Teaching Sequence

Work through this resource material in the following sequence:

5 minutes

Part A: Viewpoints

25 minutes

Part B: The Power Of A Word

35 minutes

Part C: Casual Racism

25 minutes

Part D: Examining Headlines

5 minutes

Reflection

Part A: Viewpoints

Step 1

Hand out the Student Worksheets and draw students’ attention to the first activity. In the first column, they will need to write each word that you give them from the list below. One per row. In the second column, they will write the first thing they think about in regards to this word - such as a definition, a memory or a sentence they would use it in.

Allow time for them to write their thoughts in between each word.

WORD	THOUGHT (definition, memory, sentence)
dank	Possible definitions: damp and cold (common), high quality (slang)
deadly	Possible definitions: causing or able to cause death (common), excellent (slang - popular in Aboriginal and Torres Strait Islander communities), skilful with weapons (common)
shady	Possible definitions: situated in the shade (common), of doubtful character (slang)
home	Possible definitions: the place you live (common), where you come from (common), where the heart is (phrase), a care facility (common), a team playing on their own ground (pop culture)
weapon	Possible definitions: an object designed to inflict damage (common), someone who is skilful (slang), someone who is a liability (slang)
snake	Possible definitions: a reptile with no legs (common), a deceitful person (common/Biblical origin), an old-school digital game (pop culture)

Step 2

Invite students to share their responses in groups of three. Ask them if they had the same general meaning or viewpoint on each word.

If students all have similar answers, provide them with some of the alternative definitions listed above and allow students to discuss.

Step 3

Explain to students that many words have multiple meanings, and these are often grown out of context. Ask students to come up with some examples of words they use that their parents don’t understand and vice versa. Explain that this is because their context is different because they grew up at different times and mixed with different people.

Step 4

Explain that in addition to words meaning different things to different people, words can also be very powerful.

Part B: The power of a word

Step 1

Begin the lesson by showing the Adam Goodes Profile and inviting the class to read and discuss who he is. Explain to students that they will be exploring excerpts from a documentary about him to explore how ‘words have power’. It is called The Final Quarter.

Note: It is strongly recommended that students have participated in The Final Quarter - Safely Viewing The Film - Years 5 & 6 lesson beforehand, in which case, they will already be familiar with Adam Goodes and the film.

You may choose to have a discussion with your students to form a mutually agreed list of sharing guidelines or principles to encourage safe and accepting conversations. These guidelines could include:

Own your ideas by using “I think” rather than “you should”.
Respect each other by remembering that each person has their own beliefs and values and their own world views, experiences, and opinions.
Each person has a right to contribute their ideas so listen politely.
Be brave in sharing your ideas, experiences, and opinions.
Consider the privacy of your classmates and appreciate that everyone has the right to uphold their privacy. This might mean they don’t want to share their ideas or experiences on an issue.
Share feedback in a way that is considerate and positive. Remember to be kind, helpful and specific when providing feedback.

Step 2

Explain that the clips in this part of the lesson show a specific event that occurred in one of a series of AFL matches in 2013, called the AFL Indigenous Round - a round specifically designed to recognise and celebrate Aboriginal and Torres Strait Islander cultures.

WARNING: This video contains footage of and media responses to actual occurrences. Content relates to issues of racism and racial discrimination which some may find confronting. Please advise students of this and encourage them to seek support from an adult if needed. Refer to the teacher content information for more support in setting up a safe classroom.

Show the start of this clip from The Final Quarter, pausing at 01:21:

'Ape' Comment (https://vimeo.com/348315110/0b37d60c56)

Pause the video at 01:21 and explain that Adam Goodes has just pointed out someone in the crowd who has called him an “ape.”

Show this definition of the word ‘ape’ (from The Final Quarter):

Ask the following questions and allow students to respond respectfully:

Can you think of any hidden meaning that this word might have?
Why do you think the person chose this word? What do you think they were meaning to say?
What type of comment is this? Is it okay to make this kind of comment?

At this stage, explain to the students that this word has a historical meaning for Aboriginal and Torres Strait Islander people. Read the following:

Back in the days when Europeans were exploring and conquering America and Australia, they believed they were better (or more evolved) than darker skinned people. Back in the old days, Europeans described Aboriginal and Torres Strait Islander people as ‘savages’ which means: “(of an animal or force of nature) fierce, violent, and uncontrolled” and “primitive, uncivilised”. (Source)

When you consider that this word is often used to describe nasty, scary dogs it is easy to see how this term is offensive and dehumanising (meaning treated someone like they're not human). For a long time, Aboriginal and Torres Strait Islander peoples have been put down by white Australians by being called ‘apes’ or ‘monkeys’ and denied their human rights because they were seen as ‘less’ human than white Australians. Some people still use these words today to put down others.

The evidence tells us that there is actually no genetic difference between people of different races. We all have an equal capacity for thinking and feeling and our skin tones are just to do with how we have adapted to different climates. (Source)

For more information see:

Racism has a long history we must all understand
The Science of Skin Colour

Follow up with these questions:

Can you understand why Adam Goodes might have been upset about hearing someone call him an ‘ape’?
Do you think it is fair for Adam Goodes to go to his job and experience comments like that? Why/why not?

Step 3

Continue the clip from The Final Quarter, starting from 01:21 and pausing at 02:03:

'Ape' Comment (https://vimeo.com/348315110/0b37d60c56)

Pause the clip again at 02:03 and confirm with the class that the person who was escorted from their seat was the person who had made the comment.

Ask the question:

Do you think that was an appropriate response to what the person had done? Why/why not?

Provide this additional information:

The person who made the comment was a thirteen year-old girl.
She was escorted away from her seat (without her guardians) and interviewed by police before being released.

Ask these questions:

Does this change your opinion about whether the response was appropriate? Why/why not?
Do you think she understood what she was saying? Why/why not?
Was it ok to say it even if she didn’t understand the full meaning of the word? Why/why not?
Do you think that young people should be held responsible for their words and actions in the same way that adults are? Why/why not?

Allow time for discussion. Ensure that you are creating a safe space where students are listening to each other and feel safe to express their opinion, so long as they are doing so respectfully.

Step 4

Continue the clip from The Final Quarter, starting at 02:03 and pausing at 04:21:

'Ape' Comment (https://vimeo.com/348315110/0b37d60c56)

Pause the clip at 04:21 and draw attention to Adam’s statement:

“Racism has a face last night, and, you know, it was a thirteen year old girl. But it’s not her fault. She’s thirteen, she’s still so innocent. I don’t put any blame on her. Unfortunately, it’s what she hears and the environment she’s grown up in.”

Invite responses to these questions:

What do you think of Adam’s comments?
Do you think the girl should have been held accountable for her behaviour? Why/why not?
If this incident is not the fault of the girl herself, whose fault do you think it is and what would you suggest should be done about it? Why/how?

Step 5

Continue the clip from The Final Quarter, starting at 04:21 and play through to the end:

'Ape' Comment (https://vimeo.com/348315110/0b37d60c56)

Read the following:

In this clip Adam talked about his personal history with being bullied in school and being called a ‘monkey’ and an ‘ape’.

Ask students to close their eyes and raise their hand if they agree with this question (or you could ask them to simply reflect silently in their own minds):

How many of you think you would find it hard to stand up to bullies?

Step 6

Ask students to lower their hands and open their eyes, then say:

A lot of people called this comment ‘racist’. What do you think about this idea?

Ask the questions:

Step 7

Remind students of the starting activity with the different words that had several different meanings. Explain that people have different views on situations as well as words and this depends on their background and history. These viewpoints can change over time or when exposed to evidence. Ask them to consider:

Whose viewpoints have we explored through the clips so far?
Possible answers: Adam Goodes', the girl's, the media's.

Ask them to look out for further viewpoints in the clips that follow.

Part C: Casual racism

In this stage of the lesson, students will explore what constitutes casual racism.

Step 1

Watch this clip from The Final Quarter:

Eddie's King Kong Comment _short (https://vimeo.com/353514210/8bee5467c9)

Invite the students to respond to the following:

What happened in this clip?
How do you think Adam Goodes might feel about this comment?
Do think this comment was racist? Why/why not?
Do you think racism can happen accidentally? Why/why not?

Step 2

Watch this clip from The Final Quarter:

Reaction to Eddie's Comment (https://vimeo.com/353514210/8bee5467c9)

Read or display this Tweet by Héritier Lumumba:

“To me Eddie’s comments are reflective of common attitudes that we as a society face. To me Australia is very casual with racism” - Héritier Lumumba

Ask students:

What do you think Héritier Lumumba meant by this comment?
Is it ok to make jokes about race?

Step 3

Read or display this quote

“The casual discrimination of not just of colour, but… religion, ethnic background, etc… we’re talking about sexual preference… anything that’s different, we wanna pick at it as Aussies and… potentially this is a wake up call for everyone” - Nathan Buckley (edited for clarity)

Ask students:

Do you think it’s true that some Australians pick on people who are different than them?
Why do you think people make jokes about people who are different than them?
Do you think this is ok? Why/why not?

Step 4

Divide the class into groups of around 4 students and invite groups to develop their own definition of what ‘casual racism’ is, based on what they’ve learned.

Note: The definition should aim to include the behaviours and intentions of casual racism, rather than a definition of racism itself - which you have already been provided.

Step 5

Once students have developed their definition of ‘casual racism’ encourage them to share and discuss with other groups. Encourage them to use the discussions to reflect on and improve their definitions. Once they are satisfied with the definition they have developed, invite them to write it onto the board.

Reconvene the class and invite each group to read aloud the definition they developed.

Step 6

Explain to students that they will now be working as a class to decide on one shared definition of ‘casual racism’. Invite them to consider all of the definitions developed and identify similarities and differences between them. Students can record these observations onto a notepad or into a workbook.

Note ideas/statements that were less common and support students to critically reflect on their relevance to determine whether they are important to the definition. In this situation, you may follow the sequence below:

Invite the group who created each statement to explain why they wrote it that way.
Invite other students in the class to support or oppose the explanation in a respectful and constructive manner.
Once students have expressed their different perspectives, determine whether the statement is needed in the final class definition.

An example definition is included below:

Casual racism in practice, is an off hand remark or ‘joke’ about a group/individual that demonstrates a stereotypical and harmful view of that group/individual because of their race or colour. It puts down the differences of people who are different from the one/s making the remark/s. While people who practice casual racism might not consider themselves to be racist or have any problems with people who are different to them, their words and actions indicate that they believe it is funny or acceptable to say these things and don’t expect it to cause offence. Casual racism does, in fact, hurt people.

You might like to refer to these articles to help you:

Step 7

Once the class has developed a shared definition of ‘casual racism’, ensure it is recorded somewhere for the class to see.

Refer back to the initial discussion regarding Adam Goodes being called an ‘ape’ and Eddie Maguire’s King Kong comment. Have them determine, based on the class definition:

Did the girl calling Adam Goodes an ‘ape’ demonstrating casual racism? Why/why not?
Did Eddie Maguire comparing Adam Goodes to King Kong demonstrating casual racism? Why/why not?
Was it appropriate for Adam Goodes to point out someone in the crowd for calling him an ape? Why/why not?

Once the class has determined whether these three people’s actions were acceptable or unacceptable, pose the following questions:

Why do you think some people behave in a way that is racist?
Why do you think some people aren’t happy when racism is called out?
What do you think might cause some people to have different views/beliefs about what is acceptable/unacceptable behaviour when it comes to race and racism?

Part D: Examining headlines

Step 1

Explain to students that now they will be exploring different viewpoints about the two incidents, by examining headlines of newspaper articles. You might like to show them this one from the film:

Step 2

Display the following headlines (also on the Student Worksheet), but remove the answers to the questions - supplied for your reference:

Headline:

Adam Goodes should apologise, says mother of girl who called him an ape

Melissa Davey, The Guardian, July 30 2015 (Source)

What it means:

The girl’s mother believes Adam Goodes should apologise for pointing out her daughter for calling him an ape, because he did the wrong thing.

Who’s viewpoint is being represented?

Girl’s mother.

Headline:

Frightened 13-year-old hunted by a pack of wolves

Miranda Devine, The Daily Telegraph, May 28 2013 (Source)

What it means:

That the 13-year-old girl who called Adam Goodes an ‘ape’ was scared by the nasty people who came after her because of what she said.

Who’s viewpoint is being represented?

The girl and/or people who feel protective of her because she is young.

Headline:

Goodes 'gutted' after racial slur

Greg Baum and Michael Gleeson, The Age, May 25 2013 (Source)

What it means:

Adam Goodes is upset about being put-down (called an ‘ape) because of his race.

Who’s viewpoint is being represented?

Adam Goodes.

Headline:

Adam Goodes’ dignity in face of racism a lesson to all

The Sunday Telegraph, May 26, 2013 (Source)

What it means:

Adam Goodes demonstrated honour and composure when he was experiencing racism and this showed us all how we should be treating each other with more respect.

Who’s viewpoint is being represented?

A sympathetic member of the general public.

Define ‘gutted’ as: Bitterly disappointed or upset. (Source)

Define Dignity as: The state or quality of being worthy of honour or respect. (Source)

You might also like to share this quote:

“Dignity is a feeling in your core.
A belief in your own worth.
A belief in the worth of others.
With dignity, we lead lives of hope and optimism and compassion,
Guided by a universal ethical compass.
Dignity is the belief that our basic humanity
Is shared with every other person on this planet.”
(Global Dignity)

Step 3

Invite students to suggest whose viewpoints are being represented in the headline and fill it in on their Student Worksheets.

Step 4

Explain to students that they will now have some time to consider these different perspectives and responses to Adam Goodes’ experiences and behaviour and form their own view/opinion about it, drawing all of their ideas together to express it as their own news headline.

The Student Worksheet contains the following questions and activities for them to work through. Allow them time to complete this and move around the room answering any questions.

What did you notice when considering the headlines?
What were the differences between the viewpoints? Why do you think there was such variety?

Use the space below to create your own headline.

Brainstorm and come up with different ideas.
Look at all your ideas, and take out parts to form one headline that you are happy with.
Record your final headline in the box at the bottom.

Reflection

Step 1

Encourage students to consider the following questions quietly to themselves (or write, or share with a partner):

Has this lesson changed your perspective on what kinds of comments are acceptable or unacceptable? How/why?
Do you think you will respond differently to situations in the future because of your new understanding of what casual racism is? How/why?

Step 2

Reconvene the class and discuss the following questions:

How can we decide if something is or isn’t okay to say when we are not sure?
What should we do if we upset or offend someone without meaning to?

Differentiated Learning

Extension -

When exploring the headlines, you could delete the meanings and allow the students to come up with their own meanings.
In addition to the headline, students could also write a full article based on Adam Goodes’ experience.

Provisions for Learning Support

If students find the headlines task challenging, you may wish to form a group with the teacher to support selected students. You could also consider allowing students to work in pairs in which they can support each other to extend and develop their ideas.

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 - The Power Of Words

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