This lesson introduces students to protesting as a key part of democracy. They will explore how protests work and their impact, and learn how people can influence social and political issues. Students become informed members of the community who can shape society and use their voices responsibly.

Year level

7-8

Duration

30 minutes

Type

In class activity

SEL Competencies

Self-awareness

Social awareness

Relationship skills

Responsible decision-making

Learning intention

Students will learn about protesting as a form of social change. They will explore what it is, what it looks like, how it feels and what it isn’t.

Key outcomes

By the end of the lesson, students will be able to:

  • define protesting and explain its role in social change 

  • identify key characteristics of peaceful protests 

  • describe the emotional and social aspects of participating in a protest.

Materials needed

  • Students’ devices or workbooks

  • Whiteboard 

  • Whiteboard markers

  • Interactive whiteboard/projector to play video

Mapped to

Australian Curriculum: Health and Physical Education

  • Examine how individuals and groups influence community health, safety, and wellbeing (AC9HP8P06)

Australian Curriculum: General Capabilities

  • Critical and Creative Thinking:

    • Analysing, synthesizing, and evaluating reasoning and procedures

  • Ethical Understanding:

    • Exploring values, rights and responsibilities

  • Personal and Social Capability:

    • Social awareness, social management

NSW PDHPE Syllabus

  • Investigates effective strategies to promote inclusivity, equality and respectful relationships (PD4-3)

  • Applies and refines interpersonal skills to assist themselves and others to interact respectfully and promote inclusion in a variety of groups or contexts (PD4-10)

Victorian Curriculum: Health and Physical Education

  • Investigate the benefits of relationships and examine their impact on their own and others' health and wellbeing (VCHPEP151)

  • Investigate and select strategies to promote health, safety and wellbeing (VCHPEP155)

Show details

Activity 1

Protesting: What is it?

20 minutes

  1. Introduce the concept of protesting as a form of social change.

  2. Ask students if they have participated in, or seen, a protest before. If yes, ask them about the cause and how it felt to be a part of it. 

  3. Students draw a four-square grid under the heading ‘Protesting’.

  4. Students label the squares as follows:

    • Is 

    • Looks like

    • Feels like

    • Is not

  5. Students watch the video Go public.

  6. Students fill in their grid with ideas from the video and their own thoughts.

  7. Discuss student answers, highlighting 2–3 points for each box.

Activity 2

Reflection activity

10 minutes

Students individually answer the following questions:

  • What does safe and responsible protesting look like?

  • What are the personal benefits of participating in a collective action such as protesting? 

  • What is the benefit to the community?

Print

Related resources

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              We acknowledge the traditional owners of Country throughout Australia. We pay our respects to Aboriginal and Torres Strait Islander cultures, and to Elders past and present. We recognise connection to Country as integral to health and wellbeing.

              We acknowledge people with lived experience of mental ill-health and recovery and the experience of people who have been carers, families, or supporters.

              ReachOut values diversity. We are committed to providing a safe, culturally appropriate, and inclusive service for all people, regardless of their ethnicity, faith, disability, sexuality, or gender identity.

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