Year 10 Unit: Power to the People
Year Level: 10
VELS Level: 6
Overview
In this unit students will explore the impact that people in positions of power can have on
the rights and freedoms of others. They will examine the rights and freedoms people have
in a democratic society, and then analyse issues and decisions in Australia where these
rights and freedoms have been tested. They will identify the values and attitudes
underpinning these decisions, and the different perspectives of the various stakeholders.
They will consider the short and long term effects on various groups.
Students will examine the events and personal stories of stolen generations in depth,
using a process to analyse the impact on Aboriginal and Torres Strait Islander peoples,
and the wider community. They will then follow the same process to analyse another issue
in Australia’s democratic history.
Aboriginal and Torres Strait Islander Perspectives
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The rights and freedoms of Aboriginal and Torres Strait Islander peoples since 1770
have often been denied.
The stolen generation is an example of the government of the day exercising its
power and impacting on the rights and freedoms of the Aboriginal and Torres Strait
Islander peoples.
The attitudes of society and governments towards the Aboriginal and Torres Strait
Islander peoples have changed and improved over time.
Aboriginal and Torres Strait Islander peoples are still striving for justice in many
areas today.
Understandings
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There are values, rights and responsibilities that underpin democracy.
Decision making in a democratic society often involves balancing the rights of the
individual and the greater good of society.
The exercise of power reflects the values of individuals, groups and institutions
within the society.
The exercise of power impacts the rights and freedoms of individuals and groups.
Rich Question
How does the exercise of power impact on the rights and freedoms of individuals and
groups within a democratic society?
Contributing Questions
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What are the different values, rights and responsibilities of groups within a
democracy?
What influences these values, rights and responsibilities?
How does the exercise of power impact on the rights and freedoms of individuals
and groups within a democratic society?
How do different perspectives on an issue reflect the values and beliefs of the
people concerned?
How have the values and attitudes of society changed over time?
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Why do we need to balance the rights and perspective of different groups in
society?
Background Notes
From the Yarra Healing website: essential learnings.
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On every available measure of social and economic disadvantage, Aboriginal and
Torres Strait Islander peoples record greater problems and enjoy fewer
opportunities than the rest of the Australian population.
Employment. The overall rate of Aboriginal and Torres Strait Islander
unemployment is almost two and a half times the national average. Many Aboriginal
people employed find themselves in poorly paid, low-skilled and insecure jobs.
Education. The low employment status of Aboriginal and Torres Strait Islander
peoples reflects in a large measure poor access to education and training.
Health. Across Australia (WA, NT and SA), in all age groups, Aboriginal and Torres
Strait Islander peoples experience premature mortality rates three times that of the
total population. In almost all disease categories, the health of Aboriginal and
Torres Strait Islander peoples is much worse than that of other Australians.
Housing. It is estimated that one third of Indigenous families in Australia live in
inadequate housing. An acute housing shortage exists for those desirous of having
conventional housing and those who have special needs to accord with their
traditional social organisation.
Law and Justice. The Royal Commission into Aboriginal Deaths in Custody found
that disproportionate numbers of Aboriginal and Torres Strait Islander peoples are
held in police and prison custody because of profound underlying socio-economic
disadvantage. The rate of Aboriginal and Torres Strait Islander incarceration is
more than 25 times the non-indigenous rate.
From the Civics and Citizenship Education website:
http://www.curriculum.edu.au/cce/default.asp?id=9324
The following are brief summaries of the underlying values of the principles described by
Donald Horne in An Australian Compact.
To maintain the rule of law The rule of law means that each citizen is equal before the
law, that laws must be predictable and known to all, that laws must be fair and apply
equally to the government as well as the governed. This includes openness of courts,
independence from government and presumption of innocence. Finally laws must be
democratic in that ultimately citizens make the law.
To strengthen Australia as a representative liberal democracy based on universal
adult suffrage and on freedom of opinion The notion of representation means that
Australians delegate power to government through elections. Regular elections ensure
that all legal power comes from the people. Australia has a range of laws pertaining to
rights and freedoms such as freedom of expression, freedom of information, freedom of
assembly, freedom to demonstrate and freedom of association and these are an essential
part of a democracy.
Universal adult suffrage is the right of all citizens to vote. In addition the voting system
must be fair.
A liberal democracy encompasses a high level of individual freedom and checks on the
power of the government through the independence of the judiciary, a multi-party system,
separate Houses of Parliament and a federal system of government.
To maintain the ideal of equality under the law of all Australians As well as equal
civic rights and equal rights of legal access and treatment by the courts this encompasses
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the notion of no discrimination based on race, skin colour, ethnic and national origin, sex,
age, place of residence, sexual preference and marital status as well as equality of
opportunity.
To uphold the ideal of Australia as a tolerant and fair society Fairness might cover
such things as a fair go for minorities, a fair go in expressing opinions and a fair share for
the less fortunate, while tolerance encompasses the acceptance of diversity.
To recognise and celebrate Australia as an inclusive society of multi-national,
multi-ethnic and multi-racial origin Australia has become a society that has successfully
brought together immigrants from many nations, races, religions and ethnic groups. To
sustain this society we need to recognise its richness and at the same time encourage the
notion of core civic values that all Australian citizens might hold in common.
To continue to develop Australia as a commonwealth devoted to the wellbeing of
its people Wellbeing covers issues such as social justice for all Australians which includes
areas such as welfare for the disadvantaged and the right to jobs.
To respect and care for the land we share The land we share is a civic idea in that it is
a symbol for all Australians and it is in our national interest to sustain it.
To value the unique status of the Indigenous peoples This principle calls for
recognition that Australia is the homeland of Indigenous peoples and it was a homeland
where they had their own rights and customs. Further, this recognises that Europeans
displaced the original inhabitants and these actions disturbed the cultures of Australian
Aboriginal and Torres Strait Islander peoples and their societies.
Resources
Written texts
Rights Ed: Bringing Them Home’ Education kit. Available to download from the following
website: http://www.humanrights.gov.au/education/bringing_them_home/index.html This
website contains personal stories of the stolen generation.
Websites
 http://www.creativespirits.info/aboriginalculture/politics/stolen-generations.html This
website provides information about the stolen generation.
 There are a number of fact sheets on the Racism No Way website at
http://racismnoway.com.au/classroom/factsheets/index_bytheme.html
 http://www.aiatsis.gov.au/collections/exhibitions.html This website contains a number of
online collections about the history of the struggle for Aboriginal and Torres Strait
Islander rights.
 http://www.dfat.gov.au/facts/democratic_rights_freedoms.html A succinct outline of
rights and freedoms in Australia developed by the Australian government.
 http://www.dfat.gov.au/facts/sys_gov.html description of Australian democracy
 http://www.cefa.org.au/content/view/223/162/ 5 pillars of Australian Democracy
 http://www.un.org/en/documents/udhr/index.shtml outlines the Universal Declaration of
Human Rights.
Audio Visual
DVD ‘Bringing Them Home’ This DVD can be ordered from the Australian Human Rights
Commission. http://www.humanrights.gov.au/education/bringing_them_home/index.html
Google images visuals for the ‘stolen generation’.
Stolen Generations Workshop Banyip Kidjeka - Stolen Generations Workshops
with Kutcha Edwards & Eva Jo Edwards
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VELS Standards
Physical, Personal and Social Learning Strand
PERSONAL LEARNING
Managing personal learning
Students allocate appropriate time and identify and utilise appropriate resources to manage competing
priorities and complete tasks, including learner-directed projects, within set timeframes. They monitor and
evaluate the effectiveness of their task and resource management skills, reflecting on their progress and
suggesting and implementing appropriate management strategies for improvement. Students review and
modify the criteria they use to check that their work is relevant, accurate and meets task objectives and make
appropriate changes to completed tasks using these criteria.
CIVICS AND CITIZENSHIP
Civic knowledge and understanding
At Level 6, students describe the origins and nature of Australia’s federal political system and present a
considered point of view on an issue about change in the political system and the law. They explain how
citizens influence government policy through participation in political parties, elections and membership of
interest groups. They analyse how well democratic values are reflected in aspects of the Australian political
system.
Community Engagement
At Level 6, students draw on a range of resources, including the mass media to articulate and defend their
own opinions about political, social and environmental issues in national and global contexts. They contest,
where appropriate, the opinions of others. They develop an action plan which demonstrates their knowledge
of a social or environmental issue and suggest strategies to raise community awareness of it. They
participate in a range of citizenship activities including those with a national or global perspective, at school
and in the local community.
Discipline Based Learning Strand
ENGLISH
Reading
At Level 6, students read, view, analyse, critique, reflect on and discuss contemporary and classical
imaginative texts that explore personal, social, cultural and political issues of significance to their own lives.
They also read, view, analyse and discuss a wide range of informative and persuasive texts and identify the
multiple purposes for which texts are created. They explain how texts are shaped by the time, place and
cultural setting in which they are created. They compare and contrast the typical features of particular texts
and synthesise information from different texts to draw conclusions.
Writing
They write persuasive texts dealing with complex ideas and issues and control the linguistic structures and
features that support the presentation of different perspectives on complex themes and issues. They select
subject matter and begin to use a range of language techniques to try to position readers to accept particular
views of people, characters, events, ideas and information. They plan and deliver presentations, sequencing
and organising complex ideas.
Speaking and listening
At Level 6, students analyse critically the relationship between texts, contexts, speakers and listeners in a
range of situations. When engaged in discussion, they compare ideas, build on others’ ideas, provide and
justify other points of view, and reach conclusions that take account of aspects of an issue. In their
presentations, they make effective use of the structures and features of spoken language to deal with
complex subject matter in a range of situations.
They draw on a range of strategies to listen to and present spoken texts, including note-taking, combining
spoken and visual texts, and presenting complex issues or information imaginatively to interest an audience.
HISTORY
Historical knowledge and understanding
At Level 6, students analyse events which contributed to Australia’s social, political and cultural
development. Students evaluate the contribution of significant Australians to Australia’s development.
Students evaluate the impact of colonisation on Aboriginal and Torres Strait Islander communities and the
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fight for civil and political rights and land rights. They analyse significant events and movements which have
resulted in improvements in civil and political rights for other groups of Australians such as the eight-hour
day and the right to vote for women, and evaluate the contributions of key participants and leaders in these
events. They compare different perspectives about a significant event and make links between historical and
contemporary issues.
Historical reasoning and interpretation
At Level 6, students frame research questions and locate relevant resources, including contemporary media
and online resources. They identify, comprehend and evaluate a range of primary and secondary sources,
including visual sources and use historical conventions such as footnotes and bibliographies to document
sources. They critically evaluate sources of evidence for context, information, reliability, completeness,
objectivity and bias. They recognise that in history there are multiple perspectives and partial explanations.
They use appropriate historical language and concepts in historical explanations. They use evidence to
support arguments and select and use appropriate written and oral forms to communicate develop historical
explanations in a variety of oral, written and electronic forms.
Interdisciplinary Strand
COMMUNICATION
Listening, viewing and responding
At Level 6, students identify the ways in which complex messages are effectively conveyed and apply this
knowledge to their communication. When listening, viewing and responding, they consider alternative views,
recognise multiple possible interpretations and respond with insight. They use complex verbal and nonverbal cues, subject-specific language, and a wide range of communication forms. Students use pertinent
questions to explore, clarify and elaborate complex meaning.
Presenting
At Level 6, students demonstrate their understanding of the relationship between form, content and mode,
and select suitable resources and technologies to effectively communicate. They use subject-specific
language and conventions in accordance with the purpose of their presentation to communicate complex
information. They provide constructive feedback to others and use feedback and reflection in order to inform
their future presentations.
THINKING PROCESSES
Reasoning, processing and inquiry
At Level 6, students discriminate in the way they use a variety of sources. They generate questions that
explore perspectives. They process and synthesise complex information and complete activities focusing on
problem solving and decision making which involve a wide range and complexity of variables and solutions.
They employ appropriate methodologies for creating and verifying knowledge in different disciplines. They
make informed decisions based on their analysis of various perspectives and, sometimes contradictory,
information.
Reflection, evaluation and metacognition
At Level 6, when reviewing information and refining ideas and beliefs, students explain conscious changes
that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions.
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When
What
Assessment Strategies
Why
Pre
assessment.
At the start of
the Building
stage.
Hot potato
To determine students prior
knowledge about some of
the issues in the unit, and
inform planning.
During the
Building
stage
What Rights?
Pyramid
graphic
organiser
To determine students’
knowledge and
understanding about the
origins and nature of
Australian Democracy.
Civics and Citizenship
End of
Building
stage
End of
Investigating
stage
Personalising
stage
Short answer
task- stolen
generations
Oral
presentation of
an issue of
choice.
Human
Rights- how
do we
measure up
now?
To assess a student’s ability
to analyse different
perspectives on an issue,
and evaluate the impact on
human rights and
democratic values.
Civics and Citizenship
History
To assess students ability
to: Research and evaluate
an issue using a range of
primary and secondary
sources. Form and articulate
their own opinions. Use
evidence to support
arguments. Select and use
appropriate oral forms to
communicate historical
explanations.
Civics and Citizenship
History
Thinking Processes
To reflect on the
development of their ideas
about Australia’s
performance in the human
rights arena.
Personal Learning
How
Write questions (see p8) at the
top of 5 separate posters.
Organise students into 5 groups
and ask them to brainstorm and
list their responses to the
questions. After 5 mins rotate the
posters.
Have students work in groups of 3
to research the key features of
Australian Democracy. Students
can use nominated websites as a
basis then use other websites and
resources of their own choosing.
They pool their information then
individually record their findings
on the ‘Pyramid’ graphic organiser
in handout 1.
During class time ask students to
respond to five short answer
questions. Students can use their
ethical issue analysis graphic
organiser and any other notes
they have taken, to complete the
task. They will need to support
their answers with evidence or
examples.
Students present their research
on an issue to the class.
Presentations can be supported
by visual materials such as;
PowerPoint display, visual
images, video report,
dramatisation, a guest speaker
they have organised. See p10 for
criteria for presentation.
Students to revisit this activity
from the Building stage. Form
same home groups as before and
re-read the PMI graphic
organisers they completed
previously. Based on the issues
researched and presented
students discuss how their ideas
and beliefs have developed or
changed.
Home groups to share their
reflections with whole class.
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BUILDING
Activities planned during this stage of the unit are designed to build the foundational knowledge
and skills the students will need to investigate this topic.
Purpose
Activity
Teacher
notes
To determine
Prior knowledge- tuning in activity
Student
students prior
Write the following questions at the top of 5 separate posters. responses to
knowledge
Organise students into 5 groups and ask them to brainstorm
these
about some of and list their responses to the questions. After 5 mins rotate
questions will
the issues in
the posters. Students must read what the previous group has
allow
the unit, and to written and add, not repeat. Continue until all students have
teachers to
engage them
responded to each poster.
adapt the unit
in the topic.
based on the
 What do you know about the “Stolen Generation”?
needs of their
 What is a democracy?
students.
 What rights do people have in a democracy?
 What is a value? What values are important to you and
why?
What issues in society do you know of where people’s rights
have been denied?
To identify the
key features of
our democratic
system in
Australia.
To assess
student’s
knowledge
about the
features of
What rights?
What are the different values, rights and responsibilities of
groups within a democracy?
Have students work in groups of 3 to research the key
features of the Australian Democracy. Students can use the
following websites as a basis then use other websites and
resources of their own choosing.
http://www.dfat.gov.au/facts/sys_gov.html description of
Australian democracy
Enlarge the
handout to
A3 to allow
students to
record more
detail.
http://www.cefa.org.au/content/view/223/162/ 5 pillars of
Australian Democracy
http://www.dfat.gov.au/facts/democratic_rights_freedoms.html
statement about Australia’s democratic rights and freedoms
Students record their information on the ‘Pyramid’ graphic
organiser in handout 1.
To familiarise
students with
human rights
and begin to
compare the
actions of the
Australian
government,
and society in
light of these.
Human Rights- how do we measure up?
These rights
will provide
Have students work in small groups. Issue them with a copy of students with
the Universal Declaration of Human Rights on the following
a framework
website. http://www.un.org/en/documents/udhr/index.shtml
and a
Students then work through the following process to consider
language for
how well Australia supports these rights in action.
analysing
issues later in
 Students read and discuss the 30 articles stated in the
the unit.
declaration.
 As a group sort them into categories, and name the
This activity
category.
will be
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To analyse an
issue using
several
different
sources.
Jigsaw activity: Assign each group one category to analyse
in depth. (Expert group) Ensure all categories are covered
by the class.
Each group considers the regulations/laws, as well as
actions, taken by the Australian Government and society
that either support these rights or threatens them. They
complete a PMI (see handout 2) on their category. They
draw on their own knowledge as well as information
gathered from previous activity.
One member of each group then joins with members from
other groups to share their information and make overall
judgements about how well they think the rights are upheld
in Australia. (Home group)
Each group orally shares their overall viewpoint and
supports it with evidence or examples.
The Stolen Generation
Use the Stolen Generation as a major event in Australia’s
democratic history, to examine the following questions:
 How did the exercise of power impact on the rights and
freedoms of individuals and groups within a democratic
society?
 How do different perspectives on an issue reflect the
values and beliefs of the people concerned?
Model how to work through an issue using the Stolen
Generation as an example.
revisited
during
towards the
end of the
unit when
students
have
explored
some issues
in depth.
This activity
gives
teachers the
opportunity to
teach
students how
to analyse an
issue by
identifying
perspectives,
values and
attitudes.
Students will
use the
‘Ethical Issue
Analysis’
graphic
organiser
again to
investigate
an issue of
their own
http://www.creativespirits.info/aboriginalculture/politics/stolengenerations.html
choice in the
Investigating
 Written information (personal stories from the RightsEd
resource available to down load from the following website: stage.
Use the following sources of information to gain insights into
the events, issues and perspectives:
 Guest speaker. Students to listen to a first hand
experience such as: Banyip Kidjeka - Stolen Generations
Workshops with Kutcha Edwards & Eva Jo Edwards
(Contact Cathy Dean: Email cathys@netspace.net.au
Phone (03) 9719 7395)
 Bringing Them Home DVD
 Internet site
http://www.humanrights.gov.au/education/bringing_them_home/index.html)

Visual images (from Google images: stolen generation)
Discuss primary and secondary sources and the
value/credibility of the sources
Use the ‘Ethical Issue Analysis’ graphic organiser (handout 3)
to record and analyse information. Discuss the purpose of the
graphic organiser as a class, and debrief the effectiveness of
it as an analysis tool after students have completed the task.
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Have students share their graphic organisers in groups of 3
and discuss. As a class view the ‘Apology’ and discuss the
events and change in attitudes that led to the Australian
Government making the apology, and the reactions of people
to this. Use the ‘Track the History’ poster (Bringing Them
Home Education Kit) to identify the events leading up to the
apology.
To assess
student’s ability
to analyse
different
perspectives
on an issue,
and evaluate
the impact on
human rights
and democratic
values.
Assessment Task- Stolen Generation
During class time ask students to respond to the following
short answer questions. Students can use their ethical issue
analysis graphic organiser and any other notes they have
taken, to complete the task.
 What attitudes and beliefs led to the Australian
government’s decision to remove Aboriginal and Torres
Strait Islander children?
 How did the ‘stolen generation’ impact on individuals and
Australian society as a whole?
 How were human rights violated during this time?
 Why did the Australian government apologise to the
Aboriginal and Torres Strait Islander people in February
2008? What influences led to the decision to apologise?
 What do you believe to be the impact and significance of
the ‘Apology’ to all Australians?
By having
students
complete this
task during
class time it
prepares
students for
VCE style
assessments.
INVESTIGATING
Activities at this stage of the unit are designed to take the investigation deeper. Students are
required to work more independently and apply the skills and the knowledge they have
developed.
Purpose
Activity
Notes
For students to How just is Australia?
Students
use the
Students choose their own issue to analyse. They use the
working on
modelled
process modelled for the Stolen Generation to evaluate a
the same
process of
situation where human rights may, or may not have been
issue may
issue analysis
upheld. Students will need to use a range of primary and
wish to
to investigate
secondary sources in their research. They will use the ‘Ethical collaborate
an issue of
Issue Analysis’ to record their findings.
on the task.
their own
Alternately
choice.
Students may nominate their own issue or choose from the
the
following list:
investigations
and
 The Intervention
presentations
 Land Rights
could be
 The Apology
group tasks
 The 1967 referendum
with clear
 Aboriginal Deaths in custody
expectations
 Racial discrimination act 1975
for each
 White Australia policy
student.
 Refugees and asylum seekers
 Internet filter
 IVF
9
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
To assess
students ability
to: Research
and evaluate
an issue using
a range of
primary and
secondary
sources. Form
and articulate
own opinions.
Use evidence
to support
arguments.
Select and use
appropriate
oral forms to
communicate
historical
explanations.
The 8 hour day
Women’s rights to vote
Presentation of Issues
Students present their research on an issue to the class.
Presentations can be supported by visual materials such as;
PowerPoint display, visual images, video report,
dramatisation, a guest speaker they have organised.
Criteria for Presentations:
 Issue to be explained clearly in terms of sequence of
events.
 Different perspectives of people involved to be outlined
with reference to the sources and credibility of the sources
made.
 Societal attitudes of the times to be explained with
examples.
 Values underpinning the event or decision to be explored
with examples.
 Long and short term effects to be outlined.
 Own opinion articulated and supported by evidence.
 Presentation to be engaging for the audience.
 Presentation to be supported by some visual materials.
Students may
develop a
rubric with
the teacher
for their
presentation.
Self and peer
evaluations
could be
made using
the rubric.
PERSONALISING
Activities at this stage of the unit are designed to help students reflect on and put into practise
what has been learned in real life contexts.
Purpose
Activity
Notes
To reflect on
Human Rights- how do we measure up now?
the
Students to revisit this activity from the Building stage. Form
development of same home groups as before and re-read the PMI graphic
their ideas
organisers they completed previously. Based on the issues
about
researched and presented students discuss how their ideas
Australia’s
and beliefs have developed or changed.
performance in
the human
Home groups to share their reflections with whole class.
rights arena.
To reflect on
Reflection questions
the big ideas
Discuss in small groups then share with whole class.
and
 How does/has the exercise of power impacted on the
understandings
rights and freedoms of individuals and groups within a
embedded in
democratic society?
the unit.
 How has the ‘power of the people’ brought about change in
areas of Human Rights issues in Australia?
 Have Indigenous Australians finally achieved the rights
and freedoms due to them as Australian citizens?
 What issues of social justice are of concern t to you?
For students to
act on their
beliefs and
Act Now!
Students form groups based on like issues. They brainstorm
possible actions they can take, such as letter writing,
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ideas.
community drives or campaigns. Individuals and groups then
carry out their actions. Visit the website
http://www.actnow.com.au/ for ideas on student actions.
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HANDOUT 1: Pyramid Graphic Organiser
Key features of the Australian Democracy
Origins of Australia’s federal political
system
Values underpinning the system
Organisation of Australia’s federal
political system
Rights of citizens
Responsibilities of citizens
HANDOUT 2: PMI
Human Rights articles
P
M
Events or legislation in Australia, past or
present, that support these rights.
Events or legislation in Australia, past or
present, that has denied people’s rights.
I
What do you find interesting about this?
Issue
Context
Decision or law
Intent
Values
Short-term effects
My position
Influences
Long-term effects
Issue
Statement of the issue to be
analysed.
Context
Set the context. What were the factors that led up to the passing of a law or a decision
about the issue? Who were the people concerned? How were they being affected? What
rights or values were present or being denied?
Decision or law
What decision was made, or
law passed to address the
situation? Include the date.
Intent
What were the
intended outcomes of
the decision or law?
Values
What values are
present in the
decision?
Short-term effects
What were the immediate positive
or negative effects of the decision
on the people or groups involved?
Influences
What were the factors
or societal attitudes
that influenced the
decision?
Long-term effects
What were the effects over time on
people concerned and the wider
society?
My position
What is your personal response to this? How do you
feel? Use evidence to support your position.