3.2 aboriginal rights before 1965 - THOP
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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.
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Aboriginal and Torres Strait Islanders were denied many rights prior to 1965 in Australia:
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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.
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.
5.1 land rights & mabo - THOP
The document discusses key events in the land rights movement and efforts to gain civil rights for Aboriginal and Torres Strait Islander people in Australia. It outlines events like the Wave Hill Walk-off, the Aboriginal Land Rights Act of 1976, the Mabo decision, the Native Title Act, and the Wik decision that impacted Indigenous land rights and native title. The document also discusses how removing Indigenous people from their traditional lands has significant negative effects on their culture, spirituality, identity, and sense of community. Students are asked to research these events and determine which was most important in advancing civil rights for Indigenous Australians.
4.2 green australian freedomrides - THOP
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 sources on the topic. In pairs, students choose a town where Freedom Ride demonstrations took place and research the events, aims, and responses. Finally, they write a 500-word newspaper report on the demonstration in their chosen town and include an image with caption. The lesson aims to explain the Freedom Rides and their role in the Australian Civil Rights movement through these research and writing activities.
14 australian freedomrides
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 sources on the topic. In pairs, students choose a town where Freedom Ride demonstrations took place and research the events, aims, and responses. Finally, they write a 500-word newspaper report on the demonstration in their chosen town and include an image with caption. The lesson aims to explain the Freedom Rides and their role in the Australian Civil Rights movement through these research and writing activities.
14 australian freedomrides - THOP
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.
4.1 us civil rightsmovement - blue
The document discusses the Civil Rights movement in the United States during the 1960s, comparing it to the struggle for rights and freedoms by Aboriginal and Torres Strait Islander people in Australia. It outlines tactics used by Civil Rights campaigners in the US such as bus boycotts, Freedom Rides, and marches. Students are asked to research and summarize topics like the Montgomery Bus Boycotts and March on Washington to understand how movements can lead to social change.
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.
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3.2 aboriginal rights before 1965 - THOP
- 2. Starter – 5 minutes ◻ Create a Google Doc called “Aboriginal rights before 1965”. ◻ In relation to the Rights of people, what image comes to mind when you think of Australia in 2020? ◻ You have 5 mins and your image can be: ◻ Written down in a few descriptive sentences. ◻ A rough sketch drawing
- 3. The Big Idea WE VALUE ALL PEOPLE EVERYWHERE
- 4. Rights and freedoms denied to Aboriginal and Torres Strait Islanders before 1965 Learning Goal ◻ To understand what rights Aboriginal and Torres Strait Islanders were denied prior to 1965. Success Criteria 1. I can outline the rights that were denied to Aboriginal and Torres Strait Islanders before 1965.
- 5. Terra Nullius ◻ When Capt. Cook landed on the east coast of Australia he proclaimed the land terra-nullius*. Definition: *
- 6. Terra Nullius Watch this video on the topic: https://www.youtube.com/watch?v=WHpUcwRSckQ ◻ Write 5 or ◻ 7 OR 9 points about Terra Nullius.
- 7. Map Work Have closer look at a map of Australia before colonisation: https://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia 1. From the map, write the names of 20 Aboriginal tribes/ clans. 2. What can you learn from this map about Australia before 1965? ◻ Translated, terra nullius literally means “land belonging to no one”. ◻ British explorers used this myth in order to colonise Australia in the late 1700s.
- 8. Early Australia ◻ After colonisation in 1788, Australia became essentially an extension of Britain. ⬜ British farming, ⬜ British Laws. ⬜ British Government. ⬜ British Police. ⬜ British population
- 9. Early Australia - source analysis ◻ By the time of federation in 1901, British explorers and the prosperity of farming and mining had expanded the settlements throughout Australia. 1. What do the Sources tell us about Sydney around 1901? 2. Explain the consequence of British expansion on Indigenous Australians?
- 10. Textbook Review 1. Read Pages 33 - 35. 2. Answer Review Questions 7.3 as pictured below.
- 11. Petition to King George V ◻ This petition of 1938 asks King George V to intervene… ◻ In Pairs: ◻ Discuss what this petition is asking for. ◻ Research the conditions of aboriginal people prior to 1965 and explain why this petition was written. (http://indigenousrights.net.au/civil_righ ts/social_service_benefits,_1954-64)
- 12. Writing Task Write a structured PEEL response to the question below. You may use your mindmap notes to assist in the planning of your response. Explain why the petition to King George V was written. In your response consider: - the conditions of Aboriginal People - reference to the petition and other sources to support your argument
- 13. Writing Task Write a structured PEEL response to the question below. You may use your notes to assist in the planning of your response. Explain the ways that human rights were denied to Indigenous Australians before 1965. In your response consider: - re-reading pages 33-35. - the conditions of Aboriginal People - the rights that were denied - aspects that limited access to rights by Aboriginal people - sources/examples to support your argument
- 14. Recap & exit tickets Success Criteria 1. I can describe the civil rights held by indigenous peoples in 1965. Exit Ticket 1. What is one reason The King George V petition was circulated…