Civics and citizenship levels 7 and 8

Lesson overview - Who are we?

This lesson is part of a Level 7 and 8 Civics and Citizenship unit on Australian identity. This lesson explores the way Australian identity is represented.

Victorian Curriculum – Civics and citizenship

Levels 7 and 8

Describe how Australia is a secular nation and a multi-faith society (VCCCC024).

Learning intention

We are learning about the way Australian identity is often represented in popular culture and how this can exclude some people.

Success criteria

I can analyse sources to see who is included and excluded in representations of identity.

Extension ideas

Extend the success criteria (outcome):  I can create texts that are inclusive representations of identity.

Lesson sequence

Small groups

Students work together to select a song or poem to listen to and read:

  • The Man from Snowy River (AB Patterson)
  • The Wild Colonial Boy (Don Walker)
  • Great Southern Land (Icehouse)
  • This is Australia (Gangajang)
  • Working Class Man (Jimmy Barnes)
  • Down Under (Men at work)
  • True Blue (John Willimason)
  • Still Call Australia Home (Peter Allen)

Extension ideas

High-ability students could be grouped together for this task or be asked to locate their own song or poem that represents a stereotype of Australian identity.

Discussion

Groups consider and discuss the points below and present responses to the rest of the class.

  • What attitudes and values are presented?
  • What do these songs say about an "Australian identity"?
  • Who do these songs represent?
  • To what extent do these songs represent all Australians?
  • How do the views expressed in the songs reflect modern Australian society?

Extension ideas

High-ability students could consider how their selected song or poem could be altered to be more inclusive.

Reflection

Is stereotyping a common occurrence? Using an outline of a person, students consider and create an image of an Australian. They should annotate this image to show global influences.

Students should compare and contrast their diagram with their perceptions of who is an Australian and what being Australian means to them. Students identify characteristics that are stereotypes and those that are not. Discuss with students the challenges and implications of stereotyping.

Extension ideas

High-ability students could conduct a Socratic discussion on the following questions:

  • Is it possible to create a text that represents all Australians?
  • Why/Why not?

High-ability students could attempt to design a text (song, poem or text of choice) that is an inclusive representation of Australian culture. This activity would replace the stereotype reflection activity.

Acknowledgement

This lesson plan is adapted from the Victorian Curriculum and Assessment Authority's unit 'Who are we?'