3.3 aboriginal missions green - THOP
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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.
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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.
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The document outlines a lesson plan for teaching 5th grade students about the US presidency. It includes an analysis of the class, the main objective to define a president and distinguish how past and recent presidents handled situations, and a breakdown of the lesson into 6 sections that will introduce students to presidents, presidential landmarks and history, wars and assassinations, vice presidents and first ladies, presidential facts and theories, and a concluding activity of writing about being president. PowerPoint, videos, and images will be used to engage students and enhance their understanding of the US presidency.
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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.
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This lesson plan aims to teach 6th grade students about the importance of the Negro Leagues and the breaking of the color barrier in baseball. Over the course of 5 days, students will learn about segregation and the Negro Leagues, watch videos and movies on the topic, research influential Negro League figures in groups, and present projects incorporating classwork, artwork, videos and audio clips to the class. The goal is for students to explain the significance of the Negro Leagues and integrating baseball with 100% accuracy. Technology such as the smartboard and computer lab will be utilized.
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The document provides a lesson plan for teaching 5th grade students about the US presidency. It includes an analysis of the class, the main objective to define a president and describe their roles and responsibilities. It outlines the lesson in 6 sections that will introduce students to presidents, monuments, challenges faced, the roles of vice presidents and first ladies, presidential facts and histories. Students will conclude by writing about what they would do if president. Presentations, videos and images will be used to engage students in learning about the presidency.
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The document outlines a lesson plan for teaching 5th grade students about the US presidency. It includes an analysis of the class, the main objective to define a president and distinguish how past and recent presidents handled situations, and a breakdown of the lesson into 6 sections that will introduce students to presidents, presidential landmarks and history, wars and assassinations, vice presidents and first ladies, presidential facts and theories, and a concluding activity of writing about being president. PowerPoint, videos, and images will be used to engage students and enhance their understanding of the US presidency.
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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.
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.
5.1 blue land rights & mabo - THOP
This document discusses changes to rights and freedoms in Australia, particularly for Indigenous Australians. It covers the land rights movement which sought to have Indigenous land rights legally recognized. The Mabo decision was a landmark legal case that overturned the idea of terra nullius, recognizing that Indigenous people had owned and occupied the land prior to European settlement. This established the concept of native title and significantly advanced Indigenous land rights and civil rights in Australia.
5.1 blue land rights and mabo - THOP
The document discusses changes to rights and freedoms in Australia over the past 200 years:
- Indigenous Australians have occupied the land for over 60,000 years and view the land as the core of their spirituality and culture, not just something to own.
- Removing Indigenous people from the lands they know and grew up on has significant negative effects, undermining their kinship, community identity, and language groups which are tied to different lands.
- Beginning in the 1970s, the Indigenous land rights movement advocated for recognition of Indigenous land ownership and native title, culminating in legal victories like the Native Title Act of 1993 and the Mabo decision, which recognized native title.
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.
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3.3 aboriginal missions green - THOP
- 1. CHANGING RIGHTS AND FREEDOMS 3.3 Aboriginal Missions
- 2. The Big Idea WE VALUE ALL PEOPLE EVERYWHERE
- 3. Rights and freedoms denied to Aboriginal and Torres Straight Islanders before 1965 Learning Goal ◻ To understand what Aboriginal reserves and missions were and why they were established. Success Criteria 1. I can explain what the Aboriginal Protection Board was. 2. I can explain what a reserve is and describe some of the features.
- 4. Starter – 5 minutes ◻ With a partner describe what is going on in the below sources. ◻ What do you think the term ‘segregation’ means? Define it now in a couple of sentences.
- 5. Textbook Handout ◻ Using the textbook Pages 32-34, read through the experiences of Aboriginal people. ◻ Make summary notes under the following headings: ⬜ Aboriginal Protection Boards ⬜ Aboriginal reserves ⬜ The assimilation policy ⬜ Indigenous rights
- 6. Digging Deeper Answer the following source questions from page 34 using Source 7.13.
- 7. Web quest activity ◻ Using the handout provided, complete the web quest. ◻ This should take you about 20 minutes. ◻ https://aiatsis.gov.au/explore/articles/mission-days ⬜ Individual ⬜ Using devices
- 8. Recap & exit tickets Success Criteria 1. I can explain what aboriginal Missions and Reserves were and explain some of the impacts of these institutions. Exit Ticket 1. Come up with one Kahoot question about the topic