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 consider audience responses to challenging topics. Texts about racial identity build students’ understanding of how the topics of race, racism and privilege may be experienced by some audiences who come from the dominant white culture. They are introduced to the concept of white fragility through examples shown in The Final Quarter. Through further textual analysis, students reflect upon how speaker and audience identities, as well as word choices, may influence audience response. Finally, students synthesise what they have learnt to consider how conversations about race are conducted in Australia, with thought to the ethical and social implications.

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 deconstruct how language reflects attitudes and beliefs.
  • Students will consider the differing communicative approaches when dealing with a contentious issue.
  • Students consider opportunities for challenging privilege at the individual/personal level.

21st century skills: 

Cultural UnderstandingEmpathyProblem FindingSocial Skills

Australian Curriculum Mapping

Content descriptions: 

Year 10 English:

  • Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)

  • Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)

Syllabus outcomes: EN5-3B, EN5-8D

General capabilities: Literacy, Personal and Social Capability, Intercultural Understanding

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

Relevant parts of Year 10 achievement standards: They develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. They listen for ways features within texts can be manipulated to achieve particular effects.

Topic: Learning Through Film, Social Issues, Indigenous Education

This lesson is part of the wider unit of work: The Final Quarter – White Privilege – English – Year 10

Time required: 70 mins.

Level of teacher scaffolding: Medium – facilitate class discussion.

Resources required:

  • Device capable of presenting a video to the class
  • Student Worksheets – one copy per student.

Keywords: white privilege, white fragility, fragility, eggshells, controversial topics, race, culture, text analysis, media analysis, author views and values, documentary, film, The Final Quarter, Adam Goodes.

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 deconstruct how language reflects attitudes and beliefs.
  • ... will consider the differing communicative approaches when dealing with a contentious issue.
  • ... consider opportunities for challenging privilege at the individual/personal level.

Success criteria: Students can…

  • … identify how language reflects attitudes.
  • … synthesise information from differing sources.
  • … identify and evaluate differing approaches to an issue.
  • … reflect on areas for agreement and disagreement.

Teacher content information:

This lesson will be centred around the acclaimed 2019 documentary, The Final Quarter. This film explores the detrimental treatment of AFL star Adam Goodes and the media and community responses. An Aboriginal player, and number 37 for the Sydney Swans, Adam Goodes was singled out for verbal abuse, booing and jeering by spectators from a range of clubs during the last three years of his career in 2013 - 20

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Student Worksheet

Thought starter: “White people are so sensitive about race and racial conversations, I feel like I’m always walking on eggshells around white people.” ~ Margaret Cho

Talking About Race

1. Watch this video and complete the table below:

A Conversation with White People on Race (https://www.youtube.com/watch?v=xXow7olFyIM)

Challenges identified by speakers Feelings identified by speakers Opinions identified by speakers

2. Watch this video of Robin DiAngelo speaking about racism:

Why “I’m not racist” is only half the story (https://www.youtube.com/watch?v=kzLT54QjclA)

Write down connections you notice between DiAngelo’s comments and the ideas expressed in the earlier clip.

DiAngelo’s comments Connection or contrast to the prior clip

Discussing Race With Eddie McGuire

3. Watch this clip from The Final Quarter:

Eddie’s King Kong Comment (https://vimeo.com/353514210/8bee5467c9)

Predict what people might say in response to Eddie

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