Activity Introduction

Quick summary: Retired AFL star Adam Goodes is known to many for his resilient journey in the face of detrimental treatment by AFL spectators and the media beginning in 2013.

In this lesson, students will explore Australia’s Constitution – what it is and how it was developed. They will critically consider whose voices are represented in the Constitution and whose are missing. Students will then explore Adam Goodes’ involvement with the ‘Recognise’ campaign and learn about the Uluru Statement from the Heart. They will consider the three key aspects of the Uluru Statement from the Heart – Voice, Treaty, Truth – and consider what they might be able to do to teach others about it or demonstrate their support for Aboriginal and Torres Strait Islander recognition. 

Students view excerpts from the acclaimed 2019 documentary, The Final Quarter, as a starting point to brainstorm health, safety and wellbeing in the context of sport, school and life. Students consider the impact of racist behaviour on wellbeing.

Using only archival footage aired at the time, The Final Quarter holds a mirror to Australia and is an opportunity to reconsider what happened on and off the football field. Learn more about the film here.

We highly recommend that students view the film in its entirety before participating in subsequent lessons.Our Watching the Film lessons are designed to support you in facilitating this process. Given the content, it is also important for teachers to communicate with parents and guardians of Aboriginal and Torres Strait Islander students before playing the film and/or engaging with the teaching and learning resources. 

Note: This film may not be suitable for viewing by all young people. Teachers are advised to use their discretion when deciding whether to show this film. If teaching in a context with a high proportion of Aboriginal and Torres Strait Islander children, it is imperative that guidance is sought from the Principal and Aboriginal Education Officer (or equivalent) prior to screening the film.

Learning intentions:

  • Students will understand what the Constitution is.
  • Students will understand that the Constitution was originally written by and for an exclusive group of Australians.
  • Students will consider some of the effects of being excluded from the Constitution on Aboriginal and Torres Strait Islander peoples.
  • Students will be familiar with the Uluru Statement From the Heart, its meaning, purpose and the manner in which it was developed.

21st century skills: 

CommunicatingCommunity EngagementCritical ThinkingCultural UnderstandingEmpathyEthical UnderstandingSocial Skills

Australian Curriculum Mapping

Content descriptions: 

Year 5 Humanities and Social Science:

  • The key values that underpin Australia’s democracy (ACHASSK115)
  • How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)
  • The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)

Year 6 Humanities and Social Science:

  • Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)
  • Where ideas for new laws can come from and how they become law (ACHASSK146)
  • The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)
  • Australia’s connections with other countries and how these change people and places (ACHASSK141)

Year 5 English:

  • Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
  • Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
  • Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

Year 6 English:

  • Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
  • Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
  • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

Syllabus outcomes: EN3-3A, EN3-8D, GE3-1, GE3-1, GE3-2, HT3-3, HT3-4

General capabilities: Literacy, Critical and Creative Thinking, Ethical Understanding, Intercultural Understanding

Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures (OI.1, OI.4, OI.5, OI.6, OI.7, OI.9)

Relevant parts of Year 5 HASS achievement standards:

By the end of Year 5, students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They identify various ways people can participate effectively in groups to achieve shared goals and describe different views on how to respond to a current issue or challenge.

Relevant parts of Year 6 HASS achievement standards:

By the end of Year 6, students explain the role and importance of people, institutions, and processes to Australia’s democracy and legal system. They describe the rights and responsibilities of Australian citizens and the obligations they may have as global citizens.

Relevant parts of Year 5 English achievement standards:

When reading, they encounter and decode unfamiliar words using phonic, grammatical, semantic and contextual knowledge. They analyse and explain literal and implied information from a variety of texts. They listen and ask questions to clarify content.

They contribute actively to class and group discussions, taking into account other perspectives.

Relevant parts of Year 6 English achievement standards:

They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. Students compare and analyse information in different and complex texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.

They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

Topic: Learning Through Film, Indigenous Education, Social Issues. 

This lesson is part of the wider unit of work: The Final Quarter – Exposing Truth. Embracing Diversity – Years 5 & 6

Time required: 90 mins.

Level of teacher scaffolding: High – there is a large amount of content covered in this lesson that may be new to students. It is important to invest time in group discussions, responding to students’ questions and queries to support them to develop an understanding of the context and content of the resources presented.

Resources required:

Keywords: Indigenous, Aboriginal and Torres Strait Islander, race, resilience, sport, Adam Goodes, The Final Quarter, documentary, AFL, media, equal, equity, equality, racism, bullying, constitution, sovereignty, First People, truth, treaty, voice, acknowledgement, inclusion, reconciliation, Uluru.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: Students will...

  • understand what the Constitution is.
  • understand that the Constitution was originally written by and for an exclusive group of Australians.
  • consider some of the effects of being excluded from the Constitution on Aboriginal and Torres Strait Islander peoples.
  • explore the Uluru Statement From the Heart, its meaning, purpose and the manner in which it was developed.

Success criteria: Students can…

  • … explain when the Constitution was first developed, and by whom.
  • … identify that there are groups within our community that were not represented when our Constitution was developed.
  • … explain what the Uluru Statement From the Heart is, including its purpose and its meaning.
  • … describe how Uluru Statement from the Heart  has strengthened connection and support within Aboriginal and Torres Strait Islander communities.
  • ... make meaning from and create links between a range of texts.

Teacher content information:

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Student Worksheet

Thought starter: "If you have come to help me, you are wasting your time. But if you have come because your liberation is bound up with mine, then let us work together." ~ Aboriginal Activist Group, QLD, 1970s.

1. Watch this video:

Snapshots: The Constitution (https://www.youtube.com/watch?v=wy3wTdahqZI)

Reflect on your learning so far...

2. Watch this clip from The Final Quarter:

Utopia (https://vimeo.com/348324116/ae2f7a0ad5)

Did you know?  Aboriginal and Torres Strait Islander peoples were finally granted the right to vote in 1962, 60 years after women won the same right. (Source)

3. Read the explanation of the Recognise campaign below and then complete the associated questions:

Prior to 2012, the YouMeUnity campaign promoted changes to the constitution to recognise Aboriginal and Torres Strait Islander peoples. It asked businesses and organisations to promote their message and invited communities to offer their support.

In 2012, the Australian Parliament set

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