Suggested duration: Three lessons
Students will use secondary source material from The Little Red Yellow Black Book to develop a persuasive oral presentation. In their speech, they will give their response to one or more key injustices suffered by Indigenous Australians as a result of the Protection Acts and forced settlement on reserves, stations and missions.
At a time of increasing democratic reforms for the non-Indigenous population, like free public education, Protection Acts were passed in every state except Tasmania following Victoria’s Aboriginal Protection Act in 1869. These served to control and constrain Aboriginal lives, and amendments over the following years made them increasingly restrictive. Many of us had some freedom of movement in the early days and were able to work, but the laws were changed over time, restricting our abilities to travel and control our own lives. All of the laws were designed to strengthen state and territory government control over us, and all of the acts enabled the removal of children from their families (The Little Red Yellow Black Bookp. 119-120).
- Students will be able to demonstrate how they process and synthesise information to develop a persuasive oral presentation.
- Students will respond to the outlined topic in an oral presentation developed from secondary source information in The Little Red Yellow Black Book andthe AIATSIS website.
|General capabilities||Cross-curriculum priorities|
|Literacy||Aboriginal and Torres Strait Islander histories and cultures|
|Critical and creative thinking||Aboriginal and Torres Strait Islander histories and cultures organising ideas: 2, 3, 6|
|Personal and Social Capability|
Australian Curriculum content descriptions
Year 9 History
- Use historical terms and concepts (ACHHS165).
- Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170).
- Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171).
- Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175).
Year 10 History
- Use historical terms and concepts (ACHHS183).
- Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188).
- Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189).
- Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193).
Provisions for differentiation
Students with special learning needs may elect to submit a written presentation if they find the demands of delivering an oral presentation too difficult.
Students could take the opportunity to create an audio-visual presentation that they can use to illustrate and augment their oral presentation at the time of its delivery to an audience.
- Access to internet
- Copies of the Student resource sheet (PDF) and Assignment sheet (PDF).
- The Little Red Yellow Black Book - an introduction to Indigenous Australia (4th edition), Aboriginal Studies Press, ‘Our shared history’, AIATSIS, Canberra, 2018, Chapter — Our Shared History, pp. 113-140.
Ensure that the guidance notes included in The Little Red Yellow Black Book teacher resources have been considered.
- Secondary Sources
- Primary Sources
Preparation: Make copies of the Student resource sheet and Assignment sheet — enough for one per student.
Distribute the Assignment sheet. Explain the meaning of ‘secondary source’ particularly as it relates to this task. Give examples of secondary and primary sources. Check for understanding with a short Q and A.
Read the instructions below to the students:
Your task is to write and present a persuasive speech about one issue introduced in the chapter entitled ‘Our Shared History’ on pages 113-140 of The Little Red Yellow Black Book incorporating at least two secondary sources drawn from The Little Red Yellow Black Book and online material available on the AIATSIS website and elsewhere.
The goal is for others to hear your views about the topic. You will have two minutes in total to present your response. Use the Student resource sheet to structure and guide your reading, planning and writing. Your oral presentation will be composed of your personal response to ONE of the topics below;
- Early resistance
- Protection acts
- Reserves, stations and missions
- Stolen Wages
- The Stolen Generations
- the Northern Territory Emergency Response
Distribute the Student resource sheet. Direct students to refer to this resource as they develop their speech.
Assign 40 minutes for the students to complete their preparatory work on the Assignment sheet.
Assign students the time in this lesson to work on writing and refining the text of their speech.
Arrange for the speeches to be presented. Organise students so they are aware of the order/date that they will be delivering their oral presentation.
Have students present their speeches.
Ask students to complete the 30 second self-assessment.
- Rubric for oral presentations