Year 10 Integrated Unit

Rights and Freedoms in Australia and throughout the world.

Contents

Unit Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 - 3 AusVELS Curriculum Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Focus questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Classroom Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 - 9 Timeline and Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 - 15 Excursions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 - 17 Materials and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

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Unit Description

This unit will be the second term focus within the Year 10 History subject The Modern World and Australia.

In Rights and Freedoms students will learn the concept of what a right is, why we need them and how they have been struggled for. They will investigate how rights and freedoms have been ignored, demanded or achieved in Australia and in the broader world context. Further to this students will discover how peoples rights and freedoms are still being threaten in Australia and throughout the world and will investigate how they can assist these individuals and minorities and help make a change.

Rights and Freedoms moves on from the fist term focus on the Second World War War where students learnt about the atrocities that led to the UN General Assembly adopting The Universal Declaration of Human on 10 December 1948. The unit will focus on the historical events from 1945 that helped shaped the rights and freedoms of the world and how this effected Australian life.The unit will cover the five content areas in the Australian Curriculum by studying the key concept of the Universal Declaration of Human Rights , the rights of Aboriginal and Torres Strait Islander peoples (including the Stolen Generations, their right to vote, the 1967 Referendum and the Apology), US Civil Rights movement, refugees and the roles of international aid organisations such as Amnesty International.

Cross Curriculum Integration

This unit will also incorporate the Australian Curriculum cross-domains Civics and Citizenship and Information and communications technology (ICT). The Civics and Citizenship domain provides students with knowledge, skills and opportunities to understand and practise what it means to be a citizen in a democracy. The students will acquire knowledge and understanding of roles of political institutions as well as individual and group campaigners and non-for profit organisations in government policy on rights and freedoms. The students are then encouraged to become and active and informed citizen and participate in society to create the change they want to see.

This unit will teach the students to understand the political and legal systems and processes that have helped or hindered an individuals rights and freedoms in the last century. They will learn the history that underpins these processes in order to understand why things are the way they are in today's society.

Information and communications technology (ICT) will be integrated into this unit in the various uses of technology that students will use to investigate rights and freedoms. Students will go beyond using ITC as a tool to word process and will discover how the internet including social media can be used to inform and rally the masses. The students will use ICT to access, process, manage and present information. They will also dicuss how it can be used to create and manage events, construct new understanding; and communicate with others.

AusVEL Standards

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Throughout the twentieth century Australia’s social, cultural, economic and political development transformed. This time of incredible change in our history provides the perfect backdrop for year 10 students to develop their historical understanding through key concepts including evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.

By the end of Year 10, 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. They explain different interpretations of the past and recognise the evidence used to support these interpretations.

The students will meet these standards by being able to:

Use chronological sequencing to demonstrate the relationship between events throughout the world and Australia by creating a timeline of US Civil Rights key dates and Indigenous Australians rights campaigners.

Understand and use historical terms and concepts in their context such as “liberation” and “human rights”.

Use a range of tools, including ICT and the school's library to gather different sources of historical evidence to gain an understanding of first and secondary sources.

Investigate methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander peoples.

Develop texts, using a range of communication forms, such as social media to discuss rights and freedoms currently happening.

Understand the implications of the use of ICT and their social and ethical responsibilities as users of ICT by working in a group creating a blog on a Human Rights campaign of their choice.

Understand the different perspectives of the families and government during the time of Ingenious children being taken away from their families.

Focus questions:

What is a ‘right’?

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How have the rights and freedoms of Aboriginal peoples and other groups in Australia changed during the post-war period?

What were the experiences of Aboriginal and Torres Strait Islander peoples who were forcibly removed from their families?

How did the Freedom Rides in the US inspired civil rights campaigners in Australia, and how they became a turning point in the Aboriginal and Torres Strait Islander peoples’ struggle for rights and freedoms?

What were the aims, tactics and outcomes of a particular event in the Aboriginal and Torres Strait Islander peoples’ struggle for rights and freedoms?

How are minority group's rights and freedoms still threatened?

What are the key concepts of the Universal Declaration of Human Rights?

What organisations campaign and assist people who's rights and freedoms are being compromised?

Classroom activities 1 – 6

Introduction ActivityWhat are Civil Rights and Citizenships?

Activity Goal

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Gain an introduction on the different civil rights movements and campaigns in the last 200 years by doing a jigsaw activity.Task

The students are divided into small groups of five or six students each. Within the groups each student is given a different topic to research.

African-American South African apartheid

Suffragettes Refugees in Australia

Roma Gypsies Indigenous Australians

The students will go away and find out general information on those topics such as

What rights are they fighting for? Who are/were the key campaigners?

When was this campaigned for? What is happening now?

To increase the chances that each report will be accurate, the students doing the research do not immediately take it back to their jigsaw group. Instead, they meet first with students who have the identical assignment (one from each jigsaw group).

For example, students assigned to South African apartheid meet as a team of specialists, gather-ing information, becoming experts on their topic, and rehearsing their presentations. We call this the "expert" group. Once each presenter is up to speed, the jigsaw groups reconvene in their initial heterogeneous configuration. The apartheid expert in each group teaches the other group members about that topic.

Each student in each group educates the whole group about her or his speciality. Students are then tested on what they have learned about rights from their fellow group member.

Activity Two

US Civil Rights and it's influence on Australia.

Previous activities

As an introduction the students will watch the movie Mississippi Burning. With a follow up discussion of how the media portrayed the event and how they might think this would have affected the Indigenous rights in Australia.

Activity Goal:

Learn about how the American Freedom Riders effected the Civil Rights campaigners in Australia and influenced the 1964 Indigenous Freedom Rides and how this lead to the 1967 Referendum.

To compare the events in each country.

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Task

In pairs or groups of three students will make too timelines on the same A2 sheet of paper. One will be a timeline of Civil Rights events in the US and the other, Indigenous rights moments in Australian history.

Each event will need a description of what happened.

The groups/pairs will then sit with another group to discuss/compare their findings.

Resources

http://www.infoplease.com/spot/civilrightstimeline1.html

http://edition.cnn.com/2006/EDUCATION/01/31/extra.civil.rights.timeline/

http://reconciliaction.org.au/nsw/wp-content/uploads/2008/02/timeline_2008.pdf

http://www.sbs.com.au/news/article/539977/Timeline-Indigenous-rights-movement

Teacher FeedbackThe teacher will check over each timeline and correct it while also confirming where the students obtained the information from.

Activity Three and Four

The Stolen Generation

Activity Goal

Understand what happened during the Stolen Generation by watching the film Rabbit Proof Fence and reading, then acting out events from first hand accounts.

To then use that knowledge to write a letter to the editor reply to a newspaper article that described why taking the children away from their families was a good thing.

Task part 1

After watching the film, groups of 5 students are each given a different personal account from the website http://www.humanrights.gov.au/publications/mother-us-taken-away-kids-commemorating-10th-anniversary-bringing-them-home-report

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The students will need to role play the event in front of the class and portray the feelings and emotions of the people in these accounts as best they could.

Some questions to consider:

How did the mothers feel?How did the children feel?How would the government officials taking the children have felt?How did the government officials and positions who made the policy feel?

By watching the other students act out the different emotions the students can then collaborate this information and write a structured letter explaining what effect this had on the people involved. The students’ letters will need to demonstrate knowledge and understanding of the government policy of removal and its impact on the lives of those who were removed. They will need to keep it historically correct by using the correct terms and phrases of the day.

The letter of reply is to be presented as a word-processing document and must: Comment on all claims made in the letter and be based on information from the personal

accounts that the class read through or one that they researched themselves while describing the impact of removal on members of the Stolen Generation

Explain how and why Aboriginal children were removed from their families Provide overview of the government policy of removal between 1920–1960

Teacher Feedback Teacher provides written feedback according to task criteria including: use of relevant historical terms and appropriate language and text type.

Activity 5 – 6

Human Rights and Organisations that Help.

Task #1

Activity Goal:

To use the internet to research a case of human rights abuse in the media and then discover the appropriate aid organisation that can assist.

Task

In groups of four investigate Australian and world news websites ( The ABC, The Age, BBC, CNN, Al-Jazeera) for a case of Human Rights abuse. This could include:

Imprisonment without trial,Health Care issues,Civil war and conflict,

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Rights of women or Indigenous people,Refugee rights,Environmental and land issues,Pay rates in Third World countries such as Bangladesh, Colombia, India, China, Peru.

Find the one that most interests the group and then together write down the key points to present to the class.

As a group discuss and make a plan of action on how the class could assist these people.

This will include

Finding relevant charities and non-for profit organisations that assist these types of people, Discuss and decide upon a way for the class to raise money for this organisation Discuss what individuals in class can do to help the issue.

Task #2

Activity Goal

Use social media to get your Human Rights discovery and action plan out into the world.

Task

Create a blog using a social media platform, either Blogger or Tumblr.

Students will first need to consider the implications of having a public blog. Defamation of others, Incorrect facts, Inappropriate language, Photos of others.

Considering these issues the groups will need to write down a list of 'Blog Rules' that they will have to adhere to.

The students will then need to decide who's email address they will use to set it up and who will be in charge of logging in or out.

The students will need to need learn how to use these websites themselves by going through the guides on the websites.

They will also need to decide as a group what information they would like on their blog.

Teacher Feedback

The teacher will provide feedback on the content of the blog and it's design as well as the students ability to work in a group and moral and ethical concerns they had for their set of blog rules.

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Assessment Activities/Projects and Rubrics

Stolen Generation Campaigners Research Essay

Task

Students will research and write a 500 word essay on the historical significance of an event or movement in the civil rights of Aboriginal and Torres Strait Islander peoples.

The essay will need to contain the following:

An introduction summarising the event at least three paragraphs explaining the events in detail showing what happened, why it

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happened and who they key players were A conclusion detailing how this event effects current day Australia At least one references from each a book, website and newspaper article using footnotes to

references the sources

Students may pick from the following topics: 1962 right to vote federally 1967 referendumLand rights movementMabo decisionBringing Them Home report (the Stolen Generations)Reconciliation movement2008 Apology to Australia’s Indigenous Peoples.

The purpose of this assessment is to make judgements about students’ abilities to research, collect, analyse and draw conclusions about historical sources.The following rubric is to be used as an assessment tool.

Rubric for Research Essay

Knowledge

Criteria Poor Needs Improvement

Good Excellent Total

Usinghistoricallyaccurateinformation

No use of historical information

Limited use of historical information

Some historical evidence but not all is accurate

Excellent use of accurate historical information

Thinking/Inquiry Skills

Historicalanalysis

No analysis skills demonstrated

Limited analysis skills demonstrated

Good analysis skills demonstrated

Excellent analysis skills demonstrated

Evidence to No references One reference Two references Three references

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support information

Communica-tion

Clear introduction

No introduction Introduction is not clear

Introduction is good

Introduction is excellent

Evidence of research

No evidence of research

Some evidence of research

Clear research Excellent research

Strong conclusion

No conclusion Short and non informative conclusion

Conclusion indicates the writers point

Conclusion summarises and indicated the writers point

Effective use of language

20 - 30 spelling and grammatical mistakes

10 – 20 spelling and grammatical mistakes

1-10 spelling and grammatical mistakes

No spelling and grammatical mistakes

Application Clear point of view expressed

No expression Limited expression Good expression Excellent expression

Presentation – heading, spacing between paragraphs

Not word processed

Poorly presented Presented correctly but with a few spacing issues

Presented perfectly

Use of footnotes and a bibliography

No footnotes, no bibliography

Footnotes but no bibliography

Footnotes and bibliography but not presented correctly

Excellent footnotes and bibliography

Score 1 2 3 4 5 6 7 8 9 10 /100

Assessment Activity #2

Refugees in Australia

Activity Goal

Gain an understanding of the reasons why people seek refuge and asylum in Australia and the journeys they take to get here by watching clips from the SBS program Go Back to Where You Came From and answering a series of questions.

The task

Students will be shown a clip from the first episode, Hamid's Story. They will then individually answer the questions on the following worksheet. The students will need to use their laptops to research and answer some questions. The worksheet provides all the relevant web links for them to use.

Links

http://www.sbs.com.au/goback/schools/tutorial/135/clip-1

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The clip is free to show in a classroom

The Questions

Students are to be given a handout each to complete. They may work with the person next to them to find information on the websites but each student will need to hand in individually completed answers. Students should be shown the assessment rubric so they understand what is expected of them in this task.

STUDENT TASKS

In Clip 1, Hamid meets Catherine, Peter and Angry when they visit him in his home in Dandenong, Victoria. Hamid is from Kabul in Afghanistan. He is a recently resettled refugee who arrived in Australia by boat. In coming to Australia Hamid left behind his whole family including his mum, wife, daughter, brothers and a sister. Hamid is hoping his family will join him in Australia.

Answer the following questions and type them up in Microsoft Office.

Students are to consider the rights and freedoms of the refugees in their home countries and the rights and freedoms they do or do not have in Australia.

Questions

YOU

Question 1

Despite his harrowing journey to Australia and being separated from his family, Hamid is upbeat and positive about his future. What reasons can you give to account for this?

Question 2

Push and pull factors are often discussed in the refugee debate. The push factors are the reasons why a person flees their homeland and becomes a refugee. The pull factors are the reasons why a person flees to a certain place in particular. What are the push and pull factors that contributed to Hamid leaving his home to seek asylum in Australia?

Question 3

Earlier in the clip, Angry Anderson claims that asylum seekers who arrive ‘illegally’ are criminals, despite the fact that the United Nations Refugee Convention makes it clear that it is not illegal to seek asylum. Do you think Angry’s assessment of Hamid is fair?

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YOUR COUNTRY

Question 4

Many of Australia’s refugees come from Afghanistan. Using SBS’s Census tool (link below), find out about Australia’s Afghan community and compare it to another community within Australia.

Question 5

Hamid worked as an interpreter for the Coalition Forces in Afghanistan. He believes he put his life at risk in order to help Australians. Do you believe that Australia has a particular responsibility to those like Hamid who have now become refugees?

Question 6

The Afghan Australian Development Organisation is one of many programs in Australia empowering communities in Afghanistan. Go on to their website (link below) and outline the different projects they operate and how these might contribute to the organisation’s vision of stronger, selfsupporting families and communities in Afghanistan.

YOUR GLOBAL COMMUNITY

Question 7

The United Nations High Commission for Refugees (UNHCR) lists the top 10 countries of origin for refugees in 2011. Analyse these figures for each country and suggest the main reason why people are fleeing their own country.

Afghanistan 2,664,400Iraq 1,428,300Somalia 1,077,000Sudan 500,000Dem. Rep. of the Congo 491,500Burma 414,600Colombia 395,900Viet Nam 337,800Eritrea 252,000China 205,400

Question 8

The Australian Department of Immigration and Citizenship aims to respond effectively to global humanitarian situations. Go to this website (link below) to learn about the visa support that refugees and asylum seekers can apply for. What options are currently available for Irregular Maritime Arrivals (asylum seekers who arrive by boat)?

Question 9

In this news article (http://www.abc.net.au/news/2012-04-13/jeff-waters-online-piece/3949550 ) the journalist discusses some of the challenges facing refugees who want to be reunited with their family in Australia. Summarise the different views put forward by people quoted in the article.

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Question 10

With the number of boat people attempting to reach Australian shores increasing it is hoped that a regional solution will solve this complex issue. The Refugee Council outlines an Asia-Pacific Regional Refugee Framework. Read the section below and re-write it in your own words.

The development of a regional protection framework will clearly require significant additional commitments from Australia, including financial resources and resettlement places. Australia must demonstrate that its goal is not to shift its responsibilities to its Asian neighbours but that it is prepared to lead by example, both in its modelling of protection-centred asylum policies and in its willingness to put resources into strategies to improve regional refugee protection outcomes. Australia must be prepared to review its current asylum policies and amend policies which, ifcopied elsewhere, would undermine refugee protection.

USEFUL LINKSSBS Census Tool - http://www.sbs.com.au/news/census/The United Nations Refugee Convention -http://www.unhcr.org/pages/49da0e466.htmlThe Refugee Council of Australia – www.refugeecouncil.org.auThe Australian Department of Immigration and Citizenship - www.immi.gov.au

Rubric for Refugee Assessment

Not shown Needs Improvement

Good Excellent Total

Shows an understanding of why refugees would want to leave their countries

Talks of the rights and freedoms of refugees both in their home countries and in Australia

Navigates websites correctly

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Clearly written answers with correct spelling and grammar

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Excursions

Walking Tours of Melbourne's Radical Melbourne Tour

Where: Melbourne CBDCost: Whole class $300 (half-day) - $450 (whole day)

Description:

Celebrate an alternative history of civil rights protesters, strikers, feminists, socialists, activists, writers, black freedom fighters and dissenters who changed Melbourne for better (or worse). This is not a history of the Marvellous Melbourne establishment but of the passionate disrupters and changers of the social order. Pursuing Melbourne troublemakers from dissident poets, slum sisters to communist printing presses and Chinese anti-rascist campaigners, we travel to heritage buildings and lanes from Flinders Street Station to Spring Street.

Sites visited and more information at http://melbournewalks.com.au/radical-melbourne-tour/

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Why this excursion?

The students will be spending the majority of their time in the classroom and this gives them an opportunity to get out and see what civil rights action Melbournian's have taken in the past. The students will also been shown the City Square and the State Library, sites of many protests over the years.

Photos:

Excursion #2

Amnesty International event “North Korea and the threat to world peace”- Information and Letter Writing Afternoon.

Where: All Souls Church Hall, 48 Bay Rd, Sandringham, VIC, 3191 When: Tuesday June 25 1:00 – 3:00PMCost: Free but the students and staff will make a $5 donation each

Description:North Korea has one of the worst human rights records of any nation.Amnesty International reports severe restrictions on the freedom of association, expression and movement, arbitrary detention, torture and other ill-treatment resulting in death, and executions.Amnesty International demands the closure of North Korean prison camps, where 200,000 political prisoners and their families exist in “the most inhuman conditions imaginable”.Human Rights Watch has referred to North Koreans as among "the world's most brutalized people" because of the severe restrictions placed on their political and economic freedoms.

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More information: http://www.amnesty.org.au/vic/event/31994/

Why this excursion?

Students will be able to put their letter writing skills into practice and will be able to experience an aid organisation first hand.

Teacher Resources

Books

Civil Rights

Robert Gott and Richard Linden, Free for all: Civil rights in Australia, Cardigan Street Publishers, 1995.

John Chesterman, Civil rights : how indigenous Australians won formal equality, University of Queensland Press, 2005.

Heather Adamson, The Civil Rights Movement, Capstone Press, 2009.

Margaret Earley Whitt , Short Stories of the Civil Rights Movement: An Anthology, University of Georgia Press, 2006.

Classroom Activities and Lesson Plans

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Roy Killen, Effective Teaching Strategies; Lessons from research and practice (6th edition), Cengage learning, 2013

Websites

United Nations - http://www.un.org/en/

Australian Human Rights Commission - http://www.humanrights.gov.au/

SBS Go Back To Where You Came From - http://www.sbs.com.au/goback/

US Civil Rights information - http://www.ushistory.org

Amnesty International Australia - http://www.amnesty.org.au/

The Australian Refugee Rights Alliance - http://www.arra.org.au/

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