aidemia--modules-lessonplan_request	Titles of parts of the lesson must be formatted as headings
What to create	Lesson plan
Which subject	History
What topic	students identify the similarities between the State treatment of African Americans and Aboriginal Australians
What length (min)	30
What age group	Year or Grade 11
Include homework
Include images descriptions
Any other preferences

Lesson Plan: State Treatment of African Americans and Aboriginal Australians

Subject: History

Year Level: 11

Duration: 30 Minutes

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Lesson Objectives

By the end of this lesson, students will be able to:

1. Identify and analyse the similarities between the state treatment of African Americans in the United States and Aboriginal Australians in Australia.
2. Understand the historical context surrounding the treatment of these groups.
3. Participate in a discussion to articulate their thoughts on the implications of these similarities.

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Materials Required

• Whiteboard and markers
• Projector or screen for visual aids
• Copies of primary and secondary sources related to the treatment of African Americans and Aboriginal Australians
• Handout containing discussion questions

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Lesson Outline

Introduction (5 Minutes)

• Engage Students: Ask students to share what they know about the historical treatment of African Americans and Aboriginal Australians. Record key points on the whiteboard.
• Set the Context: Provide a brief overview of both historical contexts, emphasizing segregation, policies of displacement, and systemic discrimination.

Direct Instruction (10 Minutes)

• Presentation on African Americans: Discuss key events and legislations, such as the Jim Crow laws, the Civil Rights Movement, and the ongoing fight against systemic racism.

• Presentation on Aboriginal Australians: Cover significant policies such as the Stolen Generations, land rights movements, and the impact of assimilation policies.

Comparative Analysis (10 Minutes)

• Group Work: Divide students into small groups and assign each group a set of primary and secondary sources related to both topics.

• Task: Ask groups to identify:

  • Similarities in the state treatment (e.g., legal discrimination, social exclusion).
  • Responses from affected communities (e.g., resistance movements).

• Sharing Findings: Each group presents their analysis to the class, highlighting the similarities they found.

Conclusion and Discussion (5 Minutes)

• Class Discussion: Guide a discussion with the following questions:

  • What are the implications of these similarities for understanding both histories?
  • How can these historical injustices inform our present and future interactions with both communities?

• Wrap-up: Summarise key points raised during the lesson and encourage students to reflect on the importance of recognising parallels in historical injustices.

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Assessment

• Participation in group discussions.
• Quality of analysis presented by each group.
• Ability to articulate thoughts during the class discussion.

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Homework (Optional)

Students can write a short reflective piece (up to 300 words) on what they learned in the lesson and how it may influence their perspective on contemporary social issues related to race and identity.

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This lesson plan encourages critical thinking and engages students to draw connections between diverse histories while aligning with the Australian Curriculum standards.