Lesson Plan
Lesson Plan
Lesson Plan
Lesson Topic: Significance of civil rights for Aboriginal and Torres Strait Islander Duration: 60 minutes
People
Prior knowledge/skills Resources (Attach classroom ready resources/worksheets students will be using, including
required relevant pages from textbooks)
Students have undertaken
flipped learning in the Access to shared running Google Doc
lead up to this lesson https://docs.google.com/document/d/17jdxWlByFf59cM5qaYs68WWZvqCAXtdg34zey7CCK1Y/edit
analysing the Apology
speech by Kevin Rudd. Access to devices and the internet
15- 45 Living Timeline Students are now to create a living timeline that visually represents their Symbols and Images:
mins Activity allocated decade and new understanding leading up to the Apology speech. Using images and
Students will make posters that depict the events and key people that were metaphors to understand
important to their decade. Students are to be as creative as possible and are concepts and content.
encouraged to work together to create posters that visually reflect ideas
rather than words; students will use symbols and images, pictures and colours
to represent their decade.
Students may if they wish create their poster digitally, however will need to be
printed out after completing (therefore library access may be needed for these
students)
The timeline activity
allows students to be
creative with symbols and
images to create their
visual depictions through
their own understanding.
45-50 Joining together of Students are to now join together their timeline and as a class pick two or
Mins the decade posters. three students to share their visual learning map/ decade poster with the
class.
The timeline will be displayed in the classroom and have a dedicated space
that links our cultural understanding with the acknowledgement of country
and the importance of understanding Aboriginal and Torres Strait Islander civil
rights. This activity can be continued over multiple lessons to allow deep
sharing as a class and allow for deeper understanding of the topic and its
significance. Moreover this lesson could also incorporate formative
assessment if need be by addressing the students visual representation of the
past and also continuity/change.
50-60 Lightening Writing Students are to now to write a letter to Kevin Rudd explaining why the Community Links:
Mins Exercise Apology speech was so significant for Aboriginal and Torres Strait Islander Centring local viewpoints,
people and why it was an important step forward in reconciliation. applying learning for
community benefit.
The timeline will be shared with Aboriginal Elders and Aboriginal locals during
their visit to school. Students will have the opportunity to share with them
their living timeline and visual decade posters.
HT5-6 uses relevant evidence form This outcome in measured and recorded through the student ability to effectively
sources to support historical narratives, communicate their visual depictions of their allocated decade. And also through
explanations and analyses of the modern there contribution to the classroom Google Doc.
world and Australia
HT5-10 selects and uses appropriate oral, Students use various forms of communication throughout this lesson oral, visual,
written, visual and digital forms to digital and written to communicate and demonstrate their understanding.
communicate effectively about the past
for different audiences.
Links to next lesson: This lesson provides background information and builds the skills and knowledge students will need when
visiting The Australian Museum and conducting their inquiry based research, which will be used to make a visual presentation
in the post museum lesson plan. The activities in this lesson plan will be useful tools for students to utilise when conducting
their inquiry research and will be able to draw on the knowledge learned throughout this lesson plan. Therefore this lesson
plan is vitally important as it prepares students for subsequent lessons, which will utilise their experiences from the museum
visit. Please refer to the unit outline to view how the museum visit will be used in subsequent lessons.
AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.3 Students with diverse linguistic, This standard is evident throughout this lesson plan as if actively focuses on
cultural, religious and socioeconomic addressing delicate topics respectfully and carefully by being conscious of any
backgrounds. social, cultural or religious biases that can be presented through different modes
of information.
1.4 Strategies for teaching Aboriginal and This standard is represented throughout this lesson plan for addressing the
Torres Strait Islander students. cultural, emotional and social impacts of the lesson topic and making sure that the
content delivered in this lesson plan is correct, relevant and culturally correct. It is
the aim of this lesson plan to be approved and communicated with the local
Aboriginal community before commencement of this lesson topic.
2.4 Understand and respect Aboriginal Evidence for this standard is evident through the careful construction of reviewing
and Torres Strait Islander people to the content delivered in this lesson plan. Community consultation is vital in order
promote reconciliation between to respectfully and accurately communicate Aboriginal and Torres Strait Islander
Indigenous and non-Indigenous perspectives and knowledge. However all consideration will be taken to ensure
Australians. that the content delivered to students reflects any biases and cultural issues.
3.1 Establish challenging learning goals The learning intentions and lesson activities are designed to be achieved by all
students however extension activities are present to provide allocation for
students who progress through the tasks more easily. Also provisions have been
made for students who may find the tasks to challenging.
4.5 Use ICT safely, responsibly and Careful consideration has been taken to ensure that students use ICT respectfully
ethically and responsibly throughout this lesson. The websites that need to be accessed for
this lesson plan may contain some sensitive information and content for some
students therefore careful consideration has been taken into account.
WHS considerations
Work, Health and Safety provision for this lesson plan include safe and easy access for all student and teachers into the
classroom. The classroom is free from any trip hazards such as things left of the floor, wires, chairs, leads and equipment. The
windows and doors work properly and the room is well ventilated. The chairs and desks work properly and are not damaged or
LESSON PLAN: RACHEL FOSTER 17439190 Page 5
broken, please ensure that all students use the chairs and desks properly etc. no swinging on chair legs or leaning on the table
inappropriately.
References
http://www.myplace.edu.au/decades_timeline/1810/decade_landing_19.html
https://www.youtube.com/watch?v=fe6eHppCcA8
http://www.myplace.edu.au/teaching_activities/2008/1/the_apology.html
Please ensure students do not open their devices or workbooks before watching the video as a class. If a second viewing is
needed students will then be able to use their devices or workbooks to take notes.
Students are to access the Google Doc shared with them already and are to access their chosen decade which is linked and
allocated to them in the Google Doc. Students must annotate and add notes to the Google Doc which will when completed
provide them with a running timeline of important events and people.
Students are allowed to collaborate and work together when creating their posters however each student must create a poster
about their allocated decade. Once students are finished please glue or tape together the students posters. Some students may
wish to complete their poster digitally please instruct them to print out their poster.
Students are encouraged to share their posters with the class and explain their visual representations. Lastly students are to
complete the lightening writing task, or complete for homework and upload their response to the Google Classroom.
In order for this lesson plan to be ethically sound and that the ideas are presented accordingly and appropriately, it is important
to have consultation with the local Aboriginal and Torres Strait Islander community to ensure that all learning is correct, relevant
and communicated delicately to be considerate of the people who may be affected by this topic of study and to respect the
people who have passed away that are effected by this topic. If community consultation cannot be made, all effort must be
taken in making sure that information shared with students is as accurate as possible and communicated with respect and clarity
on perceptions and ideologies. All effort will be taken in making sure that all biases are addressed and that acknowledgement
will be made when looking at information that may not be culturally, socially or politically correct.
Paper
Pens/Pencils/Markers
Blutac or pins