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 are introduced to the concept of privilege and in particular, ‘white privilege’. Understanding this concept will help students move beyond binary thinking about racism to a deeper understanding of race in Australia. Students will be introduced to the concept of privilege and consider how it shapes people’s lives. Then, using further audiovisual resources, students will be asked to comprehend and respond to a comprehensive text on the concept of, reasons behind and impacts of, white privilege. This will provide the foundation for their analysis of two short texts. Using the metaphor of an iceberg, students will be scaffolded to understand the views and values ‘below the surface’ of a text.

Note: Talking about white privilege can be extremely uncomfortable for some people because it is an unfamiliar concept to many Australians. White privilege is structural and as such may not be recognised by those who hold it. The teacher notes provide resources to deepen your understanding of white privilege, and responding to discomfort, and it is recommended that students complete The Final Quarter – What is Privilege? – English – Year 10 prior to the other lessons in this unit. 

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 can understand the concept of privilege and examples of it.
  • Students can understand how privilege is reinforced through simplistic understandings of racism.
  • Students can reflect on their own views of racism and privilege.

21st century skills: 

Critical ThinkingCultural UnderstandingEmpathyEthical UnderstandingGlobal CitizenshipSocial Skills

Australian Curriculum Mapping

Content descriptions: 

Year 10 English:

  • Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)

  • Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)

Syllabus outcomes: EN5-2A, EN5-7D

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

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

Relevant parts of Year 10 achievement standards: Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments.

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: 60 mins.

Level of teacher scaffolding: High – scaffold discussion around a contentious topic.

Resources required:

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

Keywords: intercultural understanding, persuasive writing, contentious issues, debate, discussion, issue, privilege, white privilege, race relations, The Final Quarter, film, documentary, Adam Goodes.   

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


Teacher Worksheet

Teacher Preparation

Learning intentions: Students can…

  • … understand the concept of privilege and examples of it.
  • ... understand how privilege is reinforced through simplistic understandings of racism.
  • ... reflect on their own views of racism and privilege.

Success criteria: Students can…

  • … identify their emotional and intellectual responses to contentious issues.
  • … formulate questions about new ideas.
  • … define white privilege and related concepts.
  • … reflect on how white privilege relates to Adam Goodes’ story.

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 - 2015, until he retired

- or - to view worksheets

Student Worksheet

Thought starter: “Privilege is the other side of racism.” ~ Paula Rothenberg

An Introduction To Privilege

1. Define Privilege: 

2. Watch this video from BuzzFeed:

What is Privilege? (

Feelings Thoughts Questions

3. How do you feel when you hear the term ‘white privilege’?

Dr DiAngelo On White Privilege

4. Dr Robin DiAngelo is a white American researcher. DiAngelo makes references to northern and southern states in the USA, however, many of her points are highly relevant to Australian experiences.

  Statement by DiAngelo I think this means/refers to Feelings/thoughts Questions
1 It took her a long time to realise she had a racial identity.      
2 The speaker states that racism is “group prejudice, backed by institutional power.”      
3 DiAngelo discusses a range of pillars that hold up misconceptions about racism and privilege.      
4 Dr DiAn
- or - to view worksheets

Leave your Feedback

We appreciate your feedback. Let us know what you like or don't like about this activity:

Sorry. You must be logged in to view this form.