Teaching sequence

Work through this resource material in the following sequence:

20 minutes

Part A: Power Of The People

20 minutes

Part B: Power Of The Masses In The Final Quarter

55 minutes

Part C: Mass Movements

5 minutes

Reflection

Learning intentions and success criteria

Students understand...

how groups of people can wield power in different ways
how representations of people power may emphasise their power or powerlessness
how different historical or social contexts affect people’s use of power and the representation of that power.

Students can...

identify sources of, and barriers to, people power
read and summarise a relevant text and find examples
find evidence to support their inferences
research a key issue and present on it.

Part A: Power of the people

Step 1

Show students the quote:

“The power of the people is greater than the people in power.” (Wael Ghonim)

Ask students to think of examples of ‘people power’ or when large groups of everyday people have attempted, or successfully managed, to wield power.

Suggested answers: democracy, climate strikes, Arab Spring, petitions, boycotts, Hong Kong protests.

Step 2

Distribute the Student Worksheet and invite students to complete the table below based on the prompt:

What are the sources and barriers to power for the ‘masses’ (e.g. large groups of everyday people)?

Possible sources of power	Possible barriers to power

Step 3

Allocate students a number from one to ten and form groups or pairs. Instruct students to read the action that matches their group number on the document: 10 Ways People Power Can Change The World (you may need to distribute printed copies or provide devices). Ask students to summarise what they read and try to find an example of this type of power.

Invite students to present their findings to the class.

Part B: Power of the masses in The Final Quarter

Step 1

Explain to students that large groups of people wielded power in two key ways in The Final Quarter, which will be demonstrated in two clips from the film.

Step 2

Deconstruct the ‘people power’ in the first clip using the table:

The Booing (https://vimeo.com/348314025/f46ed3e703)

Power the masses have	Evidence of their power/the impact of their power	Lack of power	Evidence of their lack of power/the effect of their lack of power
E.g. Power to share their feelings loudly	E.g. Booing and shouting	E.g. Can't control the referee's decisions	E.g. Adam Goodes granted a free kick when it didn't seem appropriate to the crowd
E.g. Power to disrupt a game

Step 3

Show the students the following clip and have them complete the same table:

I Stand With Adam (https://vimeo.com/348313112/1cb1b5549c)

Step 4

Ask students to share their opinions with the class and give their reasoning using the following question as a prompt:

To what extent did the masses effectively wield power in the Adam Goodes’ story?

Part C: Mass movements

Step 1

Divide students into small groups or pairs and explain that they need to choose one mass movement to research. Give students this list to spark some ideas:

A Brief History of People Power - Time - https://content.time.com/time/photogallery/0,29307,2042879,00.html

Step 2

Explain to students they will be delivering a presentation to respond to the question:

How effective is people power?

To flesh out their presentation they will need to answer these questions (also on the Student Worksheet):

Context	Where did this movement take place? How many people were involved? How is this context different to your own?
Inciting factors	What sparked this movement? What are/were their goals? What values are they promoting?
How they are wielding powers	How are/were the people wielding power? What type of power is it? What strategies have they used?
Impact of their actions	How effective was the people power? Did they achieve their aims? Why/why not?
Media representations	Find two representations of the people power movement (could be a picture, a cartoon or a short opinion piece). Are they positive or negative representations? What features of the people or the movement are emphasised?
Your perspective	What do you think of the methods used by the people in this movement? What lessons can they teach you?

Step 3

Invite students to deliver their presentations to the class or a larger group.

Reflection

Invite students to complete this 3-2-1 reflection:

What are three things you learnt today?
What are two questions you still have?
What was one ‘wow’ moment you had?

Differentiated learning

Extension

Students could read The Common Element Uniting Worldwide Protests either at the end of the lesson or in Part A and consider the author’s arguments about leaders and whether or not they are a barrier, or a source of power.

Provisions for Learning Support

In Part B, students could work in groups.
In Part C, Students could be given information on a specific protest rather than having to research it themselves. Start here for ideas:
- https://www.natgeokids.com/au/discover/history/general-history/suffragettes-facts/

Teacher reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

The Final Quarter - People Power

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Summary

Learning intentions:

Students understand...

Success criteria:

Students can...

Lesson Guides and Printables

Lesson Details

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Curriculum Mapping

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