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