changing rights and freedoms, 1964 1975 -...

© Education Services Australia Ltd and the National Museum of Australia, 2010,

except where indicated otherwise.

Changing rights and freedoms, 1964–1975 1

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.




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

http://www.nma.gov.au/

http://dl.screenaustralia.gov.au/




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

http://bubbl.us/

http://freemind.sourceforge.net/

http://prezi.com/




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 thought-

provoking 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’


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’


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





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’


R 2740 ‘Protesters outside the Aboriginal Tent Embassy 1974’


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/


http://bubbl.us/






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


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.


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.


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.

http://bubbl.us/



http://prezi.com/




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.




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.




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.




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’

http://www.nma.gov.au/indigenousrights




Aspect of people’s rights and citizenship status:

Situation today

Situation in 1967

Australian citizens

Non- Indigenous Australians

Indigenous Australians

NSW NT QLD SA VIC WA

Voting rights (state)

Subject to special state acts?

NO

Able to gain exemptions from restrictions?

Not applicable

Free movement?

YES

Own property?

YES

Control own money?

YES

Paid equal wages to non-Indigenous workers (award wages?)

YES

Have special minimum wage rates?

NO

Eligible for social service benefits?

YES

Eligible for returned servicemen entitlements?

YES

Free to marry any other person?

YES

Have control of their own children?

YES

Able to mix with any other people?

YES

Restrictions on sexual relations with non-Indigenous people?

NO

Full rights in courts?

YES

Special Aboriginal courts? Not applicable

Able to vote?

YES

Censorship of mail?

NO

Able to consume alcohol?

YES




The Wave Hill Walk Off



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.




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 Website reference

Go to www.nma.gov.au and click on the link to ‘Indigenous rights’ and…

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?

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.

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’.

5. What is the significance of this song in relation to the Wave Hill Walk off?

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/blood-brothers-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’


http://aso.gov.au/titles/documentaries/blood-brothers-little-things/clip2/

http://aso.gov.au/titles/documentaries/blood-brothers-little-things/clip2/








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


As a poster that will form part of the class timeline representing changes to Indigenous




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…





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.

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.

International

In New Zealand, Waitangi Day becomes a national holiday, after three years of campaigning by Nga Tamatoa, a militant Māori organisation.

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.

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.

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.









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?

Click ‘Land Rights’ then ‘Aboriginal Embassy’ then ‘Supporters of the Aboriginal Embassy’ and read the document ‘The Aboriginal Embassy’.

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.

Click ‘Land Rights’ then ‘Aboriginal Embassy’ and read all the related links. Closely read ‘Government response’ and ‘Confrontation’.

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?








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 a written report. This report should begin: The pastoral industry equal wages case is

significant in understanding the development of Indigenous rights because…







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




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.

Click ‘Civil Rights’ then ‘Equal wages’ then ‘Raising awareness’ and read the pamphlet ‘The Facts on Wage Discrimination Against Aborigines’.

2. Was this just? Read the documents listed and summarise the key arguments that this inequality was an unjust situation.

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’








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 a written report. This report should begin: The Freedom Ride is significant in

understanding the development of Indigenous rights because…







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.






1. Read about where the Freedom Ride went. Mark it on a blank map of Australia.

Click ‘Civil Rights’ then ‘Freedom Ride’.

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.

Click ‘Civil Rights’ then ‘Freedom Ride’ and look at the cartoon ‘Getting in the swim!’

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.

Click ‘Civil Rights’ then ‘Freedom Ride’ and look at the Daily Mirror article ‘Violence explodes in racist town’.

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?

Click ‘Civil Rights’ then ‘Freedom Ride’ and read the journal article ‘Crux’.





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'

http://www.scootle.edu.au/ec/resolve/view/R7644

http://www.scootle.edu.au/ec/resolve/view/R7644

changing rights and freedoms, 1964 1975 -...

Documents