Stage 5 - Year 10 Assignment

Rights and Freedoms – Why are people treated differently?Timing: ______

STAGE 5 - YEAR 10 ASSIGNMENT

RIGHTS AND FREEDOMS

Why are people treated differently?

STUDENT’S NAME: ______TEACHER’S NAME: ______

PLAGIARISM DECLARATION: I have signed my name here to confirm that all the work which will be submitted will be all my own, that I have will not copy it from a resource or another student. I am aware of the school guidelines for plagiarism and the consequences: ______on ______

(Signature) (Date)

DUE DATES:

Submission / 1 / 2 / 3 / 4 / 5
Weighting
Due / Date: / Date: / Date: / Date: / Date

Guidelines:

· You are responsible for your own progress

· You must make sure you submit your work on time – if you do not submit work on time you will penalised as per the Assessment policy

· You can use the scaffolds and guidance, combined with your textbook and any extra resources you can get access to (using your school internet, resource folder and library)

· Consult your teacher when you need guidance

HOW IT WORKS

You must choose an activity from EVERY row, but there is no set order in which you must complete the Assignment activities. It would help if you choose to complete activities based on information you have learnt in class during those weeks.

You must select activities, which add up to 50 POINTS by the end of the unit. You are more than welcome to do activities worth more than 50 points in total – but remember to set a realistic target for yourself. You should use the organisational chart to help you plan and direct your own learning.

WHAT IS THE FORMAT FOR SUBMITTING MY WORK?

You must have a display folder with your name and subject clearly marked on the front of it. You will keep your Assignment in this folder. Every time you submit your work you MUST submit it in this this folder. Which means your work will be A4 or A3 (folded). If you wish to do something on a larger scale you must ask your teacher for permission before starting. For work that you complete electronically you must submit a printed copy also.

For VC students you will be able to submit your work electronically, create an electronic format of a display folder.

HOW IS IT MARKED?

When you submit completed Assignment Activities to your teacher your teacher will mark these Activities based on the number of POINTS the activity is allocated.

For example if you complete and submit an Activity worth 5 points; your teacher will look at the content and presentation of work and mark it accordingly. Your teacher may determine the work is worth a 3 out 5. This is your mark for that 5 point activity. It will still be considered as completing 5 points worth of work, even though your mark is 3.

You should record your mark on your organisational chart on page 4 to keep track of your progress.

At the end of the Unit you will receive a mark out of 50 for all your work – there is the possibility to get 50 out of 50 if you put in the work and plan your time well!

Colour / Points / Level of difficulty
2 / Remember
5 / Understand
10 / Apply
15 / Analyse
20 / Evaluate and create

ORGANISATIONAL CHART – keep track of your activities, progress and organise your time well

My goal for this Assignment is to get ______out of 50 for my mark.

Content / Activity / Points / Submit on / Mark
The origins and significance of the Universal Declaration of Human Rights (UDHR), including Australia's involvement in the development of the declaration
Background to the struggle of Aboriginal and Torres Strait Islander peoples for rights and
freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations
The US civil rights movement and its influence on Australia
The significance of the following for the civil rights of Aboriginal and Torres Strait Islander
peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing
Them Home Report (the Stolen Generations); the Apology
Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander
peoples, and the role of ONE individual or group in the struggle
The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples
Totals / 50 + ______/ Mark / /50 = ___
Content / Activities / Historical Skills / Transferable Skills / Resources
The origins and significance of the Universal Declaration of Human Rights (UDHR), including Australia's involvement in the development of the declaration (ACDSEH023) / ●Make a list of human rights
●Brainstorm reasons why a the UDHR was needed
●Write a fact file on Dr Herbert Evatt outlining – general details and his specific role in the development of the declaration
●Locate quotations from Eleanor Roosevelt which relates to the UDHR
●Locate three current sources that relate to UDHR matters. Annotate each source to highlight the significance and relevance of the UDHR. / -Identify and locate relevant sources using ICT and other methods
-Use chronological sequencing to demonstrate the relationship between events and developments in different period and places
-Use historical terms and concepts
-Select and use a range of communication forms / Overarching
-Researching
-Questioning
-Reasoning
-Reflection
-Critical thinking
-Application
Historical Concepts
-Continuity and change.
-Significance.
-Cause & Effect.
-Perspectives.
-Empathetic Understanding.
-Contestability. / ●Jacaranda History Alive 10 – pages 124-127
●Oxford Insight History 10 for the NSW Curriculum – pages 28-30
●Oxford Big Ideas 10 – pages 260-261
Content / Activities / Historical Skills / Transferable Skills / Resources
Background to the struggle of Aboriginal and Torres Strait Islander peoples for rights and
freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations
(ACDSEH104) / ●Make a list of discrimination against Indigenous Australians since Europeans colonised Australia
●Locate a report, commentary or story that discusses indigenous experience in relation to the struggle for rights and freedoms before 1965. Summarise the perspective provided in the source.
●Create a timeline from 1901-1965 which outlines the main events in the struggle for Aboriginal and Torres Strait Islander peoples.
●Write a newspaper article based on the Day of Mourning in 1938. Outline the events and significance of the day in the article.
●Write a series of 3 diary entries describing life as a victim of the Stolen Generation / -Identify and locate relevant sources using ICT and other methods
-Use historical terms and concepts
-Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced
-Identify and analyse the perspectives of people from the past
-Select and use a range of communication forms
-Interpret history within the context of the actions, attitudes and motives of people in the context of the past
-Ask a range of questions about the past to inform an historical inquiry / Overarching
-Researching
-Questioning
-Reasoning
-Reflection
-Critical thinking
-Application
-Creative Thinking
Historical Concepts
-Continuity and change.
-Significance.
-Cause & Effect.
-Perspectives.
-Empathetic Understanding.
-Contestability. / ●Jacaranda History Alive 10 – pages 122-123.
●Oxford Insight History 10 for the NSW Curriculum – pages 6-9,, 28-30, 32-44
●Oxford Big Ideas 10 – pages
●Features of a timeline
●Newspaper article template
●Diary entry template
FEEDBACK POINT: Your teacher will be taking a look at your progress on the assignment this week – make sure you have all your work ready!!
Content / Activities / Historical Skills / Transferable Skills / Resources
The US civil rights movement and its influence on Australia (ACDSEH105) / ●List and provide a brief outline of the methods used during the US civil rights movement
●Compare and contrast of the experiences of the Freedom Riders in the US and Australia. Present your findings as a Venn diagram.
●Create a biography on individual who contributed significantly to the US civil rights movement. Include a 200-word explanation of how their actions contributed to change.
●Focus Study: Research segregation in US public schools. Find details about – Who? What? Where? Why? How? Create a PowerPoint presentation or Poster to present your findings.
●Refer to Jacaranda History Alive 10 page 127 Source 7 and accompanying information based ‘South African Sprinboks tour down under in 1971’. You may also do your own research. Write a newspaper article from the perspective of a reporter from the time to describe the event. / -Identify and locate relevant sources using ICT and other methods
-Use chronological sequencing to demonstrate the relationship between events and developments in different period and places
-Use historical terms and concepts
-Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced
-Identify and analyse the perspectives of people from the past
-Select and use a range of communication forms / Overarching
-Researching
-Questioning
-Reasoning
-Reflection
-Critical thinking
-Application
-Synthesis
Historical Concepts
-Continuity and change.
-Significance.
-Cause & Effect.
-Perspectives. / ●Jacaranda History Alive 10 – pages 124-127.
●Oxford Insight History 10 for the NSW Curriculum – pages 6-9
●Oxford Big Ideas 10 – pages 364 - 369
●Template (2 examples - could be edited for use - couldn’t make my mind up
Content / Activities / Historical Skills / Transferable Skills / Resources
The significance of the following for the civil rights of Aboriginal and Torres Strait Islander
peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing
Them Home Report (the Stolen Generations); the Apology (ACDSEH106) / ●Complete the living graph template based on the significance of each event using the template provided. Create a living graph to visually present this.
Extension option: Complete this activity from the perspective one of more of the following:
-an Aboriginal and Torres Strait Islander person
-a person of European background
-an Australian politician
●Plan a museum exhibit of each one of these events. Options for presentation could include: poster, PowerPoint, brochure, collage and model.
●Locate three sources that demonstrate differing experiences of victims of the Stolen Generation. Summarise the main points from each source. Write a response to the following: Explain which source would be most useful for a historian studying the stolen generation
●Create a timeline of all the significant events which demonstrate the progression of Aboriginal and Torres Strait Islander peoples
●Locate the ‘Bringing Them Home Report’ and summarise the key findings of the report and its implications upon rights and freedoms of Aboriginal and Torres Strait Islander peoples / -Identify and locate relevant sources using ICT and other methods
-Use chronological sequencing to demonstrate the relationship between events and developments in different period and places
-Use historical terms and concepts
-Identify and analyse perspectives of people from the past
-Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced
-Select and use a range of communication forms / Overarching
-Researching
-Questioning
-Reasoning
-Reflection
-Critical thinking
-Application
-Synthesis
Historical Concepts
-Continuity and change
-Significance
-Cause & Effect
-Perspectives / ●Jacaranda History Alive 10 – pages 132-133
●Oxford Insight History 10 for the NSW Curriculum – pages 32- 41
●Oxford Big Ideas 10 – pages
●Living Graph template
●Features of a timeline
●What makes a good PowerPoint?
FEEDBACK POINT: Your teacher will be taking a look at your progress on the assignment this week – make sure you have all your work ready!!
Content / Activities / Historical Skills / Transferable Skills / Resources
Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander
peoples, and the role of ONE individual or group in the struggle (ACDSEH134) / ●Provide examples of the methods used during the Australian civil rights movement.
●Create a biography on individual who contributed significantly to the Australian civil rights movement. Include a 200-word explanation of how their actions contributed to change.
Extension option: Compare the legacy of the a US individual and the Australian individual and present your findings in a Venn Diagram
●Write the lyrics for a protest song aimed at achieving change
Extension option: Set your lyrics to music and record it
*This activity may be done individually, in pairs or in a group
●Using resource titled ‘The Wik debate’ sort the given statements into the perspectives of the ‘Wik and Thayorre peoples’ or ‘Queensland government’ / -Identify and locate relevant sources using ICT and other methods
-Use historical terms and concepts
-Develop texts, particularly descriptions and discussions that
-Use evidence from a range of sources that are referenced
-Identify and analyse the perspectives of people from the past
-Select and use a range of communication forms
-Interpret history within the context of the actions, attitudes and motives of people in the context of the past
-Ask a range of questions about the past to inform an historical inquiry / Overarching
-Researching
-Questioning
-Reasoning
-Critical thinking
-Application
Historical Concepts
-Significance.
-Cause & Effect.
-Perspectives.
-Empathetic Understanding.
-Contestability. / ●Jacaranda History Alive 10 – pages 134-135
●Oxford Insight History 10 for the NSW Curriculum – pages 32- 41
●Oxford Big Ideas 10 – pages
●Venn Diagram
●Example song
●‘The Wik Debate’
Content / Activities / Historical Skills / Transferable Skills / Resources
The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (ACDSEH143) / ●As a group devise a protest campaign that supports the pursuit of civil rights and freedoms in Australia and/or throughout the world. Your campaign should include slogan, logo, poster/s and brochure that outlines your perspectives and objectives
●Create a crossword that uses terms, events and individuals that relate to continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world
●Identify 3 reasons why John Howard refused to say ‘sorry’. Prioritise the reasons and justify your choices.
●Research Prime Minister Rudd’s Apology Speech. Answer ONE of the following questions:
-In what ways did Rudd’s speech contribute to progress of Reconciliation?
-To what extent did Rudd’s speech contribute to progress of Reconciliation
●Watch the ‘Close the Gap’ video and create a graph based upon the data presented / -Identify and locate relevant sources using ICT and other methods
-Use historical terms and concepts
-Develop texts, particularly descriptions and discussions that
-Use evidence from a range of sources that are referenced
-Identify and analyse the perspectives of people from the past
-Select and use a range of communication forms
-Interpret history within the context of the actions, attitudes and motives of people in the context of the past
-Ask a range of questions about the past to inform an historical inquiry / Overarching
-Researching
-Questioning
-Reasoning
-Reflection
-Critical thinking
-Application
-Creative thinking
-Organisational
Historical Concepts
-Continuity and change.
-Significance.
-Cause & Effect.
-Perspectives.
-Empathetic Understanding.
-Contestability. / ●Jacaranda History Alive 10 – pages 140-143
●Oxford Insight History 10 for the NSW Curriculum – pages 44-63
●Oxford Big Ideas 10 – pages
●‘Close the gap’ video
FEEDBACK POINT: Your teacher will be taking a look at your progress on the assignment this week – make sure you have all your work ready!!
*As this is the final week it is your final opportunity to ask questions and finalise your assignment work – next week will be your summative assessment task.

Summative Assessment Task

We are now going to revisit the Big Question we asked at the beginning of this unit – “Why are people treated differently?”

Using what you have learnt and the activities that you have undertaken over the course of this unit, answer the Big Question using an extended answer style of response.

Below is an outline of the form your response should take:

A (4 points) / B (3 points) / C (2 points) / D (1 point)
Clearly & effectively responds to assignment. / Response to assignment generally adequate & thorough. / Minimally responds to the assignment. / Does not respond well to assignment.
Demonstrates specific attention to relationship between audience & purpose. / Demonstrates understanding of audience & purpose. / Demonstrates some understanding of audience & purpose. / Demonstrates poor understanding of audience & essay purpose.
Main idea (thesis) very clearly stated & topic is effectively limited. / Main idea clear & topic is limited. / Main idea clear or implicit & topic is partially limited. / Main idea unclear & topic only partially limited.
Thesis supported in body of paper by a variety of relevant facts, examples, & illustrations from experience, references to related readings, etc. / Thesis well-supported in body of paper by facts, examples, illustrations though support may not be as vivid as the “A” essay. / Thesis generally supported in body of paper by facts, examples, details. No more than one paragraph with inadequate support. / Thesis supported in body of paper by few facts, examples, details. More than one paragraph with inadequate support.
Organization & structure very evident: major points divided into paragraphs and signalled by use of transitions. Each paragraph has a topic sentence; sentences within each paragraph relate to each other & are subordinate to the topic. Introduction & conclusion effectively related to the whole. / Organization & structure clear. Most major points are separated into paragraphs and signalled by transitions. Paragraphs are built on related sentences that logically develop the main points. No major digressions. Introduction & conclusion effectively related to the whole. / Organization & structure mostly clear. Many major points are separated into paragraphs and signalled by transitions. Most points are logically developed. There may be a few minor digressions but no major ones. Introduction & conclusion are somewhat effective. / The organization & structure must be inferred by the reader. Only some major points are set off by paragraphs and are signalled by transitions. There are some logically connected points. There may be some major digressions. Introduction and conclusion may be lacking or ineffective.
Voice & tone are consistent & appropriate to the audience/purpose. / Voice & tone consistent & appropriate although somewhat generic or predictable in places. / Voice & tone adequate to audience/purpose although often generic or predictable. / Voice noticeably generic or inappropriate (e.g. first person narrative may predominate in an analysis assignment). Tone is often inappropriate.
Full variety of sentence structures used correctly. Word choice interesting, accurate and contributes to the writer’s ability to communicate the purpose. / Variety of sentence structures used correctly despite an occasional flaw. Accurate &b varied word choice. / Sentences & word choice predictable. Occasional errors in sentence structure, usage & mechanics do not interfere with writer’s ability to communicate the purpose. / Little sentence structure variety; wording predictable; few synonym alternatives used. Errors in sentence structure, usage &B mechanics sometimes interfere with the writer’s ability to communicate the purpose.
Few, if any, minor errors in sentence construction, usage, grammar, or mechanics. / There may be a few minor or major errors in sentence construction, usage, grammar, or mechanics. / There are some common errors (major and minor) in sentence construction and mechanics but the writer generally demonstrates a correct sense of syntax. / There are numerous minor errors and some major errors. Sentence construction is below mastery and may display a pattern of errors in usage and mechanics.
Source material is incorporated logically & insightfully. Sources are documented accurately. / Source material incorporated logically. Sources documented accurately. / Source material incorporated adequately & usually documented accurately. / Source material incorporated but sometimes inappropriately or unclearly. Documentation is accurate only occasionally.

SUMMATIVE ASSESSMENT TASK RUBRIC