Teaching sequence

Work through this resource material in the following sequence:

40 minutes

Part A: Understanding Discrimination

30 minutes

Part B: When is Conciliation Useful?

40 minutes

Part C: Conciliation Case Studies

10 minutes

Reflection

Part A: Understanding discrimination

Preparation

Set up ten chairs in a circle so students can participate in a fishbowl discussion and set up the AV equipment required to show the Understanding Discrimination Presentation.

If your class requires some extra structure or protocols for discussions, you could work together as a class to create a list of agreements or protocols before beginning the activity. Ensure that your students are the ones that come up with the agreement to ensure ownership.

Step 1

Ask for nine volunteers to start the discussion, and have them sit in the circle. Explain to students that the nine students seated in the circle will contribute to a discussion and the remainder of the class should position themselves around the circle so that they can observe the discussion. Students who wish to join in can sit in the extra chair, at which point someone from the circle should voluntarily vacate their seat so that there is always a spare chair in the circle. Encourage students to take a seat and share a comment in the circle by the end of the activity.

Inform students that for the discussion they will consider a set of scenarios and discuss the reasons they are examples of discrimination.

Step 2

Display the Understanding Discrimination Presentation so that students can read along with the scenarios. Start the discussion about discrimination after reading through Scenario 1. Encourage students to respond to each other’s points of view but to remain respectful of different opinions. As the discussion progresses, remind students of the option to take a seat in the discussion.

Before moving on to the next scenario ensure each of the points about why the scenario is an example of discrimination (detailed on the following slide) are covered in the discussion.

Step 3

Emphasise the points about discrimination with the class (they are slide 10 of the presentation), then highlight each of the points about conciliation (on the final two presentation slides).

Part B: When is Conciliation useful?

Step 1

Invite students to find a partner and return to the usual classroom seating arrangement. Distribute a copy of the Conciliation or not? Handout to each pair. Ask students to cut out and read through each of the situations and decide whether they think they would be suitable or unsuitable for conciliation at the Australian Human Rights Commission. Students should then assign the situation under either the 'suitable' or 'unsuitable' heading. If required, complete one example as a class.

Step 2

Once students have worked through each of the examples, review the responses as a class. Invite students to share their responses and the reasons behind them. Once students have discussed their ideas, allow some time for pairs to make any amendments, then attach the examples with glue under ‘suitable’ or ‘unsuitable’.

Suitable

A woman is overlooked for a promotion because the men on the job won’t respect a female boss.
A person is excluded from becoming a camp leader because they have a medical condition that causes them to walk with a limp.
An online store cancels an order for baby formula from a person with a Chinese last name.
A person is encouraged to not apply for the police force by an admitting officer because they have a mental illness that requires medication.

Unsuitable

Two co-workers repeatedly argue over who owns a stapler.
A person engages in drink driving then subsequently hits someone’s fence and car.
A person is refused a job interview because they do not have the necessary qualifications.

Part C: Conciliation case studies

Step 1

In this part of the lesson, students will dig deeper into the conciliation process. Ask students to help you move the classroom furniture into five stations with equal numbers of chairs at each. Explain to students that they will be reading through some examples of cases of discrimination that have been addressed though conciliation at the Australian Human Rights Commission.

Step 2

Distribute the Conciliation Case Studies handout to each student and read through the first case study together. As you read through the case, stop at intervals and encourage students to take notes in the table provided on the Student Worksheet. They are asked to note:

The name of the case
Complainant’s point of view
Respondent's point of view
The outcome

There are several terms in each of the cases that may be unfamiliar to students. You could work together as a class to improve understanding and increase vocabulary. Display a piece of butcher’s paper in a prominent position in the classroom. As you read through the cases, invite students to add the terms that they are unfamiliar with to the butcher’s paper (leaving room for a definition). They should then be encouraged to seek a definition and add it to the paper throughout the activity. As students go on to read further scenarios independently, encourage them to identify terms they’re unfamiliar with and add them to the butcher’s paper.

Some terms to start with
Complainant The person who raises a complaint against another person or organisation.
Respondent The person or organisation who has had a complaint brought against them.
Conciliation conference A meeting where both parties discuss the problem/situation and work towards an agreed outcome.
Damages A payment made in exchange for a person’s alleged suffering.
Liability Being legally responsible.
Disparagement Speaking poorly of or saying unflattering things about another person.

Step 3

Direct students to the table on the Student Worksheet and encourage them to ask clarifying questions and consult others to help them fill in any gaps. Students may need to read the case studies again to clarify their understanding.

Responses for the first case study could include:

Name of case	Disability discrimination in the provision of goods and services
Complainant’s point of view	Treated unfairly because she had to try clothes on in an open area The single accessible change room was being used for storage
Respondent’s point of view	Open to resolving complaint through conciliation
Outcome	Ensure clear signage to accessible change rooms Ensure accessible change rooms are unlocked and not being used for storage Written apology to complainant Compensation for legal costs

Reflection

Invite students to respond to the following questions on the Student Worksheet:

Name two things that you have learned about the conciliation process during the lesson.
What is your opinion about the relationship between conciliation and the protection of rights and freedoms?

Take it further

The Racial Discrimination Act 1975 (Cth) was a landmark in Australian race relations. It was a legislative expression of a new commitment to multiculturalism and it reflected the ratification by Australia of the International Convention on the Elimination of All Forms of Racial Discrimination. Invite students to deepen their understanding of the Racial Discrimination Act by watching this video from the Australian Human Rights Commission and writing a paragraph that details why some of the situations featured in the video are not ok.

Racial Discrimination? Know your rights - Australian Human Rights Commission (youtu.be/dtRTvu1RMw0)

Differentiated learning

Extension

Encourage students to think of an example they have witnessed or know about from their own life, media reports or historical events where people have been discriminated against because of traits and characteristics that are protected under Australian law.

Provisional learning support

Encourage students to annotate the factsheets and handouts while the class is reading through them, writing down any questions or points for clarification. Ensure that you facilitate some time during class to address the annotations of students.

Story of Our Rights and Freedoms - Understanding Conciliation

Go to

Summary

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info

In this lesson