NAIDOC - LEGACY: The Power of Protest

Learning Areas

Visual Arts | Civics and Citizenship | Music | English | History

In this unit

Students are introduced to the role of protest in shaping society and explore how protest has been used to challenge injustice and spark change across Australia and globally. Students research protest as both political and creative expression, and are supported to develop their own artistic responses to issues they care about today.

This unit includes:

Unit

Teacher Resource

Cultural Protocols

Learning Areas

Year 10 History

AC9HH10K09
The causes of First Nations Australians' campaigns for rights and freedoms before 1965, such as discriminatory legislation and policies, the 1938 Day of Mourning and the Stolen Generations
AC9HH10K10
The contributions of significant individuals and groups in the campaign for the recognition of the rights of First Nations Australians and the extent to which they brought change to Australian society
AC9HH10K11
The significant events and methods in the movement for the civil rights of First Nations Australians and the extent to which they contributed to change
AC9HH10K13
The continuing efforts to create change in the civil rights and freedoms in Australia, for First Nations Australians, migrants and women
AC9HH10K18
Continuities and changes in perspectives, responses, beliefs and values that have influenced the Australian way of life
AC9HH10S01
Develop and modify a range of historical questions about the past to inform historical inquiry
AC9HH10S02
Locate, identify and compare primary and secondary sources to use in a historical inquiry
AC9HH10S04
Explain the usefulness of primary and secondary sources, and the reliability of the information as evidence
AC9HH10S06
Compare perspectives in sources and explain how these are influenced by significant events, ideas, locations, beliefs and values
AC9HH10S07
Analyse different and contested historical interpretations
AC9HH10S08
Create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that incorporate and acknowledge evidence from sources
AC9HH10K15
The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration
AC9HH10K16
Causes and effects of the significant events and developments of the major global influences on Australia in the post-Second World War period
AC9HH10S08
Create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that incorporate and acknowledge evidence from sources

Year 10 English

AC9E10LA01
Understand how language can have inclusive and exclusive social effects, and can empower or disempower people
AC9E10LE01
Analyse representations of individuals, groups and places and evaluate how they reflect their context in literary texts by First Nations Australian, and wide-ranging Australian and world authors
AC9E10LE04
Evaluate the social, moral or ethical positions represented in literature
AC9E10LY01
Analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts
AC9E10LY02
Listen to spoken texts and explain the purposes and effects of text structures and language features, and use interaction skills to discuss and present an opinion about these texts
AC9E10LY05
Integrate comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and interpret complex and abstract ideas
AC9E10LY06
Plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical

Year 10 Civics and Citizenship

Year 9 and 10 Visual Arts

AC9AVA10E01
Investigate the ways that artists across cultures, times, places and/or other contexts develop personal expression in their visual arts practice to represent, communicate and/or challenge ideas, perspectives and/or meaning
AC9AVA10E02
Investigate the ways that First Nations Australian artists celebrate and challenge multiple perspectives of Australian identity through their artworks and visual arts practice
AC9AVA10D02
Reflect on the way they and other visual artists respond to influences to inspire, develop and resolve choices they make in their own visual arts practice
AC9AVA10C02
Select and manipulate visual conventions, visual arts processes and/or materials to create artworks that reflect personal expression, and represent and/or challenge, ideas, perspectives and/or meaning

Year 9 and 10 Music

AC9AMU10E01
Investigate composers’ and/or performers’ use of elements of music, compositional devices and/or vocal/instrumental techniques in music from a range of cultures, times, places and/or other contexts
AC9AMU10E02
Investigate the ways that First Nations Australian performers and/or composers celebrate and challenge multiple perspectives of Australian identity through music
AC9AMU10C02
Compose music, manipulating and combining elements of music and compositional devices relevant to chosen styles and/or forms to communicate ideas, perspectives and/or meaning and notate, document and/or record the music

General Capabilities

Critical and Creative Thinking

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

Country/Place

A_TSICP1
First Nations communities of Australia maintain a deep connection to, and responsibility for, Country/Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways.
A_TSICP2
The occupation and colonisation of Australia by the British, under the now overturned doctrine of terra nullius, were experienced by First Nations Australians as an invasion that denied their occupation of, and connection to, Country/Place.
A_TSICP3
The First Peoples of Australia are the Traditional Owners of Country/Place, protected in Australian Law by the Native Title Act 1993 which recognises pre-existing sovereignty, continuing systems of law and customs, and connection to Country/Place. This recognised legal right provides for economic sustainability and a voice into the development and management of Country/Place.

People

NAIDOC – VISION: Future Makers

Year levels: 5-10 3 lessons

Students explore the concept of ‘vision’ by learning from the past and imagining the future. They investigate key moments of First Nations activism using the Storying Our Shared Histories timeline. Drawing on their knowledge of current issues, students create a future timeline of imagined events and develop a character profile for a fictional changemaker.

View Unit

NAIDOC – VISION: Lead the Change

Year levels: 5-10 2 lessons

Students learn about past and present changemakers, including the legacy of William Cooper and the origins of NAIDOC Week. They think critically and creatively about the kind of future they want to help shape for next generations through yarning, campaign planning and visual arts.

View Unit

NAIDOC – LEGACY: A Seat at the Table

Year levels: 9-10 2 lessons

Students explore the origins of NAIDOC Week, from the 1938 Day of Mourning to the legacy of changemakers like William Cooper. Through inquiry and creative expression, they reflect on justice, recognition, and what it means to have a seat at the table.

View Unit

NAIDOC – STRENGTH: Our Shared Histories

Year levels: 7 1 lessons

Students explore key moments in history through the lens of ‘strength'. Using the ‘Storying our Shared Histories’ timeline, they examine how strength has taken different forms over time. Students research and create a visual or digital snapshot, reflecting on how this history shapes our future.

View Unit

NAIDOC – STRENGTH: What does it mean to be strong?

Year levels: 5-7 1 lessons

Students explore the idea of strength and how it can take different forms depending on people’s circumstances. They engage in hands-on activities to reflect on fairness, consider the impact of privilege, and think about how their own strength can support others

View Unit

Unit Content

Expand All

NAIDOC – LEGACY: The Power of Protest 3 Lessons

Focus Area Content

0% Complete 0/3 Steps

NAIDOC – LEGACY: The Power of Protest – Lesson 1

NAIDOC – LEGACY: The Power of Protest – Lesson 2

NAIDOC – LEGACY: The Power of Protest – Lesson 3

NAIDOC – LEGACY: The Power of Protest

Learning Areas

In this unit