Retired AFL star Adam Goodes is known to many for his resilient journey in the face of detrimental treatment by AFL spectators and the media beginning in 2013.
In this lesson, students are introduced to the concept of privilege and in particular, ‘white privilege’. Understanding this concept will help students move beyond binary thinking about racism to a deeper understanding of race in Australia. Students will be introduced to the concept of privilege and consider how it shapes people’s lives. Then, using further audio-visual resources, students will be asked to comprehend and respond to a comprehensive text on the concept of, reasons behind and impacts of, white privilege. This will provide the foundation for their analysis of two short texts. Using the metaphor of an iceberg, students will be scaffolded to understand the views and values ‘below the surface’ of a text.
- understand the concept of privilege and examples of it
- understand how privilege is reinforced through simplistic understandings of racism
- reflect on their own views of racism and privilege.
- identify their emotional and intellectual responses to contentious issues
- formulate questions about new ideas
- define white privilege and related concepts
- reflect on how white privilege relates to Adam Goodes’ story.
Lesson guides and printables
Australian Curriculum content descriptions:
Year 10 English:
- Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)
- Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
Syllabus outcomes: EN5-2A, EN5-7D
General capabilities: Literacy, Critical and Creative Thinking, Intercultural Understanding
Cross-curriculum priority: Aboriginal and Torres Strait Islander Histories and Cultures (OI.5, OI.6)
Relevant parts of Year 10 achievement standards: Students create a wide range of texts to articulate complex ideas. They make presentations and contribute actively to class and group discussions, building on others’ ideas, solving problems, justifying opinions and developing and expanding arguments.
This lesson is part of the wider unit of work: The Final Quarter – White Privilege – English – Year 10
Time required: 60 mins
Level of teacher scaffolding: High – scaffold discussion around a contentious topic
- Device capable of presenting a video to the class
- Student Worksheets – one copy per student
This lesson is designed to build students’ competencies in the following skills:
- Critical thinking
- Cultural understanding
- Ethical understanding
- Global citizenship
- Social skills
Using only archival footage aired at the time, The Final Quarter holds a mirror to Australia and is an opportunity to reconsider what happened on and off the football field. Learn more about the film here.
We highly recommend that students view the film in its entirety before participating in subsequent lessons.
Our Watching the Film lessons are designed to support you in facilitating this process. Given the content, it is also important for teachers to communicate with parents and guardians of Aboriginal and Torres Strait Islander students before playing the film and/or engaging with the teaching and learning resources.
Note: This film may not be suitable for viewing by all young people. Teachers are advised to use their discretion when deciding whether to show this film. If teaching in a context with a high proportion of Aboriginal and Torres Strait Islander children, it is imperative that guidance is sought from the Principal and Aboriginal Education Officer (or equivalent) prior to screening the film.