NOTEBOOK – Changing Rights and Freedoms
10/04/2012 1:08:
Name:
Topic title:
9/10 History (Term 2, 2012)
Topic 6: Changing Rights and Freedoms
Topic Wiki:
https://wiki.gosford.spcc.nsw.edu.au/groups/910history/wiki/c667d/Topic_6_Changing_Rights_and_Freedoms.html
File location:
Year X School Work /History /Changing Rights
Class:
1
Contents
2
Introduction
3
Assessment
4
Kung’s Story
5
1970s Boat People
6
Cabramatta Visit (In-class Assessment Activity)
7
Cabramatta Research (In-class Assessment Activity)
8
Changing Government Immigration Policies
9
Post World War II Immigration
10
The Failure of Assimilation
11
Changing Government Indigenous Policies
12
Margaret Tucker’s Story
13
Citizenship
14
Land Rights
15
White Australia Policy
16
17
2 Introduction
10/04/2012 1:08:00 PM
Our lives, the suburbs we live in and the people we live alongside are affected by the
events we live in. Yours will be no different and so it is wise to see how things can
impact us.
This topic will show you how an ordinary suburb in Sydney was transformed by the
Vietnam War (just as yours will be transformed by future events).

http://www.youtube.com/watch?v=mcQoQDkhbYw

http://www.youtube.com/watch?v=IdR2Iktffaw
We will also examine how individuals, such as the Aboriginal community, are not
impacted by events but can also shape events as well.
3 Assessment
10/04/2012 1:08:00 PM
TOPIC
WEIGHTING
TASK
SET DATE
Changing Rights and
35%
Virtual Site Study Report
Term 2, Week 2, Friday
Freedoms
(May 4th, 2012)
Task
During class time, undertake a virtual site study of the suburb of Cabramatta. Then create a 450 – 550 word
Site Study Report (from one of the formats below) that explains how the suburb of Cabramatta has
changed since the end of the Vietnam War.
Your Site Study Report should include the following information;

Maps showing the location of Cabramatta;

10 – 15 photos showing what Cabramatta looked like at different points in time;

A timeline of 4 – 6 important historical events that influenced the suburb of Cabramatta;

The story of at least one resident of Cabramatta;

References to Vietnamese immigration and changes in Australian Immigration policy
Presentation Options
Choose one option only from the list below:

Poster Report: Organise your information into small paragraphs of information (totalling 450-550
words) with matching pictures and place this on a large piece of cardboard.

Annotated Poster Map: Obtain or print a large map of Cabramatta and paste small paragraphs (totally
450-550 words) and suitable photos on the map.

Personalised Google Map: Using instructions from Mr East, create a personalised Google Map that has
captions of information (totalling 450-550 words) and photos. Print out the URL address and hand this
to the Curriculum Office. Email Mr East the URL address as well.

Video Report: Create a video with maps and photos of Cabramatta that goes for 3-4 minutes and
includes you speaking. Save the video to a USB or other device and hand this to the Curriculum Office.
You may also wish to post this video to your school Blog (provided your Blog is set to “private”).

Written Report: Write a 450-550 word report with headings for different topics, maps and photos.

Web Page or Blog: Write a 450-550 word report with headings for different topics, maps and photos
using either your School Blog page or iWeb. Save web pages to a USB device and hand this to the
Curriculum Office. Details of blog pages should also be handed into the Curriculum Office.
Instructions for time spent in class
1.
2.
Take notes in class on the following topics

1970s Boat People

Changing Australian Immigration Policies
Visit the following websites to gather additional information

http://dictionaryofsydney.org/entry/vietnamese

http://www.migrationheritage.nsw.gov.au/exhibitions/goldandsilver/index.shtml

http://iheartcabramatta.com/history/timeline/
3.
Select 10 – 15 pictures (including maps) you plan to use in your Site Study Report
4.
Create a report in one of the formats
How long should I spend working on this?
At
Gather any additional information you may require & polish off your
- 1 to 2
home:
presentation
hours
In class:
Conduct the virtual site study, gather materials to be used & create the report
- 3 lessons
Outcomes
5.1 explains social, political and cultural developments and evaluates their impact on Australian life.
5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia
5.8 locates, selects and organizes relevant historical information from a number of sources, including ICT, to undertake historical enquiry
5.9 uses historical terms and concepts in appropriate contexts
5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different
audiences
Marking Guide
In this task you will be assessed on how well you:

Explain the changes in Cabramatta

Explain the changing rights of immigrants and Vietnamese in Australia

Extract information from websites

Use photos and maps to communicate information

Refer to changes in Australian Immigration Policy

Communicate historical information
Description

Demonstrates extensive knowledge and understanding of the changes that have taken place
in the suburb of Cabramatta and in the rights of immigrants

Synthesises information that is relevant to the site study

Uses a range of photos and maps to communicate a clear and sophisticated understanding of
Marks
A
31-35
the site

Draws historical conclusions about the influence of government policies and historical events

Displays a sophisticated use of ICT to communicate their understanding of events

All required materials included and required word length met

Demonstrates thorough knowledge and understanding of the changes that have taken place
in the suburb of Cabramatta and in the rights of immigrants

Selects and interprets information that is relevant to the site study

Uses a range of photos and maps to communicate a clear and sound understanding of the
B
25-30
site

Explains the impact of government policies and historical events

Displays appropriate and competent use of ICT to communicate their understanding of events

Required materials included and required word length met but may have minor omissions

Demonstrates sound knowledge and understanding of the changes that have taken place in
the suburb of Cabramatta and in the rights of immigrants

Selects and organises information that is mostly relevant to the site study

Uses photos and maps to communicate an understanding of the site

Describes the impact of government policies and historical events

Displays appropriate use of ICT to communicate their understanding of events

Most required materials included and required word length met or slightly over or under

Demonstrates basic knowledge and understanding of the changes that have taken place in
the suburb of Cabramatta and in the rights of immigrants

Selects and organises information related to the site study

Uses some photos and maps to communicate some knowledge of the site

May refer to the impact of government policies and historical events

Displays limited competency in using ICT to communicate their understanding of events

A substantial amount of required materials included

Demonstrates elementary knowledge and understanding of the changes that have taken
place in the suburb of Cabramatta and in the rights of immigrants

Selects limited information related to the site study

Uses limited photos and maps to communicate
C
18-24
D
10-17
E
1-9

May refer to the impact of government policies and historical events

Displays basic and limited use of ICT to communicate their understanding of events

Lacks much of the required materials
Sample Task (fictitious) – Annotated Map
Site Study Report - Pretendamatta
Location in Australia
Major Events in
Main Street in 1970
Main Street in 1980
Main Street in 1990
Pretendamatta’s
History
1880 – Town established
1910 – Declared a city
1965 – Imaginarium War
1970 – First Wave of
Imagi Refugees
1975 – Imagi Immigration
Hostel established in
Pretendamatta
Joey’s Homeland
Main Street in 2000
Joey was born in the
town of Whatever in the
nation of Imaginarium.
When his town was
blown up by terrorists
factions, his family
smuggled themselves
into a cargo plane and
flew to Australia as
refugees.
Joey’s Arrival in
Australia
Joey’s family arrived in
Melbourne in 1971. They
were promptly arrested
and placed in a
Detention Centre for six
months. After this they
were sent to the Imagi
Main Street Today
Hostel in Pretendamatta
where he undertook
English lessons and
Culture training.
Joey’s Pretendamatta
Joey
Home
Other Imaginese in
Why the Imaginese
Pretendamatta
Government Policies
How the Suburb has
Pretendamatta
came to Pretendamatta
Immigration Centre
affecting the Imaginese
changed
There are about 10,000
The Australian
Approximately 7,500
White Australia Policy –
Before the arrival of the
Imagi in Australia, of
government decided to
Imaginese were
prevented Imagi entering
Imagi, the main ethnic
which 25% are believed
set up different detention
processed in the Centre
Australia
group of the suburb was
to be residing in
centres for different
between 1972 – 1974.
Imaginese War –
Irish. With the arrival of
Pretendamatta
groups. The Imagi were
Most stayed for about 7
Australia sent troops &
Imagi came Imagi
sent to the
months. It was infamous
allowed Imagi
Restaurants and Imagi
Predendamatta Centre
for protests.
immigration
Carnivals. In the 1980s,
Air Immigration Policy –
the government built a
allowed refugees plane
cultural centre with Imagi
architecture
4 Kung’s Story
10/04/2012 1:08:00 PM
 Handwriting Alternative: Answer the questions below in your exercise book, under
the heading “Kung’s Story”
Oral History / Teacher discourse: teacher gives students a series of questions to take
notes on and retells of his own experiences with Cambodian and Vietnamese school
friends who had immigrated to Australia
1. Describe what Easty noticed about Sydney when he first moved there?
2. What nationality was his best mate?
3. What happened to his best mate on the train?
4. Who was Kung Nhim and how did he know Easty?
5. How did he come to live in Australia?
6. Where did his family settle?
7. Describe Cabramatta?
8. Who was Nyugen & how did he know Easty?
9. What Australian characteristics did Nyugen have?
10. What Vietnamese characteristics did Nyugen have?
11. What Vietnamese foods did Nyugen introduce Easty to?
12. What happened to Kung in Cabramatta?
13. What happened to Kung's family in Campbelltown?
14. What happened to Kung's family after that?
5 1970s Boat People
10/04/2012 1:08:00 PM
 Handwriting Alternative: Answer the questions in your exercise book, under the
heading “1970s Boat People”
 Alternative Activity: Text questions.
 Extra Digital Resources: www.migrationheritage.nsw.gov.au
Definitions: define the following terms
Refugee =
Immigrant =
Boat people =
Illegal Immigrant =
Timeline of key events: Record the significant events of the following years
1972
1975
1975
1975 – 1979
1979 – 1989
Boat People Statistics:
Year
Total
Arrived by boat elsewhere
Arrived by boat to
then by plane to Australia
Australia
1975
1,069
0
1,069
1976
194
111
305
1977
1,490
868
2,358
1978
7,579
746
8,325
1979
12,392
304
12,696
1980
12,588
0
12,588
1981
12,245
30
12,275
1982
8,154
0
8,154
TOTAL
55,711
2,059
57,770
1. What period saw the greatest number of “boat people” arrive in Australia?
2. What year saw the greatest number arrive in Australia directly by boat?
3. What year saw the greatest number arrive by plane?
4. How do the amounts arriving by plan and sea compare?
5. Why do you think more arrived by plan than by sea?
6 Cabramatta Visit
10/04/2012 1:08:00 PM
 Extra Digital Resources:
- Google Maps (street view): http://maps.google.com.au
- Google Earth – download from Self Service
- PicSearch Image Search: www.picsearch.com
- Dogpile Image Search: www.dogpile.com
Assessment Research (in class)
1. Visit website http://iheartcabramatta.com/history/timeline/ and examine timeline of
Cabramatta, class discusses key changes since World War II
2. Visit Cabramatta in either Google Earth, Google Maps and locate the following sites
a. Tien Hau Temple (Railway Parade)
b. Kwan Zin Temple (Second Ave)
c. Vietnamese Women’s Temple (Cumberland Street)
d. Pailau Gateway / Frenship Arch (Arthur Street)
e. Freedom Plaza (Park Road)
f.
Buddhist Temple (654 Cabramatta Rd, Bonnyrig)
3. Using the Street View tool as well as an image search engine, collect photos of key
locations in Cabramatta
7 Cabramatta Research
10/04/2012 1:08:00 PM
 Handwriting Alternative: Hand write your research notes
 Alternative Activity: If you already know someone who is a Vietnamese immigrant,
you may prefer to research them OR you may wish to research the comedian Anh Doh
Assessment Research (in class):
1. Visit website
http://www.migrationheritage.nsw.gov.au/exhibitions/goldandsilver/index.shtml and
select 1 character to research
2. Visit website http://dictionaryofsydney.org/entry/vietnamese and take notes on
Cabramatta
8 Changing Immigration Policy
10/04/2012 1:08:00 PM
 Handwriting Alternative: Handwrite the definitions and explanations of the 3
different government policies in your exercise book under the heading “Changing
Immigration Policies”
Definitions: define the following terms
1. White Australia Policy =
2. Integration =
3. Populate or Perish
4. Boat people =
5. Multicultural =
6. Reconciliation =
7. Racial Discrimination Act =
Instructions: Place the correct policies (from the lists below) into the timeline where
they fit best.

Integration Policy

Multicultural Policy

White Australia Policy
Decade
Immigration
Influences
Policy
1900s
1901
1910s
....................
1920s
Policy
1930s
1940s
1946
"Populate or Perish" thinking
1950s
...................Policy
1947 Australia agrees to take refugees from war torn Europe
1958 Dictation Test removed for immigration
1960s
1970s
1972
1962-1972 Australian troops in Vietnam
1980s
...................Policy
1975 Fall of South Vietnam
1990s
1976 "Boat People" start arriving in Australia
2000s
2005 Cronulla Riots
9 Post World War II Immigration
10/04/2012 1:08:00 PM
 Handwriting Alternative: Answer the questions in your exercise book (you will need
to write out the questions OR write in paragraphs incorporating both the question and
answer).
 Alternative Activity: 1. Create an Excel graph of the table below, 2. Find a map
showing wars of the 20th century then write a short paragraph about what you notice
from the graph and map
 Extra Digital Resources: Impact of immigration from the National Museum of Aust.:
www.nma.gov.au/education/school_resources/permanent_exhibitions/immigration_impacts/
Country of birth
1947
1954
1961
1971
1981
1991
1998
2002
541300
664200
755400
1088831
175700
1244300
1230400
1179800
New Zealand
43600
43400
47000
80500
175700
286400
339300
413700
Italy
33600
119900
228300
289500
285300
272000
251400
235200
5900
22900
49800
129800
156100
168000
202200
207500
700
43400
124800
169600
171600
United Kingdom and Ireland
Former Yugoslav Republics
Vietnam
Greece
12300
25900
77300
160200
153200
147400
141600
131200
Germany
14600
654000
109300
110800
115200
120400
121200
117100
6400
10300
14500
17600
26800
84600
139800
164900
800
1600
3500
5400
15300
62400
64900
75600
Netherlands
2200
52000
102100
99300
100500
100900
95300
90400
Philippines
100
200
400
2600
15800
79100
111700
115800
Malaysia
1000
2300
5800
14400
30500
80900
89600
Lebanon
1900
3900
7300
23900
49400
78200
81200
744200
1286500
1778800
2579300
3111000
3965300
4394400
4565800
Australia
6835200
7700100
8729400
10176300
11812300
13318800
14356600
15075200
Total Population
7579400
8986500
10608200
12755600
14923300
17284000
18761000
19641000
9.8%
14.3%
16.7%
20.2%
20.8%
22.9%
23.4%
23.2%
China
Hong Kong (SAR of China)
Total Overseas
% of pop born o/seas
Discussion Questions
1. What do you notice about the amount of British (UK & Ireland) immigrants?
2. What do you notice about the proportion of people born overseas?
3. Compare the amount of immigrants from New Zealand (a nation of 4 million) and
China (with the world’s largest population), what does this show?
4. What do you notice about Asian immigration (from Vietnam, China, Hong Kong,
Philippines and Malaysia)?
Answer the following from your teacher’s explanation
5. Explain the sudden growth in immigration of people from Yugoslavia between 1945
and 1961
6. Why might the same reason apply to Greece and the Netherlands?
7. Why do you think there are no figures shown for Vietnam before 1971? What
changes happened after this which led to such significant increases in Vietnamese
immigrants?
8. What is reason for the big increase in immigrants from China between 1961 and
1981 and since 1989?
9. Account for the increase in migration from Lebanon from the 1970s
Now
10. Write a summary about the changing patterns of immigration to Australia from 1945
to 1998 outlining what has changed and giving reasons for those changes.
Find the countries from which immigrants came. Label and / or Colour code and / or
number the country and the event which may have caused immigration
1.  Traditional immigration pattern
2.  End of WW2 1945. Countres:
3.  End of White Australia Policy 1970
4.  Fall of Saigon 1975 Country:
5.  Lebanese Civil War 1977 Country:
6.  Dictatorship of President Marcos. Country
7.  Opening up of Communist China/ Tiananmen Square Massacre
8.  End of British Rule in Hong Kong
9.  Zimbabwe becomes a nation
10.  Apartheid in South Africa
RESPONSE: Evaluate how much world events have affected immigration patterns to
Australia since 1945.
10 The Failure of Assimilation
10/04/2012 1:08:00 PM
Place the correct words from the box below where they fit best.
customs
World War II
culture
Britain
new Australians
Europe
culture shock
cafe culture
Australian
refugees
After ___________________, based on "populate or perish" thinking, Australia opened
its doors to ___________________ from war torn Europe. At first, preference was
given to countries whose culture was closest to our own (such as
___________________, Holland and Germany) but was then increased to include
Eastern and Southern Europeans (from countries such as Italy, Greece and Poland).
At first, all immigrants were expected to assimilate (that is to lose their culture and
adopt "Australian ways"). However, over time, this policy was no longer working.
Many "___________________" were having difficulty learning English, couldn't get their
qualifications recognised and were stuck in low paying jobs. Most experienced
"___________________" (having trouble eating our foods and understanding our
___________________). Non-English speakers tended to stay together to assist each
other and as a result maintained their ___________________. Of most concern to the
government, was the fact that by the early 1960s about 16% refugees returned back to
their homelands.
As a result, the policy of integration was eventually phased in. This policy sought to
include immigrants into Australian culture while allowing them to keep their
own. The impact of this influence can be seen throughout much of our culture such as
the food we eat - with Italians introducing “___________________” with coffee and
pasta.
11 Changing Indigenous Policy
10/04/2012 1:08:00 PM
 Handwriting Alternative: Handwrite the definitions and explanations of the 5
different government policies on Indigenous Peoples in your exercise book under the
heading “Changing Indigenous Policies” (ignore Immigration policies).
Definitions: define the following terms
1. White Australia Policy =
2. Protectionism =
3. Assimilation =
4. Reconciliation =
5. Practical Reconciliation =
6. Racial Discrimination Act =
7. Mabo Decision =
8. Native Title =
9. Stolen Generation =
10. National Sorry Day =
Instructions: Place the correct policies (from the lists below) into the timeline where
they fit best.
Decade

Integration Policy

Practical Reconciliation

Multicultural Policy

Assimilation Policy

White Australia Policy

Reconciliation

Protectionism

Integration Policy
Immigration
Influences
Indigenous Policy
Influences
Policy
1900s
1901
1910s
.................... Policy
.....................
1920s
1930s
1940s
1946
"Populate or Perish" thinking
1950s
...................Policy
1947 Australia agrees to take refugees
1950
Poor living standards for
from war torn Europe
.....................Policy
Aboriginals
1958 Dictation Test removed for
1965
1967 Referendum giving Aboriginal
immigration
.....................Policy
people citizenship
1960s
1970s
1972
1962-1972 Australian troops in Vietnam
1980s
...................Policy
1975 Fall of South Vietnam
1972 Aboriginal Tent Embassy
1976 "Boat People" start arriving in
Protest
Australia
1975 Racial Discrimination Act
1990s
1991
1992 High Court Mabo decision
......................
1995 Bringing Them Home Report
2005 Cronulla Riots
on the Stolen Generation
1999 National Sorry Day
2000s
2001-2007
...................................
.........
2004 Redfern Riots
12 Margaret Tucker’s Story
10/04/2012 1:08:00 PM
 Handwriting Alternative: Answer the questions in your exercise book under the
heading “Margaret Tucker”
 Alternative Activity: Undertake your own research on either Margaret Tucker or the
“Stolen Generation” and write / type up a page of notes.
1. Government Policy
Insert the correct word in the spaces below

parents

14

1960s

1920s & 1930s
In the
_______________
became

100,000
in countries like Australia, Britain and Canada it
a policy of many governments to forcibly
take
children from
disadvantaged families and adopt them into culturally acceptable families.
Australian
Aboriginal
children
were
targeted
in
particular.
_______________ Aboriginal children taken between the
_______________ nearly every Aboriginal family was affected.
With
1920s and
State governments felt that the Aboriginal race was dying out and that their
culture was primitive. Half-caste children (had both Aboriginal and European
_______________) were more likely to be taken. They were encouraged to
“think white, look white, act white” (assimilate). These children were usually
removed by the police and taken to an Aboriginal Reserve or Church Mission and
were given new names and were denied any contact with their family.
At the age of
_______________ the children had to leave to find work, the
boys usually on farms and the girls usually as servants.
It was only later realised that far more harm was done to the children than
good.
2. Margaret Tucker
Read the source below and complete the activities that follow.
An excerpt from Margaret Tucker's autobiography - If Everyone Cared (1977)
One day when we were at school I was thrilled because an older boy and I were
the only ones to get the answer to a difficult sum. Mrs Hill praised us and as I
am not brainy it really meant a lot to me. Between morning school and lunch
break, we heard the unmistakable sound of a motor car...I cannot remember
everything that went on, but the next thing I do remember was that the
policeman and Mr Hill came into the school. Mrs Hill seemed to be in a heated
argument with her husband. She was very distressed.
The children were all standing (we always stood up when visitors came and the police were no
exception). My sister May and another little girl, an orphan, started to cry. Then others. They
may have heard the conversation. I was puzzled to know what they were crying for, until Mr Hill
told all the children to leave the school, except myself and May and Myrtle Taylor, who was the
same age as May (eleven years). Myrtle was an orphan reared by Mrs Maggie Briggs. She was
very fair-skinned and pretty.
I had forgotten About Brungle and the gang of men representing the Aborigines Protection Board
who had visited when we were staying there. But then it came to me in a rush! But I didn’t
believe for a moment that my mother would let us go. She would put a stop to it! All the
children who had been dismissed must have run home and told their parents what was
happening at school. When I looked out that schoolroom door, every Moonahculla Aboriginal
mother - some with babies in arms - and a sprinkling of elderly men were standing in groups...
Suddenly that little group were all talking at once, some in the language, some in English, but all
with a hopelessness, knowing they would not have the last say. Some looked very angry, others
had tears running down their cheeks. Then Mr Hill demanded that we three girls leave
immediately with the police. The Aboriginal women were very angry.
Mr Hill was in a situation he had never experienced before. He did not take into account that
Aboriginal hearts could break down with despair and helplessness, the same as any other human
hearts. Mrs Hill, the tears running down her cheeks, made a valiant attempt to prolong our
stay...
We started to cry again and most of our school mates and the mothers too, when our mother,
like an angel, came through the schoolroom door. Little Myrtle’s auntie rushed in too. I thought:
Everything will be right now. Mum won’t let us go. Myrtle was grabbed by her auntie. We had
our arms round our mother, and refused to let go. She still had her apron on, and must have
run the whole one and a half miles. She arrived just in time, due to the kindness of Mrs Hill.
As we hung onto our mother she said fiercely, They are my children and they are not going
away with you.
The policeman, who no doubt was doing his duty, patted his handcuffs, which were in a leather
case on his belt, and which May and I thought was a revolver. "Mrs Clements", he said, "I’ll have
to use this if you do not let us take these children now". Thinking that the policeman would
shoot Mother, because she was trying to stop him, we screamed, "We’ll go with him Mum, we’ll
go". I cannot forget my detail of that moment, it stands out as though it were yesterday. I
cannot even see kittens taken from their mother cat without remembering that scene. It is just
on sixty years ago.
However, the policeman must have had a heart, because he allowed my mother to come in the
car with us as far as Deniliquin. She had no money, and took nothing with her, only the clothes
she had on. Then the policeman sprang another shock. He said he had to go to the hospital to
pick up Geraldine, who was to be taken as well. The horror on my mother’s face and her heartbroken cry! I tried to reason why all this was happening to us, and tried not to think. All my
mother could say was," Oh, no, not my Baby, please let me have her. I will look after her".
As that policeman walked up the hospital path to get my little sister, May and Myrtle and I
sobbed quietly. Mother got out of the car and stood waiting with a hopeless look. Her tears had
run dry I guess. I thought to myself, I will gladly go, if they will only leave Geraldine with
Mother.
"Mrs Clements, you can have your little girl. She left the hospital this morning", said the
policeman. Mother simply took that policeman’s hand and kissed it and said, "Thank you, thank
you."
Then we were taken to the police station, where the policeman no doubt had to report. Mother
followed him, thinking she could beg once more for us, only to rush out when she heard the car
start up. My last memory of her for many years was her waving pathetically, as we waved back
and called out goodbye to her, but we were too far away for her to hear us.
I heard years later how after watching us go out of her life, she wandered away from the police
station three miles along the road leading out of the town to Moonahculla. she was worn out,
with no food or money, her apron still on. She wandered off the road to rest in the long grass
under a tree. That is where old Uncle and Aunt found her the next day. They had arrived back
with Geraldine from the Deniliquin hospital and they were at once surrounded by our people at
Moonahculla, who told them the whole story. Someone immediately offered the loan of a fresh
horse to go back and find Mother. They found our mother still moaning and crying. They heard
the sounds and thought it was an animal in pain. Uncle stopped the horse and got out of the
buggy to investigate. Auntie heard him talking in the language. She got down and rushed to old
Uncle’s side. Mother was half demented and ill. They gave her water and tried to feed her, but
she couldn’t eat. she was not interested in anything for weeks, and wouldn’t let Geraldine out of
her sight. She slowly got better, but I believe for months after, at the sight of a policeman’s
white helmet coming round the bend of the river, she would grab her little girl and escape into
the bush, as did all the Aboriginal people who had children.
On the sheet
1. Highlight an example of racist thinking in the passage.
Answer the following questions in your exercise book
2. Describe what has happened in the source (in at least 5 sentences).
3. What was the immediate affect on the Aboriginal children (in at
least 2 sentences).
4. What was the affect on the Aboriginal community (in at least 5
sentences).
5. What do we learn from this source (in at least 5 sentences).
Use either pages 192-195 of your textbook and / or the following websites to
answer the questions that follow.

The Aboriginal and Torres Strait Islander Commission

www.atsic.gov.au/issues
The Human Rights and Equal Opportunity Commission
www.hreoc.gov.au
6. What was inquiry held by the Human Rights and Equal Opportunity
Commission into “the stolen generation” called?
7. What is genocide (see www.dictionary.com)?
8. Why do some people see the removal of Aboriginal children as
“cultural genocide”?
9. What is “Link-Up”? Why was it formed?
13 Citizenship
10/04/2012 1:08:00 PM
 Handwriting Alternative: Read the relevant pages from your text and answer the
questions in your exercise book under the heading “Citizenship & The 1967 Referendum”
 Alternative Activity: Summarise a page of notes from
www.abc.net.au/messageclub/duknow/stories/s888141.htm
 Extra Digital Resources: 5½ min doco
www.abc.net.au/archives/80days/stories/2012/01/19/3411520.htm?WT.srch=1&WT.mc_id=Corp_Innovation80Days%7CDay34_AdWords_:%2B1967%20referendum_p_g_17125514599___1t1&gclid=CI2Gha79qa8CFSlKpgodAi-HYg
1. Match the following terms with the correct definitions:
1) Policy
a) an old government policy to make Aboriginal peoples live
like Europeans
2) Assimilation
b) the rights and responsibilities given by a government to
the people that the government is meant to be
representing
3) Democracy
c) a system of government where all citizens have a say in
their government
4) Citizenship
d) a government policy of including Aboriginal peoples in
Australian society
5) Referendum
e) a plan adopted by a government
6) Integration
f)
when the government asks the citizens to vote on a
particular question
2. Fill in the blanks in the passage with the correct words from the
box.
Undemocratic
Racist
Citizenship
Policies
Citizens
Integration
citizenship
Assimilation
1967
1967
1962
referendum
yes
1938
Up until __________ the Australian Government’s Aboriginal policy has been one of
__________. Aboriginal peoples believed that this policy was unfair. However, they had
no say on the policy as they were not __________.
On Australia Day in __________ Aboriginal protesters demanded the rights of
__________. But because of __________ attitudes this demand was ignored until the
Voting Rights Act of __________ gave Aboriginals the right to vote.
However, Aboriginals were still not counted as citizens in the census. It wasn’t until
__________ when a __________ was held asking Australian citizens whether Aboriginal
peoples should be counted as __________. The people answered __________.
Because of this decision to allow Aboriginal peoples to become citizens the Government
had to changes its __________ as the policy of Assimilation was __________ towards
Aboriginal people. The Government then introduced the policy of __________.
14 Land Rights
10/04/2012 1:08:00 PM
 Handwriting Alternative: Read the relevant pages from your text and answer the
questions that follow in your exercise book.
 Alternative Activity: Visit the following websites and take notes on each
- http://rodhagen.customer.netspace.net.au/nativetitle.htm
- www.australianexplorer.com/canberra_aboriginal_tent_embassy.htm
- www.abc.net.au/messageclub/dyknow/stories/s888144.htm
Instruction #1
The order of the following paragraphs have been mixed up, give each paragraph
one of the following labels
1. Introduction – stating what Aboriginal people were protesting for
2. Body paragraph 1 – an example of how Aboriginal people fought
3. Body paragraph 2 – an example of how Aboriginal people fought
4. Body paragraph 3 – an example of how Aboriginal people fought
5. Conclusion – explain how these actions
In 1972 Aboriginal protestors set up the Aboriginal Tent Embassy on the lawns of
Parliament House. The event drew a lot of attention in the media and became the focus of
protests especially after special laws were passed allowing Police to remove tents from public
land in the ACT. The main issue raised was the matter of land rights.
In 1966 The Gurindji people who worked at the Wave Hill cattle station in the Northern
Territory went on strike against low pay, poor living conditions and sexual assaults against
Aboriginal women. Their leader Vincent Lingiari then demanded that the owners of Wave Hill
Station return their traditional land to them. He was supported by unions, students and
churches. Finally in 1975 Gough Whitlam decided to hand over some of the land back to the
Gurindji people, this encouraged other Aboriginal peoples to demand their land back as well.
Although Aboriginal peoples gained the right to vote in 1962 and were counted as citizens
from 1967, they still felt “dispossessed” (without their land). Links with the land have
always been a central element of Aboriginal culture and return of this land was seen as a
way of improving living standards. Aboriginal protests now turned to the issue of land rights.
As a result of these protests, Aboriginal peoples are now able to legally call for the return of
their land. In order to relieve the fears of non-Aboriginals, Prime Minister Paul Keating in
1993 passed the Native Title Act. This was a law that required Aborigines to prove that
they had always used an area of land before claiming to own it and hence areas bought and
used by non-indigenous people could not be claimed.
In 1982 “Eddie” Koiki Mabo took the Queensland government to the High Court of Australia
claiming that the Meriam people had never given up ownership of Mer Island to Europeans.
Finally in 1992 the High Court decided that since Mer Island had always been occupied by
the Meriam people, the British (Captain Cook’s) claim that the land belonged to no-one
(terra nullius) was false. Therefore the British did not discover the island rather they stole it!
This changed the way Australians saw their history, Australia was not settled by the British
rather it was conquered. This set a precedent for other Aboriginal peoples to claim land
through the courts.
Instruction #2
Give each of the following pictures an appropriate caption that matches.
15 White Australia Policy
10/04/2012 1:08:00 PM
 Handwriting Alternative: Hand write this task instead of typing it. Use the heading
“White Australia”
Writing Activity: The end of “White Australia”
A Question for you to answer:

What events brought about the end “White Australia”?
Where you can get the information from:

Notes and handouts done in class
The structure your answer must follow:
1. Introduction: state your points
An opening sentence stating that the “White Australia Policy” ended, and the 2 main
events that led to this (World War II and the Vietnam War).
2. Body: evidence and examples supporting your points
a. A paragraph on World War II
i. S – State how World War II led Australia to wanting more immigrants
ii. E – Give evidence and examples of this (e.g. “
iii. E – Explain how this brought about the end of “White Australia”
b. A paragraph on the Vietnam War
i. S – State how the Vietnam War led Australia to allow asian immigration
ii. E – Give evidence and examples of this (e.g. “
iii. E – Explain how this brought about the end of “White Australia”
3. Conclusion: explain how you have answered the question.
One sentence explaining how policies at the ends of both wars ended the White
Australia Policy.
People, events and words you need to include in your answer:

Boat people

“populate or perish”

Japanese attacks

Removal of dictation test in 1958

Numbers of either boat people or asian immigrants arriving over the years

Fall of South Vietnam

Europe

Britain

1947 Australia agrees to accept refugees from Europe

Integration

Multiculturalism

Refugees

% of people born in Australia over the years
16 Optional Activity #2
10/04/2012 1:08:00 PM
17 Visiting Speaker
10/04/2012 1:08:00 PM
Background info:

Mr Peter Hulsing

Born in Holland

Did two tours of duty in Vietnam, once with the USA & once with Australia

Once worked for the CIA

Once worked as an advisor to Prime Minister Howard

His children went to SPCC Newcastle

On the school council at SPCC Cessnock
Questions about the war
1
2
3
4
5
Questions about how the war impacted him and his family when he returned
1
2
3
4
5