This lesson plan is designed to engage students in a comprehensive exploration of the 'Voice to Parliament' issue in Australia, allowing them to develop a well-rounded understanding of the topic, including arguments for and against it. The plan includes three options for students to choose from: creating a newsletter article, producing a professional video, or participating in a debate. Each option encourages research, critical thinking, and the presentation of unbiased information.
Class Introduction On Saturday, 14 October 2023, Australians will have their say in a referendum about whether to change the Constitution to recognise the First Peoples of Australia by establishing a body called the Aboriginal and Torres Strait Islander Voice.
Voters will be asked to vote ‘yes’ or ‘no’ on a single question. The question on the ballot paper will be:
“A Proposed Law: to alter the Constitution to recognise the First Peoples of Australia by establishing an Aboriginal and Torres Strait Islander Voice.
Do you approve this proposed alteration?â€
Video Introduction 20 Minute Video clip – “Chanel Ten - The Project†- IN-DEPTH: Referendum For Voice To Parliament Set For October 14
Brainstorm As a class – Brainstorm - What do you know about the Aboriginal Voice?
Campaign Arguments The Yes campaign has several reasons to justify their position. Such as
Historical Injustice - Indigenous Australians have experienced centuries of dispossession, discrimination, and marginalization. The Voice is seen as a way to address this historical injustice by giving Indigenous people a formal voice in indigeous matters.
Self-Determination - The Voice promotes the principle of self-determination, allowing Indigenous communities to have a say in decisions that affect them, rather than relying solely on government decisions imposed from outside.
Representation - The Aboriginal Voice provides a means of representation specifically for Indigenous peoples. It acknowledges their unique cultural identity and ensures their voices are heard in the national political discourse.
Closing the Gap - Supporters argue that The Voice can help to close the gap in life expectancy, health, education, and employment between Indigenous and non-Indigenous Australians by allowing Indigenous communities to shape policies and programs that directly affect them.
International Standards - Establishing The Voice aligns with international human rights standards, such as the United Nations Declaration on the Rights of Indigenous Peoples, which emphasizes the importance of Indigenous self-determination and participation.
Constitutional Recognition - Many see The Voice as an important step toward recognizing Indigenous Australians in the Australian Constitution, acknowledging their status as the nation's first peoples.
Community Engagement - The Voice encourages greater community engagement and involvement in decision-making processes, fostering collaboration between Indigenous communities and government bodies.
Accountability - Advocates argue that The Voice can hold governments accountable for the delivery of services and policies aimed at improving the lives of Indigenous Australians.
Flexible Model - Proponents stress that The Voice is a flexible model that can evolve over time to meet the changing needs and aspirations of Indigenous communities.
National Unity - Supporters believe that acknowledging and addressing the historical injustices faced by Indigenous Australians can contribute to national healing, reconciliation, and unity.
The No campaign has several reasons to justify their position. Such as
Lack of Clarity - Some people find The Voice proposal lacking in specific details, including its structure, powers, and functions. They argue that without clear guidelines, it may not achieve its intended goals.
Potential for Veto Power - Critics worry that The Voice may gain too much influence and potentially have a de facto veto power over government decisions, which they view as undemocratic.
Loss of National Unity - Concerns have been raised that The Voice could undermine the idea of national unity and the shared Australian identity by emphasizing cultural and ethnic differences.
Constitutional Complexity - Opponents argue that making changes to the Australian Constitution to establish The Voice could lead to greater complexity and legal uncertainty.
Divisiveness - Some argue that The Voice creates divisions by singling out a particular group for representation based on ethnicity. They argue that it may lead to further polarization within society.
Discrimination - Critics contend that establishing a separate voice for Indigenous Australians could be seen as a form of reverse discrimination or as giving special privileges to one group over others
Ineffectiveness - Skeptics question whether The Voice would be an effective mechanism for bringing about positive change. They argue that it may not lead to practical solutions for addressing complex issues faced by Indigenous communities.
Lack of Widespread Support - Some argue that The Voice lacks broad public support, and implementing it without clear backing from the majority of Australians may be seen as undemocratic.
Resource Allocation - Questions have been raised about how resources would be allocated to The Voice and whether this could divert funds from other critical programs and services.
Alternative Approaches - Opponents suggest that other approaches, such as local community-based solutions and greater individual responsibility, might be more effective in addressing Indigenous disadvantage.
Activity Options
In groups you are to complete ONE of the following options
In groups you are to research and create a professional newsletter article that provides information about the Voice to Parliament, presents arguments for and against it, and encourages critical thinking.
Newsletter articles will be marked on the following criteria
Content – 10 marks
Research – Does the newsletter article demonstrate good use of research and provides evidence? Do they provide a bibliography at the end of the article?
Accuracy - How well does the newsletter article present factual information about the Voice to Parliament issue? Does the content provide an unbiased and objective view presenting facts rather than opinion?
Clarity - Is the content clearly explained, making it easy for viewers to understand?
Depth - Does the newsletter article provide comprehensive coverage of the topic, including key arguments for and against?
Presentation – 10 marks
Delivery : How well do the students present the content? Are they engaging and professional in their delivery?
Structure: Is the newsletter article well-organized, with a clear beginning, middle, and end?
Visuals: Are visuals, graphics, and text used effectively to enhanceunderstanding?
Audience Engagement: Does the newsletter article engage the audience by keeping their interest and attention?
Creativity: Are creative elements, such as storytelling or unique visuals, used to make the content engaging?
Students follow the following process:
Brainstorm - Briefly brainstorm and discuss the importance of presenting facts, arguments, and counterarguments objectively.
Research - Research their assigned topic using credible sources, ensuring they understand the key points from both sides. Research needs to further include:
What is the Voice to Parliament?
Historical context and significance.
Arguments in favor of the Voice to Parliament.
Arguments against the Voice to Parliament.
Writing - create a rough draft of their newsletter article based on their research. Emphasize the importance of objectivity and unbiased reporting. Ensure that the article includes a clear introduction, informative body, and conclusion. Provide proper citation and referencing.
Editing - Students peer-review each other's rough drafts for clarity, coherence, and objectivity. Format your articles using a newsletter template or software like Microsoft Word or Google Docs.
Images - Include appropriate headings, subheadings, images, and captions to enhance readability. Only use “Creative Commons†images or images you have approval form. Make sure the images are relevant to the article.
Presentation – Present your article to the class.
The best newsletter articles will be published on the schools newsletter and social media page.
OPTION 2 – PROFESSIONAL VIDEO
To research, produce, and present a 3-minute professional video that offers an unbiased overview of the Aboriginal Voice to Parliament, explaining what the referendum is and presenting arguments for and against it.
Videos will be marked on the following criteria
• Content – 10 marks
Research – Does the video demonstrate good use of research and provides evidence? Do they provide a bibliography at the end of their video?
Accuracy - How well does the video present factual information about the Voice to Parliament issue?Does the content provide an unbiased and objective view presenting facts rather than opinion
Clarity - Is the content clearly explained, making it easy for viewers to understand?
Depth - Does the video provide comprehensive coverage of the topic, including key arguments for and against?
• Presentation – 10 marks
Delivery : How well do the students present the content? Are they engaging and professional in their delivery?
Structure: Is the video well-organized, with a clear beginning, middle, and end?
Visuals: Are visuals, graphics, and text used effectively to enhanceunderstanding?
Audience Engagement: Does the video engage the audience by keeping theirinterest and attention?
Creativity: Are creative elements, such as storytelling or unique visuals, used to make the content engaging?
Students follow the following process:
Brainstorm - Briefly brainstorm and discuss the importance of presenting facts, arguments, and counterarguments objectively.
Research - Research their assigned topic using credible sources, ensuring they understand the key points from both sides.
Script and Storyboard - Create a script and storyboard for their part of the video. The script should be concise and objective, presenting facts and arguments without taking sides. The storyboard should outline how the video will visually present the information.
Video – Construct your video. Provide clear and professional delivery of the information.
Video Editing - After recording, groups should edit their video segments using video editing software. Add visuals, graphics, and text as necessary to enhance understanding. Ensure the video is well-paced and stays within the 3-minute time limit.
Final checking - Each group should check their video presentation to ensure clarity and professionalism. Make final edits.
Presentation - Each group presents their 3-minute video to the class.
Conclusion - As a whjole class, conclude the activities with a reflection session. Students to share what they learned about the Voice to Parliament issue and the importance of presenting information objectively. Discuss any challenges faced during the activity and ways to improve future presentations.
The best videos will be published on the school social media page.
OPTION 3 – A DEBATE
Break into two teams – “For†and “Againstâ€. In light of the arguments above prepare a debate which argues for and against your team’s position.
Roles - The following roles need to be allocated:
Team A (In support of the Aboriginal Voice) – 3 speakers
Team B (Against of the Aboriginal Voice) – 3 speakers
Time Keeper
Moderator and Judge – 2 students
Time Keeper writes the Debate question on the White board – “Do you support the Aboriginal Voice to the Australian Parliament?†– On the Left write “Team A – In Support†– On the right write “Team B – Againstâ€. Underneath each title write the first name of each team. After each speakers write the “Time they spoke – for example 3 minutes and 17 secondsâ€.
Preparation - Each team will go off for 30 minutes and prepare their case on palm cards. Teams should think about the opposing teams arguments with evidence refuting these points.
Structure the tables so that each Team sits facing the audience on the left and the right. The time key is in the middle. The 2 moderators and judgers sit in the middle of the room.
Bell - Please bring a bell to the debate for the time keeper
Criteria - During the debate the moderates and judges write down notes on each speaker. These notes will determine who wins the debate following the following criteria:
Team line - The Team line was clearly communicated
Rebuttals and evidence - The number of rebuttals/refutes/counter arguments. But only if they provide evidence to support this. Otherwise they are ignored.
Evidence - Evidence and statistics presented which supports the argument.
Presentation – How well did they
Make eye contact / face the audience
Speak clearly
Pace their voice
Structure of their presentation
.
Here is the structure for the debate is as follows:
Time keepers Opening Remarks Welcome and introduce the topic. Explain debate rules and format.
Each speaker will have 4 minutes to speak. A bell will first ring at 3 minutes and 30 seconds. A bell will ring a second time at 4 minutes. A bell will ring a third time three times at 4 minutes and 30 seconds where the speak must stop. There will be a pause between each speak to allow the moderators to document the speakers. The criteria for the debate includes
The time line Rebuttals with evidence Evidence and research presented Clear communication.
The next speaker will present only once the Moderators are ready.
We ask that you respect this debate by listening intently.
I now hand over to the moderator to begin.
Moderator – Indicates to the time keeper that they are ready.
Time keeper - invites the first speaker to begin when they are ready.
Team A (Supporting The Voice) Speaker 1 - Opening Arguments (4 minutes) Present the primary “Team line†in favor of The Voice. Highlights what each speaker will do. Provides a broad overview of key points, historical context, and benefits. Provides evidence to support argument.
Time keeper - writes the first speakers time on the white board. Moderator – Writes notes of first speaker. Moderator – Indicates to the time keeper that they are ready. Time keeper - invites the second speaker to begin when they are ready.
Team B (Opposing The Voice) Speaker 2 - Opening Arguments (4 minutes) Present the primary “Team line†in against of The Voice. Highlights what each speaker will do. Present the primary arguments against The Voice. Refutes arguments presented by speaker 1. Provides opposing arguments and provide counterevidence. Provide evidence, statistics, and examples to against the voice.
Time keeper - writes the second speakers time on the white board. Moderator – Writes notes of second speaker. Moderator – Indicates to the time keeper that they are ready. Time keeper - invites the third speaker to begin when they are ready.
Team A (Supporting The Voice) Speaker 3 - (4 minutes) Refutes arguments presented by speaker 2. Provides opposing arguments and provide counterevidence. Continues the “Team line†in favor of The Voice. Expand on the positive arguments in support of Aboriginal Voice Provide evidence, statistics, and examples to support the case.
Time keeper - writes the third speakers time on the white board. Moderator – Writes notes of third speaker. Moderator – Indicates to the time keeper that they are ready. Time keeper - invites the fourth speaker to begin when they are ready.
Team B (Opposing The Voice) Speaker 4 - (4 minutes) Refutes arguments presented by speaker 3. Provides opposing arguments and provide counterevidence Continues the “Team line†against of The Voice. Expand on the negative arguments against the Aboriginal Voice Provide evidence, statistics, and examples to support the case.
Time keeper - writes the fourth speakers time on the white board. Moderator – Writes notes of fourth speaker. Moderator – Indicates to the time keeper that they are ready. Time keeper - invites the fifth speaker to begin when they are ready.
Team A (Supporting The Voice) Speaker 5 - (4 minutes) Refutes arguments presented by speaker 4. Provides opposing arguments and provide counterevidence. Continues the “Team line†in favor of The Voice. Summarize key points of each speaker and restate the benefits. Provides final remarks and arguments in support of the voice.
Time keeper - writes the fifth speakers time on the white board. Moderator – Writes notes of fifth speaker. Moderator – Indicates to the time keeper that they are ready. Time keeper - invites the sixth speaker to begin when they are ready.
Team B (Opposing The Voice) Speaker 5 - (4 minutes) Refutes arguments presented by speaker 5. Provides opposing arguments and provide counterevidence Continues the “Team line†against of The Voice. Summarize key points of each speaker and restate the reasons against. Provides final remarks and arguments against of the voice.
Time keeper - writes the sixth speakers time on the white board. Moderator – Writes notes of sixth speaker.
Moderator determines who has won Moderator – Looks at evidence and all the notes taken. Moderator – Use the criteria to determine who has won. For each team look at:
Team line - The Team line was clearly communicated
Rebuttals and evidence - The number of rebuttals/refutes/counter arguments. But only if they provide evidence to support this. Otherwise they are ignored.
Evidence - Evidence and statistics presented which supports the argument.
Presentation – How well did they
Make eye contact / face the audience
Speak clearly
Pace their voice
Structure of their presentation
.
Make a decision.
Conclusion The moderator thanks each team. The moderator provides 2 or 3 positives of the debate by each team. Give reasons why you have chosen the team who have won. Based on the criteria above. Announce the winner.
Conclusion
As a whole class, conclude the activities with a reflection session. Students to share what they learned about the Voice to Parliament issue and the importance of presenting information objectively. Discuss any challenges faced during the activity and ways to improve future learning activities.
Social Justice - How can the process of See, Judge, and Act encourage dialogue and open communication, creating spaces for diverse voices and perspectives to be heard and valued in discussions about social justice in relation to the content? (By A. D. - Marist Laity - from AUSTRALIA - 2023-9-1)
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The Yes campaign has several reasons to justify their position. Such as 
The No campaign has several reasons to justify their position. Such as 
In groups you are to research and create a professional newsletter article that provides information about the Voice to Parliament, presents arguments for and against it, and encourages critical thinking.
To research, produce, and present a 3-minute professional video that offers an unbiased overview of the Aboriginal Voice to Parliament, explaining what the referendum is and presenting arguments for and against it. 
