Year 10 Mainstream History

Inquiry Support
TERM 2 2023
LESSON 1
1. Task overview
2. Task planning
OVERARCHING QUESTION

Why is one of the topics listed below considered

significant for the civil rights of Aboriginal and
Torres Strait Islander Peoples?

1938 Day of Mourning

1962 right to vote federally

1967 referendum

Reconciliation

1992 Mabo decision

1997 Bringing Them Home Report (the Stolen Generations)

2008 The Apology

TASK DESCRIPTION

For your chosen topic, you will research its AIMS;

TACTICS; and OUTCOMES.
You will then design TWO historical information boards
that will help people understand the aims, tactics and
outcomes of your topic.
The two historical information boards will be located at
places significant to your selected event (you decide) and
can be anywhere in Australia.
Having researched and created your two historical
information boards on your topic, you will then write an
in-class validation in response to the overarching question
using your completed research.
RESEARCH AND INFORMATION
BOARDS

• The location of your information boards will

influence your research - Think about the two
locations of your information boards BEFORE
you begin your research.

• FOR EXAMPLE: For The Mabo Decision, if you

decide to locate your historical information
boards at (i) Mir Island in Torres Strait; and
(ii) the High Court (Canberra) this will impact
on how you research the event.
TASK PLANNING

1. Write a description of the task in your

booklet. 

2. Write down your chosen topic as well as the

location of your two information boards. 

3. Use the table to create a time plan for this

task. 

4. Definitions and brainstorm.

DEFINTIONS

• Civil rights – the rights belonging to every individual

including civil liberties, due legal process, equal protection
under the law and freedom from discrimination.
• Aims – a result that your plans or actions are intended to
achieve.
• Tactics – carefully planned actions for attaining a certain
aim/goal.
• Outcomes – the final result as a result of actions/tactics
undertaken.
• Significance – the importance given to particular historical
event, person, development or issue.
• Historical Information Board – a medium which displays
key information about a historical event, person or site.
CHECKPOINT

By the end of this lesson you should

have: 
1. Selected the topic you will research
and create 2 historical information
boards on.
2. Completed your task planning.
LESSON 2
1. Begin research
RESEARCH

Begin your research into the aims, tactics and

outcomes of your chosen topic.

Record key points relating to each of the three

questions in the first table provided in the
inquiry booklet. Maximum of 6 key dot points
in each column. 
RESEARCH

Locate suitable images (photographs, posters etc) and

primary quote(s) relating to the three questions and
provide a title and brief description in the second
table provided in the Inquiry booklet. 
For Example: 
Photograph of people campaigning for ‘Yes’ in the 1967
Referendum (Oxford 10. P. 345)
Keep a copy of what your find in a separate electronic
document for possible use on your information boards
(electronic document is not assessed).  

  
RESEARCH

Inquiry Question 1:
Explain the main aims
(What were they trying to achieve?) 
RESEARCH

Inquiry Question 2:
Analyse the main tactics used to achieve
the aims.
RESEARCH

Tactics are methods and actions which are used to achieve a

goal. One or more specific tactics can be implemented to achieve
the goal.
When considering the tactics used in your topic, think of the
following:
• Direct action e.g. protests
• Lobby groups e.g. forming organisations
• Legal challenges e.g. High Court
• Political representation e.g. elected to Parliament
• Media coverage e.g. press conferences
• Raising public awareness e.g. leaflets
RESEARCH

Inquiry Question 3:
Examine the main outcomes achieved.
RESEARCH

Outcomes are the result or effect of an action. Outcomes

can be both short-term and long-term.
When considering the outcomes of your topic, think of the
following:
• Social e.g. raised public awareness, changed people’s
thinking, gained new rights, progression towards
equality, recognition of culture/tradition etc.
• Political e.g. started political movements, legal
recognition, change in government policies/programs
etc.
• Economic – e.g. restitution/reparations, economic
policies/programs etc.
RESEARCH RESOURCES 

Oxford Big Ideas Year 10 Textbook Chapter 10 

Jacaranda Textbook Chapter 22 

1938 Day of Mourning 

https://www.nma.gov.au/defining-moments/resources/day-of-m
ourning
https://aiatsis.gov.au/explore/day-of-mourning
https://www.sbs.com.au/nitv/article/explainer-day-of-mourning-
the-birth-of-modern-first-nations-protest/j6ccrqkgb
RESEARCH RESOURCES

1962 rRght to vote federally

https://www.nma.gov.au/defining-moments/resources/indigeno
us-australians-right-to-vote
https://aiatsis.gov.au/explore/right-vote
https://www.robertmenziesinstitute.org.au/on-this-day/the-196
2-commonwealth-electoral-act

1967 Referendum 
https://www.nma.gov.au/defining-moments/resources/indigeno
us-referendum
https://aiatsis.gov.au/explore/1967-referendum
https://deadlystory.com/page/culture/history/The_1967_Referen
dum
RESEARCH RESOURCES 

Reconciliation 
https://www.creativespirits.info/aboriginalculture/people/what-you-
need-to-know-about-reconciliation
https://www.reconciliation.org.au/reconciliation/what-is-reconciliatio
n/
https://bth.humanrights.gov.au/healing/reconciliation

1992 Mabo Decision 

https://www.nma.gov.au/defining-moments/resources/mabo-decisio
n
https://aiatsis.gov.au/explore/mabo-case#:~:text=In%20Mabo%20
v.,their%20own%20laws%20and%20customs
http://www.nntt.gov.au/Documents/The%20Mabo%20story%20.pdf
RESEARCH RESOURCES 

1997 Bringing Them Home Report (the Stolen Generations)

https://bth.humanrights.gov.au/
https://digital-classroom.nma.gov.au/learning-modules/rights-and-f
reedoms-defining-moments-1945-present/121-1997-bringing-them-
home-report-stolen-generations
https://deadlystory.com/page/culture/history/Inquiry_recognises_th
e_Stolen_Generations

2008 The National Apology

https://www.nma.gov.au/defining-moments/resources/national-apol
ogy
https://www.aph.gov.au/Visit_Parliament/Art/Exhibitions/Custom_M
edia/Apology_to_Australias_Indigenous_Peoples
https://www.reconciliation.org.au/wp-content/uploads/2021/10/Lets
-Talk...Apology.pdf
CHECKPOINT

By the end of this lesson you should

have: 
1. Completed half of your research.  
LESSON 3
1. Complete research
RESEARCH

Continue researching and answering your

Inquiry questions by completing the two
tables in your Inquiry booklet. 
CHECKPOINT

By the end of this lesson you should

have: 
1. Fully completed your research with 6
points of key information per question
recorded in Table 1 and details of
photos/primary quotes in Table 2.
LESSON 4
1. Historical information board
planning and creation
HISTORICAL INFORMATION
BOARDS

Your historical information boards should contain:

• The location in the title of each historical information board.
• A brief outline of your findings (AIMS; TACTICS; and
OUTCOMES) from your research.
NOTE: This information can be covered across BOTH historical
information boards.
• Include both primary and secondary historical evidence,
written and visual material.
• Consider brief primary and secondary quotes, photographs,
maps, diagrams, data etc. to engage the viewers.
• Personal stories and images are powerful to engage your
audience.
HISTORICAL INFORMATION
BOARDS

What makes a good historical information

board?
• Large, clear title.
• Information broken into small paragraphs with
appropriate headings.
• Mix of text and visual elements which inform
the reader.
• Colour and arrangement of
information/images should capture and hold
readers interest.
EXAMPLE HISTORICAL
INFORMATION BOARDS
EXAMPLE HISTORICAL
INFORMATION BOARDS
EXAMPLE HISTORICAL
INFORMATION BOARDS
STUDENT EXAMPLES
HISTORICAL INFORMATION
BOARDS
STUDENT EXAMPLES
HISTORICAL INFORMATION
BOARDS
CHECKPOINT

By the end of this lesson, you should

have: 
1. Planned your historical information
boards and started work on your first
board. 
LESSON 5
1. Historical information board
creation
HISTORICAL INFORMATION
BOARDS

Continue working on your historical

information boards.
CHECKPOINT

By the end of this lesson, you should

have: 
1. Completed your first historical
information board and started work on
your second. 
LESSON 6
1. Historical information board
completion 
CHECKPOINT

By the end of this lesson, you

should have: 
1. Completed your second historical
information board ready for
submission on Monday. 
IN-CLASS VALIDATION –
MONDAY 26 JUNE

Using evidence (facts, data and opinions) from

your tables, you will write an validation to
address the overarching question. 
BOOKLET AND HISTORICAL
INFORMATION BOARDS
SUBMISSION – MONDAY 26
JUNE 

1. You are to hand in your inquiry booklet with

completed tables to your teacher at the end
of the in-class validation. 
2. You are to upload your 2 completed
historical information boards to SEQTA by
6pm Monday 26 June.
Ensure that your uploaded information boards
are saved as a pdf file.