14 australian freedomrides - THOP
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The document provides instructions for a lesson on the Australian Freedom Rides movement. Students are asked to research Charles Perkins and create a "WHO AM I" biography of him. They then read about what the Freedom Rides were and analyze a source about them. Students choose a town where Freedom Ride demonstrations took place, research the events there, and write a 500-word newspaper report on their findings. The lesson aims to explain the Freedom Rides and their role in the Australian Civil Rights movement through these individual and paired research activities.
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The purpose of this assignment is to use different historical methods you have learned about during this course to complete a historical research project. Your research project should start with your developing a historical question, that you then research, and then attempt to answer using both primary and secondary sources to support your research.
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4. Begin researching primary and secondary sources to gather information that support your discussion of your historical question.
5. Review the paper requirements for both the research portion and the writing portion of your assignment.
6. Review the grading rubric to ensure that you have met all of the paper requirements before making your submission.
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· What were both the short- and long-term effects of this historical event?
· Who all were impacted/affected by this historical event?
· How was history changed by this event?
· If you were to imagine a different outcome or reaction to your event, what do you suppose might have been a different outcome in the short- and long-term?
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Resources
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· Tutorial help on Excel® and Word functions can be found on the Microsoft Office website. There are also additional tutorials via the web offering support for Office products.
Assignment Steps
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UNIT VII SCHOLARLY ACTIVITY – HY 1110 AMERICAN HISTORY I
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Yvonne Bell
Columbia Southern University
Timeline Project
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GEN 103: Information Literacy
Writing Your Research Question Worksheet:
Now that you’ve chosen your research topic, done a bit of background research and brainstormed your ideas, you’re ready to write your research question. Your research question will direct the research that you do over next few weeks as you look for sources for your annotated bibliography. Refer to Section 1.3 of your textbook to review the elements and purposeof a research question.Hover over the blue underlined words to read a definition in the Glossary located at the end of this document.
You will begin developing your research question by filling in the table below
Example of Research Question Development
The table below illustrates how a research question develops from a broad topic to a focused question. Follow the four examples down each column to see how the questions develop.
BROAD
TOPIC
RESTRICTED
TOPIC
NARROWED
TOPIC
RESEARCH QUESTION
Pollution
Acid Rain
Acid Rain in the United States
What can we do in the United States to prevent acid rain?
Pollution
Oil Spills
Oil spills and commerce
What impact do oil spills have on the fishing and tourism businesses in areas affected?
Pollution
Pesticides
Pesticides and the bee population
What evidence is there that pesticides are significantly harming the bee population?
Pollution
Fracking (hydraulic fracturing)
Fracking and groundwater
What evidence is there that fracking can cause groundwater contamination?
Develop Your Research Question
Now try out your topic ideas below using the information you brainstormed. Try out several variations of your topic idea to see how it could be improved or amended.
Research Question Development Table
The table will expand as you enter content into the columns.
BROAD
TOPIC
RESTRICTED
TOPIC
NARROWED
TOPIC
RESEARCH QUESTION
Research Question:
Of the possible research questions you came up with above, which question are you planning to use for your annotated bibliography?
Check to be sure that the research question meets these criteria:
· It is open-ended (cannot be answered with simple yes or no).
· It addresses an issue or controversy and/or solves a problem.
· It is something on which you can take a stand.
Reflection (150-200 words)
In the space below, explain what you learned about this process as you conducted background research and refined your topic. What was the most difficult part of the process and how was it difficult for you? What part of the process did you find most helpful and why?
Once complete, save your completed worksheet and return to the online classroom to submit this document through the “Assignment Submission” button below the assignment instructions.
Glossary: Return to top
Annotated bibliography: A list of citations with descriptions and a brief summary or critical statement about each one. Return
Research question: The star ...
Your respective essays continue to need work. I have no idea.docx
Your respective essays continue to need work. I have
no idea what your main points of emphasis are
supposed to be in your first essay, on The Development
of Modern Asia and Africa, for this 3rd Research
Module.
I highly recommend that you go back and review the
guidelines for the assignment. Then, choose some of the
websites for this topic, truly read them over in a careful
manner, and use that information to offer solid general
historical content coverage and insight.
You should also use the brainstorming questions in the
assignment handout to step by step guide your essay
writing process points of emphasis:
Does the historical topic seem transformative and if so
or not what is your explanation for why or why not?
Who are some of the key historical figures of the
historical topic's time period and what were their major
impacts?
What were the biggest events of the historical topic's
era of time and how would you explain the significance
of them?
Would this be a historical topic that you would have
liked to experience in person and what is your basis for
1
why or why not?
What are great positives and or negatives that
developed during this historical topic's era and what is
your basis for these choices?
You also need to continue to improve your grammar
and editorial quality and this stuff needs to be improved
in your 1st and 2nd essay.
However, your 2nd essay also needs to be revised from
a content standpoint. As with the first essay, I honestly
do not see a coherrent set of observations of the main
events, key figures, and themes from the historical
period of the American Revolution.
I have placed, in the bottom portion of this feedback, a
past sample essay from another topic, that of a brief
research on Ancient Egypt, that demonstrates the
proper type of approach you should take on these
research essays. You can use this as a model to better
shape your own essays on these and other upcoming
topics.
ANCIENT EGYPTIAN HISTORY
http://www.ushistory.org/civ/3b.asp
2
http://www.ushistory.org/civ/3f.asp
https://www.metmuseum.org/toah/hd/anbd/hd_anbd.ht
m
Ancient Egyptian society was very much like our
society today. They had a person that was above all else,
called a Pharaoh. The Pharaoh was the ruler of all, and
the Egyptians believed their Pharaoh's to be holy. Then
you had those who worked closely in the government, as
well as the soldiers who fought in war. Society trickled
down all the way to those enslaved and those who were
servants. The people who were enslaved were at the
bottom of the barrel. They were poor and treated
inadequately, as they were often subject to working on
building structures such as the pyramids. A surprising
fact about Ancient Egyptian history is that women were
treated equally. They had the same basic rights as men
did, and you did not see this often in other cultures in
history. They could own property, be in the company of
men, and even divorce an.
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StuartAdamsDETT611A5
This document outlines a 7-step process for initiating a research effort: 1) understand research goals, 2) develop background information, 3) select a research topic, 4) translate the topic into a research problem, 5) perform preliminary research and identify keywords, 6) refine the research problem based on preliminary findings, and 7) formulate a research question. It provides examples for selecting a Civil War battle as a topic and refining it into the research question of whether General Lee's mistakes on the third day of Gettysburg cost the South the battle and the war. The document argues this process is effective and aligned with the ACRL's Information Literacy Standards.
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The document discusses what a DBQ (document-based question) is on the AP U.S. History exam. It consists of an essay question that requires the student to answer using multiple provided sources of different formats like texts, images, or graphs. Students are given 15 minutes to analyze the documents before writing the 45-minute essay response. The DBQ tests a student's ability to analyze, synthesize, and assess the historical evidence from the various source documents.
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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.
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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 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.
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General Information and Instructions:
The purpose of this assignment is to use different historical methods you have learned about during this course to complete a historical research project. Your research project should start with your developing a historical question, that you then research, and then attempt to answer using both primary and secondary sources to support your research.
How to proceed:
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This document discusses using episodic assignments to enhance learning and enrich the educational experience. It defines episodic assignments as brief tasks completed during the middle of the week to keep students engaged with course material between primary readings. Examples of episodic assignments provided include analyzing historical photographs and documents, interpreting political cartoons, and discussing competencies not covered in regular class narratives. The document encourages designing episodic assignments that appeal to student interests, employ experiential learning, and are fun. It stresses that these assignments should not take much time and should be graded lightly.
Amended 9his term12015 lessonppt
The document outlines the next two history lessons which will cover researching in the library, developing focus questions, locating print and digital resources, using search terms, exploring texts through reading overviews and identifying main points, and close reading skills. Students are provided guidance on using the library website and databases to research their inquiry question on how political thinkers contributed to changes in how Americans were governed.
Chapter 3 intro and concl ex 01
This document provides information about introductions and conclusions in academic writing. It discusses the purpose and components of an introduction, including general information, background details, and a clear thesis statement. It also discusses the purpose of a conclusion, which is to summarize the main points and restate the thesis. The document contains examples of strong and weak introductions and conclusions, and tasks for analyzing introductions and conclusions. It aims to teach readers how to effectively structure their introductions and conclusions when writing essays.
cm121 Basic Library Info Part 1
This is part 1 of 2 parts about the basics of library research at the Globe Education Nework Library: http://www.globeeducationnetwork.com/library/
Purpose of Assignment This comprehensive case requires students .docx
Purpose of Assignment
This comprehensive case requires students to evaluate a static budget and prepare flexible budgets to meet managerial needs. Students are required to calculate and analyze variances and discuss how variances are critical to managerial decision making.
Resources
· Managerial Analysis Grading Guide
· Green Pastures Static Budget Income Statement
· Generally Accepted Accounting Principles (GAAP), U.S. Securities and Exchange Committee (SEC)
· Tutorial help on Excel® and Word functions can be found on the Microsoft Office website. There are also additional tutorials via the web offering support for Office products.
Assignment Steps
Scenario: Green Pastures is a 400-acre farm on the outskirts of the Kentucky Bluegrass, specializing in the boarding of broodmares and their foals. A recent economic downturn in the thoroughbred industry has led to a decline in breeding activities, and it has made the boarding business extremely competitive. To meet the competition, Green Pastures planned in 2017 to entertain clients, advertise more extensively, and absorb expenses formerly paid by clients such as veterinary and blacksmith fees.
The budget report for 2017 is presented as an attachment. As shown, the static income statement budget for the year is based on an expected 21,900 boarding days at $25 per mare. The variable expenses per mare per day were budgeted: feed $5, veterinary fees $3, blacksmith fees $0.25, and supplies $0.55. All other budgeted expenses were either semifixed or fixed.
During the year, management decided not to replace a worker who quit in March, but it did issue a new advertising brochure and did more entertaining of clients.
Develop a 700-to 1050-word examination of the financial statements and include the following based on the static budget report:
· What was the primary cause(s) of the loss in net income?
· Did management do a good, average, or poor job of controlling expenses?
· Were management's decisions to stay competitive sound?
· Prepare a flexible budget report for the year.
· Based on the flexible budget report:
· What was the primary cause(s) of the loss in net income?
· Did management do a good, average, or poor job of controlling expenses?
· Were management's decisions to stay competitive sound?
· What course of action do you recommend for the management of Green Pastures?
Show your work in Microsoft Word or Excel.
Complete calculations/computations using Microsoft Word or Excel.
Submit your assignment.
Resources:
· Center for Writing Excellence
· Reference and Citation Generator
· Grammar and Writing Guides
YVONNE BELL
UNIT VII SCHOLARLY ACTIVITY – HY 1110 AMERICAN HISTORY I
Unit VII Scholarly Activity – HY 1110, American History I
Yvonne Bell
Columbia Southern University
Timeline Project
After reviewing the Unit VII materials, you should be familiar with some events that shaped Western Expansion and the Antebellum South. Take a look at the 1793-1857 ...
Soc 315 Enhance teaching / snaptutorial.com
For more classes visit
www.snaptutorial.com
SOC 315 Week 1 DQ 1 Political Culture Policy Preferences
SOC 315 Week 1 DQ 2 Social Movements and Technology
SOC 315 Week 2 DQ 1 Tradition and Modernity
SOC 315 Week 2 DQ 2 Legacy of Slavery and Imperialism in Africa
SOC 315 Week 2 Similarities and Differences between American and European Values
SOC 315 Week 3 DQ 1 Five Dimensions of Western Countries
SOC 315 Week 3 DQ 2 Muslims in Germany
SOC 315 Week 3 Annotated Bibliography
GEN 103 Information LiteracyWriting Your Research Questio.docx
GEN 103: Information Literacy
Writing Your Research Question Worksheet:
Now that you’ve chosen your research topic, done a bit of background research and brainstormed your ideas, you’re ready to write your research question. Your research question will direct the research that you do over next few weeks as you look for sources for your annotated bibliography. Refer to Section 1.3 of your textbook to review the elements and purposeof a research question.Hover over the blue underlined words to read a definition in the Glossary located at the end of this document.
You will begin developing your research question by filling in the table below
Example of Research Question Development
The table below illustrates how a research question develops from a broad topic to a focused question. Follow the four examples down each column to see how the questions develop.
BROAD
TOPIC
RESTRICTED
TOPIC
NARROWED
TOPIC
RESEARCH QUESTION
Pollution
Acid Rain
Acid Rain in the United States
What can we do in the United States to prevent acid rain?
Pollution
Oil Spills
Oil spills and commerce
What impact do oil spills have on the fishing and tourism businesses in areas affected?
Pollution
Pesticides
Pesticides and the bee population
What evidence is there that pesticides are significantly harming the bee population?
Pollution
Fracking (hydraulic fracturing)
Fracking and groundwater
What evidence is there that fracking can cause groundwater contamination?
Develop Your Research Question
Now try out your topic ideas below using the information you brainstormed. Try out several variations of your topic idea to see how it could be improved or amended.
Research Question Development Table
The table will expand as you enter content into the columns.
BROAD
TOPIC
RESTRICTED
TOPIC
NARROWED
TOPIC
RESEARCH QUESTION
Research Question:
Of the possible research questions you came up with above, which question are you planning to use for your annotated bibliography?
Check to be sure that the research question meets these criteria:
· It is open-ended (cannot be answered with simple yes or no).
· It addresses an issue or controversy and/or solves a problem.
· It is something on which you can take a stand.
Reflection (150-200 words)
In the space below, explain what you learned about this process as you conducted background research and refined your topic. What was the most difficult part of the process and how was it difficult for you? What part of the process did you find most helpful and why?
Once complete, save your completed worksheet and return to the online classroom to submit this document through the “Assignment Submission” button below the assignment instructions.
Glossary: Return to top
Annotated bibliography: A list of citations with descriptions and a brief summary or critical statement about each one. Return
Research question: The star ...
Your respective essays continue to need work. I have no idea.docx
Your respective essays continue to need work. I have
no idea what your main points of emphasis are
supposed to be in your first essay, on The Development
of Modern Asia and Africa, for this 3rd Research
Module.
I highly recommend that you go back and review the
guidelines for the assignment. Then, choose some of the
websites for this topic, truly read them over in a careful
manner, and use that information to offer solid general
historical content coverage and insight.
You should also use the brainstorming questions in the
assignment handout to step by step guide your essay
writing process points of emphasis:
Does the historical topic seem transformative and if so
or not what is your explanation for why or why not?
Who are some of the key historical figures of the
historical topic's time period and what were their major
impacts?
What were the biggest events of the historical topic's
era of time and how would you explain the significance
of them?
Would this be a historical topic that you would have
liked to experience in person and what is your basis for
1
why or why not?
What are great positives and or negatives that
developed during this historical topic's era and what is
your basis for these choices?
You also need to continue to improve your grammar
and editorial quality and this stuff needs to be improved
in your 1st and 2nd essay.
However, your 2nd essay also needs to be revised from
a content standpoint. As with the first essay, I honestly
do not see a coherrent set of observations of the main
events, key figures, and themes from the historical
period of the American Revolution.
I have placed, in the bottom portion of this feedback, a
past sample essay from another topic, that of a brief
research on Ancient Egypt, that demonstrates the
proper type of approach you should take on these
research essays. You can use this as a model to better
shape your own essays on these and other upcoming
topics.
ANCIENT EGYPTIAN HISTORY
http://www.ushistory.org/civ/3b.asp
2
http://www.ushistory.org/civ/3f.asp
https://www.metmuseum.org/toah/hd/anbd/hd_anbd.ht
m
Ancient Egyptian society was very much like our
society today. They had a person that was above all else,
called a Pharaoh. The Pharaoh was the ruler of all, and
the Egyptians believed their Pharaoh's to be holy. Then
you had those who worked closely in the government, as
well as the soldiers who fought in war. Society trickled
down all the way to those enslaved and those who were
servants. The people who were enslaved were at the
bottom of the barrel. They were poor and treated
inadequately, as they were often subject to working on
building structures such as the pyramids. A surprising
fact about Ancient Egyptian history is that women were
treated equally. They had the same basic rights as men
did, and you did not see this often in other cultures in
history. They could own property, be in the company of
men, and even divorce an.
Student webquest
This document provides an overview of a WebQuest activity designed to introduce 11th grade American Literature students to different historical time periods in the United States from the 1600s to 2000s. Students will be assigned in pairs to research one specific time period using provided resources and questions. They will then join groups with representatives from each time period to compare and contrast aspects in a table. Finally, students will post on a class blog about similarities and differences between the time periods and how the American Dream has changed over time.
Writing a thesis statement
The document provides guidance on writing an effective thesis statement. It explains that a thesis statement should summarize the main idea of the paper in a single sentence, express what will be discussed about the topic, and include the topic, the writer's opinion on the topic, and reasons to support that opinion. It provides examples of thesis statements that follow this formula, clearly laying out the topic, position, and three supporting reasons.
Capture Your Audience: Facilitation that Works!
The document discusses techniques for engaging audiences at business events through the use of icebreakers and energizers. It provides examples of short interactive activities that can be used at the beginning of an event to introduce participants and build rapport, or during an event to refocus the audience and boost energy levels. The activities should be fun, brief, and tie back to the topic or objectives of the event. Facilitators are advised to carefully select techniques that are appropriate and non-threatening for their particular audience.
StuartAdamsDETT611A5
This document outlines a 7-step process for initiating a research effort: 1) understand research goals, 2) develop background information, 3) select a research topic, 4) translate the topic into a research problem, 5) perform preliminary research and identify keywords, 6) refine the research problem based on preliminary findings, and 7) formulate a research question. It provides examples for selecting a Civil War battle as a topic and refining it into the research question of whether General Lee's mistakes on the third day of Gettysburg cost the South the battle and the war. The document argues this process is effective and aligned with the ACRL's Information Literacy Standards.
Dbq writing packet
The document discusses what a DBQ (document-based question) is on the AP U.S. History exam. It consists of an essay question that requires the student to answer using multiple provided sources of different formats like texts, images, or graphs. Students are given 15 minutes to analyze the documents before writing the 45-minute essay response. The DBQ tests a student's ability to analyze, synthesize, and assess the historical evidence from the various source documents.
Similar to 14 australian freedomrides - THOP (20)
SOC 315 Effective Communication - snaptutorial.com
SOC 315 Effective Communication - snaptutorial.com
History 1302 Essay Assessment AssignmentGeneral Information and In
History 1302 Essay Assessment AssignmentGeneral Information and In
Purpose of Assignment This comprehensive case requires students .docx
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GEN 103 Information LiteracyWriting Your Research Questio.docx
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Your respective essays continue to need work. I have no idea.docx
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More from PeterThoms2
3.6 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 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.
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.
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.
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14 australian freedomrides - THOP
- 2. The Big Idea HOW MOVEMENTS CAN LEAD TO CHANGE AROUND THE WORLD
- 3. The Australian Freedom Rides Learning Goal ◻ To understand the aim and events of the Freedom Rides in the context of the Australian Civil Rights movement. Success Criteria 1. I can explain what the Freedom Rides were and their aims. 2. I can discuss examples of Freedom Ride demonstrations in NSW.
- 4. google Doc Create a Google Doc entitled “Australian Freedom Rides” now to complete all the work for this lesson.
- 5. Starter: WHO AM I? ◻ On your Google Doc complete the following ◻ You will have approximately 7 minutes to conduct some brief research into Charles Perkins and create a WHO AM I? based on his biographical detail and role in the Australian Freedom Rides. ◻ Your WHO AM I? statement needs to include a MINIMUM of 8 points about Charles Perkins
- 6. Reading ◻ Read textbook pages. 49-50 ◻ Write down: ⬜ 5 ⬜ 7 OR ⬜ 9 Dot points of information from the text to summarise what the Freedom Rides were.
- 7. Source Analysis ◻ Read the source on p. 50 of your textbook and answer the Interpret 7.6 questions.
- 8. Research Activity 1. Using the map on p. 51, in pairs choose 1x town where a demonstration occurred 2. 2. Research the activities/events that took place in the town and the focus of the Freedom Riders. ⬜ You may like to use these spring board questions for your research: What were the freedom rides? Why did the Freedom Riders choose that town? What did they aim to do? What action did they take? What was the response of the town? What was the outcome (were they successful)? ⬜ Helpful links for your research: http://ourmob.org.au/freedom-ride-fact-sheet http://aiatsis.gov.au/exhibitions/1965-freedom-ride 3. Record your research findings either in dot-points or as a mindmap
- 9. Newspaper Report - Research Task ◻ Using your research, write a Newspaper Report outlining the events that took place in your chosen town and the aims of the Freedom Riders. ◻ Your report should include: ⬜ 500 words in length ⬜ Newspaper it is published in ⬜ Title for the article and tagline ⬜ At least ONE image (with caption) → you may like to look at source material form the textbook or research some other examples to include
- 10. Recap & exit tickets Success Criteria ◻ To understand the aim and events of the Freedom Rides in the context of the Australian Civil Rights movement. Exit Ticket: Simile Me The Freedom Rides were like …