES
Week 1 - What are Rights  Prior to the commencement of each lesson, the teacher will
& Freedoms? write the learning intentions and success criteria of each
lesson on the whiteboard and will also post them to Google
Lesson 1 (55 mins) Classroom. This teaching strategy is a form of Visible
Learning, which helps to form a routine in a classroom and
Lesson breakdown gets the students actively thinking about the lesson.
Icebreaker (15 mins)
Pre-assessment (15 mins) Learning Intention: Reflect on prior knowledge of rights and
Class discussion (20 mins) freedoms and gain a deeper understanding of what they are.
Conclusion (5 mins)
Success Criteria: Identify what human rights are and what their
Resources: Laptops significance is
Learning methods: VL,
student-centred activities,  Students will engage in an icebreaker activity at the
teacher-directed discussion beginning of this lesson. This will help the teacher to get to
Content descriptor: know students in a general sense, and begin developing a
ACDSEH023 safe space for students to share their thoughts and opinions.
 The teacher will then get students to access the Google

Classroom and complete the pre-assessment survey
(appendix 1). The teacher will explicitly outline the purpose
of the task and remind students that they will not be assessed
on the responses they provide. The survey consists of 10
questions or statements relating to the overarching theme of
rights and freedoms, which students will need to respond by
either short answer or multiple choice. It is to be done
individually and silently by students. This task will help the
teacher to determine the prior understanding of students and
highlight what they are unclear about.
 Once every student has completed the pre-assessment task,

the teacher will facilitate a class discussion regarding class
expectations and outline the assessment schedule for the
term ahead. This will provide students with an opportunity
to express their thoughts and opinions about how they want
the class to run, and reveal any concerns they may have
about the term ahead. The teacher will briefly introduce the
overarching topic of ‘Rights and Freedoms’, and outline the
assessments that students will be working through during the
term.
 At the end of the lesson, students will complete an exit card.

On a piece of paper, students will be required to write down
one question they have about the topic ‘Rights and
Freedoms’ based on the class discussion. The teacher will
read through the responses and answer the most frequently
asked questions in the next lesson.
Focus: Context for Rights Learning Intention: Investigate the origins and significance of the
and Freedoms Universal Declaration of Human Rights
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Lesson 2 (80 mins) Success Criteria: Explain the origins and significance of the
Universal Declaration of Human Rights
Lesson breakdown:
Introduction (10 mins)  The teacher will commence the lesson by providing
Explicit teaching (15 mins) feedback/answers to the exit cards that were written by the
Learning activity (45 mins) students in the previous lesson. Students will have the
Conclusion (10 mins) opportunity to ask any follow-up questions if they wish.
Resources: Laptops,  The focus of the lesson will be on the Universal Declaration
headphones of Human Rights (UDoHR). This is to help contextualise the
Learning methods: VL, topic of ‘Rights and Freedoms’. The teacher will introduce
student-centred activity the UDoHR, and outline its origins and significance. This
Content descriptor: will require explicit teaching to ensure the students are
ACDSEH023 aware of what the UDoHR is before they commence the
learning activity.
 The learning activity students will engage with throughout

this lesson requires them to watch a series of video clips (8
clips in total) that they will access through Google
Classroom. However, before students watch the clips, they
will need to read through a simplified version of the
UDoHR. Each of the clips highlights one important human
right contained in the first 15 articles of the UDoHR. As
students watch each clip they need to consider its message
and think about which of the human rights it refers to.
Students will record their responses in a table along with a
brief reason for their choice. All the resources that students
require for this lesson will be accessible through Google
Classroom. Students should look to complete some of the
task for homework if they do not complete a sufficient
amount during class.
 At the end of the lesson, the teacher will facilitate a brief

class discussions about the activity and allow students to
share their thoughts and opinions regarding the UDoHR.
Students will be required to submit their responses through
Google Classroom in the next lesson.
Focus: Context for Rights Learning Intention: Investigate the origins and significance of the
and Freedoms Universal Declaration of Human Rights
Lesson 3 (75 mins) Success Criteria: Appreciate the origins and significance of the
Universal Declaration of Human Rights
Lesson breakdown:
Activity responses (10  Students will spend the first 10 minutes of the lesson
mins) finalising their responses to the video clips from the
Class discussion (10 mins) previous lesson. Once students have finished they will be
Learning activity (50 mins) required to submit their document through Google
Conclusion (5 mins) Classroom.
Resources: Laptops,  The teacher will then facilitate a class discussion regarding
butchers paper, markers the activity to determine student understanding. As a class,
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Learning methods: VL, students will share what they wrote for each clip and the
student-centred activity, teacher will record responses on the whiteboard. A photo
active learning of the whiteboard will be taken and uploaded to Google
Content descriptor: Classroom for students to refer to throughout the unit.
ACDSEH023
 The learning activity that will be completed this lesson is
referred to as the ‘Island Task’, and helps students to
explore the ideas of rights and freedoms more in-depth.
Students are given a scenario which reveals that they are
trapped on an island with 87 other people. The group
quickly becomes divided thus requiring the need for a set
of key universal rights and laws. Therefore, in pairs, the
task requires students to develop 4 Universal Rights that
will be applicable to all inhabitants of the island, and 4
Rules that are to be enforced on the island. Students record
their rights and laws on a collaborative Google Docs.
Students need to refer to the UDoHR from the previous
lesson to support them throughout this activity.
 Once students have finished creating their rights and laws,

they will take it in turn sharing them with the class. If
students do not feel comfortable reading their rights and
laws aloud, the teacher will read them for them. All
resources for the activity will be available on Google
Classroom.
 The teacher will conclude the lesson by posing strategic

questions to the students regarding the purpose of the
activity. Why do we need laws in society? Why are rights
important? What would happen with the absence of rights
and laws?
Week 2 – Civil Rights

Movement (USA) Learning Intention: Develop an understanding of what slavery is
Focus: Slavery Success Criteria: Explain what impact slavery had
Lesson 1 (55 mins)  Students will engage in a thinking routine at the beginning
of this lesson. The routine is referred to as see-think-wonder,
Thinking routine (20 mins) and requires students to view a series of images relating to
Class discussion (10 mins) the Transatlantic Slave Trade.
Explicit teaching (20 mins) Image 1: African captives being transferred to slavery ships
Conclusion (5 mins) Image 2: World map diagram of Transatlantic Slave Trade
(labels removed)
Resources: Laptops, Image 3: The ‘Brookes’ slave ship model
interactive whiteboard, This thinking routine requires students to consider what they
whiteboard, markers see when they look at each individual image, outline what it
Learning methods: VL, makes them think, and what it makes them wonder. This
thinking routines, explicit task encourages students to make connections between the
teaching, student-centred images and their understanding of the UDoHR.
activities
Content descriptor:  Students will share their responses to the wider class, which
ACDSEH023 the teacher will record on the whiteboard. The teacher will
use strategic questioning to prompt students to unpack their
responses further. The teacher will endeavour to respond to
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the questions that students have developed in the ‘wonder’

aspect of the task when they explicitly teach the class.
 The teacher will use the rest of this lesson to explicitly teach
students about the Transatlantic Slave Trade through use of a
PowerPoint presentation. Dependent on the responses
provided in the pre-assessment activity, the teacher will
decide which aspects of the Slave Trade require more focus.
The presentation will encompass what the Slave Trade was;
who was involved in the Slave Trade; when the Slave Trade
was; where most of the slaves were sent to; and why the
Slave Trade existed. Students will be encouraged to take
notes as they listen to the teacher speak to ensure they are
actively engaging in the learning process. The teacher will
pose questions throughout the presentation to encourage
students to think more critically about the content. This
includes questions like: How does this make you feel? Why
do you think slavery was acceptable back then? How have
our perceptions changed? Etc.
 Students will be required to share one interesting thing they

learnt from the lesson as they exit the class. They cannot
repeat the same response as the person in front of them. This
will help the teacher to gain a general understanding of what
students were able to take away from the lesson.
Focus: Transatlantic Learning Intention: Develop a greater understanding of the

Slave Trade Transatlantic Slave Trade
Lesson 2 (80 mins) Success Criteria: Explain what the Slave Trade was
Viewing 1 of clips (15  The teacher will briefly recap what was discussed last lesson
mins) and encourage students to share what they remember.
Viewing 2 of clips (15
mins)  Students develop a deeper understanding of the Slave Trade
Responding to questions throughout this lesson by critically analysing two short clips.
(10 mins) Video 1: The Atlantic slave trade: What too few textbooks
Class discussion (15 mins) told you (6 mins)
Learning activity (25 mins) Video 2: Transatlantic Slavery Documentary (9 mins)
Resources: Laptops,  The video clips will be watched in two stages; firstly, with
interactive whiteboard, students passively viewing them and then re-watching them
butcher’s paper, markers as they respond to set questions/prompts to help unpack their
Learning methods: VL, thinking. The questions and prompts will be available on
active learning Google Classroom in a template format. Questions/prompts
Content descriptor: include:
ACDSEH023 What ideas were explored?
What were your thoughts and feelings as you viewed the
clips?
What is something you would like to learn more about?
Something you are challenged by is…
How has the video changed and/or confirmed your current
understanding?
Something interesting you learnt was…
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 Students respond to the questions/prompts as they view the

clips, yet will have time after to answer any they may have
missed. Once both videos have been viewed and students
have completed their responses, the teacher will facilitate a
class discussion which will require students to share their
thinking. The teacher will use strategic questioning to help
students make connections between their understanding of
the Slave Trade and the UDoHR. This will encourage the
students to think critically about the rights and freedoms of
enslaved people, and what the implications of their treatment
could lead too.
Groups will have been pre-  For the remainder of the lesson, students will work in groups
selected and the activity of 4 as they read through information on the life for enslaved
will be tiered to help men and women. The resource will be printed for students to
support students with annotate as they read through. Once students have read the
varying readiness levels. resource they will need to respond to the following
questions:
How did enslaved people manage the degradation and
repression of life on the plantation?
Why do you think the slave codes were so strict?
How would you characterise slave culture in the US South?
What was a key aspect of the culture of enslaved men and
women? What impact do you think this culture had on
enslaved people?
Students record their responses on a sheet of butcher’s
paper, however, will have time in the next lesson to finish
this task.
Focus: American Civil Learning Intention: Understand the origins and significance of the
War American Civil War
Lesson 3 (75 mins) Success Criteria: Identify the causes that led to the outbreak of the
American Civil War
Learning activity 1 (10
mins)  Students are to spend the first part of the lesson finishing the
Class discussion (10 mins) task from the previous lesson. Once students have responded
Video (10 mins) to all the questions, they will be required to stand-up in their
Explicit teaching (20 mins) groups and share what they wrote. The teacher will write key
Written response (25 mins) ideas mentioned by the students on the whiteboard to help
students make connections between the treatment of
Resources: Laptops, enslaved people and the outbreak of the American Civil War
interactive whiteboard,
whiteboard markers  The remainder of the lesson will focus on the American
Learning methods: VL, Civil War, which will primarily be achieved through explicit
explicit teaching teaching.
Content descriptor:
ACDSEH023  Hook: A video from the YouTube channel, Crash Course,
will be used to hook students in, and encourage them to start
thinking about the American Civil War. After students have
watched the video, they will be required to think-pair-share
with the person next to them about their understanding of the
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American Civil War i.e. causes, people involved etc. These

ideas will be recorded on the whiteboard for the teacher to
elaborate on.
 Through use of explicit teaching, the teacher will explain the

origins and significance of the American Civil War. The
presentation will highlight what impact slavery had on the
outbreak of war, and what the significance of the war was
for enslaved people. There will be a specific focus on the
Emancipation Proclamation that resulted from the war.
 Students will be required to consider what impact the

Emancipation Proclamation had for enslaved people.
Students will need to develop a response that highlights the
feelings and emotions that might have been felt by enslaved
people when the proclamation declared ‘that all persons held
as slaves are, and henceforward shall be free’. Students will
be made aware that the proclamation was only applicable to
certain states, however, will need consider what impact this
may have had. The response should be a maximum of 200
words and should explore the thoughts and feelings of
enslaved people, and the significance of the proclamation for
them.
Week 3 - Civil Rights

Movement (USA) Learning Intention: Understand what segregation is
Focus: Jim Crow Laws Success Criteria: Explain how segregation affected African-
American people
Lesson 1 (55 mins)
 Hook: Students will engage in a see-think-wonder about
Hook (15 mins) an image of a man drinking at a water cooler reserved for
Learning activity (40 mins) ‘Coloured’ people in Oklahoma, 1939. Students will be
familiar with the thinking routine, but the teacher will
Resources: Laptops remind them of what they should be considering as they
Learning methods: VL, view the image.
thinking routine, active
learning, student-centred  The teacher will facilitate a brief class discussion about the
Content descriptor: ideas students came up with. The teacher will draw
ACDSEH023 students’ attention to key terms such as segregation,
racism, prejudice, oppression, discrimination, and
encourage them to consider how they terms may relate to
the image.
 Introduction to the Jim Crow Laws – students will watch a

video which explains the rise and fall of Jim Crow. In
pairs, students will then read a resource that explains the
Jim Crow Laws more in-depth. They will then need to
engage in a mini-research task in which they outline:
What was Jim Crow?
Who did the Jim Crow Laws affect? Why?
Where were Jim Crow Laws most prevalent? Why?
What are some examples of Jim Crow Laws?
Students can present their research either in written form
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or oral. For a written response, students should write a

maximum of 250 words, or present for no longer than 4
minutes (this is to be recorded and uploaded to Google
Classroom). Students will need to post their response at the
beginning of the following lesson.
Focus: US Civil Rights Learning Intention: Understand the aims of the US Civil Rights
Movement Movement
Lesson 2 (80 mins) Success Criteria: Explain the significance of the US Civil Rights
Movement
Learning activity from
previous lesson (10 mins)  The teacher will give students an opportunity at the
Explicit teaching (15 mins) beginning of the lesson to finish the task from the previous
Learning activity (50 mins) lesson, and upload their response to Google Classroom.
Summary (5 mins) Students should have finished this last lesson, but 10
minutes will be given to pairs to finalise.
Resources: Laptops,
butcher’s paper, markers  The teacher will then introduce the Civil Rights Movement
Learning methods: VL, that occurred during the 1950s and 1960s. Explicit teaching
active learning, student- will be used to help students understand the aims of the
centred movement, how activists endeavoured to achieve their aims,
Content descriptor: and key activists. This will help to contextualise the
ACDSEH023 movement for students.
ACDSEH105
 Students will engage in a learning activity for the remainder
of the lesson that explores the attempts that were made by
African-American Peoples to achieve desegregation. There
will be 4 tables that will require students to investigate a
different aspect of the Civil Rights Movement.
Table 1: Desegregating education
Table 2: Bus Boycotts
Table 3: Sit-ins
Table 4: Freedom Rides
Table 5: Protest Marches
In groups, students will need to visit each table for
approximately 10 minutes and contribute to the butchers’
paper. Students will be given a resource that outlines each
aspect of the Civil Rights Movement, yet should only use it
as a starting point. Students should look to investigate
beyond the resource and source additional information to
contribute to the butchers’ paper. Questions students should
look to consider, yet are not limited to, include:
What happened?
Why did it occur?
What impact did it have?
When did it occur?
 Once students have contributed to each table, their groups

will need to return to their initial starting point. They will
then need to nominate a speaker who will read out the
responses that were recorded on the butchers’ paper. The
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teacher will help facilitate this, encouraging students to

elaborate further when necessary.
Focus: Martin Luther Learning Intention: Understand who Martin Luther King & Malcom
King & Malcom X X were
Lesson 3 (75 mins) Success Criteria: Appreciate the role Martin Luther King & Malcom
X played in the Civil Rights Movement
Explicit teaching (15 mins)
Speeches (15 mins)  The teacher will commence the lesson by displaying an
Formative task (45 mins) image of Martin Luther King and Malcom X on the
interactive whiteboard. Students will be asked to identify
Resources: Laptops, the men, and their connection to the Civil Rights
interactive whiteboard Movement.
explicit teaching, active  The teacher will then provide students with a presentation
learning on who King and X were, what influence they had on the
Content descriptor: Civil Rights movement, and their assassinations. This will
ACDSEH023 give students contextual information that will help them
ACDSEH105 with their formative task.
 The teacher will introduce the formative task that students

will be required to complete over the next two lessons. The
task requires students to compare the two iconic speeches
presented by King and X by responding to 5 questions. As
a class, the students will watch the two speeches.
‘I Have a Dream’ – Martin Luther King
‘By any Means Necessary’ – Malcolm X
 Students will then be provided with a transcript of each

speech, and the questions which include:
What is Martin Luther King's strategy for achieving civil
rights?
How does Malcom X's message differ from Kings?
Whose ideas do you think would be more acceptable to
middle class white America who held power in the USA?
Which message might have the strongest appeal to young
African-American people?
Choose 3 words/phrases from each speech which reflect
the tone and message of the speech.
 Students will have the remainder of the lesson to work
through the task. The teacher will support students as
necessary.
Week 4 - Civil Rights Learning Intention: Understand who Martin Luther King & Malcom
Movement (USA) X were
Focus: Martin Luther Success Criteria: Appreciate the role Martin Luther King & Malcom
King & Malcom X X played in the Civil Rights Movement
Lesson 1 (55 mins)  Students will have this lesson to continue working on their
formative task. They must submit their completed work
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Resources: Laptops through Google Classroom by the end of the lesson.

student-centred
Content descriptor:
ACDSEH023
ACDSEH105
Focus: Green Book film Learning Intention: Watch the Green Book as a class
Lesson 2 (80 mins) Success Criteria: Be able to identify key ideas and themes from the
film
Film screening (70 mins)
Class discussion (10 mins)  This lesson will be spent watching the Green Book as a
class. The duration of the film is 2hr 10 mins so will need to
Resources: Interactive be finished in the next lesson.
whiteboard, whiteboard,
markers  Toward the end of the lesson, students will be required to
Learning methods: Active think-pair-share with the person next to them about the set of
learning questions written on the whiteboard. The questions include:
Content descriptor: If there are inaccuracies in the film, what are they?
ACDSEH023 What have you learnt so far from the film that you did not
ACDSEH105 know already?
Did you have an emotional reaction to the film, why or why
not?
Focus: Green Book film Learning Intention: Watch the Green Book as a class
Lesson 3 (75 mins) Success Criteria: Be able to identify key ideas and themes from the
film
Film screening (60 mins)
Class discussion (15 mins)  Students finish watching the film this lesson.
Resources: Interactive  Teacher will encourage the students to reconsider the

whiteboard, whiteboard, questions posed to them in the previous lesson. How has
markers their thinking changed? What connections can they make
Learning methods: Active between the film and the content they have covered in the
learning unit? Do they consider the film to be historically accurate?
Content descriptor:
ACDSEH023
ACDSEH105
Week 5 - Civil Rights Learning Intention: Introduce summative task

Movement (USA)
Success Criteria: Understand the purpose of the summative task
Focus: Drafting of Film
Review (20%) – The  The teacher will introduce the summative task to the
Green Book students throughout this lesson, and explicitly outline the
expectations. The task sheet will be displayed on the
Lesson 1 (55 mins) interactive whiteboard as the teacher explains it to students.
Student are encouraged to ask questions to seek further
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Summative assessment clarification about task expectations.

explanation (15 mins)
Scaffold explanation (20  The teacher will then explain how the essay is to be
mins) structured by using the scaffold provided on Google
TEEL example (20 mins) Classroom. The scaffold uses the structure of TEEL (topic,
evidence, elaboration, link). Students should be familiar
Resources: Laptops, with the structure having used it in other classes, but for
interactive whiteboard those who are not, the teacher will explicitly outline what
Learning methods: VL, TEEL is and how to apply it to their writing.
explicit teaching
Content descriptor:  Students will be provided with an example of a TEEL
ACDSEH023 paragraph that the teacher constructed based on the task
ACDSEH105 outline. The paragraph will be posted on Google Classroom
for the students to access. As a class, students will be
required to identify the TEEL structure in the paragraph by
highlighting it. This will help students to understand how
they should look to structure their essay.
Focus: Drafting of Film Learning Intention: Establish a plan for the essay
Review
Success Criteria: Start writing the essay using the scaffold
Lesson 2 (80 mins)
 Students will use this lesson to begin planning their essay
Individual study time (30 using the scaffold on Google Classroom. Students will need
mins) to complete the scaffold first before they can extract it and
One-on-one conferencing construct their essay. Students will need to create a Google
with students (10 minutes Doc that the teacher is able to access.
per student)
 The teacher will give the students 30 minutes at the
Resources: Laptops beginning of the lesson to begin planning their essay. This
Learning methods: VL, should give students enough time to decide what they want
student-centred to write about and start brainstorming their ideas. The
Content descriptor: teacher will call students up to the front of the room and
ACDSEH023 conduct one-on-one conferences. This is to establish
ACDSEH105 students understanding of the task and what their progress is
so far. Students can ask questions and seek clarification
during this time.
 For students that do not get the chance to meet with the
teacher during the lesson, they will have the opportunity to
do so in the next lesson.
Focus: Drafting of Film Learning Intention: Continue writing the essay using the scaffold
Review
Success Criteria: Begin removing the essay from the scaffold to
Lesson 3 (75 mins) form the essay
Resources: Laptops  Students will have this lesson to work on their essay. It is
Content descriptor: important that students seek help if they require it as the
ACDSEH023 essay is due in the next lesson. This will be the main lesson
ACDSEH105 for students to work on their essay so they need to use it
effectively.
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 The teacher will continue with one-on-one conferences with

students throughout the duration of the lesson. If the teacher
has met with every student during this lesson, they will
begin accessing students’ Google Docs and provide
additional feedback.
Week 6 – Civil Rights Learning Intention: Finalise critical essay

Movement (US) / Offer feedback to at least 2 peers
Indigenous Rights
(Australia) Success Criteria: Apply feedback from peers
Submit critical essay by end of lesson
Focus: Final copy – Film
Review due  Students will need to provide feedback to at least 2 of their
peers during this lesson. By using the template on Google
Peer feedback (30 mins) Classroom, students will need to write down the positives of
Individual work (25 mins) the essay, any questions they have, and any improvements
they can suggest. The template provides students with a
Lesson 1 (55 mins) series of prompts that they can use to offer feedback i.e. I
love how…, I thought… was good because…, I think… is a
Resources: Laptops good idea but you could…, etc.
active learning  Students will need to apply the feedback from their peers to
Content descriptor: their essay. This is an opportunity for students to seek any
ACDSEH023 further clarification as well. Once students’ have made the
ACDSEH105 necessary changes to their essay, they will be required to
submit their assignment.
 The essay is due at the end of the lesson, and must be

submitted through Google Classroom. The teacher will
ensure every student has submitted before they leave the
class.
Focus: Indigenous Rights Learning Intention: Gain an insight into Indigenous Civil Rights
and Freedoms before before 1965
1965
Success Criteria: Explain how Indigenous Civil Rights were ignored
Lesson 2 (80 mins) prior to 1965
Pre-assessment (10 mins)  Students will complete a pre-assessment at the beginning of

Introduction (10mins) the lesson which requires them to respond to an open-ended
Video (10 mins) question about the civil rights of Indigenous Peoples. The
Class discussion (10 mins) pre-assessment will be accessed through a Google Form on
Explicit teaching (20 mins) Google Classroom. The question asks students to consider:
Learning activity (20 mins) What do you know about the struggle for civil rights for
Aboriginal and Torres Strait Islander Peoples? You can
Resources: Laptops, mention key dates, people, events etc. Be sure to make your
butcher’s paper, markers response as detailed as possible.
explicit teaching, student-  The teacher will commence the lesson by having the
centred students brainstorm the question – 1788 settlement or
Content descriptor: invasion? Students will need to brainstorm a reason for
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(ACDSEH104) each side and justify their answer.
 The teacher will then play a video for students called ‘First
Fleet Arrival’, which will be displayed on the interactive
whiteboard. Students will then be asked to reconsider
whether they believe what happened in 1788 was
settlement or invasion, and justify their answer. The teacher
will encourage students to consider the thoughts and
feelings of the First Nations people, and what impact the
arrival of the British may have had on them. This will be
achieved through a class discussion facilitated by the
teacher.
 Explicit teaching will be used to highlight the struggle of

Aboriginal and Torres Strait Islanders Peoples for right and
freedoms before 1965. The presentation will outline Terra
Nullius, Captain Cook, and the Expansion of Australia’s
‘frontiers’. The teacher will use strategic questioning to
encourage students to think more critically about the ideas
being explored.
How would the idea of Terra Nullius have affected
Indigenous Australians?
How did the arrival of the British directly affect Indigenous
Australians?
What type of impact do you think colonisation had on
Indigenous Peoples? Why?
 In groups of 4, students will read through and analyse a

series of newspaper articles and journal entries of early
Australian colonists. The teacher will need to support
students as they read through the excerpts as the themes
they cover can be advanced and confronting. Once the
articles and journals have been read, students will need to
work in their groups to unpack:
Themes and ideas
Representation of Indigenous Australians
Attitudes toward Indigenous Australians
To extend certain students, the teacher will encourage them
to make connections between the UDoHR and the
treatment of Aboriginal and Torres Strait Islander Peoples.
Groups will need to nominate a speaker that will report
back to the wider class about what was discussed. This will
be facilitated by the teacher and strategic questing will be
used so that students can elaborate on their responses
further.
Focus: Stolen Generations Learning Intention: Understand the impact the Stolen Generations
had on Indigenous Peoples.
Lesson 3 (75 mins)
Success Criteria: Explain the affects the Stolen Generations had on
Think-pair-share (10 mins) Indigenous Peoples
Explicit teaching (15 mins)
Learning activity 1 (25  The teacher will commence the lesson by having students
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mins) engage in a think-pair-share about a question on the

Learning activity 2 (25 whiteboard. The question asks students:
mins) Who or what was the Stolen Generation(s)?
The discussion will be facilitated by the teacher.
Resources: Laptops,
butchers paper, markers,  The teacher will elaborate on students’ ideas through use of
interactive whiteboard explicit teaching. The teacher will introduce the Stolen
Learning methods: VL, Generations using the 5 Ws (who, what when, where, why).
explicit teaching, active This will help students to gain a general understanding of
learning what the Stolen Generation was, and what impact it had on
Content descriptor: Indigenous Peoples.
(ACDSEH104)
 Students will deepen their understanding of the Stolen
Generations by completing two learning activities for the
remainder of the lesson. These activities will be tiered to
make them more accessible for students.
 The first activity requires students to investigate what

policies and practices enabled authorities to remove
Aboriginal children from their families and communities.
For students with higher readiness levels, they will be
required to research Australian government policies and
practices, and develop a response which explicitly outlines
how they enabled authorities to remove Aboriginal children.
Students with lower readiness levels will be provided with a
resource which outlines several policies and practices used.
Students will need to identify the policies and practice
mentioned in the text, and need to discuss how they enabled
authorities to remove Aboriginal children. Students in this
group will need to nominate someone to scribe so that the
group can report their ideas back to the class.
 Students will be required to share their understanding

during a class discussion facilitated by the teacher.
 The next learning activity encourages students to consider

how the removal of Aboriginal and Torres Strait Islander
children by authorities affected individuals, their families
and communities. In groups, students will read through a
resource on Google Classroom labelled ‘Confidential
Evidence 305 South Australia – Fiona’. On a large sheet of
butchers’ paper, students will develop a table and record
their understanding of the effects of removal on individuals,
their families. They will focus on the social, cultural,
emotional and physical consequences that they identified
from the text, as well as during the previous activity. Using
the information from the table developed by the students,
they will need to discuss the significance of the fact that the
consequences occurred over a number of generations, and
are still felt by Aboriginal families and communities in
today’s society.
Week 7 - Indigenous Learning Intention: Introduce formative assessment task

Hannah Fox
Rights (Australia)
Success Criteria: Begin constructing infographic
Focus: Formative
Assessment  The teacher will commence the lesson by reading through a
resource called ‘Australia’s civil rights movement’. The
Lesson 1 (55 mins) teacher will draw students’ attention to the key events of:
Wave Hill; 1965 Freedom Rides; 1962 right to vote
Introduction (20 mins) federally; 1967 Referendum; and Tent Embassy.
Formative task outline (10
mins)  The teacher will then introduce the formative assessment
Group work (25 mins) task that the students will complete over the next few
lessons (appendix 4). Students will read through the task
Resources: Laptops, sheet on Google Classroom as the teacher outlines the
interactive whiteboard expectations. Students will then have an opportunity to
Learning methods: VL, choose a partner.
active learning
Content descriptor:  Students will begin researching information for their
ACDSEH106 infographic for the remainder of the lesson. For students
that require it, additional resources will be available on
Google Classroom. These resources include videos on the
events for students who learn better visually, explicit
instructions on how to create an infographic, additional
information about the events etc.
Focus: Formative Learning Intention: Continue working on infographic

Assessment
Success Criteria: Should have gathered information for at least half
Lesson 2 (80 mins) of the events
Resources: Laptops  Students will have the opportunity in their pairs to

Learning methods: VL, continue working on their infographic. The teacher will
active learning access students documents and provide feedback as they
Content descriptor: work on it.
ACDSEH106
Focus: Formative Learning Intention: Finalise infographic

Assessment
Success Criteria: Submit infographic through Google Classroom
Lesson 3 (75 mins)
 Students will finalise their infographic during this lesson
Resources: Laptops and will need to submit it through Google Classroom by
Learning methods: VL, the end of the lesson.
active learning
Content descriptor:
ACDSEH106
Week 8 - Indigenous Learning Intention: Understand what the Mabo Decision was
Rights (Australia)
Success Criteria: Appreciate the significance of the Mabo Decision
Hannah Fox
Focus: Civil Rights for the civil rights of Indigenous Peoples

Activists – Mabo Decision
 Hook: The teacher will play a video about the Mabo
Lesson 1 (55 mins) Decision.
Video (10 mins)  The teacher will facilitate a class discussion regarding who
Class discussion (10 mins) Eddie Mabo was, and what significance the Mabo
Responding to question (20 Decision had for Indigenous Peoples. Students will need to
mins) read through the resource on Google Classroom, and
Class discussion (15 mins) respond to a set of questions:
What methods did Eddie Mabo use to achieve change?
Resources: What significance did the Mabo Decision have for
Learning methods: Indigenous Peoples?
Content descriptor: What motivated Eddie Mabo?
ACDSEH134
 Students will be required to share their responses through a
class discussion facilitated by the teacher.
Focus: Civil Rights Learning Intention: Identify the methods used by civil rights
Activists activists
Lesson 2 (80 mins) Success Criteria: Evaluate how the civil rights activists were able to
achieve change for Aboriginal and Torres Strait Islander Peoples
Resources: Laptops,
butcher’s paper, markers  Students will be separated into groups of 4 to participate in
Learning methods: VL, a learning activity. Each group will be given a different
active learning, student- civil rights activist, and will need to investigate the
centred methods they used to achieve civil rights for Indigenous
Content descriptor: Peoples. On a large sheet of butcher’s paper, students will
ACDSEH134 need to respond to the 5 Ws about the activist. The students
will also need to address what impact the activist had on
eliciting change for Indigenous Peoples.
 Students will need to share their research with the wider

class to educate them on their activist.
 Students are to complete an exit card about an interesting

fact they learnt about an activist other than their own before
they leave the class.
Focus: The road to Learning Intention: Watch and analyse Kevin Rudd’s Apology
‘Sorry’ – the Apology speech
Lesson 3 (75 mins) Success Criteria: Appreciate the significance of the Apology for
Indigenous Peoples
The Apology (10 mins)
Learning activity (15 mins)  Students will watch part of Kevin Rudd’s Apology to the
Thinking routine (50 mins) Aboriginal and Torres Strait Islander Peoples. The teacher
will encourage students to record notes as they listen to the
speech.
Resources: Laptops,
Hannah Fox
interactive whiteboard  Students will then access a resource from Google Classroom
Learning methods: VL, which details extracts from Rudd’s speech, and the
explicit teaching, student- ‘Confidential Evidence 305 South Australia – Fiona’
centred, thinking routine resource from week 6. In pairs, they will need to list the
Content descriptor: similarities and differences between Fiona’s story and the
ACDSEH106 story of Nana Nungala Fejo’s story discussed in Rudd’s
speech. Students will need to share their responses to the
wider class.
 In the same pairs, students will brainstorm and record what

they consider to be the implications of the apology for all
Australian citizens. Using the thinking routine, ‘Circle of
Viewpoints’, students need to consider the significance of
the activity for Indigenous and non-Indigenous people. The
thinking routine requires students to discuss the perspectives
of the people using the sentence starters:
- I am thinking of ... [the topic] … from the viewpoint of …
[the viewpoint you’ve chosen] …
-I think … [describe the topic from your viewpoint; be an
actor – take on the character of your viewpoint]
-A question I have from this viewpoint is … [ask a question
from this viewpoint]
Students will take it in turns exploring both the perspectives.
The ideas explored by students will be shared with the wider
class toward the end of the lesson.
Week 9 - Indigenous Learning Intention: Understand what is meant by the term ‘material
Rights (Australia) history’
Focus: Material History Success Criteria: Explain how objects, places and documents, help
us to make sense of what happened in the past
Lesson 1 (55 mins)
 This lesson is designed to help students prepare for the
Class discussion (15 mins) summative task. The teacher will pose a question to
Learning activity (40 mins) students at the beginning of the lesson, which requires
them to consider:
Resources: Laptops How do we know what happened in the past?
Learning methods: VL, The teacher will facilitate a class discussion around the
active learning question. Students will brainstorm different artefacts that
Content descriptor: Specific they know of from either the American or Australian civil
focus on achievement rights movement.
standards during this lesson
 The remainder of the lesson will involve students selecting
and researching an artefact from either the American or
Australian civil rights movement. Students will need to
explain which artefact they chose, and outline its
connection to its respective civil rights movement. In
groups, students will share their findings.
Focus: Material History Learning Intention: Introduce summative task

(25%) – Summative
Hannah Fox
Assessment Success Criteria: Understand the expectations of the summative task
Lesson 2 (80 mins)  The teacher will use this lesson to explicitly outline the task
expectations for the summative task students that is due in
Explicit teaching (15 mins) week 10. The teacher will display an annotated version of
Individual research (65 the task sheet, and the rubric, to clearly outline what students
mins) need to do and how they should endeavor to achieve such
aims.
Resources: Laptops
Learning methods: VL,  Students will be able to use the remainder of the lesson to
active learning decide on their artefact and begin researching information
Content descriptor: about it. The teacher will support students as necessary.
(ACDSEH106) Before the end of the lesson, students will need to access
(ACDSEH134) the Google Classroom and fill in a class template about the
task. Students will state their name, artefact, and a
justification of their choice. Since the teacher will not have
the opportunity to speak with every student about their
artefact, this allows the teacher to provide feedback to
students outside of class.
Focus: Drafting Learning Intention: Confirm artefact choice for summative task
summative assessment
Success Criteria: Continue planning for summative task presentation
Lesson 3 (75 mins)
 Students will apply the feedback provided by the teacher on
Feedback (10 mins) the class Google Document from the previous lesson, and
Individual planning (65 either begin, or continue, their research on their chosen
mins) artefact.
Resources: Laptops  Students will have the opportunity to work on their

Learning methods: VL, presentation for the remainder of the lesson. The students
student-centred, active will have created an assignment through Google Classroom,
learning so the teacher will access students’ work and provide
Content descriptor: feedback as necessary. Students can use this lesson to seek
(ACDSEH106) any clarification they require from the teacher.
(ACDSEH134)
Week 10 - Indigenous Learning Intention: Begin presentations

Rights (Australia) -
Material History (25%) Success Criteria: Minimum of 9 students present during lesson
Focus: Presentations  At the beginning of the lesson, students will be required to

submit their PowerPoint to the Google Classroom. This is so
Lesson 1 (55 mins) that it is easily accessible for when students go to present.
Students can continue to edit the document even once they
Resources: Laptops, have submitted.
interactive whiteboard
Learning methods: Student-  Teacher will ask students to volunteer for who would like to
centred present first, and record names on the board. Once students
Content descriptor: stop volunteering, the teacher will use a random name
(ACDSEH106) generator to choose students.
(ACDSEH134)
Hannah Fox
 Students will access their PowerPoint using the teacher’s

laptop. When the student is ready they will signal to the
teacher, and the teacher will begin timing. The teacher will
warn students at 4.30mins, and again at 5 minutes. If
students are still presenting at 5.30mins they will be told to
stop. Students will be provided with feedback once all
students in the class have presented.
Focus: Presentations Learning Intention: Continue presentations
Lesson 2 (80 mins) Success Criteria: Presentations finished
Resources: Laptops,  Students should be familiar with the process from the
interactive whiteboard previous lesson of how presentations will be conducted,
Learning methods: student- however, the teacher will remind students as the lesson
centred commences.
Content descriptor:
(ACDSEH106)  The remainder of the lesson will be spent having students
(ACDSEH134) present. All students should have presented by the end of the
lesson. For students who were absent, they will be required
to film themselves and upload their video presentation to the
Google Classroom. Students will receive their grades at the
end of the lesson.
Focus: Feedback and Learning Intention: Reflect on the unit

Evaluation
Success Criteria: Submit reflection through Google Classroom
Lesson 3 (75 mins)
 Students will reflect on their understanding of the unit by
Resources: Laptops responding to the question: How have rights and
Learning methods: freedoms been ignored, demanded or achieved in
Content descriptor: Australia and America? Students will need to respond to
ACDSEH023 the question in 200 words.
ACDSEH143  In the same reflection, students will also need to state their
favourite part of the unit i.e. activity, assessment, part of
content etc., and what they wish they could have learnt
more about. This will help the teachers with planning for
next year.
 Students will have free time for the remainder of the lesson
to work on assessments for other subjects.
Hannah Fox
References for unit plan
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2020a). My School –

Glenunga International High School, Glenunga, SA. Accessed on 15 March 2020. Retrieved from:
https://www.myschool.edu.au/school/49517
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2020b). Australian

Curriculum – F-10 Curriculum: History. Sydney: Centennial Plaza. Accessed on 15 March 2020.
Retrieved from: https://www.australiancurriculum.edu.au/
Carpenter, L. (2017). Supporting Students with Autism Spectrum Disorder. In M. Hyde, L. Carpenter,
& S. Dole (Eds.), Diversity, Inclusion and Engagement (3rd ed., pp. 284-307). Melbourne, Oxford
University Press.
Department of Education and Children’s Services. (2010). South Australian Teaching for Effective
Learning (TfEL) framework guide: a resource for developing quality teaching and learning in South
Australia. South Australia: Lane Print & Post. Accessed 16 March 2020. Retrieved from:
https://www.education.sa.gov.au/sites/g/files/net691/f/tfel_framework_guide_complete.pdf
Doubet, K., & Hockett, J. (2015). Differentiation in Middle and High School: Strategies to Engage
All Learners. ASCD.
Foreman, P. (2017). Introducing inclusion in education. In P. Foreman & M. Arthur-Kelly (Eds.),

Inclusion in action (5th ed., pp. 2-49). South Melbourne, Victoria: Cengage Learning Australia.
Hattie, J., & Yates, Gregory C. R. (2014). Visible learning and the science of how we learn. New
York: Routledge.
Hyde, M. (2017). Understanding Hearing Impairment. In M. Hyde, L. Carpenter, & S. Dole (Eds.),
Diversity, Inclusion and Engagement (3rd ed., pp. 265-283). Melbourne, Oxford University Press.
Jarvis, J. (2017). Supporting diverse gifted students. In M. Hyde, L. Carpenter, & S. Dole (Eds.),
Diversity, Inclusion and Engagement (3rd ed., pp. 308-329). Melbourne, Oxford University Press.
Pendergast, D & Bahr, N. (2010). Teaching middle years, Rethinking curriculum, pedagogy and
assessment. (2nd ed.) NSW: Allen & Unwin.
Hannah Fox
Appendices
Appendix 1: Pre-assessment
Link to Google Form: https://forms.gle/bA9FWGS2ho5hxDx38
Appendix 2: Task Sheet & Rubric – Film Review
Task Sheet: Year 10 History – Film Review

Summative Assessment – 20%
Purpose: This task is designed to help you assess the historical accuracy of the film, Green Book,
and gain a deeper understanding of the themes and ideas that are explored throughout.
Structure: Critical essay Word count: 600 words Due date: Friday, Week 5
(Term 3)
Content descriptors:
o Students investigate struggles for human rights in depth. This will include how rights and
freedoms have been ignored, demanded or achieved in Australia and in the broader world
context with a specific focus on the US civil rights movement (ACDSEH023).
o The US civil rights movement (ACDSEH105).
Achievement standards:
o Students refer to key events, the actions of individual and groups, and beliefs and values to
explain change and continuity over time.
o Students develop texts that use historical terms and concepts, evidence identified in sources,
and they reference these sources.
Task outline:
Plot:
o Write a synopsis, or summary (1 paragraph), of the film.
o Ensure your summary is concise and explicit, and would make sense to a reader who is not
familiar with the film.
o Do not refer to specific scenes and do not try to discuss every part of the film.
o You must also incorporate these elements into your description of the film:
- Place and time:
Where does the action take place?
When does the action take place (i.e. present time, 19 th century, specific decade)?
- Background: society, country, type of people (age, culture, social class), historical
Hannah Fox
time, etc.
Comparison & Evaluation:

o Provide an evaluation of the film by responding to the follow questions/prompts:
- To what extent is the film historically accurate?
- Identify specific accuracies and director’s liberties with the film.
- Did you have an emotional reaction to the film, why or why not? How do your own
history and experiences affect how you perceive the film?
- How has the film furthered your knowledge of the history portrayed?
You must use at least 2 in-text references in your essay and they must be featured in a reference list
at the end.
Comments:
Hannah Fox
Hannah Fox
Appendix 3: Task sheet & Rubric – Material History
Task Sheet: Year 10 History – Material History

Summative Assessment – 25%
Purpose: This task is designed to help you appreciate the significance of a specific artefact in
relation to the Civil Rights Movement in Australia.
Structure: Oral Presentation Time: 5 minutes Due date: Monday, Week 10

(Term 3)
o The significance of the following for the civil rights of Aboriginal and Torres Strait
Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo
decision; Bringing Them Home Report (the Stolen Generations), the
Apology (ACDSEH106).
o Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait
Islander Peoples, and the role of ONE individual or group in the struggle (ACDSEH134).
o 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
Task outline:
o Select an artefact from the civil rights movement in Australia i.e. documents, places,
objects
o Contextualise the artefact is by addressing the 5 W’s – who, what, when, where, why.
o Identify the connection between your chosen artefact and the civil rights movement in
Australia
o Identify the significance of your chosen artefact regarding the influence it had on the civil
rights movement in Australia.
o Use the scaffold on Google Classroom to organise your ideas
o Transfer for your ideas from the scaffold to a Google Slides and present to the class for a
maximum of 5 minutes
o You must include at least one image of your artefact.
Examples of artefacts you could focus on include:

o Wave Hill
o The bus used in the 1965 Freedom Rides
o The 1967 Referendum
o Key documents from the Mabo Case
Comments:
Hannah Fox
Appendix 4: Formative Assessment – Struggle for Civil Rights

Hannah Fox
Task Sheet: Year 10 History – Struggle for Civil Rights

Formative Assessment
Purpose: This task is designed to help you examine what factors were significant in the
development of civil rights for Indigenous Peoples in Australia.
Structure: Infographic Word count: 500 words Due date: Friday, Week 7
(Term 3)
o The significance of the following for the civil rights of Aboriginal and Torres Strait
Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo
decision; Bringing Them Home Report (the Stolen Generations), the
Apology (ACDSEH106).
o Refer to key events, the actions of individuals and groups, and beliefs and values to explain
patterns of change and continuity over time.
o Analyse the causes and effects of events and developments and explain their relative
importance.
Task outline:
o You will need to work with a partner for this task to create an infographic.
o The infographic must address;
 Wave Hill
 1965 Freedom Rides
 1962 right to vote federally
 1967 Referendum
 Tent Embassy
o The infographic must outline what the event was, and its significance for the civil rights of
Aboriginal and Torres Strait Islander Peoples.
o You are to submit your infographic by the end of the lesson on Friday, Week 7 through
Google Classroom.
Additional information:
o Use the resource ‘Australia’s civil rights movement’ as a starting point for your research,
but ensure you use additional sources.
o Familiarise yourselves with the structure of an infographic – notice that there is a strong
focus on images and little focus on chunks of writing.
o You must not exceed the word count.
o Choose your images carefully and appropriately – they should be relevant to what you are
talking about.
Comments:
Hannah Fox

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EDUC4728D Unit Plan ID: 2166872

Key Teaching Strategies

Integrated Curriculum Learning Opportunities

o The US civil rights movement and its influence on Australia (ACDSEH105).

Connections to Teaching for Effective Learning (TfEL) framework

to develop strong individual and group identity and a sense of belonging.

Domain 3 – Teaching for effective learning: Develop expert learners

Domain 4 – Teaching for effective learning: Personalise and connect learning

Addressing General Capabilities

Information and Communication Technology (ICT) Capability

Personal and Social Capability

Critical and Creative Thinking

Developing Thinking Skills

Special Considerations or Contingencies

Students who are recognised as gifted and talented

Students with Autism Spectrum Disorder

Students with a hearing impairment

they are learning.

Self and peer assessment

Film Review (20%)

Material History (25%)

Socratic Seminar (25%)

 The teacher will then get students to access the Google

 Once every student has completed the pre-assessment task,

 At the end of the lesson, students will complete an exit card.

 The learning activity students will engage with throughout

 At the end of the lesson, the teacher will facilitate a brief

 Once students have finished creating their rights and laws,

 The teacher will conclude the lesson by posing strategic

Week 2 – Civil Rights

Focus: Slavery Success Criteria: Explain what impact slavery had

the questions that students have developed in the ‘wonder’

 Students will be required to share one interesting thing they

Focus: Transatlantic Learning Intention: Develop a greater understanding of the

 Students respond to the questions/prompts as they view the

American Civil War i.e. causes, people involved etc. These

 Through use of explicit teaching, the teacher will explain the

 Students will be required to consider what impact the

Week 3 - Civil Rights

 Introduction to the Jim Crow Laws – students will watch a

or oral. For a written response, students should write a

 Once students have contributed to each table, their groups

teacher will help facilitate this, encouraging students to

 The teacher will introduce the formative task that students

 Students will then be provided with a transcript of each

Resources: Laptops through Google Classroom by the end of the lesson.

Resources: Interactive  Teacher will encourage the students to reconsider the

Week 5 - Civil Rights Learning Intention: Introduce summative task

Summative assessment clarification about task expectations.

 The teacher will continue with one-on-one conferences with

Week 6 – Civil Rights Learning Intention: Finalise critical essay

 The essay is due at the end of the lesson, and must be

Pre-assessment (10 mins)  Students will complete a pre-assessment at the beginning of

(ACDSEH104) each side and justify their answer.

 Explicit teaching will be used to highlight the struggle of

 In groups of 4, students will read through and analyse a

mins) engage in a think-pair-share about a question on the