Changing rights and freedoms, 1964 1975 Year level: 9 10 R5488 'Aggrocultural advances', 2004. 2004 With permission of Darryl Pfitzner Milika. Reproduced courtesy of History Trust of South Australia. Artwork by Darryl Pfitzner Milika. Warning: please be aware that this unit of work may contain references to Aboriginal and Torres Strait Islander people who may have passed away. About the unit Unit description In this unit of work students examine what civil rights Indigenous Australians had prior to the 1967 referendum and undertake guided specific research into significant events in the campaign for improved rights in Australia for Aboriginal and Torres Strait Islander people, between 1964 and 1975. They identify the evolution of Indigenous civil rights in Australia. Students engage in sequencing activities in order to develop contextual understandings of this part of Australian history and use digital learning tools to further investigate the changing rights and freedoms of Aboriginal and Torres Strait Islander people. Changing rights and freedoms, 1964 1975 1
Knowledge, understandings, skills, values Students will identify and describe key features of Australian citizenship prior to 1967 for Indigenous and non-indigenous people. Students research specific events relating to Aboriginal and Torres Strait Islander civil rights campaigns in Australian history and place these events in a broader chronological framework. Students c of ICT, speaking and writing activities to demonstrate their historical understanding of the changing rights and freedoms of Indigenous Australians. Focus questions What does it mean to have citizenship? What does it mean to be denied full citizenship? How have Indigenous and non-indigenous Australians successfully campaigned to change the rights of Aboriginal and Torres Strait Islander people? Why is the struggle for full Indigenous citizenship rights a significant and continuing part of Australia s history? Resources Digital curriculum resources L5208 Making a difference: Vincent Lingiari L9518 Discovering democracy: Law R7438 Blood Brother Have you ever met an Aborigine? R7439 Blood Brother Creating a Revolution R11365 Blood Brother Children join the bus R7752 Gurindji strikers at Dagaragu, 1967 R6805 Referendum poster1967 R9703 Aboriginal Stockmen, c1960s R7312 How the west was won, 1987: Four dollars a fortnight R6820 Sydney University Students outside their Freedom Ride bus, 1965 R10763 Land Rights for Aborigines, Answering your questions 1968 R2740 Protesters outside the Aboriginal Tent Embassy 1974 Internet sites Collaborating for Indigenous rights : go to: www.nma.gov.au and click on Indigenous rights Screen Australia: go to http://dl.screenaustralia.gov.au and search Software Power point Changing rights and freedoms, 1964 1975 2
Other resources Web tool: mind mapping software- either http://bubbl.us or http://freemind.sourceforge.net/ Web tool: presentation software http://prezi.com Film: Babakuieria Attached printable resources The following teacher-created learning resources referred to in the Unit of work are available for you to modify, print and use in your own teaching and learning context: Understanding Land Rights Citizen Rights in 1960 Group Research: Equal Wages Group Research: The Freedom Ride Group Research: The Wave Hill Walk Off Group Research: Aboriginal Embassy Changing rights and freedoms, 1964 1975 3
Teaching the unit Setting the scene Resources Understanding Land Rights R7752 Gurindji strikers at Dagaragu, 1967 Film: Babakuieria L9518 Discovering democracy: Law Jimmy and Pat meet the Queen by Pat Lowe, Illustrated by Jimmy Pike Teaching and learning activities Use the activities and text on the printable resource Understanding land rights and civil rights to: encourage students to emotionally engage and empathise with the concepts of dispossession and partial citizenship and explain notions of crown land and land ownership in Australia. You can also extend this activity by further exploring the concept of crown land using the picture book Jimmy and Pat meet the Queen by Pat Lowe and Jimmy Pike. ~ If possible, view the 30 minute film Babakiueria (barbeque area). It is a very witty and thoughtprovoking acting out of the imagined situation above- well worth watching and discussing. It is available for purchase or else is available to view (in three parts) through YouTube. Investigating Resources Citizen Rights in 1960. R6805 Referendum poster 1967 Group Research: Equal Wages R9703 Aboriginal Stockmen, c1960s http://dl.screenaustralia.gov.au and search The art of cattle droving. R7312 How the west was won, 1987: Four dollars a fortnight Group Research: The Freedom Ride R 6820 Sydney University Students outside their Freedom Ride bus, 1965 R 7438 Blood Brother Have you ever met an Aborigine? R 7439 Blood Brother Creating a Revolution R 11365 Blood Brother Children join the bus Changing rights and freedoms, 1964 1975 4
Group Research: The Wave Hill Walk Off R 7752 Gurindji Strikers at Dugaragu, 1967 R 10763 Land Rights for Aborigines, Answering your questions 1968 Go To http://dl.screenaustralia.gov.au and search for Wattie Creek L 5208 Making a difference: Vincent Lingiari Group Research: Lake Tyers R 9370 Indigenous people at Lake Tyers mission c1900 Group Research: Aboriginal Embassy R 2740 Protesters outside the Aboriginal Tent Embassy 1974 Teaching and learning activities In order for students to explore how rights and freedoms for Aboriginal and Torres Strait Islander people have changed in Australia, they first need to identify what rights Indigenous people had prior to the referendum in 1967. Divide the class into six groups and ask each group to prepare a summary list of the civil rights that Indigenous people had in one state or territory of Australia. Use the printable resource Citizen s rights in 1960 to guide students. This resource directs students to the National Museum of Australia s Collaborating for Indigenous rights website and specifies which areas of civil rights students should investigate. These findings should be placed on a class poster so that a full summary of the different civil rights attributed to Aboriginal and Torres Strait Islander people across Australia is available for all students to view. ~ Students will now research and construct a timeline representing changes to Indigenous people s rights in Australia. Five separate areas are provided in the five printable resources Group Research and all focus on events between 1964 and 1975 Four more group research topics are available in the unit Changing rights and freedoms 1953-1963 if a broader timeline is required. Students need to complete the activities and answer the guided research questions and compile a group poster, an oral group report, and a written group report. ~ The group poster will, along with the other posters, form a class timeline display of developments in Aboriginal and Torres Strait Islander peoples rights in Australia, the oral group report will be presented to the class and could be peer assessed and the written group report will be submitted for teacher assessment. Assessment The written report can be used for teacher assessment and the oral report can be used for peer assessment. The poster can be both teacher and peer assessed. Drawing conclusions Resources Web tool: mind mapping software - either http://bubbl.us or http://freemind.sourceforge.net/ Changing rights and freedoms, 1964 1975 5
Teaching and learning activities As a class discuss and brainstorm the ramifications for Indigenous people of this period in Australian history, what events have occurred since 1972 that have been important in the continuing struggle for Aboriginal and Torres Strait Islander people s rights (specific land rights cases such as Mabo and Wiki, The Native Title Amendment Act 1998, the Sea of Hands, the apology to the Stolen Generations ). Have students also consider what may be the most significant priorities related to Indigenous people s rights in Australia in the next ten to twenty years and beyond. ~ Ask students to compile the results of the brainstorm into a mind map using the web tool such as http://bubbl.us or http://freemind.sourceforge.net/ Communicating Resources www.nma.gov.au and click on Indigenous rights, then people Web tool: presentation software http://prezi.com OR Power point Teaching and learning activities Students can select one of the following three topics to complete a captioned photo essay/presentation for final assessment. 1. Students visit the National Museum of Australia s Collaborating for Indigenous rights website and explore the people section. They select three individuals and create a captioned photo essay/presentation that details for each person their biography and their contribution to the development of Indigenous rights in Australia. 2. Students visit the National Museum of Australia s Collaborating for Indigenous rights website and explore the civil rights section. They create a captioned photo essay/presentation that identifies and comments on the key events in the struggle for Indigenous civil rights between 1957 and 1975. 3. Students visit the National Museum of Australia s Collaborating for Indigenous rights website and explore the land rights section. They create a captioned photo essay/presentation that identifies and comments on the key events in activism related to land rights for Indigenous Australians between 1957 and 1975. Assessment The photo essay can function as ICT assessment and content assessment. Changing rights and freedoms, 1964 1975 6
Writer: Angela Casey, National Museum of Australia. Some of the content in this unit of work draws on material jointly owned by National Museum of Australia and Ryebuck Media. The material in this Unit of work may contain links to internet sites maintained by entities not connected to Education Services Australia Ltd and which it does not control ( Sites ). Education Services Australia Ltd: provides the links for ease of reference only and it does not sponsor, sanction or approve of any material contained on the Sites; and does not make any warranties or representations as to, and will not be liable for, the accuracy or any other aspect of the material on the Sites or any other matter connected to the use of the Sites. While the material in this Unit of work is not remunerable under Part VB of the Copyright Act 1968, material on the Sites may be remunerable under Part VB of the Copyright Act 1968. It is your responsibility to read and comply with any copyright information, notices or conditions of use which apply to a Site. Changing rights and freedoms, 1964 1975 7
Understanding Land Rights Name Class Date Class discussion Imagine that you and a group of friends are quietly relaxing in your back yard. Suddenly a group of strange looking people walk in. You realize they do not speak your language and they are far more powerful than you. They take over your yard and, in fact, evict you from your house. It is now all theirs. What is your reaction? What could you do about the situation? What are the advantages and disadvantages of these possible actions? Finally, when you have learnt something of each other s language, they explain under their law they are allowed to do this. They have come and imposed their law and they do not recognize yours. Does this make any difference to your reaction? Explain. Try to watch a copy of the film Babakiueria (barbeque area). It is a witty and thought-provoking acting out of the imagined situation above- well worth watching and discussing. It is available for purchase or else it is available to view (in three parts) through YouTube. This is basically what happened in Australia in 1788. Governor Arthur Phillip led a group of people from Britain who settled on land without any agreement or payment to the local people, and imposed laws and customs they had brought with them. The British believed that the international law at the time authorised this to happen. Dissatisfaction with this situation started to intensify among some Indigenous and non- Indigenous people in the 1930s and by the 1960s and 1970s there were campaigns to change the inequity in Indigenous civil and land rights. What are differences between land rights and civil rights? Land Rights To understand the land rights case studies on the National Museum of Australia s website Collaborating for Indigenous Rights 1957-1973 we need to understand the concept of crown land and land alienation. When the British claimed ownership of Australia is became crown land : that is, all land was owned by the Crown - in effect by the government of Australia. But there were several ways the government could alienate or get rid of, this land. One way was that people could buy land from the government. This is called freehold. A second way was for the government to lease land to others- that is, to allow others to control the land in return for payment or rent over a set period. The government still owned the land, but others had legal rights to use it for the period of the lease. Many cattle stations in the Northern Territory were established under this system. Changing rights and freedoms, 1964 1975 8
Both these approaches mean that the land has been alienated. In the first case the land is permanently owned by the purchaser and can be sold or passed on to others; but in the second case the Crown continues to own the land, and will regain control of it at the end period of the lease. Finally, if nobody has bought or leased an area of land from the government, the land continues to be crown land, that is, land still owned by the government. The government can allow people to use it (for example as a national park), but people cannot legally develop it in any way without government permission. In Australia, many Aboriginal communities, especially those in remote areas, were created on crown land. Aboriginal communities had owned the land before European occupation, but were now being told that the land belonged to the government. Aboriginal and Torres Strait Islander people believe that the land should still belong to them, and were challenging the government s interpretation. The case studies on the National Museum of Australia s Collaborating for Indigenous Rights website explore this situation. Another resource is: http://www.mabonativetitle.com/ Civil rights Civil rights are those rights that are extended to a full citizen of a nation. Sometimes these rights are removed by the state for the good of the community. For example, convicted criminals lose the right to move freely in the community if they are imprisoned for a crime against that community. There are also responsibilities associated with rights. For example, having the right to vote carries with it a responsibility to cast that vote in an informed way. The right to move freely around the community means that people have the right to move around without being restricted by imposed curfews. Here are some examples for Australia, the right to: vote work move freely around the community at any time receive fair pay As a class, brainstorm and add others to this list. Changing rights and freedoms, 1964 1975 9
Citizen Rights in 1960 Warning: please be aware that this resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away. Name Class Date R 6805 Referendum poster 1967 Reproduced courtesy of Federal Council for the Advancement of Aborigines and Torres Strait Islanders and Mitchell Library, State Library of New South Wales. At the start of the 1960s, Indigenous people did not have the same rights as non-indigenous people. Your task is to prepare a summary list of the civil rights that non-indigenous people had, but that were not extended to Indigenous people. Here s how to do this: Use the table below to compile your information. Your class has been divided into groups, and each group has been allocated to research the different rights and citizenship statuses in a particular state or territory. Allocate people in your group to research the different rights and citizenship statuses (as indicated on the table below). Your group will need to report your findings to the class, and contribute the information to a class poster. Note there is no column for Tasmania, as it was believed at the time that there were no Aboriginal people left in Tasmania. To research your area go to www.nma.gov.au/indigenousrights and click on the civil rights link, then click on Social service benefits, 1954-64 then click on campaigning to see the document The Australian Aborigines: a summary of their situation in all states in 1962 Changing rights and freedoms, 1964 1975 10
Aspect of people s rights and citizenship status: Voting rights (state) Situation today Australian citizens Situation in 1967 Non- Indigenous Australians Indigenous Australians NSW NT QLD SA VIC WA Subject to special state acts? NO Able to gain exemptions from restrictions? Free movement? Not applicable Own property? Control own money? Paid equal wages to non- Indigenous workers (award wages?) Have special minimum wage rates? Eligible for social service benefits? Eligible for returned servicemen entitlements? Free to marry any other person? Have control of their own children? Able to mix with any other people? Restrictions on sexual relations with non- Indigenous people? Full rights in courts? NO NO Special Aboriginal courts? Able to vote? Not applicable Censorship of mail? NO Able to consume alcohol? Changing rights and freedoms, 1964 1975 11
The Wave Hill Walk Off Warning: please be aware that this resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away. Name Class Date R 7752 Gurindji Strikers at Dugaragu, 1967 Copyright Brian Manning. Photograph by Brian Manning. Your task is to research the following event by carefully looking at the National Museum of Australia s Collaborating for Indigenous rights website and answering the guided questions below. Once your group has investigated the issue, you ll need to present your information in three ways: 1. As an oral report to the class. This report could use music, image and video to help explain the findings of your investigation. 2. As a poster that will form part of the class timeline representing changes to Indigenous people s rights in Australia. You poster should include an explanation of the significant historical event you have investigated, the answers to the guided research questions (below) as well as images and maps. 3. As a written report. This report should begin: The Wave Hill Walk Off is significant in understanding the changes to Indigenous people s rights because You could also include your report (or parts of it) on your poster, and in your oral report. Your reports must include the findings of your investigation and must fully explain the situation your group researched. Changing rights and freedoms, 1964 1975 12
Context 1966 International The Black Panther Party is founded by Huey Newton and Bobby Seale. Stokely Carmichael of the Student Nonviolent Coordinating Committee (SNCC) coins the term Black Power In Australia Harold Holt takes over as Prime Minister. In March Aboriginal pastoral workers are awarded equal wages, but the industry is not required to comply until December 1968. Look at the information on the National Museum of Australia s Collaborating for Indigenous rights website as indicated below and complete the activities and questions. Use these as the basis of your oral report, written report and poster. Focus 1. Use an atlas to identify the location of Wattie Creek (Daguragu). Mark it on a blank map of Australia. 2. Look at the information in the Gurindji petition and decide: what were conditions like for stockmen on the station? what different issues existed for the strikers? what was the most important motivation? Website reference Go to www.nma.gov.au and click on the link to Indigenous rights and Click Land Rights then Wave Hill Walk Off then A petition to the governor general and read the Gurindji petition. 3. How did the Government respond? Click Land Rights then Wave Hill Walk Off then A petition to the governor general and read the Governor-General s response. 4. Symbolism was important in the Gurindji case. Look at the photograph of the Gurindji sign. Suggest why this sign might have been seen as a powerful symbol. 5. What is the significance of this song in relation to the Wave Hill Walk off? Click Land Rights then Wave hill Walk Off too see the photo Vincent Lingiari and Mick Rangiari at the sign they asked Frank Hardy to make, 1966. Listen to Kev Carmody and Paul Kelly s song From little things, big things grow, and watch the clip: http://aso.gov.au/titles/documentaries/bloodbrothers-little-things/clip2/ To help your research also view the following clips and interactive: R10763 Land Rights for Aborigines, Answering your questions 1968 Go To http://dl.screenaustralia.gov.au and search for Wattie Creek L 5208 Making a difference: Vincent Lingiari Changing rights and freedoms, 1964 1975 13
Group Research: Aboriginal Embassy Warning: please be aware that this resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away. Name Class Date R 2740 Protesters outside the Aboriginal Tent Embassy 1974 From the collection of the National Archives of Australia. Photograph by Australian Information Service. Your task is to research the setting up of the Aboriginal Tent Embassy by carefully looking at the National Museum of Australia s Collaborating for Indigenous rights website and answering the guided questions below. Once your group has investigated the issues that led to setting up the Aboriginal Tent Embassy, you ll need to present your information in three ways: As an oral report to the class. This report could use music, image and video to help explain the findings of your investigation. As a poster that will form part of the class timeline representing changes to Indigenous people s rights in Australia. You poster should include an explanation of the significant historical event you have investigated, the answers to the guided research questions (below) as well as images and maps. As a written report. This report should begin: The setting up of the Aboriginal Tent Embassy is significant in understanding the developments of the campaign for Indigenous people s rights because You could also include your report (or parts of it) on your poster, and in your oral report. Changing rights and freedoms, 1964 1975 14
Your reports must include the findings of your investigation and must fully explain the significant historical event your group researched. Context 1972 1973 1974 1975 International The Trail of Broken Treaties, a protest organised by the American Indian Movement and other First Nations groups, sees over 800 people travel across the United States to Washington. In Australia Aboriginal activists outraged by Prime Minister William McMahon s refusal to acknowledge Indigenous rights to land set up their beach umbrella on the lawns outside Parliament House in Canberra and hang from it a sign: Aboriginal Embassy. The protest grows. Footage shown of confrontations with police pulling down the tents swells the numbers of supporters, bringing together urban activists and people from remote communities in the Northern Territory. International In Canada, the Supreme Court recognises that Nisga a Indians held native title to their lands before the creation of British Columbia. At the Pine Ridge Reservation in South Dakota, about 200 supporters of the American Indian Movement reclaim the village of Wounded Knee and announce the creation of the Oglala Sioux Nation. United States armed forces surround the group in a siege that lasts 71 days. In Australia The National Aboriginal Consultative committee (NACC) is established to set up as a move towards Aboriginal representation. People over 18 who identify as Aboriginal, and are recognised as such by their community, are eligible to vote. The Aboriginal Land Rights Commission, headed by Justice Woodward, is established by the government of Gough Whitlam to explore ways for Aboriginal people to get land rights in the Northern Territory. As a result of its recommendations the Northern Land and Central Land councils are established. International In New Zealand, Waitangi Day becomes a national holiday, after three years of campaigning by Nga Tamatoa, a militant Māori organisation. In Australia Prime Minister Gough Whitlam returns land to the Gurindji people. More than a decade after the walk-off from Wave Hill station, 3300 square kilometres of land is returned to Traditional Owners. On 25 January 1972 Prime Minister William McMahon announced that the Government would not support Aboriginal land rights as a principle. On the following day some Aboriginal people set up an embassy on the lawns outside the front entrance to Parliament House in Canberra. Look at the information on the National Museum of Australia s Collaborating for Indigenous rights website as indicated below and complete the activities and questions. Use these as the basis of your oral report, written report and poster. Changing rights and freedoms, 1964 1975 15
Focus 1. Mark the location of the Aboriginal Tent Embassy on a blank map of Australia. 2. The protesters called their tent an Embassy. Discuss the meaning and implications of this word in the context of the time and place. 3. Read the article The Aboriginal Embassy and summarise the information on: What was the Embassy? Why was the Embassy set up, at that time, by those people? What were the Embassy s aims? What is the significance of this event? 4. The Government attempted to close the Embassy. Describe what happened with this attempt. 5. The website contains a collection of photographs of the events. Look at them and select three to illustrate an article on the Embassy. Give each photograph a caption that summarises its main point, emphasis or message. 6. The Aboriginal Embassy still exists. Since 1972 it has attracted critics and supporters. What are the points of view for and against the continued existence of an Embassy for Aboriginal people? Website reference Go to www.nma.gov.au and click on the link to Indigenous rights and Click Land Rights then Aboriginal Embassy then Supporters of the Aboriginal Embassy and read the document The Aboriginal Embassy. Click Land Rights then Aboriginal Embassy and read all the related links. Closely read Government response and Confrontation. Changing rights and freedoms, 1964 1975 16
Group Research: Equal Wages Warning: please be aware that this resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away. Name Class Date R 9703 Aboriginal Stockmen, c1960s Reproduced courtesy of Northern Territory Library. Your task is to research equal wages for Indigenous and non-indigenous people by carefully looking at the National Museum of Australia s Collaborating for Indigenous rights website and answering the guided questions below. Once your group has investigated equal wages, you ll need to present your information in three ways: As an oral report to the class. This report could use music, image and video to help explain the findings of your investigation. As a poster that will form part of the class timeline representing changes to Indigenous people s rights in Australia. You poster should include an explanation of the significant historical event you have investigated, the answers to the guided research questions (below) as well as images and maps. As a written report. This report should begin: The pastoral industry equal wages case is significant in understanding the development of Indigenous rights because You could also include your report (or parts of it) on your poster, and in your oral report. Your reports must include the findings of your investigation and must fully explain the significant historical event your group researched. Changing rights and freedoms, 1964 1975 17
Context 1964 International In July, America s President Lyndon Johnson signs the Civil Rights Act of 1964, prohibiting discrimination based on race, colour, religion or national origin. Martin Luther King receives the Nobel Peace Prize. In South Africa, Nelson Mandela is sentenced to life imprisonment for sabotage and attempting to overthrow the South African government. In Australia The North Australian Workers Union presents a case for equal wages for Aboriginal pastoral workers. The case presented by the North Australian Workers Union for equal wages for Aboriginal pastoral workers was significant in terms of claiming civil rights for Indigenous Australians, but also had many unintended and devastating consequences that are still being felt today in many Aboriginal communities. Look at the information on the National Museum of Australia s Collaborating for Indigenous rights website as indicated below and complete the activities and questions. Use these as the basis of your oral report, written report and poster. Focus 1. The Aboriginal workers in the pastoral industry were not paid wages that were equal to those of non-indigenous workers. Read this document and briefly outline the differences that existed. 2. Was this just? Read the documents listed and summarise the key arguments that this inequality was an unjust situation. Website reference Go to www.nma.gov.au and click on the link to Indigenous rights and Click Civil Rights then Equal wages then Raising awareness and read the pamphlet The Facts on Wage Discrimination Against Aborigines. Click Civil Rights then Equal wages then Union test Case and read the pamphlet A Matter of Such Importance. To help your research also view the following two clips: http://dl.screenaustralia.gov.au and search The art of cattle droving R 7312 How the west was won, 1987: Four dollars a fortnight Changing rights and freedoms, 1964 1975 18
Group Research: The Freedom Ride Warning: please be aware that this resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away. Name Class Date R 6820 Sydney University Students outside their Freedom Ride bus, 1965 Reproduced courtesy of Newspix/ News Limited. Your task is to research The Freedom Rideby carefully looking at the National Museum of Australia s Collaborating for Indigenous rights website and answering the guided questions below. Once your group has investigated The Freedom Ride, you ll need to present your information in three ways: As an oral report to the class. This report could use music, image and video to help explain the findings of your investigation. As a poster that will form part of the class timeline representing changes to Indigenous people s rights in Australia. You poster should include an explanation of the significant historical event you have investigated, the answers to the guided research questions (below) as well as images and maps. As a written report. This report should begin: The Freedom Ride is significant in understanding the development of Indigenous rights because You could also include your report (or parts of it) on your poster, and in your oral report. Your reports must include the findings of your investigation and must fully explain the significant historical event your group researched. Changing rights and freedoms, 1964 1975 19
Context 1965 International In February, Malcolm X, the founder of the Organisation of Afro-American Unity, was murdered. In August, America s President Lyndon Johnson sign the 1965 Voting Rights Act, removing restrictions which had made it difficult for Southern blacks to register to vote. In August 34 people die after riots and looting erupt in Watts, Los Angeles, an area of extremely high black unemployment and poverty. In Australia The Queensland Aborigines and Torres Strait Islander Affairs Act finally removes the barriers prohibiting an aboriginal native of Australia or the Islands of the Pacific from voting. The University of Sydney Student Action for Aborigines arranges a Freedom Ride through western New South Wales towns to bring to public attention the inequalities and racial prejudice faced by Aboriginal people. The students action is widely publicised. Charles Perkins, an Aboriginal activist, was a key figure in implementing and promoting the Freedom Ride. Look at the information on the National Museum of Australia s Collaborating for Indigenous rights website as indicated below and complete the activities and questions. Use these as the basis of your oral report, written report and poster. Focus 1. Read about where the Freedom Ride went. Mark it on a blank map of Australia. 2. Look at the cartoon included on the National Museum of Australia website. If this was the only evidence you had about this issue, what would you conclude: What was the main issue? The attitudes of both sides. The feelings or emotions of people involved. The seriousness of the issue. Jot down some notes for each dot point. 3. Compare the cartoon with the newspaper report. Again, make notes for each dot point: What was the main issue? The attitudes of both sides. The feelings or emotions of people involved. The seriousness of the issue. 4. One of the controversies associated with the Freedom Ride was whether it was appropriate for outsiders to enter a community, create controversy and excitement, and then leave again. Would this do more harm than good? Present some arguments for and against the Freedom Ride. 5. Now look at the justification offered in the journal Crux, reproduced on the website. Do you agree with this justification? Website reference Go to www.nma.gov.au and click on the link to Indigenous rights and Click Civil Rights then Freedom Ride. Click Civil Rights then Freedom Ride and look at the cartoon Getting in the swim! Click Civil Rights then Freedom Ride and look at the Daily Mirror article Violence explodes in racist town. Click Civil Rights then Freedom Ride and read the journal article Crux. Changing rights and freedoms, 1964 1975 20
To help your research, also view the following clips: R7438 Blood Brother Have you ever met an Aborigine? R7439 Blood Brother Creating a Revolution R11365 Blood Brother Children join the bus R7644 From Sand to Celluloid - Two Bob Mermaid, 1996: 'Swimmin'... that's for white fellas' Changing rights and freedoms, 1964 1975 21