HASS · Year 10

Active learning ideas

Montgomery Bus Boycott and Non-Violence

Active learning works well for this topic because students need to confront the raw reality of local racism, not just memorize dates. By mapping the Freedom Ride’s route, role-playing confrontations, and analyzing media, they move from abstract ideas to lived experience, which deepens understanding of non-violent resistance.

• ACARA Content Descriptions
• AC9H10K04

• 25–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Philosophical Chairs
• 50 min · Small Groups

Collaborative Mapping: The Route of the Freedom Ride

Students work in groups to map the bus route through NSW. At each stop (e.g., Moree, Walgett), they must research a specific incident that occurred and the local laws that were being challenged. They present their map as a digital or physical 'travel diary' of the protest.

Analyze the effectiveness of non-violent civil disobedience in achieving social change.

Facilitation Tip

During Collaborative Mapping, provide students with a blank map of New South Wales and ask them to plot the Freedom Ride’s stops, noting why each town was targeted for protest.

What to look for

Facilitate a class debate using the prompt: 'Was the Montgomery Bus Boycott primarily successful due to Martin Luther King Jr.'s leadership or the collective action of the African American community?' Encourage students to cite specific examples from their research.

• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 02

• Role Play
• 40 min · Small Groups

Role Play: The Moree Pool Protest

Students take on roles as SAFA activists, local council members, and Indigenous residents of Moree. They simulate the confrontation at the local swimming pool, focusing on the arguments used by both sides. This helps students understand the deep-seated nature of local segregation and the courage required to challenge it.

Evaluate the leadership of Martin Luther King Jr. during the Montgomery Bus Boycott.

Facilitation Tip

When running the Role Play of the Moree Pool Protest, assign roles clearly and provide historical quotes from Charles Perkins or media reports to ground the dialogue in real events.

What to look for

Ask students to write on an index card: 'One strategy of non-violent resistance used during the boycott was _____. This was effective because _____.' Collect and review for understanding of tactics and their impact.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: The Impact of Media

Students watch news footage from 1965 or read newspaper reports of the rides. They discuss in pairs how the presence of TV cameras changed the behavior of both the protesters and the townspeople. They then share their thoughts on why media coverage was essential for the movement's success.

Explain how the boycott mobilized the African American community.

Facilitation Tip

For the Think-Pair-Share on Media Impact, display a selection of newspaper clippings or broadcast transcripts from 1965 to help students analyze how coverage shaped national opinion.

What to look for

Present students with three short scenarios describing different protest tactics. Ask them to identify which are examples of non-violent civil disobedience and explain why. This checks their grasp of the core concept.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Approach this topic by balancing empathy with critical analysis. Start with primary sources like photos of 'No Aboriginals' signs or newspaper headlines to build emotional engagement before moving to historical context. Avoid framing the Freedom Ride as a simple student protest; emphasize its organized political intent and the risks taken by participants.

Students will demonstrate an understanding of how the Freedom Ride exposed segregation in regional Australia and the role of non-violent protest. They should be able to explain the purpose of the ride, the challenges faced, and the impact of media coverage on public awareness.

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Watch Out for These Misconceptions

• During Collaborative Mapping, watch for students who assume racism and segregation only occurred in the United States.

  Pause the mapping activity after plotting Walgett, Moree, and Kempsey and direct students to examine primary source photos showing 'No Aboriginals' signs in these towns. Ask them to note how these signs reflect local segregation policies, contrasting them with American 'Jim Crow' laws.

• During Role Play: The Moree Pool Protest, watch for students who dismiss the Freedom Ride as a university student prank.

  Before the role play begins, share a quote from Charles Perkins about the ride’s political goals, then ask students to reflect on the hostility faced, such as being run off the road. During the debrief, highlight the serious risks and organized nature of the protest.

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Methods used in this brief

• Philosophical Chairs
• Role Play
• Think-Pair-Share