Teacher: Mrs Clarke
Subject: Year 10 History
Task: Civil Rights – Rights & Freedoms Assignment
Subject: Year 10 History
Task: Civil Rights – Rights & Freedoms Assignment
Historical Knowledge & Understanding |
Achievement Standard |
Rights and Freedoms
Historical Skills & Concepts
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Purpose:
Research a civil rights event that is significant to Aboriginal or Torres Strait Islander peoples and create inquiry questions to answer with your research.
Description:
Choose ONE significant event from the list below –
Process:
Step One – decide which civil rights event you will focus on. Begin background research on your civil rights event (definitions, dates etc).
Step Two – develop your research questions (who, what, when, where, why are good starting points but you MUST write these in to FULL questions). NOTE: One of your inquiry questions MUST be about methods used by activists to achieve change AND one individual or group that used this method.
Step Three – as you research, record your primary and secondary sources on a reference list page.
Step Four – start to answer the inquiry questions you developed using your research.
Step Five – Choose THREE of your sources and complete the table below.
SAMPLE RESEARCH QUESTIONS (You cannot use these as that would be plagiarism, they are ONLY an example).
Research a civil rights event that is significant to Aboriginal or Torres Strait Islander peoples and create inquiry questions to answer with your research.
Description:
Choose ONE significant event from the list below –
- 1962 right to vote federally
- 1967 referendum
- Yirrkala Bark Petition
- Wave Hill strike
- Tent Embassy
- Mabo
- Bringing Them Home Report (The Stolen Generations)
- Reconciliation movement
- 2008 Apology to Australia’s Indigenous Peoples
Process:
Step One – decide which civil rights event you will focus on. Begin background research on your civil rights event (definitions, dates etc).
Step Two – develop your research questions (who, what, when, where, why are good starting points but you MUST write these in to FULL questions). NOTE: One of your inquiry questions MUST be about methods used by activists to achieve change AND one individual or group that used this method.
Step Three – as you research, record your primary and secondary sources on a reference list page.
Step Four – start to answer the inquiry questions you developed using your research.
Step Five – Choose THREE of your sources and complete the table below.
SAMPLE RESEARCH QUESTIONS (You cannot use these as that would be plagiarism, they are ONLY an example).
Research Area |
Inquiry Questions |
Background, key events and developments |
What civil rights of Aboriginal people is the Freedom Rides address? |
Methods used by civil rights activists |
What did the Freedom Rides do to praise public awareness? |
The role of one individual or group |
Who was Charles Perkins and what role did he play in the Freedom Rides? |
Events that represent changes and continuities |
What were some of the major events of the Freedom Rider? What were the short-term and long-term changes that resulted from these events? |
Significance of the event |
What is the historical significance of the Freedom Rides for Aboriginal and Torres Strait Islander peoples? |
Contestability |
What were the criticisms about this event and the actions of Charles Perkins? |
EVALUATE HISTORICAL SOURCES – questions to ask when evaluating the usefulness, relevance and reliability of evidence in sources. |
Value |
Useful |
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Relevant |
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Reliable |
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SOURCES TABLE – Step Five question.
Name, origin, and purpose of source |
Detail for reference list (reference details) |
Type of source – primary or secondary Mode of source (written, visual, spoken) |
Identify whose perspective is represented in the source. Is there any bias by the author? Why/Why not? |
Identify the inquiry questions(s) that his source will help you answer. How will this source help you answer the questions? |
Marking Rubric
Value |
Historical Knowledge & Understanding |
Evaluation of Sources |
Questioning & Researching |
Analysing & Interpreting |
A |
Justifies the significance of a chosen case study and methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islanders. Justifies the role of an individual or group in that case study in achieving change. |
Evaluates the origins, purpose and context of historical sources that determine their relevance and reliability as evidence for the inquiry. |
Develops, evaluates and enhances questions to frame a historical inquiry. |
Analyses, synthesises and draws conclusions from a range of historical sources, including the identification of different perspectives, to answer inquiry questions. |
B |
Explains the significance of a chosen case study and methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander peoples. Explains the role of an individual or group in that case study in achieving change. |
Evaluates the origins, purpose and context of historical sources that determines their worth as evidence for the inquiry. |
Develops, evaluates and modifies questions to frame a historical inquiry. |
Synthesises and draws conclusions from historical sources, identifying some perspectives, to answer inquiry questions. |
C |
Describes the significance of a chosen case study and methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander peoples. Explains the role of an individual or a group in that case study in achieving change. |
Evaluates the origins, purpose and context of historical sources. |
Develops and evaluates questions to frame a historical inquiry. |
Identifies meanings and patterns from historical sources to answer inquiry questions. |
D |
Describes the significance of a chosen case study. Describes the role of an individual or a group in that case study. |
Identifies the usefulness of historical sources. |
Develops questions to respond to a historical inquiry. |
Uses questions and lists information from historical sources. |
E |
Describes aspects of the chosen case study. Identifies aspects of the role of an individual or a group in that case study. |
Identifies information from some historical sources. |
Uses obvious questions to respond to a historical inquiry. |
Answers some questions with vague responses, sources are unreliable, inquiry questions completely written. |
civil_rights_assignment.docx | |
File Size: | 23 kb |
File Type: | docx |