Area of Study: Power

Rationale

This Area of Study is developed for English (Standard) Preliminary Stage 6 and

requires students to explore ways in which the concept of power is represented in

and through texts.

Power is considered one of the most desirable outcomes for humanity and

can appear in many forms. Power is money, power is knowledge, power is power.

Power ranges through a spectrum of levels and ideals and is dependent on the

person and its existence in their contexts. Power can be winning a football match or

it can be winning a political debate, the representation of power is endless. The

concept of power has been chosen as the area of study due to its fluidity as power

can come in many forms and most importantly power can change. Power has the

capacity for change, it can change the person in power and power can be transferred

between people. However, with empowerment, there is also a loss of power.

There are five main concepts of power that will be explored within the unit.

Each one is represented in at least one text in the anthology. Students will explore

power as a relationship between individuals and society. In this branch of power

students will explore the power an individual has over society and the power society

has over the individual. Taking into consideration of individuals in a powerful

position, this unit will aim to examine the roles and responsibilities of power.

Furthermore, students will also explore the concept of power as a catalyst for

change. This unit will delve into the perspective that power is a very fluid concept

and therefore there is always the constant change and transferral of power.

Students will also learn to examine the changes of power within texts and how the

transferral of power is represented in texts. Students will also be taking into

consideration of the concept of power within the modern society, taking into about

of the new modes of power that are available to individuals today.

The texts chosen for this anthology all compose of the concept of power in

various ways. As students’ progress throughout the unit it is expected that they learn

to synthesize their pre-existing knowledge and the new knowledge throughout this

unit. Furthermore, throughout the unit students should be developing conceptual

thinking about topics.

The 1969 Olympics Black Power Salute was chosen as a part of this unit due

to its context. This photograph is considered one of the most powerful Olympic

moments in history due to it occurring after the end of the Civil Rights Movement.

Through this text students will explore the relationship between the individual and

society and the roles and responsibilities for those in the position to establish power.

In conjunction students will examine the poem “Tools of our Voices”. This prose

poem reflects a modernised perspective on power and how it can be achieved within

the modern world. The purpose of the choice of this text is its relatability and

potential for resonance with a teenage audience. In this text students will learn

about poetic techniques and the multiple modes that allow an ordinary person to be

heard and gain the power of voice.

Similarly, to the Black Power Salute, the Misogyny speech by Julia Gillard,

whilst being a recent speech, has made headlines within society. This speech is

considered powerful due to the subject of the speech, its delivery to the parliament

and the reception, which makes it a particularly relatable text to society. Students

will learn about the qualities of a speech and what makes a speech particularly

powerful and receptive. Furthermore, students will be learning about distinctive

voices in speeches and discover the true nature of speeches. In association to the

themes of the misogyny speech, students will also explore the picture book The

Paper Bag Princess as it also explores the concept of feminism through the reversal

of roles. Whilst the picture book is simple for stage 6 there are various underlying

perspectives that students can develop from. The final text chosen for this unit of

work is the short film Drawcard. This text was chosen due to its various visual

techniques that establishes both empowerment and loss of power. This text is the

most efficient in representing the fluidity of power and how power can easily be

transferred between people. The choice of these texts students will allow students

to interact with various forms of texts that represent power and are more relevant

to their current societies.

References/Texts Used:

Munsch, R. N. (2005). The Paper Bag Princess. U.S.A: Annick Press (U.S.) Ltd.

Retrieved from:

http://mrta.nyc/wpcontent/uploads/2015/09/the_paper_bag_princess1.pdf

Benford, A.C. (2016). Tools of our Voices. Retrieved from:

https://www.poetrysoup.com/poem/

tools_of_our_voices_ac4realpoetry_860386

Dunn, A. & Mitchell, T. (Writers), & Oreña-Barlin, A. (Director). Drawcard [Short

Film]. Retrieved from: https://www.youtube.com/watch?

v=aiZjJ0WBBu4&t=109s

1968 Olympics Black Power Salute [Image] (16 October 1968). Retrieved March 2,

2017, from:

https://en.wikipedia.org/wiki/1968_Olympics_Black_Power_salute

Gillard, J. (2012, October 10). Transcript of Julia Gillard’s Speech. The Sydney

Morning Herald. Retrieved from:

http://www.smh.com.au/federal-politics/political-news/transcript-of-julia-

gillards-speech-20121009-27c36.html

Lesson Plan

Topic area: AoS Power Stage of Learner: Stage 6 Prelim.(Standard)

Lesson Number: 1/3

Time: 60 minutes Total Number of students: 28 Printing/preparation:- 28x Rationale- 28x Text/Image- 28x Poem

Outcomes Assessment Students learn about Students learn toSyllabus outcomes1. A student demonstrates an understanding of the relationships between composer, responder, text and context.

3. A student develops language relevant to the study of English

7. A student selects appropriate language forms and features, and structures of texts to explore and express ideas and values.

10. A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts.

Lesson assessment- Informal assessment

of students learning through observation during class discussions and engagement with class activities.

- Assessment on what students already know and understand about the concept of power.

1.2 identifying and describing the effects of those elements of a text which reflect context1.4 recognising the effects of their own language experiences and culture on their response to and composition of texts.

3.1 its terminology3.2 language for making connections, questioning, structures of texts. affirming, challenging, speculating about and generalising about texts3.3 language of personal, social, historical, cultural and workplace contexts

7.1 identifying and describing the effects of language forms and features and structures of particular texts7.2 composing and adapting texts to address different purposes and audiences within workplace and other contexts.

10.1 collecting, selecting, interpreting and drawing conclusions about information and ideas in a range of texts from personal, social, historical, cultural and workplace contexts10.2 making connections between information and ideas and synthesising these in a range of texts

Objectives for Self:To assess prior student knowledge and understanding.To thoroughly introduce students to the concept of Power.To teach students key terms within the unit and the texts.

Materials:- 28x Rationale- 28x Text/Image- 28x Poem- Highlighters

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual QualityThis refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge

1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication

Quality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations

2.4 Social Support2.5 Students’ self regulation2.6 Student direction

SignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration

3.4 Inclusivity3.5 Connectedness3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?

Teaching element

Indicators of presence in the lesson

1.2 Deep understanding

Students demonstrate their understanding of content by engaging with class discussions and writing notes where necessary.

2.4 Social support

Students are encouraged to respond to class activities and are provided the support where necessary to do so.

3.1 Background knowledge

Students establish their existing knowledge and presumption of what the unit is about. Evident when students are able to connect with the text.

Procedures:

Time Organisation Teaching and learning actions

0-5 Teacher:Conducting class roll and activity.

Student:Settling into class and completing word bank activity in workbooks.

Resources:- Roll

- Write “Power” on the board- As students are settling into the class, ask them to consider the word

power and what they believe it means. This should be written in the word books and to be considered as a “word bank” for later use within the unit. Students may work by themselves or in pairs. Provide prompts if necessary.

- It is expected for students to provide basic answers however conceptual responses are encouraged.

5-15 Teacher:Conducting class discussion and giving rationale to students to pass around.

Student:Engaging with class discussions. Passing rationale. Reading and sticking rationale in workbook.

- Students share what they think power is about as the teacher writes them on the board. Students are to write any additional words into their word banks.

- Whilst students are sharing, a copy of the rationale is provided for students and being passed around.

- Allow students to skim through the rationale as they glue it in their books. Ask them to take note of the words being used within the rationale. Explain key concepts within the rationale ie. Relationship of power, responsibilities of power, catalyst for change, transfer of power, power and the modern society.

- Return to the word bank activity and add new words derived from

Resources:- Rationale

the rationale and its key concepts.

15-20 Teacher:Handing out image. Providing students with content.

Student:Getting into groups and discussing the image.

Resources:- Image

- Students are introduced to the 1968 Olympics Black Power Salute photograph.

- Working in groups of 4 students are to analyse the image and consider whether the image is powerful. Describe the image, what parts can you see in the image?

- Students should also take note on techniques that they can see within the image.

- It is expected that students can point out the raised fist is a sign of power as fists represent strength.

20-25 Teacher:Conducting class discussion and prompting student responses.

Student:Engaging with class discussions by responding and posing questions.

Resources:

- Provide students with context on the image.- The image was taken at the 1968 Olympics. It is known as the black

power salute. Happened during the medal ceremony and the national anthem.

- Discuss if the context changes the meaning of the image and the power it represents.

- Lead students towards the understanding that the context makes the photo more powerful as the image now represents not just power but the power for change.

25-30 Teacher:Conducing class discussion and explicit instruction on key points of the image to take note of.

Student:

Resources:

- Explicitly as a class discuss the image as a class.- Discuss the elements and techniques within the photograph and

what they mean to both the audience in 1968 and the students themselves.

- Students write key points in their workbooks.

30-35 Teacher:Reading poem out loud.

Student:Listening to the poem and reading along.

Resources:- Poem

- Introduction of a new text to the class, the poem.- Get student to hand out the poem to the class.- As a class the poem “Tools of our Voices” is read out loud.- Accentuate words where necessary for maximum effect.

35-50 Teacher:Actively observing students working in groups, walking around and helping struggling students. Conducting class discussion.

Student:Working in groups analysing their stanza of

- Students move back into their groups of 4 to discuss the meaning and techniques within the poem. Each group is given a segment to discuss to ensure the whole text is covered.

- With each segment of the poem discuss and share as a class: how is power and powerlessness shown throughout the poem? What concepts of power does this poem relate to? What techniques are used within the poem? Look at the form of the text.

- Give students time between analysis to note down techniques and what it concludes.

the poem. Sharing in class discussions about the stanza.

Resources:- Poem- Highlighters

50-55 Teacher:Conducting class discussion and observing.

Student:Engaging in class discussion and thinking contually.

Resources:

- Conduct a class discussion on both the texts explored in the lesson, look at the different ways each text represents the concept of power. Do they show different types of power? What power can do? The responsibilities of power? Is power used as a catalyst for change?

- Use this time to observe whether students have appropriately grasped the concept of power and what is expected of them. Note down students who appear to be struggling and take note of their progress in the next lesson.

60 Teacher:Closing the class.

Student:Packing up, noting down key point if they have been allocated.

Resources:

- Closing the class.- Allocate 5 different students to complete next lessons opening

activity. Those 5 students in the next lesson will write a key point they learnt in today’s class.

Homework: The 5 students allocated should think of a key point to write in the next lesson.Students are required to watch the Julia Gillard Misogyny Speech. https://www.youtube.com/watch?v=SOPsxpMzYw4

ReflectionWhat have I learned about the teaching and learning process when preparing this lesson?

Throughout the preparation of this lesson I had learnt that it is important to understand pre-existing knowledge that students have or may not have. Due to this being the first lesson of the unit outline, it was difficult to gauge whether content and its delivery would be suitable for the class. This resulted in this lesson being highly group work and discussion based. By doing so it allows for me assess how well students are engaging with content.

Furthermore, I have decided to group texts with similar ideas to test its efficiency for students as they are able to implement knowledge from previous text and insert it into another text. This works well particularly for texts with similar concepts. In this instance, the concept of power as a catalyst for change and the power as a relationship between individuals and society. If it works well I will be implementing this into my next lesson plan.

Other considerations

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?

- There could be come cultural issues (with the text) could possibly ensue disruptive class behaviour

- Students bags could be misplaced and others could possibly trip.

Resources: Area of Study: Power

Rationale

This Area of Study is developed for English (Standard) Preliminary Stage 6 and requires students to explore ways in which the concept of power is represented in and through texts.

Power is considered one of the most desirable outcomes for humanity and can appear in many forms. Power is money, power is knowledge, power is power. Power ranges through a spectrum of levels and ideals and is dependent on the person and its existence in their contexts. Power can be winning a football match or it can be winning a political debate, the representation of power is endless. The concept of power has been chosen as the area of study due to its fluidity as power can come in many forms and most importantly power can change. Power has the capacity for change, it can change the person in power and power can be transferred between people. However, with empowerment, there is also a loss of power.

There are five main concepts of power that will be explored within the unit. Each one is represented in at least one text in the anthology. Students will explore power as a relationship between individuals and society. In this branch of power students will explore the power an individual has over society and the power society has over the individual. Taking into consideration of individuals in a powerful position, this unit will aim to examine the roles and responsibilities of power. Furthermore, students will also explore the concept of power as a catalyst for change. This unit will delve into the perspective that power is a very fluid concept and therefore there is always the constant change and transferral of power. Students will also learn to examine the changes of power within texts and how the transferral of power is represented in texts. Students will also be taking into consideration of the concept of power within the modern society, taking into about of the new modes of power that are available to individuals today.

1968 Olympics Black Power Salute

Questions to consider:

1. What is this photograph of? 2. When was this photograph taken? 3. Who is featured in the photograph? 4. What is happening in the photograph? 5. Does this photograph show power? 6. How does the photograph show power/techniques?

Tools of our Voices

We have very powerful tools in which to exact change

So why do we continue to allow ourselves and the ground we walk on to be misused

Mostly plain old stubborn ignorance and selfishness, but for the benefit of the doubt,

we’ll just call it,

“The lack of realization of our true tools and powers”

Togetherness is one of our greatest powers!

We have each other

We have great mind's that drive the thoughts that become the words that have

changed the way we function together as well as separately in this world.

The utterance of many

We have voices

With the power of many voices, mountains can be crumbled into pebbles. A person

singing at a high pitch can break glass or even your eardrums. Words, seen, spoken,

or heard continuously can mend a place in time that is never forgotten, making them

or that which is spoken of “Matter”

But these days, we have tools that allow our voices to be heard all over the world,

with future possibilities of being heard throughout the Universes, tools that allow us

to gather together at the click of a button or “At the sound of one’s voice,” allowing

those of other cities, states, and even other countries, to share our knowledge,

wisdom, thoughts, and opinions

We have Technology

We have Personal Computers; Desktops, Laptops, Tablets, and Cellphones

We have cameras attached to our devices that allow us to stand face to face where

ever we may be

We have the internet

We have, “Social Media”

Yet if it isn’t either, a game, some comforting philosophy, doesn’t appease our sense

of self-gratification, causes us to realistically spring from our comfort zones and

actually become a part of the changes conducive to a better life for all; we overlook it

or discard it as lacking in relevance to the effect of our everyday living, dividing us for

the conquer

For example:

If I as one person scream no, and a thousand others scream a louder, yes, yet I have a

thousand friends or followers who say nothing, it is more likely that, my nay, will not

be heard, and the sounds of my protest will be overwhelmingly shrouded by the

voices of a thousand Yeah Sayers. If this is a choice of life or death for myself or

others protected by a cause I believe in, to not have more voices in my favor in such

a case, could prove to be fatal

So why do we continue to allow ourselves and the ground we walk on to be misused

Mostly plain old stubborn ignorance and selfishness, but for the benefit of the doubt,

we’ll just call it,

“The lack of realization of our true tools and powers!”

But if we do not start allowing ourselves to use the tools of which we were given

properly, they will be separately lost forever, rendering us individually Powerless

We have very powerful tools in which to exact change

Togetherness is one of our greatest powers

The utterance of many

We have each other

We have voices

By: AC Benford

Retrieved from:

https://www.poetrysoup.com/poem/tools_of_our_voices_ac4realpoetry_860386

Lesson Plan

Topic area: AoS Power Stage of Learner: Prelim.(Standard) 6

Lesson Number: 2/3

Time: 60 minutes Total Number of students: 28 Printing/preparation:- 28x Speech- 28x Picture book

Outcomes Assessment Students learn about Students learn toSyllabus outcomes2. A student identifies and describes relationships among texts.

4. A student identifies and describes language forms and the features, and structures of particular texts which shape meaning and influence responses.

6. A student engages with a wide range of texts to develop a considered and informed personal response.

Lesson assessment- Informal assessment of student’s engagement with texts and the analysis.

6.1 engaging with a wide range of texts in personal, social, historical, cultural and workplace contexts6.2 relating responses to aspects of human experience6.4 discussing and reflecting on the wider issues arising from their engagement with texts.

4.1 identifying and describing a variety of language forms structures of and features, and structures of particular texts4.2 identifying the effects of the language forms and features, and structures of particular texts.

2.1 identifying similarities in and differences between texts2.2 identifying and describing the connections between texts2.3 identifying and describing the ways in which particular texts are influenced by other texts and contexts.

Objectives for Self:To lead students into an analysis rather than conducting the analysis.To ensure students are comprehending techniques in texts.To observe struggling students and help where necessary/ make note of any improvements.

Materials:- 28x Speech & worksheet- 28x Picture book- Projector/computer

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual QualityThis refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge

1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication

Quality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations

2.4 Social Support2.5 Students’ self regulation2.6 Student direction

SignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration

3.4 Inclusivity3.5 Connectedness3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?

Teaching element

Indicators of presence in the lesson

1.6 Substantive communication

During the analysis of the speech students are leading the analysis with little teacher interference where necessary. Students interact with each other to develop analysis.

2.3 High Expectations

Allowing students to develop analysis of speech shows the expectation that students have the capability to complete an analysis on a speech.

3.5 Connectedness

The theme within the lesson reflects a current social justice issue (feminism). Students interact with the topic and bring to attention to the social issue.

Procedures:

Time Organisation Teaching and learning actions

0-5 Teacher:Instructs allocated students to write on the board. Conducing class admin.

Student:Writing on the board, discussing with class if they are having trouble.Resources:- White board- Marker

- Students settle into class. Allocated students from previous lesson write down 1 key point of what they learnt in the last lesson each in the corner of the board.

- Teacher conducts class admin.- Ask students to take note of the points on the side of the board

“What will be covered today” (Organisational)o Quick recap of last lessono Watching misogyny speecho Analysis of misogyny speecho Reading The Paper Bag Princesso Analysis of Paper Bag Princesso Class comparative analysis.

Also on the board, speech titles and it’s composer or spokesperson are written on the board. Students are to consider these quotes and what they have in common.Ie. I have a Dream – Martin Luther King , Apology to Australia’s Indigneous people – Kevin Rudd, HeForShe – Emma Watson etc.

5-10 Teacher - Quick class discussion on speeches.o What is a good speech?o What makes a speech good?o What makes a speech powerful?o Who are the audiences of speeches?

o What are distinctive voices?10-35 Teacher:

Putting on video

Student:Handing out transcript of speech. Interacting with class discussions and making key notes about the speech.

Resources:- Transcript- Projector/video

- Handout a transcript of the Misogyny speech by Julia Gillard and questions worksheet.

- Play the video of the speech https://www.youtube.com/watch?v=SOPsxpMzYw4

- Tell students to follow along with the transcript as the video is playing to make notes about specific moments that were captured on film and not in the transcript. (ie. Groans from the opposition, opposition trying to speak over her etc.)

- As the speech progresses at certain key points, the video will be stopped and the class will discuss why that point showed power and what technique was used.

- As the video is 15 mins, to save time the discussion of the text needs to be conducted as it is playing with only pauses to discuss key points throughout the video.

- It is expected that students have watched this for their homework however to cater for those who may not have access to internet at home, the video will be played during the analysis of the speech.

- A quick class discussion is conducted for students to evaluate whether this speech is considered powerful and how does the speech show it is powerful.

35-40 Teacher:Handing out copies of the picture book.

Student:Reading the picture book.

Resources:- Picture Book

- To follow on the theme of feminism (concept developed from previous activity) students will be provided a copy of “The Paper Bag Princess”

- Read the book as a class (get students to role play to engage them)

(If resources are scarce, pull up pdf version of the book on projector.)

40-50 Teacher:Directing students to activity. Observing and assisting students where necessary.

Student:Participating in group work activity.

Resources:- Book- Questions sheet

- Students get into groups of 4 and are required develop an analysis on the picture book.

- They should be taking down notes in their workbooks and be engaging with the text and group members.

- Students should consider the following:o What is the story about?o What components of this story represents power?o What concepts of power relates to this text?o How is this related to the previous text?o How is feminism represented in the story?

50-55 Teacher:Initiating class discussion and observing student’s interaction.

Student:Engages with class discussion.

- Groups re-join with the class and teacher initiates a class discussions on what they uncovered within the text.

- Students reveal what they have analysed within the text and its relation to the concept of power.

- Students should be writing any new ideas/perspectives developed during discussion.

Resources:55-60 Teacher:

Closing the class.

Student:Packing up, noting down if they are an allocated student.

Resources:- Whiteboard

- Closing of the class.- Checking the “What will be covered” checklist and considering

whether content has been covered.- Teacher allocates 5 new students to be next lessons scribes.

Homework: Chosen students should think of what they will contribute to the next lesson as their key point from this lesson.

ReflectionWhat have I learned about the teaching and learning process when preparing this lesson?

This lesson appeared to a little more structured than the previous lesson as both the texts were interrelated. This should make for a more fluid lesson as students are able to incorporate freshly learned content into a new text. In preparing this lesson I had discovered the severity of time constraints that I was under, in the video that I believed was necessary for students to watch. In this lesson, it is evident that the delivery is just as important as the content of the speech. Whilst the video was 15mins long, to save time I had decided to complete the analysis of the speech as it was playing to save time. The efficiency of this method is yet to be proven. Furthermore, this lesson covered more concepts of power that are crucial. The roles and responsibilities of those in power. The Misogyny speech exemplifies that as someone who is in power, it is important to be able to use the power to strengthen not only the individual but also the community. This is seen throughout the speech.

Other considerations

WHS What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?

- Possible inappropriate content could accidentally be shown on YouTube.- Students may get injured when moving around if bags and items are not properly

placed.

Resources:

Video of Misogyny Speech by Julia Gillard: https://www.youtube.com/watch?v=SOPsxpMzYw4 Retireved from: http://www.smh.com.au/federal-politics/political-news/transcript-of-julia-gillards-speech-20121009-27c36.html

Transcript of Julia Gillard's speechThank you very much Deputy Speaker and I rise to oppose the motion moved by the Leader of the Opposition. And in so doing I say to the Leader of the Opposition I will not be lectured about sexism and misogyny by this man. I will not. And the Government will not be lectured about sexism and misogyny by this man. Not now, not ever.

The Leader of the Opposition says that people who hold sexist views and who are misogynists are not appropriate for high office. Well I hope the Leader of the Opposition has got a piece of paper and he is writing out his resignation. Because if he wants to know what misogyny looks like in modern Australia, he doesn't need a motion in the House of Representatives, he needs a mirror. That's what he needs.

Julia Gillard made an impassioned speech against Tony Abbott's motion to remove Peter Slipper as Speaker. Photo: Andrew MearesLet's go through the Opposition Leader's repulsive double standards, repulsive double standards when it comes to misogyny and sexism. We are now supposed to take seriously that the Leader of the Opposition is offended by Mr Slipper's text messages, when this is the Leader of the Opposition who has said, and this was when he was a minister under the last government – not when he was a student, not when he was in high school – when he was a minister under the last government.

He has said, and I quote, in a discussion about women being under-represented in institutions of power in Australia, the interviewer was a man called Stavros. The Leader of the Opposition says “If it's true, Stavros, that men have more power generally speaking than women, is that a bad thing?”

And then a discussion ensues, and another person says “I want my daughter to have as much opportunity as my son.” To which the Leader of the Opposition says “Yeah, I completely agree, but what if men are by physiology or temperament, more adapted to exercise authority or to issue command?”

Then ensues another discussion about women's role in modern society, and the other person participating in the discussion says “I think it's very hard to deny that there is an underrepresentation of women,” to which the Leader of the Opposition says, “But now, there's an assumption that this is a bad thing.”

This is the man from whom we're supposed to take lectures about sexism. And then of course it goes on. I was very offended personally when the Leader of the Opposition, as Minister of Health, said, and I quote, “Abortion is the easy way out.” I was very personally offended by those comments. You said that in March 2004, I suggest you check the records.

I was also very offended on behalf of the women of Australia when in the course of this carbon pricing campaign, the Leader of the Opposition said “What the housewives of Australia need to understand as they do the ironing…” Thank you for that painting of women's roles in modern Australia.

And then of course, I was offended too by the sexism, by the misogyny of the Leader of the Opposition catcalling across this table at me as I sit here as Prime Minister, “If the Prime Minister wants to, politically speaking, make an honest woman of herself…”, something that would never have been said to any man sitting in this chair. I was offended when the Leader of the Opposition went outside in the front of Parliament and stood next to a sign that said “Ditch the witch.”

I was offended when the Leader of the Opposition stood next to a sign that described me as a man's bitch. I was offended by those things. Misogyny, sexism, every day from this Leader of the Opposition. Every day in every way, across the time the Leader of the Opposition has sat in that chair and I've sat in this chair, that is all we have heard from him.

And now, the Leader of the Opposition wants to be taken seriously, apparently he's woken up after this track record and all of these statements, and he's woken up and he's gone “Oh dear, there's this thing called sexism, oh my lords, there's this thing called misogyny. Now who's one of them? Oh, the Speaker must be because that suits my political purpose.”

Doesn't turn a hair about any of his past statements, doesn't walk into this Parliament and apologise to the women of Australia. Doesn't walk into this Parliament and apologise to me for the things that have come out of his mouth. But now seeks to use this as a battering ram against someone else.

Well this kind of hypocrisy must not be tolerated, which is why this motion from the Leader of the Opposition should not be taken seriously.

And then second, the Leader of the Opposition is always wonderful about walking into this Parliament and giving me and others a lecture about what they should take responsibility for.

Always wonderful about that – everything that I should take responsibility for, now apparently including the text messages of the Member for Fisher. Always keen to say how others should assume responsibility, particularly me.

Well can anybody remind me if the Leader of the Opposition has taken any responsibility for the conduct of the Sydney Young Liberals and the attendance at this event of members of his frontbench?

Has he taken any responsibility for the conduct of members of his political party and members of his frontbench who apparently when the most vile things were being said about my family, raised no voice of objection? Nobody walked out of the room; no-one walked up to Mr Jones and said that this was not acceptable.

Instead of course, it was all viewed as good fun until it was run in a Sunday newspaper and then the Leader of the Opposition and others started ducking for cover.

Big on lectures of responsibility, very light on accepting responsibility himself for the vile conduct of members of his political party.

Third, Deputy Speaker, why the Leader of the Opposition should not be taken seriously on this motion.

The Leader of the Opposition and the Deputy Leader of the Opposition have come into this place and have talked about the Member for Fisher. Well, let me remind the Opposition and the Leader of the opposition party about their track record and association with the Member for Fisher.

I remind them that the National Party preselected the Member for Fisher for the 1984 election, that the National Party preselected the Member for Fisher for the 1987 election, that the Liberals preselected Mr Slipper for the 1993 election, then the 1996 election, then the 1998 election, then for the 2001 election, then for the 2004 election, then for the 2007 election and then for the 2010 election.

And across these elections, Mr Slipper enjoyed the personal support of the Leader of the Opposition. I remind the Leader of the Opposition that on 28 September 2010, following the last election campaign, when Mr Slipper was elected as Deputy Speaker, the Leader of the Opposition at that stage said this, and I quote.

He referred to the Member for Maranoa, who was also elected to a position at the same time, and then went on as follows: “And the Member for Fisher will serve as a fine complement to the Member for Scullin in the chair. I believe that the Parliament will be well-served by the team which will occupy the chair in this chamber. I congratulate the Member for Fisher, who has been a friend of mine for a very long time, who has served this Parliament in many capacities with distinction.”

The words of the Leader of the Opposition on record, about his personal friendship with Mr [Slipper], and on record about his view about Mr Slipper's qualities and attributes to be the Speaker.

No walking away from those words, they were the statement of the Leader of the Opposition then. I remind the Leader of the Opposition, who now comes in here and speaks about apparently his inability to work with or talk to Mr Slipper. I remind the Leader of the Opposition he attended Mr Slipper's wedding.

Did he walk up to Mr Slipper in the middle of the service and say he was disgusted to be there? Was that the attitude he took? No, he attended that wedding as a friend.

The Leader of the Opposition keen to lecture others about what they ought to know or did know about Mr Slipper. Well with respect, I'd say to the Leader of the Opposition after a long personal association including attending Mr Slipper's wedding, it would be interesting to know whether the Leader of the Opposition was surprised by these text messages.

He's certainly in a position to speak more intimately about Mr Slipper than I am, and many other people in this Parliament, given this long personal association.

Then of course the Leader of the Opposition comes into this place and says, and I quote, “Every day the Prime Minister stands in this Parliament to defend this Speaker will be another day of shame for this Parliament, another day of shame for a government which should already have died of shame.”

Well can I indicate to the Leader of the Opposition the Government is not dying of shame, my father did not die of shame, what the Leader of the Opposition should be ashamed of is his performance in this Parliament and the sexism he brings with it. Now about the text messages that are on the public record or reported in the – that's a direct quote from the Leader of the Opposition so I suggest those groaning have a word with him.

On the conduct of Mr Slipper, and on the text messages that are in the public domain, I have seen the press reports of those text messages. I am offended by their content. I am offended by their content because I am always offended by sexism. I am offended by their content because I am always offended by statements that are anti-women.

I am offended by those things in the same way that I have been offended by things that the Leader of the Opposition has said, and no doubt will continue to say in the future. Because if this today was an exhibition of his new feminine side, well I don't think we've got much to look forward to in terms of changed conduct.

I am offended by those text messages. But I also believe, in terms of this Parliament making a decision about the speakership, that this Parliament should recognise that there is a court case in progress. That the judge has reserved his decision, that having waited for a number of months for the legal matters surrounding

Mr Slipper to come to a conclusion, that this Parliament should see that conclusion.

I believe that is the appropriate path forward, and that people will then have an opportunity to make up their minds with the fullest information available to them.

But whenever people make up their minds about those questions, what I won't stand for, what I will never stand for is the Leader of the Opposition coming into this place and peddling a double standard. Peddling a standard for Mr Slipper he would not set for himself. Peddling a standard for Mr Slipper he has not set for other members of his frontbench.

Peddling a standard for Mr Slipper that has not been acquitted by the people who have been sent out to say the vilest and most revolting things like his former Shadow Parliamentary Secretary Senator Bernardi.

I will not ever see the Leader of the Opposition seek to impose his double standard on this Parliament. Sexism should always be unacceptable. We should conduct ourselves as it should always be unacceptable. The Leader of the Opposition says do something; well he could do something himself if he wants to deal with sexism in this Parliament.

He could change his behaviour, he could apologise for all his past statements, he could apologise for standing next to signs describing me as a witch and a bitch, terminology that is now objected to by the frontbench of the Opposition.

He could change a standard himself if he sought to do so. But we will see none of that from the Leader of the Opposition because on these questions he is incapable of change. Capable of double standards, but incapable of change. His double standards should not rule this Parliament.

Good sense, common sense, proper process is what should rule this Parliament. That's what I believe is the path forward for this Parliament, not the kind of double standards and political game-playing imposed by the Leader of the Opposition now looking at his watch because apparently a woman's spoken too long.

I've had him yell at me to shut up in the past, but I will take the remaining seconds of my speaking time to say to the Leader of the Opposition I think the best course for him is to reflect on the standards he's exhibited in public life, on the responsibility he should take for his public statements; on his close personal connection with Peter Slipper, on the hypocrisy he has displayed in this House today.

And on that basis, because of the Leader of the Opposition's motivations, this Parliament today should reject this motion and the Leader of the Opposition should think seriously about the role of

women in public life and in Australian society because we are entitled to a better standard than this.

Questions:

1. Who wrote the speech?2. Who is the speech directed at? 3. What are the key underlying issues within the speech? 4. Is this speech powerful? 5. What makes this speech powerful? 6. What are some techniques used within the speech? 7. What do you think were the reprecussions of the speech? (Think about it

personally, politically and socially)

The Paper Bag Princess

Retrieved from: http://mrta.nyc/wpcontent/uploads/2015/09/the_paper_bag_princess1.pdf

Consider the following when reading the story:

1. What is the story about? 2. What components of this story represents power? 3. What concepts of power relates to this text? 4. How is this related to the previous text? 5. How is feminism represented in the story?6. What techniques are used to enhance/exemplify power?

Lesson Plan

Topic area: AoS Power Stage of Learner: Prelim.(Standard) 6

Lesson Number: 3/3

Time: 60 minutes Total Number of students: 28 Printing/preparation:- 28x Drawcard Worksheet- 28x Rubric Table

- 28x Image

Outcomes Assessment Students learn about Students learn toSyllabus outcomes2. A Student identifies and describes relationships among texts.

4. A student identifies and describes language forms and the features, and structures of particular texts which shape meaning and influence responses.

12. A student reflects on own processes of responding and composing.

Lesson assessment- Informal assessment

writing task- Observing student

interaction with class discussion activities and the writing task

Students learn about film as a literary text.

4.1 identifying and describing a variety of language forms and features, and structures of particular texts4.2 identifying the effects of the language forms and features, and structures of particular texts4.2 using various language forms and features and structures of texts

2.1 identifying similarities in and differences between texts 2.2 identifying and describing the connections between texts2.3 identifying and describing the ways in which particular texts are influenced by other texts and contexts.

Objectives for Self:- To teach students the various techniques used

within “Drawcard” to establish power.- To help students with developing analysis skills.- To teach students how to self-assess their work.

Materials:- 28x Drawcard worksheet- 28x Rubric table- 28x Image- Projector/computer

Quality Teaching Elements (lesson focus) Highlight the appropriate areasIntellectual Quality

This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge

1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication

Quality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations

2.4 Social Support2.5 Students’ self regulation2.6 Student direction

SignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration

3.4 Inclusivity3.5 Connectedness3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?

Teaching element

Indicators of presence in the lesson

1.2 Deep Understanding

Students develop a comparative response with an unknown text and one other of their choice within the unit. Students can show their knowledge of the concept of power and their understanding of the concept.

2.1 Explicit quality criteria

Students are provided with a rubric of what is expected within their produced work. This will also be used as feedback.

3.4 Inclusivity Students are encouraged to participate in class discussion of the film without any negative repercussions.

Procedures

Time Organisation Teaching and learning actions

0-5 Teacher:Marking roll, setting up projector.

Student:Engaging with allocated students for 5 key points, responding to the roll.

Resources:- Roll- Projector

- Class settles.- Recap: 5 key points of last lesson is established and allocated

students are required to write it on the board.- As students are settling/writing key points on the board, mark roll

and begin setting up for video.

5-15 Teacher:Handing out worksheet, playing the short film.

Student:Watches film and completes worksheet.

Resources:- Worksheet

- Play short film “Drawcard” https://www.youtube.com/watch?v=aiZjJ0WBBu4&t=1s

- Provide students with worksheet, to be considered whilst watching the short. Explicitly tell students to take note of any aspects of power and what technique is used to represent it.

15-20 Teacher:Observing student interaction with each other and the content.

Student:Engaging with group discussion.

Resources:- Projector- Worksheet

- In groups or pairs students have a brief discussion on moments in the film that showed/represented power and its techniques.

- Students are to write notes and complete the worksheet.- If the class has trouble working in pairs or groups, work and discuss

as a class.- Students should be able to extract from the film the two

representations of being in power and the loss of power. They should also establish the loss of power, and the moment of empowerment in the film ( ie. Losing the promotion vs. defacing the card).

20-35 Teacher:Conducting class analysis.

Student:Engaging with analysis and writing down key points.

Resources:- Projector- Worksheet

- Plays short film again.- Conduct a class analysis.- Pause at key moments throughout the film that establishes power.- Throughout the class analysis, allow students the opportunity to

answer what they think was powerful within the frozen frame and its technique.

- If students are struggling to develop an analysis, try providing them with the depiction and then ask them what the technique is or vice versa.

35-50 Teacher:Putting image on projector,

- Writing task: students are shown an unseen image on the projector and are asked to write a comparative response with a text they have

conducting the writing task and conducting an informal assessment of students.

Student:Completing the activity.

Resources:- Projector- Image- Rubric table

studied within the unit.- Students will be provided with a mini rubric on what will be expected

of this task. Whilst it is not a formal assessment students should be reminded that it is a necessary task to be completed.

- Students are given 5 mins to look at the new text and plan. Students will be given 10 mins writing time.

- Within the 5 min planning time students are expected to develop their own question based on what text they chose. (i.e. How does (Text 1) and (Text 2) represent the concept of power?)

- In the 5 min timeframe provide students with some basic context about the image – when it was taken, what happened, who is it, where was this located etc.

50-55 Teacher:Conducting class marking.

Student:Marking their own work.

Resources:

- Students mark their own work based on the rubric and whether it has answered the questions sufficiently. During this time students will establish their analysis on the image.

- Teacher also presents students with points that would make the response more efficient.

55-60 Teacher:Closing the class

Student:Handing in work and packing up.

Resources:

- Ask students to hand in their writing tasks along with their marking rubric to be marked. (It does not matter if their work is incomplete)

Homework:

ReflectionWhat have I learned about the teaching and learning process when preparing this lesson?

This lesson focused on two components; the key concepts of transfer of power between people and power within the modern society, and the ability for students to compose an extended response to an unknown text. The purpose of the unknown text was to emulate possible exam conditions, however to suit a standard class they could choose one other text they have learnt within the unit to develop the comparative response.

When designing this lesson, I had to consider different factors which ultimately made it difficult. As this lesson as the last of the anthology I had to develop a task for students to complete as an informal assessment task. This is because it is crucial to see if students have managed to grasp the concept of power and its key components within it. By doing so, it had required me to ensure there was enough class time to complete the activity and for students to be able to mark and edit their work. As a result, it was necessary for me only teach students one text, to avoid overloading. Unfortunately, my intentions for “Drawcard” to be a main text was impractical as time was a constraint within this lesson. In comparison to previous lesson plans, this lesson appears to be less fluid without a running theme throughout.

Other considerations

WHS What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to be applied in this lesson?

- Inappropriate material being exposed through YouTube.- Students bags not appropriately placed

Resources:Drawcard: https://www.youtube.com/watch?v=aiZjJ0WBBu4&t=1s

Note: Check https://www.matrix.edu.au/techniques-for-analysing-a-visual-text/ for visual techniques

Worksheet: “Drawcard”

Questions to consider: 1. What key concepts of power can you see in the film? 2. What are some of the techniques that are used within the film to show

power?

Evidence/Technique: How does it show power/concept of power?Ie. Symbolism - Initially Ed is influenced by the protagonist in power

(PP), the representation of a penis is used to show masculinity in which PP is showing it to Ed, indicating PP is in power.

- Another scene Ed regains is power by drawing a penis on what he believes to be the card for PP, asserting dominance over him

Colour Red- Recurring colour for those in power. PP wears a red tie

as well as the big boss. PP’s farewell card is red.Skyblue- Ed wears a sky blue shirt along with a matching tie, the

colour represents his personality as he tries to blend with the crowd.

Angles First scene Ed is introduced using a high angle, showing his vulnerability and lack of power. PP is introduced using full body shot then a low angle showing his dominance over Ed.

Writing Task

In this writing task you will be required to write a short extended response to the image below. You will be given 5 mins planning time and 10 mins writing time. You are required to develop a comparison with this image and another text you have learnt within this unit of study. Refer to your word bank for key words to use in your response.

This image is of Nicky Winmar’s famous protest at Victoria Park in 1993. During a match for St Kilda against Collingwood Winmar was racially abused by Collingwood fans. This image was captured as Winmar lifted his shirt and gestured towards the crowd after St Kilda’s win.

Criteria Highly Developed

Developing Not there yet

Develops a coherent comparative question.

Includes a topic sentence.

Expands on the main idea in detail

Selection of a relevant example and technique used

Analysis on the effect of the example chosen and its relation to the question

Concluding statement that connects the main idea back to the question.

Answers the question