1.2. udhr (changing rights and freedoms) blue - THOP
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The document discusses the United Nations Universal Declaration of Human Rights (UDHR) which was adopted in 1948. It outlines learning goals around describing the purpose of the UN and significance of the UDHR. Students are instructed to research the UDHR, Australia's role in its creation, and whether it remains relevant today. They are to analyze specific articles and examples of rights being upheld or breached currently.
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1.2. udhr (changing rights and freedoms) BLUE
The document discusses the United Nations Universal Declaration of Human Rights (UDHR) which was adopted in 1948. It outlines learning goals around describing the purpose of the UN and significance of the UDHR. It provides context on Australia's role in developing the UDHR including through Dr. HV Evatt who was president of the UN General Assembly when it was adopted. Students are tasked with summarizing points about the UDHR, analyzing its 30 articles, and researching whether its rights are still relevant today.
1.2. udhr (changing rights and freedoms) - THOP
The document discusses the Universal Declaration of Human Rights (UDHR) and Australia's role in its creation and adoption. It outlines how the UDHR was adopted by the UN in 1948 to guide human rights globally. It also discusses how Australia was involved in drafting the declaration and how Dr. HV Evatt, who was president of the UN General Assembly in 1948, oversaw its adoption. Students are asked to research and summarize key points about the UDHR and its ongoing relevance.
1.2. Udhr (changing rights and freedoms) - THOP
The document discusses the United Nations Universal Declaration of Human Rights (UDHR) which was adopted in 1948. It outlines that students will learn about the purpose and origins of the UDHR, and describes its significance in guiding human rights globally. Australia played an influential role in developing the UDHR through Dr. HV Evatt, who was the head of Australia's UN delegation and president of the UN General Assembly when it was adopted. Students will explore the UDHR further by summarizing its 30 articles and assessing their relevance today.
3.1 blue lesson australias involvement with the un - THOP
Dr. H.V. Evatt played a prominent role in the creation of the Universal Declaration of Human Rights (UDHR) in 1948. As the head of Australia's delegation to the United Nations, Dr. Evatt was influential in negotiating the UN Charter in 1945 and drafting the UDHR. In 1948, Dr. Evatt served as President of the UN General Assembly and oversaw the adoption of the UDHR. The UDHR established fundamental human rights to be universally protected. Australia was a founding member of the UN and actively participated in the development of the UDHR due to leaders like Dr. Evatt.
1.1 presentation Blue
This document provides an overview of human rights and the United Nations. It includes definitions of human rights, examples of rights breaches, and descriptions of the UN's role in maintaining peace and upholding human rights. Students are asked to copy content into a Google Doc, including a definition of human rights and information about the UN's peacekeeping forces and General Assembly. They are also tasked with researching recent UN General Assembly cases and examples of UN peacekeeping.
1.1 presentation
This document discusses human rights and freedoms. It provides definitions of human rights and outlines the main role of the United Nations as establishing and maintaining peace while upholding human rights globally. Key points about the United Nations include that it achieves its goals through peacekeeping forces and the General Assembly and Security Council. The document instructs students to copy definitions and information into a Google Doc and provides exit ticket questions to recap the lesson.
2and3 udhr - THOP
The document discusses the Universal Declaration of Human Rights (UDHR), including:
- The UDHR was adopted by the UN in 1948 to outline fundamental human rights that all people should universally enjoy.
- Australia played a prominent role in drafting the UDHR due to Dr. HV Evatt, who led Australia's delegation and later became president of the UN General Assembly during the UDHR's adoption.
- The document instructs students to learn about the UDHR, including summarizing its key points, analyzing the significance of its 30 articles, considering Australia's role in its creation, and discussing whether it remains relevant today.
3.1 lesson australias involvement with the UN - THOP
Dr. Herbert Vere Evatt played a prominent role in the creation of the Universal Declaration of Human Rights (UDHR) in 1948. As the head of Australia's delegation to the United Nations, Dr. Evatt was influential in negotiating the UN Charter in 1945 and drafting the UDHR. In 1948, Dr. Evatt served as President of the UN General Assembly and oversaw the adoption of the UDHR. The UDHR established fundamental human rights to be universally protected and was a milestone in defining and upholding human rights worldwide.
Recommended
1.2. udhr (changing rights and freedoms) BLUE
The document discusses the United Nations Universal Declaration of Human Rights (UDHR) which was adopted in 1948. It outlines learning goals around describing the purpose of the UN and significance of the UDHR. It provides context on Australia's role in developing the UDHR including through Dr. HV Evatt who was president of the UN General Assembly when it was adopted. Students are tasked with summarizing points about the UDHR, analyzing its 30 articles, and researching whether its rights are still relevant today.
1.2. udhr (changing rights and freedoms) - THOP
The document discusses the Universal Declaration of Human Rights (UDHR) and Australia's role in its creation and adoption. It outlines how the UDHR was adopted by the UN in 1948 to guide human rights globally. It also discusses how Australia was involved in drafting the declaration and how Dr. HV Evatt, who was president of the UN General Assembly in 1948, oversaw its adoption. Students are asked to research and summarize key points about the UDHR and its ongoing relevance.
1.2. Udhr (changing rights and freedoms) - THOP
The document discusses the United Nations Universal Declaration of Human Rights (UDHR) which was adopted in 1948. It outlines that students will learn about the purpose and origins of the UDHR, and describes its significance in guiding human rights globally. Australia played an influential role in developing the UDHR through Dr. HV Evatt, who was the head of Australia's UN delegation and president of the UN General Assembly when it was adopted. Students will explore the UDHR further by summarizing its 30 articles and assessing their relevance today.
3.1 blue lesson australias involvement with the un - THOP
Dr. H.V. Evatt played a prominent role in the creation of the Universal Declaration of Human Rights (UDHR) in 1948. As the head of Australia's delegation to the United Nations, Dr. Evatt was influential in negotiating the UN Charter in 1945 and drafting the UDHR. In 1948, Dr. Evatt served as President of the UN General Assembly and oversaw the adoption of the UDHR. The UDHR established fundamental human rights to be universally protected. Australia was a founding member of the UN and actively participated in the development of the UDHR due to leaders like Dr. Evatt.
1.1 presentation Blue
This document provides an overview of human rights and the United Nations. It includes definitions of human rights, examples of rights breaches, and descriptions of the UN's role in maintaining peace and upholding human rights. Students are asked to copy content into a Google Doc, including a definition of human rights and information about the UN's peacekeeping forces and General Assembly. They are also tasked with researching recent UN General Assembly cases and examples of UN peacekeeping.
1.1 presentation
This document discusses human rights and freedoms. It provides definitions of human rights and outlines the main role of the United Nations as establishing and maintaining peace while upholding human rights globally. Key points about the United Nations include that it achieves its goals through peacekeeping forces and the General Assembly and Security Council. The document instructs students to copy definitions and information into a Google Doc and provides exit ticket questions to recap the lesson.
2and3 udhr - THOP
The document discusses the Universal Declaration of Human Rights (UDHR), including:
- The UDHR was adopted by the UN in 1948 to outline fundamental human rights that all people should universally enjoy.
- Australia played a prominent role in drafting the UDHR due to Dr. HV Evatt, who led Australia's delegation and later became president of the UN General Assembly during the UDHR's adoption.
- The document instructs students to learn about the UDHR, including summarizing its key points, analyzing the significance of its 30 articles, considering Australia's role in its creation, and discussing whether it remains relevant today.
3.1 lesson australias involvement with the UN - THOP
Dr. Herbert Vere Evatt played a prominent role in the creation of the Universal Declaration of Human Rights (UDHR) in 1948. As the head of Australia's delegation to the United Nations, Dr. Evatt was influential in negotiating the UN Charter in 1945 and drafting the UDHR. In 1948, Dr. Evatt served as President of the UN General Assembly and oversaw the adoption of the UDHR. The UDHR established fundamental human rights to be universally protected and was a milestone in defining and upholding human rights worldwide.
lesson_2.pdf
The document outlines a two-part lesson plan introducing students to human rights and responsibilities. It will define key concepts like rights, responsibilities, and how the Universal Declaration of Human Rights established equal rights for all people. Interactive activities are included to help explain these concepts and engage students in thinking about related issues. The lesson aims to help students understand basic human rights and how those rights are interconnected with responsibilities.
1 intro lesson (changing rights and freedoms) - THOP
This document outlines the curriculum for a history and geography course focusing on changing rights and freedoms. In semester one, students will study changing rights and freedoms in the USA and Australia, looking at topics like the origins and significance of the Universal Declaration of Human Rights, Aboriginal and Torres Strait Islander peoples' rights before 1965, and the US Civil Rights movement and its influence in Australia. Remaining assessments include skills tests, research projects, and portfolios. Semester two will cover environmental change and human wellbeing in geography.
Discussion 1 The North-South GapThis week, you were able to ass.docx
Discussion 1:
The North-South Gap
This week, you were able to assume the roles of a foreign market analyst, a refugee, and an Ethiopian coffee farmer. Through each of these simulations, you were exposed to different aspects that are all related to “The North-South Gap.” Using the course text, your experiences in the simulations, and assigned resources, contrast and compare the differences in levels of development, protection of human rights, and environmental conditions between the Global North (Developed countries) and the Global South (Developing countries). Utilize the videos from Chapters 12, 13, & 14 as well as the News Review to support your argument.
Your initial post should be at least 150 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references.
Discussion 2:
The Future of the Gap
In Discussion 1, you discussed the North-South Gap as it exists in present day. During the discussion, you probably realized that creating fair and balanced international development, safeguarding human rights, and protecting the global environment are all major concerns most international leaders share today. As you have been learning from your papers throughout this course, there is always a need to look towards the future, and many disagreements exist over how to effectively tackle these impending challenges today and tomorrow. How should global leaders address these future concerns? Will the gaps widen or narrow? Select a scenario from the National Intelligence Council’s publication
Global Trends 2030: Alternative Worlds
and briefly discuss how international development, human rights, and the global environment will change, as postulated by the scenario you selected. Discuss positive and/or negative impacts to international development, human rights, and the global environment, and if the gaps between states will widen or close. Utilize specific examples from the News Review section as well as any videos from the course.
Your initial post should be at least 150 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references.
.
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02.01 Revolutionary Ideas Assessment Assessment .docx
02.01 Revolutionary Ideas: Assessment
Assessment
© The Granger Collection / Universal
Images Group / Image Quest 2012
Thomas Paine wrote the pamphlet Common Sense to convince American colonists to support
the idea of independence. You should now understand the relationship between political
principles and the Declaration of Independence. Use the information you learned in the lesson
to create your own modern day Common Sense pamphlet that explains how the Declaration
of Independence upholds the principles of popular sovereignty, social contract, and natural
and individual rights.
Steps
1. Use this Pamphlet Template or a Web 2.0 tool to create your six-panel pamphlet.
2. There are many 21st century tools available for creating and submitting your work
in the online environment. For more information on the tools your school uses,
contact your teacher or visit the Web 2.0 tools area of your course.
3. The first panel should be the title panel. Include your name, date, instructor, and a title for
the pamphlet.
4. On the second panel, write a one-paragraph overview of the Declaration of
Independence. Be sure to describe its purpose and how the document is structured.
5. On panels three, four, and five, you will explain the principles of popular sovereignty,
social contract, and natural and individual rights. Each panel should include a well-written
paragraph that explains how the Declaration of Independence reflects a principle. Use at
least one quote from the Declaration of Independence that illustrates the principle, for
each of these panels (three quotes total). For example, if you chose to focus on the
principle of popular sovereignty for panel three in your pamphlet, then that panel will
include a quote from the Declaration of Independence that illustrates the principle of
popular sovereignty and one well-written paragraph that explains how the Declaration of
Independence reflects the principle of popular sovereignty.
6. On the final panel, write one paragraph to explain whether or not you think the
Declaration of Independence upholds the political principles Americans value. To guide
your evaluation, consider these questions. Does the Declaration of Independence reflect
all the important principles you learned about in the lesson? Did the writers of the
Declaration of ...
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MIL for Teachers Module 12: Freedom of Expression Toolkit
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and
UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
Source URL:
http://unesco.mil-for-teachers.unaoc.org/modules/module-12/
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The document outlines a two-part lesson plan introducing students to human rights and responsibilities. It will define key concepts like rights, responsibilities, and how the Universal Declaration of Human Rights established equal rights for all people. Interactive activities are included to help explain these concepts and engage students in thinking about related issues. The lesson aims to help students understand basic human rights and how those rights are interconnected with responsibilities.
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This document outlines the curriculum for a history and geography course focusing on changing rights and freedoms. In semester one, students will study changing rights and freedoms in the USA and Australia, looking at topics like the origins and significance of the Universal Declaration of Human Rights, Aboriginal and Torres Strait Islander peoples' rights before 1965, and the US Civil Rights movement and its influence in Australia. Remaining assessments include skills tests, research projects, and portfolios. Semester two will cover environmental change and human wellbeing in geography.
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Discussion 1:
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This week, you were able to assume the roles of a foreign market analyst, a refugee, and an Ethiopian coffee farmer. Through each of these simulations, you were exposed to different aspects that are all related to “The North-South Gap.” Using the course text, your experiences in the simulations, and assigned resources, contrast and compare the differences in levels of development, protection of human rights, and environmental conditions between the Global North (Developed countries) and the Global South (Developing countries). Utilize the videos from Chapters 12, 13, & 14 as well as the News Review to support your argument.
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This document is a casebook published by UNESCO on human dignity and human rights. It contains 30 case studies that explore issues related to bioethics, medical ethics, and human rights. The case studies examine topics such as privacy, informed consent, end-of-life care, medical research ethics, and access to healthcare. The casebook was developed by UNESCO to support teaching on the principles in the Universal Declaration on Bioethics and Human Rights.
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02.01 Revolutionary Ideas: Assessment
Assessment
© The Granger Collection / Universal
Images Group / Image Quest 2012
Thomas Paine wrote the pamphlet Common Sense to convince American colonists to support
the idea of independence. You should now understand the relationship between political
principles and the Declaration of Independence. Use the information you learned in the lesson
to create your own modern day Common Sense pamphlet that explains how the Declaration
of Independence upholds the principles of popular sovereignty, social contract, and natural
and individual rights.
Steps
1. Use this Pamphlet Template or a Web 2.0 tool to create your six-panel pamphlet.
2. There are many 21st century tools available for creating and submitting your work
in the online environment. For more information on the tools your school uses,
contact your teacher or visit the Web 2.0 tools area of your course.
3. The first panel should be the title panel. Include your name, date, instructor, and a title for
the pamphlet.
4. On the second panel, write a one-paragraph overview of the Declaration of
Independence. Be sure to describe its purpose and how the document is structured.
5. On panels three, four, and five, you will explain the principles of popular sovereignty,
social contract, and natural and individual rights. Each panel should include a well-written
paragraph that explains how the Declaration of Independence reflects a principle. Use at
least one quote from the Declaration of Independence that illustrates the principle, for
each of these panels (three quotes total). For example, if you chose to focus on the
principle of popular sovereignty for panel three in your pamphlet, then that panel will
include a quote from the Declaration of Independence that illustrates the principle of
popular sovereignty and one well-written paragraph that explains how the Declaration of
Independence reflects the principle of popular sovereignty.
6. On the final panel, write one paragraph to explain whether or not you think the
Declaration of Independence upholds the political principles Americans value. To guide
your evaluation, consider these questions. Does the Declaration of Independence reflect
all the important principles you learned about in the lesson? Did the writers of the
Declaration of ...
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and
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Source URL:
http://unesco.mil-for-teachers.unaoc.org/modules/module-12/
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The document discusses Australia's assimilation policy towards Aboriginal people from the 1930s-1970s. The policy aimed to absorb Indigenous Australians into wider society by removing children from their families and placing them in institutions or with white families. This separated Aboriginal people from their cultures and traditions. The policy had harsh impacts by banning Indigenous languages and practices. It undermined Aboriginal people's rights and identities through practices like the Aboriginal Protection Board and establishing reserves.
11 assimilation blue - THOP
The document discusses Australia's assimilation policy towards Aboriginal people from the 1930s-1970s. The policy aimed to absorb Indigenous Australians into wider society by removing children from families and banning cultural practices. It allowed for separate education and lower wages for Aboriginal people. The policy had harsh impacts by dismantling Indigenous culture and separating families. Its long term effects included loss of language and cultural knowledge.
3.7 stolen generations blue - THOP
The document discusses the Stolen Generations policy in Australia from 1909 to 1969:
- Indigenous children were forcibly removed from their families by the government and placed in institutions without parental consent under the policy.
- Over 100,000 Indigenous children were estimated to have been impacted by forced removal from their families and communities.
- The experiences of being taken from their families and culture had long-lasting traumatic impacts on the Stolen Generations and Indigenous communities. The effects are still felt today.
3.7 stolen generations - THOP
The document discusses the Stolen Generations policy in Australia from 1909 to 1969:
1) Indigenous children were forcibly removed from their families by the government and placed in institutions without parental consent, under the justification of improving their welfare.
2) This had long-lasting impacts on Indigenous communities, as the children lost connection to their culture and families. Experiences in the institutions varied but could include neglect.
3) The policy aimed to assimilate Indigenous people by disconnecting them from their traditions and culture, with long-term intergenerational effects still being felt today. Over 100,000 Indigenous children are estimated to have been impacted.
11 assimilation policy - THOP
The document discusses Australia's assimilation policy from the 1930s-1970s. The policy aimed to absorb Aboriginal people into wider Australian society by removing children from families and banning cultural practices. It gave great power to protection boards and imposed controls like curfews, lower wages, and alcohol bans on Aboriginal communities. The long-term policy had severe impacts by disrupting Indigenous culture and family connections.
2.5 concept of adolescence - THOP
This document discusses the concept of adolescence as a social construct. It begins by defining adolescence as the period between childhood and adulthood, involving physical changes associated with puberty and developing adult roles and responsibilities. However, it notes adolescence is not a universal concept and only exists in some cultures. The document then examines adolescence as a social construct that varies between cultures. For example, in some cultures there are only two life stages - childhood and adulthood - without a separate adolescent period. The document argues adolescence is a recently constructed phenomenon experienced mainly in Western societies as they industrialized. It explores some reasons why Western societies developed an extended period of adolescence not found in other cultures.
2.4 nature vs nurture - THOP
This document discusses the nature vs nurture debate regarding human development. It defines nature as the genetic and biological factors one is born with, including physical and personality traits, while nurture refers to environmental and social influences from one's upbringing and experiences. Proponents of nature argue that characteristics are predetermined by evolution and genetics, while nurture supporters believe the mind is a blank slate shaped entirely by external factors. In reality, most research shows that both nature and nurture interact in complex ways to form who we are.
3.1 indigenous citizenshipstatus1960 - THOP
Indigenous Australians had varying citizenship rights in the 1960s depending on the state or territory in which they lived. Some key differences included the right to vote, which was denied to most indigenous people under the 1902 Commonwealth Franchise Act, as well as whether indigenous people were counted in censuses or recognized as citizens, which did not generally occur until the 1967 referendum. Within states and territories, indigenous people also faced restrictions on things like land ownership and movement depending on where they resided. The document discusses analyzing primary sources from 1962 to understand and compare the citizenship status of indigenous Australians in different places at that time.
3.4 blue aboriginal protection board - THOP
The Aboriginal Protection Board was established in 1883 in New South Wales, Australia to control the lives and affairs of Aboriginal people according to the theories of social Darwinism prevalent at that time. The Board had total control over Aboriginal people in NSW from 1883 to 1969, determining where they lived and worked and restricting their rights. While intended to protect Aboriginal people, in practice the Board persecuted them by enforcing segregation and assimilation policies that undermined Aboriginal culture and self-determination.
3.4 green aboriginal protection board - THOP
The document discusses the Aboriginal Protection Board established in New South Wales, Australia in 1883. The Board utterly controlled the lives and affairs of Aboriginal people until 1969, enforcing policies of assimilation and persecution. It worked to isolate Aboriginal people from wider society based on notions of Social Darwinism and the belief that Aboriginal people were a "dying race". The Board held power over where Aboriginal people lived, their employment, marriages, and children under the guise of protection but resulted in significant negative impacts on Indigenous communities and culture.
3.3 aboriginal missions green - THOP
This document discusses Aboriginal missions and reserves in Australia before 1965 and the rights and freedoms denied to Aboriginal and Torres Strait Islanders. It includes learning goals and success criteria about understanding what Aboriginal reserves and missions were and why they were established. The document outlines classroom activities for students to read about and discuss the experiences of Aboriginal people under the Aboriginal Protection Boards, on reserves, and under the assimilation policy through textbook readings, source questions, and a web quest activity.
3.3 blue aboriginal missions - THOP
Aboriginal and Torres Strait Islanders faced denial of rights and freedoms before 1965 through government policies like protection, assimilation, and integration. Aboriginal people were segregated onto reserves and missions, separating them from wider society. The protection policy of the 1860s-1930s gave state governments control over Aboriginal people and land. The assimilation policy of 1937-1960s aimed to absorb Aboriginal people into mainstream society but undermined Indigenous culture. Indigenous rights have increasingly been recognized since the self-determination policy began in 1972.
3.2 green aboriginal rights before 1965 - THOP
Aboriginal and Torres Strait Islanders were denied many rights prior to 1965 in Australia:
1) When Britain claimed Australia as terra nullius, or empty land, they did not recognize existing Aboriginal land rights or sovereignty.
2) Under British rule and expansion, Aboriginal people lost access to their traditional lands and faced discrimination under British laws and government.
3) By the early 20th century, conditions for Aboriginal people remained poor, leading to a 1938 petition to King George V requesting intervention to improve their rights and conditions.
3.3 aboriginal missions - THOP
1) This document discusses changing rights and freedoms for Aboriginal and Torres Strait Islanders in Australia before 1965.
2) During this period, Aboriginal people were subject to segregation and denial of rights through the Aboriginal Protection Board, reserves, and assimilation policies that sought to absorb Indigenous people into European culture.
3) Students will learn about the experiences of Aboriginal people under these systems, including what reserves and missions were and why they were established, through textbook readings, source analysis, and a web quest activity.
3.2 aboriginal rights before 1965 - THOP
1) Before 1965, Aboriginal and Torres Strait Islander peoples faced denial of many rights and freedoms under Australian law and policy. They were not recognized as Australian citizens and were subject to discriminatory treatment.
2) The concept of terra nullius was used to justify British colonization of Australia in the late 1700s, depicting the land as unoccupied despite the presence of indigenous peoples.
3) After colonization, Australia was essentially governed as an extension of Britain, with British systems of farming, law, government, and police imposed. This expansion limited the rights and lands of indigenous groups.
4.1 blue movements rightsfreedomsworld thop
This document provides instructions for an assignment on major movements for rights and freedoms around the world. It includes tasks for students to research and summarize developments in rights over time for different groups, including women, indigenous peoples, and same-sex couples. Students are asked to create a Google Doc and make notes from provided readings on topics like privileges throughout history, independence movements, and racial equality movements. The document guides students to develop a timeline of key events and write a brief paragraph connecting developments in rights from 1776 to modern times.
4.1 blue movements rightsfreedomsworld - THOP
This document provides instructions for an assignment on major movements for rights and freedoms around the world. It outlines tasks for students to describe how rights have developed over time for different groups, including making notes on developments in privileges, independence movements, and racial equality movements from pages 6-9 of another text. Students are also asked to create a timeline of key events in the development of rights and freedoms. The learning goal is for students to understand how rights and freedoms have progressed globally and make connections between different groups' experiences.
4 movements rightsfreedomsworld - THOP
This document discusses major movements for rights and freedoms around the world. It provides learning goals and success criteria for understanding how rights and freedoms have developed globally. The document outlines tasks for students to describe rights throughout history, independence movements, and racial equality movements. It also instructs students to create a timeline showing the development of rights and when they occurred for different paragraphs. The recap emphasizes the global progression of human rights and connections between rights for different groups like women and children.
15 lesson right to vote and referendum - THOP
The document discusses the significance of the 1967 referendum in Australia that gave Aboriginal and Torres Strait Islander people the right to vote in federal elections. It provides context about the lack of rights of Indigenous peoples prior to 1967, when most aspects of their lives were controlled by state governments. The referendum was significant because it amended the constitution to recognize Indigenous Australians and include them in the national census. It required a majority of total Australian voters and a majority of states to vote yes. The referendum achieved a 90% yes vote nationally and successfully amended the constitution, improving civil rights for Indigenous peoples.
4.2 lesson australian freedom rides - THOP
The document discusses the Australian Freedom Rides movement for civil rights. It provides instructions for students to research and learn about the Freedom Rides led by Charles Perkins in the 1960s, which aimed to challenge segregation and discrimination experienced by Indigenous Australians. Students are asked to create a profile of Charles Perkins, summarize information about the Freedom Rides from their textbook, analyze a historical source, research the events of demonstrations in various towns, and reflect on the aims and impact of the Freedom Rides movement.
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1.2. udhr (changing rights and freedoms) blue - THOP
- 1. 1.2 CHANGING RIGHTS AND FREEDOMS Topic Two
- 2. The Big Idea WE VALUE ALL PEOPLE EVERYWHERE
- 3. The Big Idea ◻ Why is it important?
- 4. Universal Declaration of Human Rights Learning Goal ◻ Outline the purpose of the United Nations ◻ Describe the origins and significance of the Universal Declaration of Human Rights (UDHR) Success Criteria 1. I can provide characteristics and features of the UDHR, including the impact it has had on guiding human rights globally
- 5. Read through the textbook pages 28 - 29 of your textbook: “THE UNIVERSAL DECLARATION OF HUMAN RIGHTS 1948” Create a Google Doc entitled 1.2 The United Nations Declaration of Human Rights. and record between 6-9 summary points in your document from the reading. Unpacking the UDHR
- 6. Universal Declaration of Human Rights Watch the following videos and record 5 or 7 dot points in your Google Doc ◻ The Universal Declaration of Human Rights in 4.5 minutes. https://www.youtube.com/watch?v=hTlrSYbCbHE
- 7. The 30 articles of the UDHR ◻ In pairs create a one Sentence summary of each of the articles of the UDHR ◻ Choose the 3 “articles” that you believe are MOST important for human rights and the 3 articles that you think are least relevant for human rights. Write a paragraph justification for your choice.
- 8. Australia’s role in the UDHR: Overview Copy this into your Google Doc: The Universal Declaration on Human Rights (the Universal Declaration) was adopted by the United Nations (UN) General Assembly in 1948. What role did Australia play? ◻ Australia was a founding member of the UN and played a prominent role in the negotiation of the UN Charter in 1945. Australia was also one of eight nations involved in drafting the Universal Declaration. ◻ This was largely due to the influential leadership of Dr Herbert Vere Evatt, the head of Australia’s delegation to the UN. In 1948, Dr HV Evatt became President of the UN General Assembly. That same year he oversaw the adoption of the Universal Declaration.
- 9. Australia’s role in the UDHR: Overview The Universal Declaration on Human Rights (the Universal Declaration) was adopted by the United Nations (UN) General Assembly in 1948. Who was Dr HV Evatt? ◻ Dr HV Evatt was a prominent figure in Australia politics during the middle of the 20th century. Prior to coming to the UN, he had been a judge of the High Court, Attorney-General and Minister for External Affairs. Dr HV Evatt was renowned for being a champion of civil liberties and the rights of economically and socially disadvantaged people. Read p.30 of the textbook as a class and answer review 7.2 questions.
- 10. Activity: Interview with an Australian icon Watch the following video to start your research: ◻ Doc Evatt in 2.5 minutes. https://www.youtube.com/watch?v=ljxZn3ZRkpU ◻ Article: http://sydney.edu.au/news/84.html?newsstoryid=2912 ◻ Article https://www.unaa.org.au/learn/australia-and-the-un/ ◻ Website http://humanrights.org.au/human-rights.htm
- 11. Is the UDHR still relevant today? ◻ Choose 5 Articles from the UDHR to research. 1. In your Google Doc, discuss the significance of the Articles and how important they are for life today. Discuss whether any of those rights are irrelevant today. 2. Research any examples of where the rights contained in the Articles are being breached in the modern world. Suggest what action could be taken to ensure the rights are upheld. 3. Present your research findings and conclusions in written form in a Powtoon or Google Slides. Remember, this needs to be detailed and include specific examples.
- 12. Extension - PEEL Paragraph “The Universal Declaration of Human Rights is no longer relevant in the modern world and should be disbanded.” Write a PEEL Paragraph response that agrees or disagrees with this statement. You should use your research findings, class notes and discussions to respond to this statement. Ideas you might like to include in your response: ◻ The purpose of the UDHR ◻ The international significance ◻ The Australian significance