NAIDOC – LEGACY: The Power of Protest

Years 9-10 | 3 x 70 minutes

Learning Areas

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

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:

Learning Areas

  • 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
  • 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
  • AC9HC10S02
    Locate, select and compare information, data and ideas from a range of sources
  • AC9HC10S03
    Analyse information, data and ideas about political, legal or civic issues to identify and evaluate differences in perspectives and interpretations
  • 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
  • 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

  • develop questions to investigate complex issues and topics
  • questions developed assist in forming an understanding of why phenomena or issues arise

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

  • 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.
  • A_TSIP3
    The significant and ongoing contributions of First Nations Australians and their histories and cultures are acknowledged locally, nationally and globally.
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Special Release Community

Years 9-10

Civics and Citizenship

English

History

Music

Visual Arts

3 x 70 minutes

Unit Includes

  • 1 Focus Area
  • 3 Lessons
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