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