Getting Things Done: Freedom Rides Topic: Aboriginal Protest Movements 1940s–1972



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Getting Things Done: Freedom Rides

Topic: Aboriginal Protest Movements 1940s–1972

Stage: Five

Duration: 12 hours





STUDENT LEARNING OUTCOMES

CONTENT AND INQUIRY QUESTIONS

TEACHING AND LEARNING STRATEGIES

RESOURCES

TIME (LESSONS)

M5.1 – chronology

M5.2 – sequencing

M5.9 – recounts some major events in Aboriginal and non-Aboriginal relations

M5.13 – uses historical terms and concepts

M5.9 – recounts some major events in Aboriginal and non-Aboriginal relations

M5.10 – accounts for how and why the nature of Aboriginal and non-Aboriginal relations has changed

M5.14 – explains meaning, purpose and context of sources

M5.19 – creates well-structured texts

M5.1 – chronology

M5.9 – recounts some major events in Aboriginal and non-Aboriginal relations

M5.10 – accounts for how and why the nature of Aboriginal and non-Aboriginal relations has changed

M5.18 – selects and uses appropriate written, oral and graphic forms for communication

M5.4 – explains and evaluates international events and Australia's role

M5.8 – compares and contrasts

M5.11 – identifies marginalised groups who have struggled for rights and freedoms

M5.12 – accounts for how and why rights and freedoms have changed

M5.7 – describes social and cultural life

M5.16 – locates, selects and organises information

M5.19 – creates well-structured texts

M5.2 – sequencing

M5.5 – recounts some of the key events and developments in Australian political history

M5.8 – compares and contrasts

M5.1 – chronology

M5.6 – explains political events and evaluates impact on civic life

M5.17 - -defines the purpose of an historical investigation and plans and conducts independent research

M5.18 – selects and uses appropriate written, oral and graphic forms for communication

M5.13 – uses historical terms and concepts

M5.10 – accounts for how and why the nature of Aboriginal and non-Aboriginal relations has changed



What was assimilation and how was it applied to Aboriginal people?

What did Aboriginal people achieve as a result of the protest movements from the 1940s to 1972?

What issues did the 1967 referendum address?

How did the policy of assimilation change to integration in relation to Aboriginal people?



1 Introduction

  1. Aliens role-play. Aliens have landed and taken over. Class creates a mind map of 'your rights'. To begin they take some of your rights and you get to choose what to keep. What is your response as they take more?

  2. Video: Babakiueria. From this brainstorm 'Aboriginal experiences since invasion'. Students copy experiences and responses. Highlight the diversity of possible responses.

  3. Homework. Students define protection, assimilation, integration, self-determination and reconciliation.

2 Assimilation

  1. Source study. Students are divided into groups to analyse a selected source on assimilation. Each group is to answer basic source analysis questions on a sheet of cardboard and present it to the class. From this a more comprehensive definition of assimilation will be created.

  2. Homework: empathy task. You are an Aboriginal person in the 1950s. Write about your experiences under the policy of assimilation.

3 History of Aboriginal resistance

  1. Timeline. Students analyse timeline of resistance.



  1. Groupwork. Students divide into groups. Each person in the group is given information about one of the following people. They then have to form a second group with the people who have the same topic. They have to learn about the person with the new group before returning to their original group to teach about their topic. Topics include Pemulwuy, Windradyne, Jandamarra, William Ferguson, Pearl Gibbs and Sir Douglas Nichols.



  1. Homework: Aboriginal and Torres Strait Islander flags. Research who designed each of the flags and when, and what the colours represent, and draw a picture of each.

4 Case study: the Freedom Rides

  1. Context. Analysis of the Civil Rights movement in the USA – comparison with Aboriginal protest.



  1. Human rights. Students complete source analysis on Aboriginal people and human rights.



  1. Video: The Freedom Rides. Students compile notes about the Freedom Rides.



  1. The Freedom Rides introduction: Students use Discovering Democracy Stories of Democracy CD-ROM to compile information about the Freedom Rides.



  1. Activity. Students write a front page newspaper article about the Freedom Rides (at the time) based on the CD-ROM and video.

5 1972 Tent Embassy

  1. Comprehension activity about the Tent Embassy and its survival today.

6 Rights and the referendum

  1. Brainstorm. Return to original brainstorm, What rights do we have as Australian citizens? What rights should we have?

  2. Source analysis about the 1967 referendum.



  1. Timeline of Aboriginal people's achievement of the right to vote.



  1. Homework. Formulate questions and interview a parent or community member about the 1967 referendum.

7 Integration



  1. Definition

  2. Analysis of connection between protests and movement to integration. Future problems?

– Video: Babakiueria

NSW Dept of Education & Training, Aboriginal Education Policy T&D Resource, pp 35–50

Source analysis: McCallum, A, Evidence of War, p 10

Newbury, P, Aboriginal Heroes of the Resistance, p 34

Newbury, P, pp 12–16



Discovering Democracy Lower Secondary Units, pp 131–3 (Gibbs), pp 133–4 (Nichols)

Discovering Democracy Stories of Democracy CD-ROM, Middle Secondary (Gibbs & Ferguson)

Darlington et al., History: Australia in the Twentieth Century, pp 138–9



Discovering Democracy Middle Secondary Units, pp 55–7, 68–70

Australian Readers Discovering Democracy Middle Secondary Units, pp 38–9

Discovering Democracy Middle Secondary Units Assessment Resources, pp 40–2

Video: The Freedom Rides



Discovering Democracy Stories of Democracy CD-ROM (eg Upper Primary 'People Power'; Lower Secondary 'Charles Perkins')

Berwick et al, Protests, Aboriginal Issues series, pp 42 ff



Discovering Democracy Lower Secondary Units, pp 95–8

NSW Dept of Education & Training, Aboriginal Education Policy T&D Resource, pp 63 ff



Discovering Democracy Lower Secondary Units, pp 97–8

Eshuys et al, Discovering Australian History, pp 201–4



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