Introduction
This poster is hanging on the walls in all Australian Public Schools, but what does it mean?
As a class we are going to analyse the value of Freedom. Freedom is being able to enjoy all the rights and privileges of Australian citizenship free from unnecessary interference or control, and to stand up for the rights of others.
We will explore this topic by researching Australian Rights and Freedoms for Aboriginal and Torres Strait Islander peoples, migrants, women and children.
Task
Your task is to research and ask questions about Australian history and human rights in Australia.
There are two focus questions:
1. What are human rights? Are they the same for all people?
2. What human rights, past and present, affect Aboriginal and/or Torres Strait Islander peoples, migrants, women and children?
Process
Lesson One: What are human rights?
Task 1: Watch this YouTube clip in pairs, copy down the words and research the meanings.
Hint: watch the clip more than once or pause the video if you need more time to write down the words and to understand the inferred meaning.
[video:http://youtu.be/OW40HU50dWU]
Research the meanings of the words highlighted in the video, use the visual clues within the video to help research the meaning.
Discuss the meanings with your partner, especially any words that you had not heard before such as asylum.
Task 2: Watch the second YouTube clip about the rights of the child
[video:http://youtu.be/V1BFLitBkco]
Shared writing task: Prepare a written statement with your partner to answer the questions: What are human rights? Are they the same for all people?
Hint: Use both videos and further research such as
http://www.abc.net.au/btn/story/s3615871.htm
or
http://www.un.org/cyberschoolbus/humanrights/index.asp
or
https://www.humanrights.gov.au/commission-website-information-students-childrens-rights
to gather your information.
(Remember to always state where you find your information)
Task 3: Use the information from the first two tasks to create an iMovie with your partner to post on the class blog: https://www.blogger.com/home
The purpose of the iMovie is to teach someone who has never heard of human rights before. (This iMovie is another form of an information report)
(Remember to always state where you find your information if you are posting online)
HOMEWORK: Interview a community member (For example: parent, carer, neighbour) that fits into one of the following categories:
- Aboriginal
- Torres Strait Islander
- Migrant (someone not born in Australia)
- Woman
Questions:
- What are human rights?
- Are they the same for all people?
- Would you like to share a first hand experience of human rights in Australia?
- Have there been any past or present human rights that have affected you personally or someone that you know?
*Plus* Any other questions that you feel are relevant to your research
Hint: Remember to always respect someone's privacy if they do not want to answer one or more of the questions (if the interview subject does not answer you can write in "no comment" or "pass")
Lesson Two: Examine Australian human rights
The task is to prepare an online article (information report) that also includes relevant pictures from one of the following topic questions:
- What human rights, past and present, affect Aboriginal and/or Torres Strait Islander peoples?
http://www.nma.gov.au/indigenous/land_rights
http://www.reconciliation.org.au/
- What human rights, past and present, affect migrants?
https://www.humanrights.gov.au/asylum-seekers-and-refugees-guide
http://www.refugeecouncil.org.au/
-What human rights, past and present, affect women?
https://www.humanrights.gov.au/publications/women-leadership
http://rightnow.org.au/topics/children-and-youth/the-freedom-interviews-farah-mohamed/
To research your online newspaper article you should use:
- Your interview (that you completed for homework)
- The videos and links used during task one (including the written statements and iMovie presentations on the class blog about human rights)
- Other online research (remember to always state where you find your information in your bibliography)
- some links of interest have been posted under each heading to help you
- you may also want to read and use newspaper articles
Publish on the class blog:
As always, use your edmodo account as a learning journal to post about the research and ask questions from the teacher and other class mates
Evaluation
| Word definitions: | Not all words are defined, accurate or in context | All words are defined but not all are accurate or in context | All word meanings are accurate and in context to prove deep understanding | 10 marks |
| Written statement: |
Attempted to answer the questions but not quite accurate
More than two errors in spelling or grammar
No attempt to write in own words to prove deep understanding of the topic |
Accurately answered the questions: What are human rights? Are they the same for all people?
Less than two errors in spelling or grammar
Attempted to write in own words to prove deep understanding of the topic |
Accurately answered the questions: What are human rights? Are they the same for all people?
No errors in spelling or grammar
Written in own words to prove deep understanding of the topic |
10 marks |
| iMovie: |
Attempted to answer the questions but not quite accurate Attempted to teach human rights but not quite accurate Did not use a variety of presenation techniques |
Made a reasonable attempt to answer the questions but not quite accurate Made a reasonable attempt to teach human rights to someone who has never heard of it before Used two or more techniques to make the presenation interesting to the audience |
Accurately answered the questions: What are human rights? Are they the same for all people? Well thought out presenation to teach human rights to someone who has never heard the term before Used a large variety of music, video and pictures to make the presenation interesting to the audience |
20 marks |
| Interview: | Not all questions have a written response (including no comment) | All questions have a written response (including no comment) | All questions have a written response (including no comment) and further questions have been asked | 10 marks |
| Online newspaper article/information report: |
No picture, or the included picture is not relevant to the text.
Writing did not include all aspects of the question. More than two errors in spelling or grammar. Article not presented in paragraphs. |
One picture relevant to the text.
Writing included human rights, past and present but did not link to specified topic group. Less than two errors in spelling or grammar. Article presented in paragraphs. |
Two or more relevant pictures.
Writing included human rights, past and present, AND how the topic group has been affected. No errors in spelling or grammar. Article presented in paragraphs with a clear introduction, body and conclusion. |
40 marks |
| Bibliography: | Provided a bibliography for one or less task | Provided a bibliography for two of three tasks | Provided a bibliography for the written statement, information report and all pictures used | 10 marks |
Conclusion
Congratulations on a job well done!
You have successfully explored human rights in Australia!
You have answered the focus questions:
1. What are human rights? Are they the same for all people?
2. What human rights, past and present, affect Aboriginal and/or Torres Strait Islander peoples, migrants, women and children?
The focus question for our next webquest will be:
- What contribution have significant individuals and groups made to the development of Australian society, for example in areas such as the economy, education, sciences, the arts, sport?
Credits
Teacher Page references:
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 2009, 5(3), 235-245.
Board of Studies (2012). NSW History K-6 Syllabus. Sydney, NSW:Board of Studies.
Board of Studies (2012). NSW History K-10 Syllabus. Sydney, NSW:Board of Studies.
Cazden, C, Cope, B, Fairclough, N, & Gee, J. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review; Spring 1996; 66, 1; ProQuest.
Global Education Project (2010-2012). Retrieved from: http://www.globaleducation.edu.au/other-pages/1865.html?query=human%20r…;
Quality Teaching in NSW Department of Education and Training (NSWDET) Professional Support and Curriculum Directorate. (2003). Quality Teaching in NSW Public Schools Discussion Paper. Sydney, NSW:DET.
Values Education for Australian Schooling (2011). Retrieved from: http://www.valueseducation.edu.au/values/default.asp?id=14515
Images, activity ideas and web pages of interest:
Values education image: http://www.valueseducation.edu.au/values/val_national_framework_nine_va…;
Australian Curriculum (History stage 3): http://syllabus.bos.nsw.edu.au/hsie/history-k10/content/805/
History year 6 achievement standards: http://www.huntingdaleps.wa.edu.au/downloads/hps_history/History_year_6…
Human Rights unit of work: http://www.curriculumsupport.education.nsw.gov.au/secondary/hsie/civics…
Australia is my home unit of work: http://www.australiancurriculumlessons.com.au/2014/10/03/australia-home…
UN rights of the child youtube clip: http://www.youtube.com/watch?v=V1BFLitBkco
Universal declaration of human rights animation youtube clip: http://www.youtube.com/watch?v=OW40HU50dWU
Behind the News - Human Rights: http://www.abc.net.au/btn/story/s3615871.htm
UN Cyber School Bus - Human Rights: http://www.un.org/cyberschoolbus/humanrights/index.asp
Children's rights: https://www.humanrights.gov.au/commission-website-information-students-…
Blogger: https://www.blogger.com/home
Edmodo: https://www.edmodo.com/
Task image from: http://www.australiancurriculumlessons.com.au/wp-content/uploads/2014/1…
Human rights hand image from: http://www.fsg.org.au/about-us/hrp/
"Congratulations" Wordle created by DV86 (webquest creator) using: http://www.wordle.net/
Teacher Page
Human Rights in Australia
Year Level: Year 6 (History stage 3)
History Outcomes:
HT3-4: describes and explains the struggles for rights and freedoms in Australia, including Aboriginal and Torres Strait Islander peoples
HT3-5: applies a variety of skills of historical inquiry and communication
History Content:
Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children
- examine human rights, past and present, affecting Aboriginal and/or Torres Strait Islander peoples, migrants, women and children
Knowledge, understanding and skills:
- develop knowledge and understanding about the nature of history and key changes and developments from the past
- develop knowledge and understanding about key historical concepts and develop the skills to undertake the process of historical inquiry
Values and attitudes:
- the nature of history as reflecting differing perspectives and viewpoints
- the opportunity to contribute to a democratic and socially just society through informed citizenship
- the contribution of past and present peoples to our shared heritage
History syllabus (Board of Studies, 2012)
English Outcomes and content:
EN3-2A: composes, edits and presents well-structured and coherent texts
- plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
- compose imaginative and informative texts that show evidence of developed ideas
- compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics
- use increasingly complex research data from print and digital sources to compose short and sustained texts
- assess the reliability of resources, including digital resources, when researching topic
EN3-6A: uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
- use topic sentences and appropriately organise main (independent) and subordinate (dependent) ideas to enhance coherence in written texts
English syllabus (Board of Studies, 2012)
Rationale for Implementation:
The human rights focus for this mini unit came from The Global Education Project (GEP, 2010) and Values Education for Australian Schooling (2011). This style of teaching focus is catering for 21st-century learners that are globally connected like never before (GEP, 2010). The outcomes covered are not only content based but also focus on many skills that each student will build upon throughout their life such as: inquiry, communication, differing perspectives and viewpoints as well as using and analysing research data (Board of Studies, 2012). One of the most important aspects is to understand that people have different viewpoints and being able to distinguish fact from opinion. This allows students to gain skills in navgating the "information age" (Bingimlas, 2009).
This mini unit provides examples of multiliteracy within the classroom, meaning it accommodates many facets of literacy (Cazden, Cope, Fairclough & Gee, 1996). The tasks utilise multimodal devises that will keep the students actively engaged and can simulate real world experiences.
Inclusion (Quality Teaching, in NSWDET 2003) is a big priority so this mini unit supplies social support (QT) with set paired tasks and an online supportive community. The students are also able to work at their own pace to complete the interactive tasks. Students have choice over the focus topic, which can assist in hooking and holding student interest (QT).
The creater of the webquest has high expectations (QT) for each student and provides scaffolding as well as a clearly defined explicit quality criteria (QT). The activities have been designed for the student to demonstrate deep knowledge (QT) and Higher Order Thinking (QT) as each task involves extended responses that cannot be copied and require the student to access, research and analyse various resources.
This mini unit has ultimately strived to provide authentic technology integration to students so these students can continue to develop into active and informed community citizens.