Assessment Task Year Level 10 Learning Area Humanities and Social Sciences Subject History Title of Task Australian Civil Rights Movement

Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Assessment task Year level 10 Learning area Humanities and Social Sciences Subject History Title of task Australian Civil Rights Movement

Description of task Students investigate the influence of the US civil rights movement on Australian activists for Indigenous rights and freedoms. Students then individually develop an inquiry research project on one individual from the Australian civil rights movement using an Individual Research Notebook.

From this research students will create a visual artwork about this individual representing the individual, their method of activism and their significance in the fight for Indigenous rights and freedoms. This is followed by a personal reflection.

Type of assessment Formative and Summative Purpose of • To assess students’ ability to generate research questions for historical inquiry. assessment • To assess students’ knowledge at the end of the learning cycle. • To assess students’ nonverbal communication skills through visual representations in the artwork. • To assess students’ development of perspective, significance and empathy. Assessment strategy Research skills, visual artwork, written reflection Evidence to be Individual research notebook, artwork and personal reflection collected Suggested time 3 weeks (12 x 1 hour sessions) • Introductory lesson following Universal Declaration of Human Rights. • One lesson for in-class source analysis. • Two lessons for modified JIGSAW activity. • One lessons on background to the Indigenous struggle in Australia. • Two lessons for individual research. • One lesson for artwork planning. • Two lessons for production. • One lesson for reflection. Remaining work to complete project in time frame to be completed as homework.

Content from the Knowledge and Understanding: Western Australian The US civil rights movement and its influence on Australia (ACDSEH105) Curriculum The significance of one 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) Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

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) Humanities and Social Sciences skills: Q&R> Construct, select and evaluate a range of questions and hypotheses involving cause and effect, patterns and trends, and different perspectives (WAHASS80

Use a range of methods to collect, select, record and organise relevant and reliable information and/or data from multiple sources that reflects the type of analysis of information that is needed (e.g. questionnaires, surveys, emails, discussion lists, tables, field sketches, annotated diagrams), with and without the use of digital and spatial technologies(WAHASS82)

E> Draw evidence-based conclusions by evaluating information and/or data, taking into account ambiguities and multiple perspectives; to negotiate and resolve contentious issues; to propose individual and collective action in response to contemporary events, challenges, developments, issues, problems and/or phenomena (WAHASS90)

A> Account for different interpretations and points of view/perspectives in information and/or data (e.g. from tables, statistics, graphs, models, cartoons, maps, timelines, newspapers) (WAHASS87) Analyse the 'big picture' (e.g. put information and/or data into different contexts, reconstruct information by identifying new relationships, identify missing viewpoints or gaps in knowledge) (WAHASS88)

C&R> Generate a range of viable options in response to an issue or event to recommend and justify a course of action, and predict the potential consequences of the proposed action (WAHASS96) Select a range of appropriate formats based on their effectiveness to suit audience and purpose, using relevant digital technologies as appropriate (WAHASS92)

Key concepts History: Significance, Empathy, Source, Perspectives Task preparation Prior learning • Human Declaration of Human Rights • How or research and acknowledge research materials • How to answer source analysis tasks • Basic note taking skills Assessment For students that need assistance with note taking and or research skills, appropriate differentiation scaffolding and support will be offered by the teacher or an education assistant if available. Students who may struggle to physically create a visual artwork will have access to online poster creation programs to assist in producing a visual artwork that still addresses the necessary criteria.

2 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Assessment task Assessment Students will be given some class time to complete the tasks with part of the task to be conditions done at home. Resources • SAUCE Model for Inquiry Learning – PDF Accessed at: https://lms.curtin.edu.au/bbcswebdav/pid-5531729-dt-content-rid- 29201771_1/courses/2018_1_EDSC4011_V1_L1_A1_INT_637347/SAUCE %20model.pdf • Indigenous Activism in 1974 (Video) ABC Archives – Accessed at: http://education.abc.net.au/home#!/media/154090/ • Melbourne Land Marches 1968: National Museum of Australia. Accessed at: http://indigenousrights.net.au/timeline/1960-69 • Rosa Parks Bus Boycott- Library of Congress: Accessed at: https://blogs.loc.gov/loc/2015/12/looking-back-on-the-bus-boycott/ • Rosa Parks Pioneer of civil rights – Academy of Achievement. Accessed at: http://www.achievement.org/achiever/rosa-parks/ • Charles Perkins Freedom Ride- AIATSIS: Accessed at: https://aiatsis.gov.au/exhibitions/1965-freedom-ride - • Charles Perkins – Freedom Riders force us to face ourselves ABC Archives: Accessed at: http://education.abc.net.au/home#!/media/1815540/ • People – Collaborating for Indigenous Rights National Museum of Australia: Accessed at: http://indigenousrights.net.au/people • Student Inquiry Organiser PDF Accessed at: https://teachingtools.ophea.net/sites/default/files/pdf/hpe_tool4_10mr 16.pdf • NAIDOC Week Posters – NAIDOC: Accessed at: http://www.naidoc.org.au/poster-gallery • Bell, Richard (2015) Me (Image) Art Gallery of New South Wales artgallery.nsw.gov.au https://www.artgallery.nsw.gov.au/prizes/archibald/2015/29624/ • Bennett, Gordon (1996) Eddie Mabo (Image) National Portrait Gallery portrait.gov.au https://www.portrait.gov.au/people/gordon-bennett- 1955 • Mackinolty, Chips (1983) Land is Life (Image) Museum of Contemporary Art Australia MCA.com https://www.mca.com.au/artists- works/works/2007.18.144/ • McMahon, Marie (1984) You are on Aboriginal Land (Image) Museum of Contemporary Art Australia MCA.com https://www.mca.com.au/artists- works/artists/marie-mcmahon/ • Canva- Online Poster Creation Program: Accessed at: https://www.canva.com •

3 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Civil rights in the US and Australia

Investigating Rights and Freedoms 1945 – present

Task – Your task is to investigate the influence of the US civil rights movement on one individual or group within the Australian civil rights movement and the ongoing significance of their activism in the struggle for Indigenous rights and freedoms.

Inquiry process:

Part A: Inquiry process using your Individual Research Notebook

Part B: Create an artwork about an individual from the Australian civil rights movement

Part C: Reflection on research and artwork

To be submitted for assessment:

• Individual Research Notebook • Artwork • Reflection Paper Content Standards and Objectives:

• Identify and describe the influence of the US civil rights movement on the Australian civil rights movement (ACDESEH105) • Discuss the background to the struggle for Indigenous rights and freedoms (ACDSEH104) • Investigate and demonstrate methods used by civil rights activists and the outcomes of these actions (ACDSEH134) • Evaluate primary sources and secondary sources to explore multiple perspectives, potential bias, origin, motive and usefulness (WAHASS79) (WAHASS85) • Apply biographical and contextual knowledge to a visual Marie McMahon, You are on Aboriginal artwork as a response to chosen Indigenous individual Land, 1984 or group (WAHASS96) • Consider and reflect on the effectiveness of this artwork 64 x45 cm, colour screen-print in achieving its purpose and meeting the target audience (WAHASS92)

4 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Part A: Inquiry Process

Activity One: In-class brainstorm - Setting the Scene

What are civil rights? - Brainstorm your prior learning on civil rights. What are they? Does everyone have the same rights? Has this always been the case?

The Indigenous Struggle - Following this brainstorm, view Indigenous Activism 1974. From this viewing, take notes in your Individual Research Journal on the background to the Indigenous struggle in Australia.

Indigenous Australian Activism in 1974 (video) ABC Archives -

Accessed at: http://education.abc.net.au/home#!/media/154090/

5 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Activity Two: In-class Source Analysis: - Setting the Scene

Complete a source analysis of the following photograph taken of the Melbourne Land Marches of 1968 published in the Melbourne Sun, 13 July 1968.

Source Analysis: Melbourne Land Marches 1968

Accessed at: National Museum of Australia

http://indigenousrights.net.au/timeline/1960-69

6 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Single image study

Title: Creator: Type of source: Date of creation:

What do you see? Think about: • people • location • actions • events • period in history.

Record any words in the image. What do they refer to?

Is there anything significant/interesting about the title of the image?

Can you identify any individuals in the image? If so, who are they?

What evidence can you see that supports your interpretation?

What do you already know about the events and people depicted in the image?

What do you think is the purpose of the image?

• Why was it created? • What is its message?

Who do you think the image was made for? Who do you think the audience is?

What questions do you have about the image and the events and people it depicts?

What additional information do you need to interpret the image?

7 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Activity Three: JIGSAW Research - Acquire Information

As a class, investigate two civil rights activists, Rosa Parks and Charles Perkins.

1.) You will be allocated one individual to research independently in your Research Notebook using the focus questions below. 2.) You will return to the class with your research one your allocated individual and find a partner who researched the other individual. Share your findings with each other. 3.) Ensure you take notes in your Research Notebook on both activists from your independent research and your discussions with your partner.

Use these links to begin your research:

Rosa Parks – Bus Boycott

https://blogs.loc.gov/loc/2015/12/looking-back-on-the-bus-boycott/

Rosa Parks – Pioneer of civil rights

http://www.achievement.org/achiever/rosa-parks/

Charles Perkins – Freedom Ride

https://aiatsis.gov.au/exhibitions/1965-freedom-ride -

Charles Perkins – Freedom Riders force us to face ourselves

http://education.abc.net.au/home#!/media/1815540/

Focus Questions:

• Who are they? • Describe the context they existed within. • What are they notable for? Why? • What challenges did they face? • What did they boycott or protest? • What impact did their activism have on society? • What impact did their activism have on other members of the civil rights movement? • Describe their method of activism. • Did their activism have a social/political/economic impact? • Were they part of an organisation or activist group? If so, describe their purpose. • Did any organisations or individuals oppose them? If so, why?

8 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Activity Four: Independent Research – Using

Apply research skills to an investigation of a chosen activist from the Australian civil rights movement focusing on their activism and their significance in the fight for Indigenous rights and freedoms. You may choose an individual from the list below or discuss other options with the teacher:

• Charles Perkins • Noel Pearson • Faith Bandler • Oodgeroo Noonuccal • Vincent Lingiari • Patrick Dodson • Eddie Mabo • Albert Namtijra

Access this link to begin your investigation into an individual or explore other members of the Australian civil rights movement: http://indigenousrights.net.au/people

Develop your own research question to drive your investigation. This question should be open ended to allow for plenty of research. This question should focus on your chosen individual and should cover their activism and their significance as civil rights activists in Australia. For example: Why was Oodgeroo Noonuccal’s poetry significant in the fight for Aboriginal rights and freedoms in Australia?

Research Question:

To begin your inquiry process, fill out an interactive Inquiry Organiser accessible here: https://teachingtools.ophea.net/sites/default/files/pdf/hpe_tool4_10mr16.pdf

Investigate this individual using both primary and secondary sources and record all information in your Research Notebook. Your notebook should include both visual and written research such as written notes, quotes, maps, photos, drawings, cartoons, letters or court cases.

9 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Part B: Project Piece (20 marks)

Activity Five: Create an Artwork - Communicating

Create an artwork about your chosen individual to be used as a poster for NAIDOC week.

1.) Investigate previous NAIDOC week posters: http://www.naidoc.org.au/poster-gallery 2.) Investigate two of the following Indigenous artists to inspire your artwork: (4 marks) a. Marie McMahon b. Richard Bell c. Chips Mackinolty d. Gordon Bennett 3.) Brainstorm how you might visually represent the individual, their activism and their significance for Indigenous rights and freedoms. Consider slogans and symbols. (3 marks) 4.) Plan your artwork in the space below incorporating the criteria: The individual; Their activism; Their significance for Indigenous rights and freedoms. (5 marks) 5.) Create your artwork using visual materials. This can include and is not limited to paints, pencils, collage, prints, online poster creation programs (e.g. Canva https://www.canva.com) or Photoshop. (8 marks)

Sketch a plan of your artwork here using lead pencil:

10 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Top Left: Marie McMahon, You are on Aboriginal Land, 1984

Top Right: Chips Mackinolty, Land is Life, 1983

Bottom Left: Richard Bell, Me, 2015

Bottom Right: Gordon Bennett, Eddie Mabo, 1996 11 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Part C: Reflection (10 marks)

Activity Six: Personal Reflection – Evaluation

Reflect on your research of your chosen individual and the efficiency of your artwork in communicating and celebrating the work of this individual in fighting for Indigenous rights and freedoms.

Discuss:

• Why you chose to research this individual (2 marks) • Why they are a significant member of the Australian civil rights movement (2 marks) • Why they should be celebrated on a NAIDOC week poster (3 marks) • Audience -How effectively you feel you have represented the individual, their activism and their significance for the Australian civil rights movement (3 marks)

12 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

13 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Rubric Project Piece

Not Developing Demonstrated Exemplary Criteria Demonstrated (1-2) (3-4) (5) (0) Artwork (20 marks) Research – Student does Student includes a Student uses both primary Student uses both primary Individual Learning not attempt to single primary or and secondary sources. and secondary sources. Journal meet the secondary source. Research is recorded in a Research is recorded in an • Primary and criteria and or Research is minimal neat manner making use organised and neat manner secondary did not submit and is recorded in both written and visual making use several formats sources the Individual only written or formats for recording for recording information. • Research Research printed formats. information. Sufficient Detailed information on recorded in Notebook. Limited biographical information on individual individual including multiple ways information on the including activism activism methods, • Biographical individual is recorded methods, significance and significance, background information with little information background challenges. challenges and influences. • Contextual on context or Sufficient information on Detailed information on information activism methods. context including context including social/political/economic social/political/economic conditions. conditions. Design Process Student does Student represents a Student uses thoughtful Student uses creative and • Representations not attempt to single aspect of the symbols to represent the appropriate symbols to and symbols meet the individual’s activism. activism and significance represent the activism and • Initial sketches criteria. One sketch is of the individual. A significance of the • Artistic included with little detailed sketch is included individual. A detailed inspiration detail. Two artists are to plan artwork. Two sketch is included to plan briefly included in artists and their artwork/s artwork with annotations. research. are included in research Two artists and their with brief annotations on artwork/s are included in how for how they intend research with descriptive to apply this artist’s work annotations for how they in their project. intend to apply this artist’s work in their project. Artwork Student does Student includes a Student creatively Student creatively • Individual not attempt to representation of the represents the individual, represents the individual, • Activism meet the individual, their their activism and their their activism and their Methods criteria. activism and their significance for Indigenous significance for Indigenous • Significance significance in the rights and freedoms by rights and freedoms in • Creativity artwork. Little incorporating both written creative ways incorporating creativity is and visual elements. both written and visual demonstrated. Student utilises their elements. Student utilises chosen format in an their chosen format in a appropriate way. sophisticated and appropriate way. Presentation Student does Student presents Student presents work Student presents work • Presented neatly not attempt to work fairly neatly. neatly and appropriately neatly and displays work • Audience meet the Student does not displays it in the innovatively in the criteria. consider audience. classroom to reach classroom to effectively audiences. reach audiences.

14 Tanya de Haas | 18362002 | Curriculum and Instruction in Lower Secondary HASS | Samantha Owens | Assessment Two

Reflection (10 marks) Content Student does Student briefly Student discusses the Detailed discussion of the • Biographical not attempt to describes the individual, their context individual, their context knowledge of meet the individual and their and their activism and their activism individual criteria. activism. Brief methods. Student methods. Student • Evaluation of explanation of the discusses the significance evaluates the significance significance significance of the of the individual in of the individual in fighting • Evaluation of individual. Brief fighting for Indigenous for Indigenous rights and own work reflection on own rights and freedoms. freedoms and their work. Detailed evaluation of broader impact on own work and how it may Australian society and be interpreted by an history. Detailed evaluation audience. of own work and how it may be interpreted by an audience. Writing skills Student does Writing contains Writing contains very few Writing contains little to no • Clarity of writing not attempt to spelling, punctuation spelling, punctuation or spelling, punctuation or and punctuation meet the and grammatical grammatical errors. grammatical errors. • Persuasive criteria. errors. Little Persuasive language is Persuasive language is writing persuasive language used to evaluate the effectively used to evaluate is used to discuss the significance of the the significance of the significance of their individual in Australian individual in Australian individual in history and an argument is history and a persuasive Australian history. presented for why the argument is presented for individual should be why the individual should featured on a NAIDOC be featured on a NAIDOC week poster. week poster. Total /30 marks

Notes: