FILE NAME: SAL_OBI_HUMS10_VIC_07479_CVR SIZE: 217 x 280 SPINE: 24.6 mm COLOUR: FULL/CMYK 10

SAMPLE

Mark Easton | Bernie Howitt | Joanne Wilson oxford Geraldine Carrodus | Tim Delany | Annie Wilson big ideas humanities VICTORIAN CURRICULUM

OBI_HUMS10_VIC_07479_CVR_SI.indd 1 cyan magenta yellow black 16/09/2016 3:45 pm 1

Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries. Published in Australia by Oxford University Press 253 Normanby Road, South Melbourne, Victoria 3205, Australia © Mark Easton, Bernie Howitt, Joanne Wilson, Geraldine Carrodus, Tim Delany, Annie Wilson 2016 The moral rights of the author have been asserted First published 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the appropriate reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. National Library of Australia Cataloguing-in-Publication data Easton, Mark Gerald, author Humanities 10 Victorian curriculum / Mark Easton, Bernie Howitt, Joanne Wilson, Geraldine Carrodus, Tim Delany, Annie Wilson. ISBN: 9780190307479 (paperback) Series: Oxford big ideas. Includes index. For secondary school age. Humanities--Textbooks. Humanities--Study and teaching (Secondary)--Victoria. Education--Curricula--Victoria. Howitt, Bernie, author. Wilson, Joanne, 1964–, author. Carrodus, Geraldine, author. Delany, Tim, author. Wilson, Annie, 1964–, author.

001.30712 Reproduction and communication for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 15, 233 Castlereagh Street SAMPLE Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 Email: [email protected]

Edited by Ingrid De Baets and Helen Koehne Illustrated by MAPgraphics Pty Ltd, Ian Laver, Richard Bonson, Rob Mancini and Alan Laver Typeset by Watershed Design Proofread by Katharine Day Indexed by Tina Hutchings Printed by Sheck Wah Tong Printing Press Ltd Disclaimer Indigenous Australians and Torres Strait Islanders are advised that this publication may include images or names of people now deceased. Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work.

00_OBI_HUMS10_VIC_07479_TXT_SI.indd 2 16/09/2016 4:02 pm contents

Contents by skill...... viii

Using Oxford Big Ideas Humanities...... x

PART 1 2.11 Pollution...... 68 Geography 2.12 The real cost of your mobile phone...... 70 2.13 Ecosystem decline: invasive species...... 72 Concepts and skills 2B Rich task: Invasion of the cane toad...... 74

Chapter 1 2C How are we responding to environmental changes? The geography toolkit...... 4 2.14 One world, many views...... 76 2.15 Living water...... 78 1A What are the geographical concepts? 2.16 Responding to salinity...... 80 1.1 Geographical concepts...... 6 2.17 Responding to deforestation...... 84 1B What are the geographical skills? 2C Rich task: Deforestation on Easter Island...... 86 1.2 Geographical skills ...... 14 Chapter 3 1.3 Observing, questioning and planning...... 15 Coastal change and management ...... 90 1.4 Collecting, recording, evaluating and responding ...... 18 1.5 Interpreting, analysing and concluding...... 28 3A How is the coastal environment changing? 1.6 Communicating...... 32 3.1 Change in coastal environments...... 92 1.7 Reflecting and responding...... 34 3.2 A dynamic balance...... 94 1C What is fieldwork? 3.3 Climate change and coasts...... 96 1.8 Fieldwork in geography...... 36 3.4 The impact of climate change on the Great Barrier Reef...... 98 3.5 The impact of population growth on coasts...... 100 1D What are the career opportunities for geographers? 3.6 Loss of coastal biodiversity...... 102 1.9 Careers in geography...... 42 3.7 Coastal and marine pollution...... 104 3A Rich task: Dunwich’s disappearing churches...... 106 Unit 1 Environmental change and management 3B How can coastal changes be managed? Chapter 2 3.8 New ways of managing coasts...... 108 Changing and managing the environment...... 44 3.9 Change at Rainbow Beach...... 110 2A What is environmental change? SAMPLE3.10 Integrated Coastal Zone Management (ICZM)...... 112 2.1 Understanding environmental change...... 46 3.11 ICZM in the Netherlands...... 114 2.2 Degrading the land...... 48 3.12 Protecting the coast...... 116 2.3 Degrading the atmosphere...... 50 3.13 Reducing the impacts of coastal tourism...... 118 2.4 Degrading water...... 52 3.14 Indigenous management of the coast...... 120 2.5 Damming the rivers ...... 54 3B Rich task: Ningaloo Coast...... 122 2.6 Pollutants in our water ...... 56 3C How can geographers help to manage coastal changes? 2A Rich task: Return to Eden...... 58 3.15 The role of geographers in managing 2B What factors influence environmental change? environmental change...... 124 2.7 Our environment: the key to sustaining life...... 60 3.16 Using spatial technologies...... 126 2.8 Challenges to sustainability ...... 62 3.17 Understanding spatial variations...... 128 2.9 Loss of biodiversity...... 64 3.18 Assessing environmental change...... 130 2.10 Climate change...... 66 3.19 Responding to environmental issues...... 132 3C Rich task: Gulf of Mexico oil spill...... 134

00_OBI_HUMS10_VIC_07479_TXT_SI.indd 3 22/09/2016 1:29 pm Unit 2 Geographies of human wellbeing 6.2 Improving wellbeing for women and children ...... 216 Chapter 9 Chapter 4 6.3 Improving access to education...... 218 World War II (1936-1945) ...... 280 6.4 Improving wellbeing in Australia...... 220 An unequal world ...... 138 6.5 Improving the wellbeing of Indigenous Australians...... 222 9A What were the causes of World War II and what course did it take? 4A How does wellbeing vary around the world? 6A Rich task: The wellbeing of refugees in Australia...... 224 9.1 World War II: a timeline ...... 282 4.1 Defining wellbeing...... 140 6B Who is working to improve wellbeing? 9.2 Causes of World War II ...... 284 4.2 Different views of wellbeing...... 142 6.6 Organisations working to improve wellbeing...... 226 9.3 Significant individual: Adolf Hitler ...... 288 4.3 Mapping wellbeing...... 144 6.7 IFAD: Helping to improve wellbeing in India...... 228 9.4 The course of the war in Europe ...... 290 4.4 Exploring links between wellbeing...... 146 6.8 The government and foreign aid ...... 230 9.5 The end of the war in Europe ...... 294 4.5 Contrasts in wealth...... 148 6.9 The role of NGOs ...... 232 9.6 The course of the war in Asia and the Pacific ...... 296 4.6 Living in poverty...... 150 6B Rich task: Charity...... 234 9.7 Significant individuals: wartime leaders ...... 302 4.7 Contrasts in health...... 152 9A Rich task: The Kokoda campaign...... 304 4.8 The Sub-Saharan HIV epidemic...... 154 4.9 Contrasts in education...... 156 PART 2 9B What were some of the most significant events of 4A Rich task: Global obesity epidemic ...... 158 History World War II? 9.8 The Holocaust ...... 306 4B How does wellbeing vary within countries? Concepts and skills 9.9 The atomic bombings ...... 312 4.10 Variations in wellbeing within India...... 160 9B Rich task: Antisemitism in Nazi Germany...... 316 4.11 India’s rural–urban divide...... 162 Chapter 7 4.12 Wellbeing in Bolivia...... 164 The history toolkit...... 238 9C How did World War II affect the lives of Australians and 4.13 Wellbeing in Australia...... 168 Australia’s international relationships? 7A What are the historical concepts? 9.10 Australia’s commitment to the war ...... 318 4.14 Wellbeing in Indigenous Australian communities...... 170 7.1 Historical concepts...... 240 9.11 Australian experiences of the war abroad ...... 320 4B Rich task: Investigating wellbeing at the local scale...... 172 7B What are the historical skills? 9.12 Life on the home front ...... 322 Chapter 5 9.13 Indigenous Australians at war ...... 328 7.2 Historical skills ...... 248 Inequalities in wellbeing...... 174 9.14 Australia’s international relationships ...... 330 7.3 Chronology, terms and concepts...... 249 9C Rich task: Australian wartime propaganda posters...... 334 5A How does the natural environment cause inequality? 7.4 Historical questions and research...... 251 5.1 Why wellbeing varies...... 176 7.5 Analysis and use of sources...... 254 Unit 2 Rights and freedoms 5.2 Environment factors and wellbeing...... 178 7.6 Perspectives and interpretations...... 259 5.3 The influence of climate...... 180 7.7 Explanation and communication...... 260 Chapter 10 5.4 The influence of climate change...... 182 Introduction to rights and freedoms...... 336 7C What are the career opportunities for historians? 5.5 The influence of natural resources on inequality...... 184 7.8 Careers in history...... 262 10A How did the outcomes of World War II shape the 5.6 The influence of location on inequality...... 186 modern world? 5A Rich task: Prisoners of geography...... 188 Unit 1 Australia at war (1914—1945) 10.1 The effects of World War II on the modern world...... 338

5B How do human activities cause inequality? Chapter 8 10B In what ways have people fought for rights and freedoms 5.7 Human factors and wellbeing...... 190 Introduction to Australia at war (1914–1945)...... 264 since 1945? 5.8 Changes in population structure...... SAMPLE192 10.2 The struggle for rights and freedoms since 1945 ...... 344 8A What events defined the years between World War I and 5.9 Population growth and inequalities in wellbeing...... 194 World War II? Chapter 11 5.10 Gender and inequalities in wellbeing...... 196 8.1 The aftermath of World War I ...... 266 Rights and freedoms...... 350 5.11 Technology and inequalities in wellbeing...... 198 8.2 The Treaty of Versailles ...... 268 5.12 Politics and inequalities in wellbeing...... 200 11A How have Indigenous peoples in Australia struggled for 8.3 The Roaring Twenties ...... 270 5.13 Conflict and wellbeing...... 202 rights and freedoms? 8.4 The Great Depression ...... 272 5.14 The lasting impacts of conflict...... 204 11.1 Rights and freedoms: a timeline ...... 352 5.15 War in Darfur...... 206 8B What were the key events of World War II? 11.2 Background to the struggle for Indigenous rights...... 354 5.16 Conflict and refugees...... 208 8.5 Key events of World War II ...... 274 11.3 Indigenous protests during the 19th and 20th centuries ...... 358 5B Rich task: Demographic change in Japan...... 210 11.4 Significant individual: Jack Patten...... 360 8C What was the significance of World War II? 11.5 Indigenous achievements and contributions during the 19th ...... Chapter 6 8.6 The significance of World War II 278 and 20th centuries ...... 362 Improving wellbeing...... 212 11.6 The Universal Declaration of Human Rights ...... 364 11A Rich task: The Stolen Generations...... 366 6A How can we improve wellbeing? 6.1 Improving wellbeing...... 214 11B How have African Americans and Indigenous peoples in Australia achieved change?

00_OBI_HUMS10_VIC_07479_TXT_SI.indd 4 22/09/2016 1:29 pm Chapter 9 11.7 The US civil rights movement ...... 368 World War II (1939-1945)...... 280 11.8 Significant individual: Dr Martin Luther King Jnr ...... 372 11.9 Australia’s civil rights movement ...... 374 9A What were the causes of World War II and what course 11.10 Land rights: a continuing struggle...... 378 did it take? 11.11 Towards reconciliation ...... 382 9.1 World War II: a timeline ...... 282 11B Rich task: Charles Perkins: a significant individual...... 384 9.2 Causes of World War II ...... 284 9.3 Significant individual: Adolf Hitler ...... 288 11C How do activists continue the struggle for civil rights and freedoms? 9.4 The course of the war in Europe...... 290 11.12 Two speeches, two perspectives ...... 386 9.5 The end of the war in Europe ...... 294 11.13 The reconciliation movement ...... 388 9.6 The course of the war in Asia and the Pacific ...... 296 11C Rich task: The Yirrkala Bark petitions ...... 392 9.7 Significant individuals: wartime leaders ...... 302 9A Rich task: The Kokoda campaign...... 304 Unit 3 The globalising world 9B What were some of the most significant events of Chapter 12 World War II? Introduction to the globalising world...... 394 9.8 The Holocaust ...... 306 9.9 The atomic bombings ...... 312 12A How have changes in technology influenced the 9B Rich task: Antisemitism in Nazi Germany...... 316 globalising world? 12.1 Changes in technology since 1945 ...... 396 9C How did World War II affect the lives of Australians and Australia’s international relationships? 12B How have changes in health and population influenced 9.10 Australia’s commitment to the war ...... 318 the globalising world? 9.11 Australian experiences of the war abroad ...... 320 12.2 Changes in health and population since 1945 ...... 400 9.12 Life on the home front ...... 322 12C How have conflicts influenced the world since 1945? 9.13 Indigenous Australians at war ...... 328 12.3 Australia’s role in global conflicts since 1945...... 404 9.14 Australia’s international relationships ...... 330 9C Rich task: Australian wartime propaganda posters...... 334 Chapter 13 Unit 2 Rights and freedoms Popular culture (obook only chapter)...... 408

Chapter 10 13A How did developments in population culture influence Introduction to rights and freedoms...... 336 Australia after World War II? 13.1 Popular culture: a timeline 10A How did the outcomes of World War II shape the 13.2 Defining popular culture modern world? 13.3 Changes to radio and film 10.1 The effects of World War II on the modern world...... 338 13.4 Changes to sport 10B In what ways have people fought for rights and freedoms 13.5 Changes to music since 1945? 13.6 The impact of changing technology on television and film 10.2 The struggle for rights and freedoms sinceSAMPLE 1945...... 344 13.7 The birth of Australian soapies and mini-series Chapter 11 13A Rich task: The influence of popular culture in Australia Rights and freedoms...... 350 13B How have the music, film and television industries in Australia changed since World War II? 11A How have Indigenous peoples in Australia struggled for 13.8 Changes in the music industry rights and freedoms? 13.9 Changes in the film industry 11.1 Rights and freedoms: a timeline...... 352 13.10 Changes in the television industry 11.2 Background to the struggle for Indigenous rights...... 354 13B Rich task: Singles charts 11.3 Indigenous protests during the 19th and 20th centuries...... 358 11.4 Significant individual: Jack Patten...... 360 13C What contributions has Australia made to international 11.5 Indigenous achievements and contributions during the 19th popular culture? and 20th centuries...... 362 13.11 Australian music goes global 11.6 The Universal Declaration of Human Rights ...... 364 13.12 Significant individuals: The Go-Betweens 11A Rich task: The Stolen Generations...... 366 13.13 Australian film goes global 13.14 Australian television goes global 11B How have African Americans and Indigenous peoples in Australia achieved change? 13.15 Australian sport goes global 13C Rich task: ‘Ozploitation’

00_OBI_HUMS10_VIC_07479_TXT_SI.indd 5 29/09/2016 12:27 pm 15.13 The changing face of Australia ...... 458 18.2 Measuring price changes in the Australian economy – Chapter 14 15.14 Challenges and positive developments ...... 462 inflation ...... 482 ...... The environment movement (obook only chapter) 410 15D Rich task: Big Australia...... 464 18.3 Measuring participation in the Australian economy – the unemployment rate...... 484 14A How and why did the environment movement develop? 18A Rich task: Youth unemployment...... 486 14.1 The environment movement – a timeline Chapter 16 Political crisis: The Vietnam War 18B How well does the Australia economy perform compared 14.2 The birth of the environment movement (obook only chapter)...... 466 with other economies around the world? 14.3 The national parks movement of the 19th century 18.4 Australia’s economic scorecard ...... 488 14A Rich task: The impacts of the Industrial Revolution 16A Why did Australia become involved in the Vietnam War 18B Rich task: The story behind our economic growth ...... 490 between 1965 and 1973? 14B What events led to growing environmental awareness? 16.1 Australia in the Vietnam War era: a timeline Chapter 19 14.4 The 20th century – a rapidly changing world 16.2 French Indochina Living standards ...... 492 14.5 The impact of population increase and urbanisation 16.3 Fear of communism in Australia 14.6 The impact of increasing industrial production and trade 19A Why do living standards vary around the world? 16.4 Australia’s initial involvement 14.7 The influence of popular culture 19.1 Defining and measuring living standards ...... 494 16.5 Commitment of ground troops to the Vietnam War 14.8 The influence of environmental ideas 19.2 Factors that affect a country’s living standard ...... 496 16.6 Conscription 14B Rich task: Sustainability in business 19A Rich task: Poverty in Australia...... 498 16A Rich task: The referendum on communism 14C How have governments and activists around the world 19B What is the connection between economic performance responded to environmental threats? 16B What was the nature of Australia’s involvement in the and living standards? Vietnam War? 14.9 Key campaigns and events 1945 to 1975 19.3 Policies to improve living standards...... 500 16.7 Where did Australians fight? 14.10 Nuclear weapons testing 19B Rich task: Climate change and living standards...... 504 16.8 The nature of warfare in Vietnam 14.11 Nuclear disasters 16.9 The Australian withdrawal from Vietnam 14.12 Significant events and campaigns in Australia Unit 2 Work and work futures 16B Rich task: Entertaining the troops 14.13 Australian government responses Chapter 20 14.14 International responses 16C How was Australia changed as a result of involvement in the The business environment ...... 506 14C Rich task: Environmental threats to the Great Barrier Reef Vietnam War? 16.10 Impact of the war on Vietnam veterans 20A What is a competitive advantage and how does it benefit 16.11 The impact of war on the Vietnamese people business? Chapter 15 16.12 Immigration and ‘boat people’ 20.1 Gaining a competitive advantage ...... 508 Migration experiences...... 412 16.13 Australia’s growing relationship with South-East Asia 20A Rich task: Undertaking a small business venture...... 512 16C Rich task: SBS and the Thoi Su controversy 15A How have world events influenced migration to Australia 20B What is innovation and how can it be used in business? since World War II? 20.2 Innovation in business ...... 514 15.1 Migration experiences: a timeline ...... 414 PART 3 20B Rich task: The importance of innovation in business ...... 518 15.2 Australia: an immigration nation ...... 416 15.3 The influence of world events ...... 420 Economics and business 15.4 Migration to Australia after World War II ...... 423 PART 4 15A Rich task: The census...... 428 Concepts and skills Civics and citizenship SAMPLEChapter 17 15B How have government policies influenced migration to Concepts and skills Australia since World War II? The economics and business toolkit...... 470 15.5 White Australia policy ...... 430 Chapter 21 17A What are the economics and business skills? 15.6 The end of White Australia ...... 432 The civics and citizenship toolkit...... 524 17.1 Economics and business skills ...... 472 15.7 Towards a multicultural Australia ...... 436 17.2 Ask questions and conduct research ...... 473 21A What are the civics and citizenship skills? 15.8 The migration debate since 1980 ...... 438 17.3 Interpret and analyse sources...... 475 21.1 Civics and citizenship skills ...... 526 15.9 The ongoing migration debate...... 443 17.4 Apply strategies to resolve economics and 21.2 Ask questions and conduct research ...... 527 15B Rich task: The Tampa crisis...... 446 business issues ...... 476 21.3 Interpret and analyse sources ...... 529 15C How did the Vietnam War affect migration to Australia? 17.5 Communicate your findings and reflect ...... 477 21.4 Apply strategies to resolve civics and citizenship issues ...... 531 15.10 The impact of the Vietnam War on migration ...... 448 21.5 Communicate your findings and reflect ...... 532 15.11 Vietnamese emigration: moral obligations ...... 451 Unit 1 Enterprising behaviours and capabilities 15.12 Significant individuals: the contribution of immigrants to Chapter 18 Unit 1 Government and democracy Australia...... 454 Measuring Australia’s economic performance...... 478 Chapter 22 15C Rich task: SBS and the Thoi Su controversy...... 456 Australia’s democracy and the global context ...... 534 18A How is the performance of the Australian economy measured? 15D How has migration shaped Australia’s identity and global 18.1 Measuring growth in the Australian economy – GDP ...... 480 relationships? 22A What are the key features of Australia’s democracy?

00_OBI_HUMS10_VIC_07479_TXT_SI.indd 6 16/09/2016 4:02 pm 15.13 The changing face of Australia ...... 458 18.2 Measuring price changes in the Australian economy – 22.1 Key features of Australia’s system of government ...... 536 15.14 Challenges and positive developments ...... 462 inflation...... 482 22.2 Principles of Australia’s system of government ...... 538 15D Rich task: Big Australia ...... 464 18.3 Measuring participation in the Australian economy – 22.3 Australia’s Commonwealth Parliament...... 542 the unemployment rate...... 484 22.4 Comparing systems of government in Australia and 18A Rich task: Youth unemployment...... 486 Chapter 16 Indonesia ...... 548 Political crisis: The Vietnam War 18B How well does the Australia economy perform compared 22A Rich task: Should our government limit free speech?...... 552 with other economies around the world? (obook only chapter)...... 466 22B How is Australia’s democracy influenced by the international 18.4 Australia’s economic scorecard ...... 488 community? 16A Why did Australia become involved in the Vietnam War 18B Rich task: The story behind our economic growth...... 490 22.5 How Australia’s democracy is shaped by between 1965 and 1973? international factors...... 554 16.1 Australia in the Vietnam War era: a timeline Chapter 19 22B Rich task: Australia’s international democratic ranking...... 556 16.2 French Indochina Living standards...... 492 16.3 Fear of communism in Australia 22C What are the features of a resilient democracy and a 19A Why do living standards vary around the world? cohesive society? 16.4 Australia’s initial involvement 19.1 Defining and measuring living standards ...... 494 22.6 Safeguards to Australia’s democratic society...... 558 16.5 Commitment of ground troops to the Vietnam War 19.2 Factors that affect a country’s living standard ...... 496 22.7 Threats to Australia’s democratic society ...... 560 16.6 Conscription 19A Rich task: Poverty in Australia...... 498 22C Rich task: Maintaining Australia’s democratic and cohesive 16A Rich task: The referendum on communism society...... 564 19B What is the connection between economic performance 16B What was the nature of Australia’s involvement in the and living standards? Vietnam War? Unit 2 Laws and citizens 19.3 Policies to improve living standards...... 500 16.7 Where did Australians fight? 19B Rich task: Climate change and living standards...... 504 Chapter 23 16.8 The nature of warfare in Vietnam The Australian Constitution and the High Court...... 568 16.9 The Australian withdrawal from Vietnam Unit 2 Work and work futures 16B Rich task: Entertaining the troops 23A How does the Australian Constitution work? Chapter 20 23.1 The Australian Constitution – an introduction ...... 570 16C How was Australia changed as a result of involvement in the The business environment...... 506 Vietnam War? 23.2 How the Australian Constitution works ...... 572 23A Rich task: Constitutional recognition of Indigenous 16.10 Impact of the war on Vietnam veterans 20A What is a competitive advantage and how does it benefit Australians...... 576 16.11 The impact of war on the Vietnamese people business? 16.12 Immigration and ‘boat people’ 20.1 Gaining a competitive advantage ...... 508 23B What role does the High Court of Australia play in interpreting 16.13 Australia’s growing relationship with South-East Asia 20A Rich task: Undertaking a small business venture...... 512 the Constitution? 16C Rich task: SBS and the Thoi Su controversy 23.3 The Australian Constitution and the High Court...... 578 20B What is innovation and how can it be used in business? 23B Rich task: Freedom of ‘hate speech’...... 582 20.2 Innovation in business ...... 514 PART 3 20B Rich task: The importance of innovation in business...... 518 Chapter 24 Australia’s international legal obligations...... 584 Economics and business PART 4 24A What are Australia’s global roles and responsibilities? Concepts and skills Civics and citizenship 24.1 Australia’s role as a member of the United Nations ...... 586 Chapter 17 SAMPLE24.2 Australia’s international role and responsibilities ...... 588 24A Rich task: Australia’s treatment of asylum seekers...... 592 The economics and business toolkit...... 470 Concepts and skills Chapter 21 24B How are government policies in Australia shaped by our 17A What are the economics and business skills? The civics and citizenship toolkit...... 524 international legal obligations? ...... 17.1 Economics and business skills 472 24.3 Australia’s international legal obligations...... 594 17.2 Ask questions and conduct research ...... 473 21A What are the civics and citizenship skills? 24B Rich task: Australia’s international obligations to Aboriginal 17.3 Interpret and analyse sources ...... 475 21.1 Civics and citizenship skills ...... 526 and Torres Strait Islander peoples...... 598 17.4 Apply strategies to resolve economics and 21.2 Ask questions and conduct research ...... 527 business issues ...... 476 21.3 Interpret and analyse sources ...... 529 17.5 Communicate your findings and reflect ...... 477 21.4 Apply strategies to resolve civics and citizenship issues ...... 531 Glossary: Geography...... 600 21.5 Communicate your findings and reflect...... 532 Unit 1 Enterprising behaviours and capabilities Glossary: History...... 604

Chapter 18 Unit 1 Government and democracy Glossary: Economics and business...... 609 Measuring Australia’s economic performance...... 478 Chapter 22 Glossary: Civics and citizenship...... 612 Australia’s democracy and the global context...... 534 18A How is the performance of the Australian economy measured? Index...... 615 18.1 Measuring growth in the Australian economy – GDP ...... 480 22A What are the key features of Australia’s democracy? Acknowledgements ...... 619

00_OBI_HUMS10_VIC_07479_TXT_SI.indd 7 22/09/2016 1:29 pm contents by skill

Geography skills History skills Economic and business skills

Skill Chapter Page Skill Chapter Page Skill Chapter Page

Developing geographical questions Chapter 1 16 Creating a timeline Chapter 7 249 Developing a hypothesis Chapter 17 473

Evaluating the reliability of websites Chapter 1 19 Generating questions to inform a historical Chapter 7 251 Formulating questions about an economic Chapter 18 487 inquiry issue Collecting and evaluating geographic Chapter 1 26 photographs Analysing propaganda posters Chapter 7 256 Preparing an infographic Chapter 18 491

Planning, creating and delivering a Chapter 1 32 Writing a historical discussion Chapter 9 304 Identifying causes and effects in economics Chapter 19 499 PowerPoint presentation Evaluating the reliability and usefulness of Chapter 9 316 Presenting an oral report to an audience Chapter 19 505 Constructing overlay maps from satellite Chapter 2 58 sources images Planning and conducting a small business Chapter 20 512 Analysing propaganda posters Chapter 9 334 venture at school Using a topographic map to explore Chapter 2 74 environmental change Identify and analyse the perspectives of Chapter 11 367 Being innovative in business Chapter 20 519 people from the past Using satellite images to analyse Chapter 2 85 environmental change Create and deliver an audiovisual Chapter 11 284 presentation Interpreting topographic maps Chapter 2 88 Generate different kinds of questions about Chapter 11 393 Mapping environmental change using Chapter 3 106 the past to inform historical inquiry multiple overlays Identify and analyse different historical Chapter 13 obook Analysing complex maps Chapter 3 122 interpretations

Evaluating possible responses to Chapter 3 133 Identify and analyse the perspectives of Chapter 13 obook environmental issues people from the past

Analysing environmental accidents using Chapter 3 134 Identify and locate relevant sources using Chapter 13 obook complex maps ICT and other methods

Constructing scatter plots using Microsoft Chapter 4 147 Identify the origin, context and purpose of Chapter 14 obook Excel primary and secondary sources

Developing geographical questions from Chapter 4 158 Create and deliver an audiovisual Chapter 14 obook media reports SAMPLEpresentation

Collecting and mapping census data Chapter 4 172 Identify and locate relevant sources using Chapter 14 obook ICT and other methods Calculating a wellbeing index Chapter 5 188 Generating questions about the past to Chapter 15 429 Constructing a population pyramid Chapter 5 193 inform a historical inquiry

Constructing a multiple line graph Chapter 5 211 Process and synthesise information from a Chapter 15 446 range of sources for use as evidence in a Constructing an infographic Chapter 6 224 historical argument Creating proportional circles maps Chapter 6 234 Identify the origin, context and purpose of Chapter 15 457 primary and secondary sources

Writing historical discussions that use Chapter 15 464 evidence from a range of sources

Analysing propaganda posters Chapter 16 obook

Create and deliver an audiovisual Chapter 16 obook presentation

Writing historical discussions that use Chapter 16 obook viii oxford big ideas humanities 10 victorian curriculum evidence from a range of sources

00_OBI_HUMS10_VIC_07479_TXT_SI.indd 8 16/09/2016 4:02 pm Economic and Civics and citizenship skills business skills

Skill Chapter Page Skill Chapter Page Skill Chapter Page

Creating a timeline Chapter 7 249 Developing a hypothesis Chapter 17 473 Developing civics and citizenship questions Chapter 21 527

Generating questions to inform a historical Chapter 7 251 Formulating questions about an economic Chapter 18 487 Identify and describe points of view, Chapter 21 529 inquiry issue attitudes and values in sources

Analysing propaganda posters Chapter 7 256 Preparing an infographic Chapter 18 491 Evaluating and comparing information Chapter 22 553

Writing a historical discussion Chapter 9 304 Identifying causes and effects in economics Chapter 19 499 Developing a range of questions to Chapter 22 557 investigate a legal issue Evaluating the reliability and usefulness of Chapter 9 316 Presenting an oral report to an audience Chapter 19 505 sources Creating an online survey Chapter 22 566 Planning and conducting a small business Chapter 20 512 Analysing propaganda posters Chapter 9 334 venture at school Gathering and assessing the reliability of Chapter 23 576 information Identify and analyse the perspectives of Chapter 11 367 Being innovative in business Chapter 20 519 people from the past Creating a timeline Chapter 23 583

Create and deliver an audiovisual Chapter 11 284 Recognising and considering multiple Chapter 24 593 presentation perspectives

Generate different kinds of questions about Chapter 11 393 Creating and delivering an audiovisual Chapter 24 599 the past to inform historical inquiry presentation

Identify and analyse different historical Chapter 13 obook interpretations

Identify and analyse the perspectives of Chapter 13 obook people from the past

Identify and locate relevant sources using Chapter 13 obook ICT and other methods

Identify the origin, context and purpose of Chapter 14 obook primary and secondary sources

Create and deliver an audiovisual Chapter 14 obook presentation SAMPLE

Identify and locate relevant sources using Chapter 14 obook ICT and other methods

Generating questions about the past to Chapter 15 429 inform a historical inquiry

Process and synthesise information from a Chapter 15 446 range of sources for use as evidence in a historical argument

Identify the origin, context and purpose of Chapter 15 457 primary and secondary sources

Writing historical discussions that use Chapter 15 464 evidence from a range of sources

Analysing propaganda posters Chapter 16 obook

Create and deliver an audiovisual Chapter 16 obook presentation

Writing historical discussions that use Chapter 16 obook contents by skill ix evidence from a range of sources

00_OBI_HUMS10_VIC_07479_TXT_SI.indd 9 16/09/2016 4:02 pm Using Oxford Big Ideas Humanities

Oxford Big Ideas Humanities is a brand-new series developed and written to provide complete coverage of the Victorian Curriculum: Humanities – Geography, History, Economics and Business, and Civics and Citizenship – across Years 7–10.

Focus on inquiry Each chapter of Oxford Big Ideas Humanities is structured around key inquiry questions from the Victorian Curriculum. Each unit of the text supports teachers and students as they adopt an inquiry-based approach to the key learning areas in The Humanities.

Unit 2 Rights and freedoms (1945 – the present)

Unit 1 AustraliaRights at war and The learning (1914–1945)freedoms Indigenous Australians have lived in Australia for at least 40 000000 years.years. TheThe arrivalarrival ofof EuropeansEuropeans inin 17881788 Introductionresulted in significant changes changes to to their theirto traditional traditional sequence in each customs and ways of life. Colonial governments and communities formally and informally discriminated formally and informally Australiaagainst Aboriginal people. at Federation war discriminated in 1901 made the exclusion of Aboriginal people from Australian society even more pronounced. people from Australian chapter is clearly even more pronounced. (1939–1945)Despite this discrimination, an Aboriginal rights this discrimination, an The yearsmovement from 1918 emergedto the present from thehave 1930s been Aboriginal andsome celebrated ofrights the most majorturbulent victories and significant in the 1960s, in human as Aboriginal history. Thepeople set out under key world hasgained changed equal more citizenship over the and last werecentury entitled than toit has vote in during anyfederal other elections period. The for signingthe first oftime. time. peace treaties (such as theBy Treaty the 1990s, of Versailles the reconciliation) after the endmovement of World was in Stunning full-colour War I in 1918full swing. forced members of the defeated Central inquiry questions. Powers, suchA formal as the apology German to Empire, the Ottoman Empire StoleStolenn Generations and Austria–Hungary,sought, but it was to admit not until fault the for Rudd causing Government the war was in and agree2008 to paythat reparationsit was finally (compensation) delivered. delivered. to the Allied photography generates powers. Once-great empires were broken up and new Students are countries such as Czechoslovakia, Yugoslavia, Lithuania, Latvia and Estonia were created in their place. Members of the Allied powers, such as Britain, France, Italy and discussion and interest the United States, dominated negotiations leading up to chapter SourceSource 1 Indigenous Australians have struggled to have their rights and freedoms recognised under Australian law since encouraged to the signing of the Treaty of Versailles. At this time, Britain, the British established a colony here in 1788. This march for Aboriginal rights took place in Canberra in 2008.2008 France and Russia controlled vast empires around the

11A chapter world, making them the most powerful nations on Earth. 11. How have Indigenous peoples 11B How have African Americans use their prior in Australia struggled for rights Americans Source11C 1 The Roll of Honour at the Australian War Memorial in Canberra records and commemorates members of the Australian for rights armed forces who have died during or as a result of war service. More than 100 000 Australians8 died serving in World War I (1914– and freedoms? and Indigenous peoples 1918) andHow World Wardo II (1939–1945).activists Families continue and friends theremember their sacrifice by placing poppies in the roll next to their names.

1 Make a list of examples of discrimination against in Australia achieved change? struggle for civil rights and Indigenous Australians since Europeans colonised knowledge and 1 The 1960s civil rights movement in the United freedoms? Australia in 1788. 8A 8BStates was very influential for for Indigenous Indigenous 8C 1 What events defined the years WhatAustralians. were the Discuss key the eventssimilarities andof differences What Indigenouswas the Australians significance continue to experience of between the experiences of African Americans and less favourable circumstances compared to non- between World War I and World World War II? WorldIndigenous War II? Australians. What do you think could be make predictions Indigenous Australians. done in order to ensure true equality of opportunity 350Waroxford II? big ideas humanities 10 victorian curriculum for Indigenous Australians today? victorian curriculum at the start of each This unit is mandatory: • World War II (1939–1945). It must be completed by all students. chapter 11 rights and freedoms new topic. 351 264 oxford big ideas humanities 10 victorian curriculum chapter 8 Introduction to Australia at war 265 Focus on engagement Each unit of the Student book combines a range of engaging source materials – such as photographs, videos, data tables, graphs and illustrations – with supportingSAMPLE questions and activities.

11.6 The Universal Declaration 11A How have Indigenous peoples in Australia struggled for rights and freedoms? Declaration Article 4 Source materials of HumanHum Rights No one shall be held in slavery or servitude; slavery an Rights and the slave trade shall be prohibited in all their forms. 8A What events defined the years between World War I and World War II?

Article 55 during this time, the tension and paranoia of the Cold The events that took place during this period – such as The terra nulliusnullius ruling made by Sir Richard Bourke in No one shall be subjected to torture or to cruel, War years effectively split the world into two opposing continue to influence the modern world in many ways 8.1 The1835 meant that aftermath Indigenous Australians were not legally inhuman or degrading treatment or punishment. able to sell or acquire land. This ruling placed Aboriginal Australia’s role regions of influence (see Source 2). – and Australia’s place in it. sell or acquire land. This ruling placed Aboriginal role and Torres Strait Islander peoples at a legal disadvantage Article 66 Because of the horrors brought about by World War II that also affected other aspects of their a legal lives. disadvantage By the time Everyone has the right to recognition everywhere as there was enthusiasm to begin the work of protecting of World War I WORLD: USA AND SOVIETa person UNION before AND the ALLIES law. POST-WORLD WAR II photographs, Australia celebrated 150 years of British settlement in certain humanhuman rightsrights byby law.law. LeadersLeaders ofof emergingemerging 1938, it was difficult for for Indigenous Indigenous Australians Australians to to identify identify The first six six articlesarticles of of thethe UniversalUniversal Declaration Declaration ofof powers, including Australia’s Attorney General, Herbert any positive outcomes from British settlement. It would ARCTIC OCEAN ‘Doc’ Evatt (see Source 1), convinced traditional powers Human Rights, 1948 only be after Australia’s championing of the Universal Evatt was supported by many other leaders including In Unit 1 – Australia at war (1914–1945) you will learn In the years suchafter asthe Britain war, the and map France of Europethat the and General the Assembly Eleanor Roosevelt, a US delegate and the widow of former Declaration of Human Rights in 1948 that attention technical more about the political situation Rightsin Europe in 1948 at the that attentionworld was redrawn.must be Germanyseen to take was a leadingdivided role into in two the development of GDR gradually turned towards the situation and status of US President Franklin D Roosevelt. Eleanor Roosevelt’s end of World War I as well as some of the social and separate countries,laws to protectRussia took human control rights. over The a worldnumber could not afford Aboriginal and Torres Strait Islander peoples. status FRG speech to the United Nations General Assembly on 2 economic factors (such as the Great Depression) that ofof countriesto in be Eastern caught Europe up in another such as catastropheEstonia, Latvia such as World December 1948 impressed upon the world the need led to the outbreak of World War II in 1939, just 20 and Lithuania,War and II. Evatt a number was General of colonies Secretary controlled of the United Nations NORTH EUROPEfor action. Eight days later, the ASIAUniversal Declaration AMERICA years after theThe signing legacy of the Treaty of World of Versailles War. This II by the Japanese,in 1948 Dutch, and 1949, French during and Britishwhich timeempires he led the drafting of HuHuman Rights was ratified (endorsed) by the United illustrations, period became known as the interwar years. all declaredof their the Universalindependence. Declaration It was ofduring Human this Rights. This man Rights was ratified (endorsed) by the United ATLANTIC Check your learning

Millions of people were massacred during World War II. Nations General Assembly. World War II was fought from 1939 until 1945. It time that thelandmark USA and document the Soviet has Union 30 articles emerged and ashas informed Assembly. ManyMan millions more never saw their families World or homes War II. OCEAN y millions more never saw their families or homesthe new ‘superpowers’many international of the post-war and national world. treaties With and covenants took global conflict to new levels and was responsible international and again as a result of the destruction. During the war, national treaties for the deaths of around 60 million people, including their opposing(agreements) political relating and economic to rights ideologies, (some of which and covenants are The start of civil rights PACIFIC OCEAN many world leaders started to develop an ambitious, of civil rights Source 3 the deaths of around 6 million Jews at the hands of the the communistoutlined Soviet in Source Union 2). and Most the significantly, capitalist USA the the declaration AFRICA William Onus, President of the Australian Aborigines infographics, global response to these atrocities. The commitment to Many historians argue that the Declaration of Human League, speaks at a meeting in the Domain, Sydney, 1949 activities accompany every Nazis during the Holocaust. become bitterheld politicalthat human and rightsmilitary are rivals,inalienable involved – meaning in de claration that form the United Nations, a ‘world government’ of sorts, Rights set the sceneINDIAN for the civil rights struggles that a Cold Watheyr that cannot lasted be from taken 1947 away through from anyto the one early of us regardless SOUTH By thewas end designed of World to War ensure II in that 1945, such Europe events was would in never would take place around the world in the coming AMERICA 1990s. Althoughof age, race,no direct gender, military religion, action language broke orout nationality. ATLANTIC OCEAN Check your learning 11.6 ruins andhappen crippled again. financially Part of afterthis work years involved of fighting. establishing a decades. Germany was a developed economy with learning 11.6 OCEAN AUSTRALIA cartoons, and set of international laws and treaties to protect people. Source 2 a functioning democracy before World War I, and Remember and understand unit, allowing students to Immediately after the end of World War II, the United yet, in less than a generation, it had become a fascist Article 11 1 Why was it agreed a Universal Declaration of WORLD: GLOBALNations EMPIRES was formed POST-WORLD and work WAR started I on formalising a dictatorship where only the rights of certain people All human beings are born free and equal in 0 2500 5000 km set of basic human rights. were protected. The fear was that unless action was Human Rights was needed? dignity and rights. They are endowed with reason ARCTIC OCEAN taken in other places around the world to protect the 2 Who was General Secretary of the United Nations and conscience and should act towards one another LEGEND and should when the declaration was developed? graphs – simplify act towards one Post WWIIhuman alliances rights enshrined in the declaration, the same FRG – Federal Republic of consolidate and extend in a spirit of brotherhood. another situationUnited States could onceSoviet again Union develop elsewhereOther communist in the Germany3 (WestWho Germany) spoke in support of the declaration on 2 Article 22 world.and allies and allies countries GDR – GermanDecember Democratic 1948? Republic (East Germany) Everyone is entitled to all the rights and freedoms 4 Which policy did Australia maintain despite the fact set forth inin thisthis Declaration,NORTH without distinction The Australian context Declaration, without that it was against the spirit of the declaration? diffi cult concepts EUROPE ASIA of any kind, such as race, colour, sex, language,distinction Source 2 Source: Oxford University Press their understanding. These AMERICA Developments that took place in Australia from the 5 What role did ‘Doc’ Evatt play in the creation of the religion, political or other opinion, national or in Australia from the ATLANTIC 1961960s0s can be seen as related to changes that were Universal Declaration of Human Rights? social origin, property, birth or other status. Checkhappening your in learning a wider global 8.1 context. Although Furthermore, no distinction shall be OCEANmade on the Australia played a key role in arguing for the declaration Apply and analyse basis of the political, jurisdictional or international and engage the political, jurisdictional Rememberon the world and stage, understand the White Australia policy was still a Why6 doEven you though think this Australia was the had case? been involved in the are graded according PACIFIC OCEAN or international status of thethe country or territory to which a person AFRICA 1 Howin force does and Source was responsible1 help to explain for restricting why Great the types of b Researchdevelopment one of these of the countries Universal more Declaration closely. of belongs, whether it be independent, trust, non- Britain,people France arriving and in RussiaAustralia emerged based onas racesome and of ethnicity. WhatHuman did they Rights, gain through Australian their government alliance with policy failed INDIAN self-governing or under any other limitationSOUTH of the mostAt this powerful time, there nations was on only Earth limited after thelegal end and of public the Sovietto reflect Union? the the principles Whatprinciples did theywithin within have it. it. Explain toExplain offer how inhow this this ATLANTIC OCEAN sovereignty. AMERICA reluctant learners. Worldrecognition War I? of the rights of Aboriginal and Torres Strait return?was so. to Bloom’s Taxonomy – OCEAN Article 33 Islanders. The acceptance of the rights contained in the5 At the end of World War II, the government of AUSTRALIA 2 What was the Cold War? How long did it last for? Evaluate and create Everyone has the right to life, liberty and security Universal Declaration gave great encouragement to not Australia chose to continue building a strong alliance Source 1 AttorneyAttorney General Herbert ‘Doc’ Evatt 3 List two reasons why the British and French empires of person. only Indigenous Australians (see Source 3), but many with 7the Did government Senator Alexander of the United Matheson’s States of commentsAmerica. lost some of their power after World War II. Alexander Matheson’s comments 364 oxford big ideas humanities 10 victorian curriculum 0 2500 5000 km other peoples whose access to basic human rights had Why do(see you Sourcethink they 2 on did page this? 355) How support might an the alliance need for victorian curriculum been denied through war, conquest and colonisation. like thisthe benefit creation Australia? of a Universal Declaration of Human catering for a range of LEGEND Apply and analyse Rights? World Empires in 1918 4 Examine Source 2. Using an atlas, list all of the Belgium France Italy Netherlands Soviet Union USA countries shown in orange on the map. Many of Britain Germany Japan Portugal Spain these countries had strong ties and alliances with the Soviet Union during the Cold War. chapter 11 rights and freedoms abilities and learning styles. 365 Source 1 Source: Oxford University Press

266 oxford big ideas humanities 10 victorian curriculum chapter 8 Introduction to Australia at war 267

x oxford big ideas humanities 10 victorian curriculum

00_OBI_HUMS10_VIC_07479_TXT_SI.indd 10 16/09/2016 4:02 pm Focus on concepts and skills Complete coverage of all concepts and skills provided in stand-alone reference ‘Toolkits’. All of these concepts and skills are also integrated throughout the text so students can see them at work in context.

Complete coverage of 1.1 Geographical concepts 1A What are the geographical concepts? Space Skill drill activities guide all concepts and skills Geographers use seven photograph like this one of New York City (see key concepts to help investigate and understand the world. These To most people, space concepts provide a framework to thinking geographically and will help guide you through means the empty universe, Source 2) and might examine it by using the key but to a geographer it has a different meaning. every geographical inquiry. At times you will use several of these concepts at once, while at concept of space in the following terms: Geographers use the key concept of space when other times you may focus on just one. The seven key concepts in geography are: • location – they would observe that Manhattan investigating the way that things are arranged on the • Island is located in the mouth of the Hudson River and support students is provided for all four place Earth’s surface. They also investigate the ways people • space and that land is limited. Clearly, there is an open • sustainability • environment use and change the spaces in which they live. 11C How do activists continue to struggle for civil rights and freedoms? • scale • interconnection space in the centre of the city. Geographers might • change. Geographers look for patterns in the way features identify that it has been designated as a space for and structures are arranged, and the concept of 11C rich task recreation and enjoying nature. They may ask Humanities subjects. These There have been a number of further bark petitionsspace helps them to do this. It has three main ‘What was the historical significance of the Yirrkala bark step by step as they skilldrill: Historical significancequestions like, How big is the park? When was it Place created by Indigenous Australians since the Yirrkala elements: petitions in terms of past and present efforts to secure civil established? rights of Aboriginal Australians?’ A place bark petitions of 1963, and all have contributed to a • location – where things are located on the Earth’s is a part of the Earth’sThe surface Yirrkala that is Bark Generate different kinds• organisation – they of would aconclude Copy Source that there 3 into are your notebook. Identify identified and and given given meaning meaning by by people. people. For For gradual but steady change in the Australian view of the surface many tall buildings in a confinedwhat area. area.you alreadyWere the know as a result of reading the significance of traditional culture and law. In July 2008,• organisation – how andquestions why things are about arranged the past to example, the Serengeti – which is a vast ecosystem buildings constructed around a set perimeter, Were the after learn and apply key skills. can be used as introductory information in this section. List these ideas in bullet petitions for example, Galarrwuy Yunupingu, the son of one of the around a set perimeter, after in Africa – is a place. It is famous for its enormous and managed on the Earth’s surface by people the park was established? Are the buildings mainly painters and signatories of the 1963 petition, presented inform historical inquiry points in the first column. plains filled with with a arange range Inof of wildlife. thewildlife. late Places1950s,Places aren’t aren’t the Australian government • spatial distribution – the shapes and patterns in used for business or housing purposes? Prime Minister Kevin Rudd with another petition by various One of the first and most important steps in conducting b In the second column, generate related questions defined by by size, size, however. however. removedThey They can can be morebe very very thanlarge, large, 300like like square kilometres which things are arranged on the Earth’s surface. • spatial distribution – geographers may investigate a whole continent, or small, like a corner of a library. Yirrkala artists, requesting ‘full recognition of IndigenousAt first, you may finda historicalyou confuse inquiry the isconcepts to generate or pose key questions. that help to deepen or build your understanding. of land from the Arnhem Land Aboriginal you may find you confuse the concepts how many buildings there are per square units of work or stand- Your home and school are important places for you, rights in the Australian Constitution’. of place and space, as peopleThe oftenquestions use the that words you generate will frame or direct the The first one has been done for you. kilometre, how sparsely or densely they are because they are places wherereserve you livein the and Northern spend a Territory so that interchangeably. To a geographer,research however,that you then the undertake. situated from each other,Source and how 3 sparsely or lot of time. mining company Gominco could extract concepts of place and spaceStep are 1quite Usually, separate. historians It may generate denselyone broad, they are populated. bauxite. Requesting an inquiry and asserting help you to remember that placesoverarching can be questiondivided and for their inquiry for example: Overarching inquiry question: What was the historical Places can be natural (that is, shaped by the Further investigation wouldsignificance reveal that of there the Yirrkalais bark petitions in terms alone reference and revision environment and largely unchangedtheir ownership by humans), of land, or the Yolngu people organised into spaces. Spaces also‘What are was assigned the historical with significance a complex of the Yirrkala network bark of bridges,of ferries, past and subways present and efforts to secure civil rights of built (that is, constructed bycreated humans). petitions Each place framed is by painted bark to different purposes. petitions in terms of past and presentwalkways efforts that to secure link the civil island toAboriginal surrounding Australians? areas. rights for Aboriginal Australians?’ unique, with its own set of demandcharacteristics. that Yolngu rights be recognised. For example, a place like your school is organised In fact, Manhattan Island in New York is one of the Questions to help deepen or Extend your into different spaces, each with After its ownthat, purpose.you need to generate more specific What I already know build my understanding The life of everyevery person andThe animalpetitions on contained a typed document most densely populated places on Earth, with more There are spaces for learning, spaces for sports and • The Yirrkala bark • Who were the signatories to Earth is influenced by by place. place. Places Places determine determine questions that are related tothan your 26overall 000000 inquirypeoplepeople livingliving inin everyevery squaresquare kilometre!kilometre! sections throughout the year. our relationships with one another.written Ourin two closest Yolngu languages and spaces to eat. Larger places, such as your suburb, petitions were created the petition? (Simple or closed question. You will need to generateNew Yorkers a mixture would of: perceive and use the space by Indigenous question) relationships are likely to betranslated with people into in places English, surrounded by clan town or city, are also organised into different spaces. around them in quite a different way from someone • closed or simple questions – for example, when did Australians to protest • Why did they decide to respond that are physically near. Thedesigns environmental of all thatand was threatened by the There are spaces for housing, spaces for businesses, living on a huge block in an outer way againstsuburban from the someone Australianarea. understanding activities event X occur? to the government’s decision and spaces for sports and entertainment – all with government’s decision social qualities of a place all mining.influence They the the way waywere signed by 12 clan leaders Geographers also investigate the ways that people in this way? (Open or probing • open or probing questions – for example, why did to allow part of Arnhem we live. Climate, landscapes, types of plants and their ownown function.function. question) from the Yolngu region and submitted to the event X occur? use and change the space in which landthey to live. be mined. They resources, transport networks, entertainment venues Understanding of the location, patterns and recognise that different groups of people use space • What was written and drawn on Australian Parliament in August 1963. • questions that relate to the process of historical the petitions and what evidence and workplaces all have a major impact on our daily planniplanningng of spaces helps geographers to make in different ways and that this changes over time. By inquiry – for example, what evidence is there?, what does this provide about challenge students lives. Source 1 sense of our world. Geographers would look at a examining, researching and describing how spaces The town of Namche Bazaar lies at the base of other sources might be needed? Indigenous perspectives on Geographers use the concept of place when they Mount Everest. are used, geographers can further our understanding native title? (Question related to investigate what a place is like, andThe when Yirrkala they bark look petitions questions were the firstthe geographertraditional is aiming to explain, not Step 2 The next step in generatingof the worldquestions and ishelp to think manage it into the future. the process of historical inquiry) for explanations for what theydocuments see. For example, prepared by Indigenousjust describe, Australians a place. that about what you already know about the topic. Use this Point 2 a geographer visiting Namche wereBazaar recognised near Mount by the Australian Parliament, and are knowledge as a springboard for questions that will help Point 3 to conduct further Rich task activities Geographers use the concept of place when Everest (see Source 1) would betherefore interested the in first the documentary conducting recognition any of geographical Indigenous inquiry. For example, you understand the topic in more depth. Point 4 forces that have shaped these mountains.people in Australian law. a geographer visiting Namche Bazaar would use the • Use a table similar to Source 2 to brainstorm all the They would look for clues and Politiciansbegin to ask presented theconcept two petitions of place to theto helpHouse understand why people things you know in bullet-point form in one column. for clues and begin to ask questions, much like a detective.of WhyRepresentatives are the sides on 14 andchoose 28 August to live 1963. in this A challenging environment and • In the second column, use each dot point from Extend your understanding research, or complete encourage students to apply of the mountains so steep? Why are the highest parliamentary committee ofhow inquiry they acknowledged overcome these challenges. They would the first column to generate related questions that mountain peaks in a line? Whythe are rights there ofstripes the Yolngu in set alsoout ininvestigate the petitions. the Itways people have altered this will help to deepen or build your understanding. During July 2013, when Australia celebrated the 50th the mountain peaks? By seekingrecommended answers to these to Parliament environment, on 29 October and 1963 assess that the environmental and Remember to include a mix of the three question anniversary of the petitions, Prime Minister Kevin Rudd compensation for loss of livelihoodsocial impacts be paid, of thatthese sacred changes. types described in Step 1. compared them with the 1215 Magna Carta, one of the group work, to deepen the knowledge and skills they sites be protected and that an ongoing parliamentary founding documents of the British legal system: 6 oxford big ideas humanities 10 victorian curriculum Source 2 victorian curriculumcommittee monitor the mining project. Despite this, Source 2 Manhattan Island in New OverarchingYork is one of theinquiry most question densely populated places on Earth. These bark petitions are the Magna Carta for the Indigenous mining did go ahead near Yirrkala, and by 1968 a peoples of this land. Both [are] an assertion of rights against Questions to help deepen or the crown and both therefore profound symbols of justice for all massive bauxite refinery was built at Gove, 20 kilometres What I already know build my understanding to the north. Appeals to both Parliament and to the peoples everywhere. their understanding of have learned in each chapter Point 1 Question/s related to point 1 courts were also rejected. The petitions, however, led to Prime Minister Kevin Rudd, July 2013 Point 2 Question/s related to point 2 chapter 1 the geography toolkit wider awareness of the problems of Aboriginal people 1 Conduct some research7 into the Magna Carta and its throughout Australia, and set off a debate that would Apply the skill significance to the British legal system. Write a short eventually lead to the Aboriginal Land Rights Act in 1976 Source 1 The Yirrkala bark petition was made by the Yolgnu report comparing and contrasting the nature, impact an issue or skill being to a new and interesting case and, in 1992, to the High Court’s Mabo decision. The 1 Use the process described above to generate a range people to protest against mining on traditional land (Yirrkala and overall historical significance of the Magna Carta petitions also paved the way for the 1967 referendum. artists, Dhuwa moiety: Museum of Australia). of questions related to the overarching historical inquiry and the Yirrkala bark petitions. question:

study, event or issue. 392 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms 393 investigated.

Integrated digital support

Student obook assess provides a fully interactive electronic version of the print Student book in an easy-to-read format. A host of additional resources for students – such as videos, worksheets, interactives objects, online quizzes and multimedia links – are linked to each unit in the book making easier to access than everSAMPLE before.

obook assess is compatible with laptops, iPads, tablets and IWBs and access to content is provided online and o ine.

Teacher support is o ered in digital format via Teacher obook assess. Teacher notes, answers, tests, additional worksheets, lesson ideas, planning tips, assessment advice and is provided for every unit. Teacher obook assess allows teachers to manage their classes by assigning work, tracking progress and planning assessment.

using oxford big ideas humanities victorian curriculum xi

00_OBI_HUMS10_VIC_07479_TXT_SI.indd 11 16/09/2016 4:02 pm Unit 2 Rights and freedoms (1945–the present) Rights and freedoms Indigenous Australians have lived in Australia for at least 40 000 years. The arrival of Europeans in 1788 resulted in signicant changes to their traditional customs and ways of life. Colonial governments and communities formally and informally discriminated against Aboriginal people. Federation in 1901 made the exclusion of Aboriginal people from Australian society even more pronounced. Despite this discrimination, an Aboriginal rights movement emerged from the 1930s and celebrated major victories in the 1960s, as Aboriginal people gained equal citizenship and were entitled to vote in federal elections for the rst time. By the 1990s, the reconciliation movement was in full swing. A formal apology to the Stolen Generations was sought, but it was not until the Rudd Government in 2008 that it was nally delivered. SAMPLE 11A 11B How have Indigenous peoples How have African Americans in Australia struggled for rights and Indigenous peoples and freedoms? in Australia achieved change?

1 Make a list of examples of discrimination against 1 The 1960s civil rights movement in the United Indigenous Australians since Europeans colonised States was very in uential for Indigenous Australia in 1788. Australians. Discuss the similarities and differences between the experiences of African Americans and Indigenous Australians.

350 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 350 19/09/2016 12:25 pm chapter

Source 1 Indigenous Australians have struggled to have their rights and freedoms recognised under Australian law since the British established a colony here in 1788. This march for Aboriginal rights took 11place in Canberra in 2008. SAMPLE 11C How do activists continue the struggle for civil rights and freedoms?

1 Indigenous Australians continue to experience less favourable circumstances compared to non- Indigenous Australians. What do you think could be done in order to ensure true equality of opportunity for Indigenous Australians today?

chapter 11 rights and freedoms 351

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 351 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms? 11.1 Rights and freedoms: Crossing the Sydney Harbour a timeline Bridge during the reconciliation march

1961 American Freedom Riders travel on racially mixed 1938 buses in the southern Australia’s sesquicentenary United States to challenge (150th anniversary) celebrated segregation laws. around Australia. Aboriginal leaders in Melbourne and Prime Minister Gough Whitlam pours local Sydney hold ‘Day of Mourning’ sand into Aboriginal man Vincent Lingiari’s Freedom Riders events and call for hand in a symbolic gesture outside their bus citizenship rights. 2000 Massive numbers join 1992 1965 1975 walks for reconciliation The High Court overturns terra nullius and Australia’s Freedom Riders The Whitlam Government returns across Australia. 2008 acknowledges native title in historic discover de facto segregation 3300 square kilometres of land to Prime Minister Kevin Rudd Mabo ruling. Prime Minister Paul Keating’s throughout country NSW the Gurindji people – a beginning issues a formal apology to Redfern Park address includes frank while touring the regions to land rights for Aboriginal the Stolen Generations. on a ‘fact nding’ mission. people in Australia admissions about the removal of Aboriginal 1935 1945 1960 1970 1990 children from their families. 2000 2010

1963 1990 Martin Luther King Jnr The Aboriginal and Torres Strait 1997 delivers his ‘I have Islander Commission (ATSIC) 1948 The Bringing Them Home a dream’ speech formally established as the key Universal Declaration during the March report is tabled in Parliament. representative body responsible The report includes thousands 2004 of Human Rights on Washington. 1967 for the implementation of of testimonies from members The Howard Government adopted by Overwhelming support self-determination policies. of the Stolen Generations. abolishes ATSIC. United Nations. for referendum to change the Constitution 1972 to allow the Aboriginal Tent Embassy Commonwealth to SAMPLE established on the lawns of make laws for Parliament House in response Aborigines and to to the McMahon Government’s include them refusal to accept native title. in the census.

The Day of Mourning Protest in 1938 was held in de ance of the national sesquicentenary (150th anniversary) celebrations. Supporters at the Aboriginal Tent Embassy

Source 1 A timeline of some key events and developments relating to civil rights and freedoms

352 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 352 5/05/2017 12:39 PM 11A How have Indigenous peoples in Australia struggled for rights and freedoms? 11.1 Rights and freedoms: Crossing the Sydney Harbour a timeline Bridge during the reconciliation march

1961 American Freedom Riders travel on racially mixed 1938 buses in the southern Australia’s sesquicentenary United States to challenge (150th anniversary) celebrated segregation laws. around Australia. Aboriginal leaders in Melbourne and Prime Minister Gough Whitlam pours local Sydney hold ‘Day of Mourning’ sand into Aboriginal man Vincent Lingiari’s Freedom Riders events and call for hand in a symbolic gesture outside their bus citizenship rights. 2000 Massive numbers join 1992 1965 1975 walks for reconciliation The High Court overturns terra nullius and Australia’s Freedom Riders The Whitlam Government returns across Australia. 2008 acknowledges native title in historic discover de facto segregation 3300 square kilometres of land to Prime Minister Kevin Rudd Mabo ruling. Prime Minister Paul Keating’s throughout country NSW the Gurindji people – a beginning issues a formal apology to Redfern Park address includes frank while touring the regions to land rights for Aboriginal the Stolen Generations. on a ‘fact nding’ mission. people in Australia admissions about the removal of Aboriginal 1935 1945 1960 1970 1990 children from their families. 2000 2010

1963 1990 Martin Luther King Jnr The Aboriginal and Torres Strait 1997 delivers his ‘I have Islander Commission (ATSIC) 1942 The Bringing Them Home a dream’ speech formally established as the key Universal Declaration during the March report is tabled in Parliament. representative body responsible The report includes thousands 2004 of Human Rights on Washington. 1967 for the implementation of of testimonies from members The Howard Government adopted by Overwhelming support self-determination policies. of the Stolen Generations. abolishes ATSIC. United Nations. for referendum to change the Constitution 1972 to allow the Aboriginal Tent Embassy Commonwealth to established on the lawns of SAMPLE make laws for Parliament House in response Check your learning 11.1 Aborigines and to to the McMahon Government’s include them refusal to accept native title. in the census. Remember and understand 1 When was the ‘Day of Mourning’ held? 2 When was terra nullius overturned by the High Court? 3 When did Prime Minister Kevin Rudd make a formal apology to the Stolen Generations?

The Day of Mourning Protest in Apply and analyse 1938 was held in de ance of 4 In what ways do you think the American Freedom Riders might have the national sesquicentenary inspired and in uenced the Australian Freedom Riders? (150th anniversary) celebrations. Supporters at the Aboriginal Tent Embassy 5 Using the timeline, calculate how long the Aboriginal and Torres Strait Islander Commission (ATSIC) existed for. Source 1 A timeline of some key events and developments relating to civil rights and freedoms

chapter 11 rights and freedoms 353

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 353 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms? 11.2 Background to the struggle for Indigenous rights

When British explorers and settlers arrived on the east coast of Australia in 1788, they did not understand the Indigenous population. The British looked for signs of permanent residence, and could nd none, so they didn’t negotiate any treaties. They also looked for evidence of farming, and could nd none, so they proclaimed Australia terra nullius – a Latin term that literally translates as ‘nobody’s land’. The negative effects of Source 1 Aboriginal children at the Catholic Little Flower Mission in Arltunga, Northern European settlement on Territory, c. 1946 Indigenous Australians that minority. Chief Protectors were appointed to watch had started in 1788 continued with the policies of over the Aboriginal people in each state and oversee Australian colonial and state governments in the late what many thought to be a ‘dying race’ of people. 19th and early 20th centuries. The expansion of British Aboriginal reserves and missions were established colonial settlements into established Aboriginal lands by governments and religious organisations across destroyed traditional ways of life. High numbers of Australia to support the assimilation policy (see Indigenous Australian premature deaths were the result Source 1). But most agree that the real reason for these of violence and disease. By the time of Federation in missions was segregation – to keep blacks away from 1901, European settlements dominated most of the white society. For many Aboriginal and Torres Strait continent. Islander peoples these institutions meant separation Aboriginal and Torres Strait Islander cultures from families and communities, isolation and loss of were not of cially recognised, and public policy was culture, identity and control. dominated by ideas of segregationSAMPLE (separating blacks from whites) and assimilation (integrating blacks into The situation at Federation white society). Both of these ideas were based on the assumption that Aboriginal people were inferior to When the Australian colonies federated in 1901, Europeans. Aboriginal and Torres Strait Islander peoples remained politically and legally marginalised. Many of the rights Aboriginal Protection Boards extended to the citizens of the new Commonwealth of Australia were denied to the original inhabitants. Before Federation in 1901, Aboriginal Protection A number of Acts passed by the new Commonwealth Boards were established in the colonies around Parliament speci cally excluded them. They were not Australia to ‘manage’ Aboriginal populations. After entitled to vote in federal elections unless previously Federation, these boards became the responsibility of registered to vote in their state. They did not receive state governments. Removing children was the core the basic wage and they were not eligible for aged and work of these boards. The new Commonwealth took invalid pensions. Travel restrictions were often enforced no responsibility for the wellbeing of this signi cant on them. They were excluded from military training

354 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 354 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms?

and Aboriginal mothers did not receive the baby bonus Source 3 11.2 Background to the struggle that was given to non-Indigenous mothers. When The destiny of the natives of aboriginal origin, a census was held, Aborigines were not counted as but not of the full blood, lies in their ultimate members of the Australian population. absorption … with a view to their taking their for Indigenous rights Western Australian Senator Alexander Matheson was place in the white community on an equal footing one of the strongest opponents of Aboriginal people with the whites. being given the right to vote (see Source 2). From a conference paper from the Aboriginal After Federation, state governments and religious Welfare Conference of Commonwealth and State Authorities in 1937 organisations continued to dominate Aboriginal policy. The new Commonwealth government took New government resources were aimed at changing no responsibility for the wellbeing of this signi cant the ways that Aboriginal people lived. Traditional minority. The common trend to assimilation underpinned camps were demolished and additional assistance was work by authorities in each state; however, insuf cient given to missions to ‘do the job’. Jackson’s Track in resources meant that often work was simply neglected. Gippsland, Victoria, was a ‘dry’ sawmill settlement Assimilation did guide two key areas of work – the occupied by many Aboriginal families – including the Christian missions and the removal of mixed-race family of Lionel Rose, Australia’s rst boxing world Aboriginal children. champion. Daryl Tonkin, who married an Aboriginal woman Source 2 and settled at Jackson’s Track, recalls the idyllic life of We must take steps to prevent any Aboriginal from those living there in his book Jackson’s Track. However, acquiring the right to vote. Surely it is absolutely from the 1940s, government and church of cials began repugnant to the greater number of the people putting pressure on the Aboriginal elders to move of the Commonwealth that an Aboriginal man their families to somewhere more ‘civilised’. ‘Welfare’ or Aboriginal lubra or gin [woman] – a horrible, would visit frequently, and in 1961 the community was Source 1 Aboriginal children at the Catholic Little Flower Mission in Arltunga, Northern degraded, dirty creature – should have the same Territory, c. 1946 dismantled (see Sources 4 and 5). rights that we have decided to give to our wives minority. Chief Protectors were appointed to watch and daughters … The honourable gentleman fails Source 4 over the Aboriginal people in each state and oversee to recognise that we have taken this country from It wasn’t long before people at the Track found what many thought to be a ‘dying race’ of people. the blacks, and made it a white man’s country, out what the authorities had decided to do. The Aboriginal reserves and missions were established and intend to keep it a white man’s country, so church people came around to all the camps by governments and religious organisations across that there is no earthly use in the honourable and explained how they had the welfare of the Australia to support the assimilation policy (see gentleman saying that 100 years ago this was a blackfellas in mind and that they truly felt this Source 1). But most agree that the real reason for these black man’s country … We are aware of the fact was the best thing for them. They said the good missions was segregation – to keep blacks away from that it is very regrettable, and the only consolation people of the church had worked together to build white society. For many Aboriginal and Torres Strait we have is that they are gradually dying out. some housing for the blackfellas and that in one Islander peoples these institutions meant separation Western Australian Senator Alexander Matheson, week a truck would be out to fetch them. from families and communities, isolation and loss of Commonwealth Parliamentary Debates, Senate, Extract from Jackson’s Track by Daryl Tonkin, page culture, identity and control. SAMPLE22 May, 1901 254 The situation at Federation Controlled by colour When the Australian colonies federated in 1901, The ‘assimilation policy’ was of cially adopted at the Aboriginal and Torres Strait Islander peoples remained Aboriginal Welfare Conference of Commonwealth politically and legally marginalised. Many of the rights and State Authorities in 1937. Aboriginal people of extended to the citizens of the new Commonwealth mixed race were to be assimilated into white society of Australia were denied to the original inhabitants. whether they wanted to be or not. This was a new A number of Acts passed by the new Commonwealth form of control. If these people were not going to Parliament speci cally excluded them. They were not simply ‘die out’ then all efforts should be directed to entitled to vote in federal elections unless previously ensuring that mixed-race Aborigines, in particular, registered to vote in their state. They did not receive could be integrated (see Sources 3 and 4). The removal the basic wage and they were not eligible for aged and of Aboriginal children continued and new powers were Source 5 Two dwellings at Jackson’s Track, Victoria, invalid pensions. Travel restrictions were often enforced given to ‘Welfare’ of cials to judge whether children c. 1947–1960 (Source: Museum Victoria. Photographer: on them. They were excluded from military training were ‘progressing’. Richard Seeger)

chapter 11 rights and freedoms 355

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 355 22/09/2016 2:04 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms? The Stolen Generations From the late 1800s to the 1970s many thousands of Aboriginal children were forcibly removed from their families and placed into state care or placed with white families. These children, now referred to as the Stolen Generations, faced ongoing emotional and social dif culties because of their removal from their families. In most states, it was believed that if mixed- race Aboriginal children could be brought up in a ‘white’ community, their Aboriginality could be overcome and their ‘white’ attributes would shine through. These children were Source 6 A newspaper article seeking homes for children of mixed race taken from their families and Tonkin explains a few pages later that the promised raised in missions or with ‘houses’ were actually tents and that a number of white families (see Source 6). Unfortunately, these previously employed, teetotaller Aboriginal men began children often ended up being rejected by both the drinking for the rst time in their lives to escape the Aboriginal and European communities. boredom and depression of their new lives away from Full-blooded Aboriginal children were also removed ‘the Track’. from their families and put into state-run institutions where they were prepared for unskilled and semi-skilled Segregation work. For example, the Cootamundra Girls’ Home in New South Wales trained girls to be domestic servants. Another effective means of controlling Aboriginal people was to prevent them from fully participating in The Bringing Them Home report society. ‘Colour bars’ – bans that prevented Aboriginal people from entering clubs, pubs, SAMPLErestaurants, theatres, The Human Rights and Equal Opportunity Commission public swimming pools or using public transport – collated the stories of the Stolen Generations for the resulted in a form of apartheid. Aboriginal people were Commonwealth Parliament in 1997. Their report, also prohibited from working particular jobs – including entitled Bringing Them Home, revealed the hurt felt by working in post of ces – and were expected to work for the many Australians who were affected by this policy much less money. For the rst 30 years after Federation, (see Source 7). this segregation was applied quite consistently across Source 7 the states and territories of Australia. Most of us girls were thinking white in the head Despite assimilation being the of cial policy of the but were feeling black inside. We weren’t black government, the practice of segregation continued or white. We were a very lonely, lost and sad until the 1960s. Separate sections in theatres, separate displaced group of people. We were taught to wards in hospitals, and denial of school enrolment to think and act like a white person, but we didn’t Aboriginal children were common. Aboriginal rights know how to think and act like an Aboriginal. We activists in the 1960s had plenty of evidence that didn’t know anything about our culture. obvious discrimination continued across Australia.

356 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 356 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms?

We were completely brainwashed to think only removed. Their Aboriginality would suf ce. like a white person. When they went to mix in Therefore, while some removals might be white society, they found they were not accepted ‘justi able’ after the event as being in the child’s [because] they were Aboriginal. When they went best interests, they often did not need to be and mixed with Aborigines, some found they justi ed at the time. couldn’t identify with them either, because they Extract from Bringing Them Home, page 9 had too much white ways in them. So that they Proof that children were being neglected was were neither black nor white. They were simply a not the main motive behind the forcible removal of lost generation of children. I know. I was one of Aboriginal children from their families. More often, it them. Extract from Bringing Them Home: Report of the was the desire of European settlers to civilise or ‘breed National Inquiry into the Separation of Aboriginal and out’ Aboriginality. Dr Cecil Cook, Chief Protector of Torres Strait Islander Children from Their Families the Northern Territory between the years of 1927 and April 1997, Human Rights and Equal Opportunity Commission 1939, was perhaps the most famous government of cial involved in the removal of Aboriginal children during The extent to which mixed-race Aboriginal and this period. His views were that part-Aboriginal women Torres Strait Islander children were forcibly removed should be elevated ‘to white standard with a view to from their families has recently been a subject of debate. their absorption by mating into the white population’. Some historians and commentators question whether This argument was used as motivation to remove there is enough common ground in the experiences thousands of Aboriginal children from their families. of the removed children for them to be thought of as a single group. For example, the removal of children to attend secondary schooling, unavailable in many remote locations, might not be considered in the same way as the removal of whole families of children without justi cation. Other justi cations dominated discussions when Bringing Them Home was released. These included ‘child protection’, beliefs that Australia’s Indigenous people would ‘die out’, and a desire to ‘civilise’ Indigenous children through their assimilation into white society. However, the report dealt with many of these questions by making comparisons with non- Indigenous children removed from their families (see Source 8). Source 9 Marita Ah Chee was taken from her family to Source 8 Garden Point Mission on Melvin Island in 1947. After 13 years In contrast with the removal of non-Indigenous she came back to work as a nanny in Alice Springs and her Aboriginal mother, having heard through the nuns that she was children, proof of ‘neglect’ was not always in Alice Springs, went ‘doorknocking’ until mother and daughter required before an Indigenous childSAMPLE could be were nally reunited after 15 years. Check your learning 11.2

Remember and understand was its purpose? What contribution to Australian 1 List some of the main ways in which Indigenous history do you think it has made? people were discriminated against in Australia from Evaluate and create 1788 to the 1960s. 6 In your opinion, what was the greatest impact 2 Describe the policy of assimilation. that the European settlers had on Indigenous 3 What happened to the Jackson’s Track community? Australians? Could this impact have been lessened if 4 What does the term ‘Stolen Generations’ refer to? the policy of terra nullius had not been applied when Apply and analyse Australia was colonised? Explain your point of view in a 200-word written response citing at least two 5 Research the Bringing Them Home report. What historical sources.

chapter 11 rights and freedoms 357

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 357 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms? The rst protests 11.3 Indigenous protests during When the centenary (100th anniversary) of British colonisation in Australia was celebrated in 1888, little attention was paid to Aboriginal and Torres Strait the 19th and 20th centuries Islander peoples. All colonies except South Australia proclaimed ‘Anniversary Day’ a public holiday in order to allow people to celebrate the European settlement. Indigenous Australians boycotted celebrations, but Despite the many discriminatory policies of Australian Many of the people who would go on to become very few people of European descent noticed. Indigenous colonial and state governments in the late 19th and early important gures in the struggle for Indigenous civil people were excluded from public life and largely ignored. 20th centuries, Indigenous Australians made repeated rights came from the Aboriginal reserves and missions When the sesquicentenary (150th anniversary) of British attempts to have their traditions and rights recognised. that had been set up by Aboriginal Protection Boards. settlement took place in 1938, organised groups of Indigenous Australians decided to use it as a chance to protest for their rights. They referred to the celebrations keyconcept: Signicance as a Day of Mourning and Protest (see Source 2). The Cummeragunja Station: birthplace of a movement? Cummeragunja Aboriginal Station was established attended the school until he turned 14, and William in 1881 on the New South Wales side of the Murray Cooper was one of many leaders to take advantage of River. It was set on 1800 acres of land not far from the adult literacy classes. Maloga Mission, which is where many of the original William Cooper, who had spent most of his life inhabitants came from. It was in the heart of the Yorta ghting for justice for the Yorta Yorta people from Yorta Nation, not far from Corowa where colonial his home at Cummeragunja, eventually left in 1933. leaders would meet 12 years later to plan for a ‘new’ He moved to Footscray in Melbourne at the age of Australian Commonwealth. Originally, the Aboriginal 72 in order to qualify for the aged pension. From residents managed Cummeragunja Station with little his new home in Footscray, he joined together with interference from the government. It was a productive many other Cummeragunja exiles – forming the farm and was home to many Aboriginal families when Australian Aborigines League. Exiles who joined this neighbouring Maloga Mission closed down some league included Doug Nicholls, Margaret Tucker and years later. Thomas Shadrach James, who had been one of the For a time, the school at Cummeragunja Station schoolteachers at Cummeragunja decades before. allowed Aboriginal children to continue studying well In 1939, Cummeragunja was again the focus of the beyond the legislated three years. The outcome of national Aboriginal Rights movement as more than 200 this was that in the early part of the century, a number Aboriginal people walked off the mission and crossed of future Aboriginal leaders acquired knowledge the river to Victoria to protest against poor treatment and skills that would later supportSAMPLE their efforts to and conditions. This was the rst ever mass strike of bring greater rights and freedoms to their people. Aboriginal people in Australia. Jack Patten (see ‘11.4 Signicant individual: Jack For more information on the key concept of Patten’) attended primary school there, Doug Nicholls signicance, refer to page 245 of ‘The history toolkit’.

Source 1 William Cooper (left) and his family in 1936 – his cousin, Margaret Tucker, is standing next to him

358 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 358 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms? The rst protests The Australian Aborigines League (in Victoria) and 11.3 Indigenous protests during the Aborigines Progressive Association (in New South When the centenary (100th anniversary) of British Wales) had been involved in previous petitions seeking colonisation in Australia was celebrated in 1888, little civil rights for Indigenous Australians. They refused to attention was paid to Aboriginal and Torres Strait participate in the re-enactment of the First Fleet’s landing the 19th and 20th centuries Islander peoples. All colonies except South Australia at Farm Cove in Sydney, which was the focus of white proclaimed ‘Anniversary Day’ a public holiday in order celebrations. Instead, the Indigenous groups planned a to allow people to celebrate the European settlement. protest march from the Sydney Town Hall. Indigenous Australians boycotted celebrations, but After they were refused permission to meet at the very few people of European descent noticed. Indigenous Town Hall, they decided to march to the Australian Hall people were excluded from public life and largely ignored. in Elizabeth Street instead. Even though this was to be a When the sesquicentenary (150th anniversary) of British meeting of only Indigenous Australians, they were refused settlement took place in 1938, organised groups of entry to the Australian Hall through the front door and Indigenous Australians decided to use it as a chance to were forced to enter through a rear door. The meeting was protest for their rights. They referred to the celebrations the rst really effective all-Indigenous civil rights meeting in as a Day of Mourning and Protest (see Source 2). Australian history.

keyconcept: Signicance The Day of Mourning and Protest The Day of Mourning and Protest is remembered as one of the most historically signicant events in the struggle for Indigenous civil rights in Australia. A manifesto (written declaration) titled Aborigines Claim Citizen Rights was distributed at the meeting. The manifesto opened with a declaration that ‘This festival of 150 years of so-called “progress” in Australia commemorates also 150 years of misery and degradation imposed on the original native inhabitants by white invaders of this countr y’. It was a powerful statement that introduced white Australians to an alternative view of their history. One of the protesters at the meeting, Jack Patten, delivered an address that marked a turning point in the ght for acceptance by Indigenous Australians (see Source 2 on the next page). Patten would go on to be one of the most signicant gures in this struggle. Source 2 Flyer advertising the Day of Mourning and Protest, 1938 For more information on the key concept of signicance, refer to page 245 of ‘The history toolkit’.

Check your learning 11.3 SAMPLE Remember and understand Evaluate and create 1 Describe the action taken by the Australian 4 Conduct some additional research to complete the Aborigines League (in Victoria) and the Aborigines following task. Progressive Association (in New South Wales) on 26 a Choose one of the following individuals who January 1938. (at some point) lived on Cummeragunja Aboriginal 2 What event was to be the focus of white celebrations Station: for Australia’s sesquicentenary? Who refused to • Doug Nicholls • Margaret Tucker participate in this event? • William Cooper • Thomas Shadrach James. Apply and analyse b Create a short biography outlining some interesting facts about this person's early life and 3 Why do you think Cummeragunja Aboriginal Station provide a summary of their key achievements produced so many important leaders of the civil in the struggle for civil rights by Indigenous rights movement in Australia? Australians.

chapter 11 rights and freedoms 359

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 359 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms?

We do not wish to be left behind in Australia’s 11.4 Signi cant individual: march to progress. We ask for full citizen rights, including old-age pensions, maternity bonus, relief work when unemployed, and the right to a full Australian education for our children. We do Jack Patten not wish to be herded like cattle and treated as a special class. As regards the Aborigines Protection Board of New South Wales, white people in the cities do not realise the terrible conditions of Jack Patten (born John Thomas Patten) was an slavery under which our people live in the outback Indigenous Australian civil rights activist and districts. journalist. He is regarded by many historians as one of I have unanswerable evidence that women of the most signi cant individuals to contribute to the our race are forced to work in return for rations, ght for rights and freedoms of Indigenous Australians. without other payment. Is this not slavery? Do white Australians realise that there is actual Early life slavery in this fair progressive Commonwealth? Yet such is the case. We are looking in vain to Jack Patten was born on 28 March 1905 at white people to help us by charity. We must do Cummeragunja Mission in the Yorta Yorta Nation, near something ourselves to draw public attention Moama on the New South Wales side of the Murray to our plight. That is why this Conference is River. He was the eldest of six children to John James held, to discuss ways and means of arousing the Patten, a blacksmith and police tracker, and his wife conscience of white Australians, who have us in Christina Mary, a local farmer’s daughter. their power but have hitherto refused to help us. After he attended high school in West Wyalong, Address delivered by Jack Patten, the President of New South Wales, he won a scholarship and tried to the Aborigines Progressive Association, on the Day of join the navy to continue his education. He was rejected Mourning (26 January 1938) because of his race. Patten then took on a number of labouring jobs and joined a boxing troupe that travelled around Australia. On these travels, and on subsequent In 1939, Patten responded to a call from his relatives journeys around Australia, he developed a very clear at Cummeragunja to help support their struggle against picture of the issues facing Aboriginal people. management. Patten and his brother George were arrested for inciting the Aborigines to leave the reserve. Source 1 The front cover of the newspaper The Australian Abo Call – The Voice of the Aborigines He was then labelled a Nazi agent by the Sydney press. Political awakening Once released from jail, Patten won another long battle Patten moved with his family to Salt Pan Creek, Sydney, Source 2 in 1929. At this Depression-era camp he joined a group On this day the white people are rejoicing, but of dispossessed Aboriginal people who were already we, as Aborigines, have no reason to rejoice beginning to organise themselves into a political on Australia’s 150th birthday. Our purpose in movement. Patten would speak aboutSAMPLE Aboriginal meeting today is to bring home to the white people citizenship and equality on Sundays in the Domain of Australia the frightful conditions in which the in Sydney and, in 1938, published the rst Aboriginal native Aborigines of this continent live. This land newspaper, The Australian Abo Call (see Source 1). belonged to our forefathers 150 years ago, but With his political partner, William Ferguson, Patten today we are pushed further and further into the founded the Aborigines Progressive Association in 1937, background. and worked with the Australian Aborigines League to The Aborigines Progressive Association has coordinate the rst Aboriginal Day of Mourning in been formed to put before the white people the Sydney on 26 January 1938. Five days later, Patten and fact that Aborigines throughout Australia are the other Aboriginal leaders met with Prime Minister literally being starved to death. We refuse to be Joseph Lyons and presented their 10-point plan for pushed into the background. We have decided to citizens’ rights. make ourselves heard. White men pretend that the Australian Aboriginal is a low type, who cannot be bettered. Our reply to that is, ‘Give us the chance!’

360 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 360 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms?

We do not wish to be left behind in Australia’s as he convinced the government to overturn a ban 11.4 Signi cant individual: march to progress. We ask for full citizen rights, preventing Aborigines from enlisting in the armed including old-age pensions, maternity bonus, forces. Until then, Aborigines needed to lie about relief work when unemployed, and the right to a their aboriginality to be accepted. Patten was nally full Australian education for our children. We do able to enlist and served in the Middle East with the Jack Patten not wish to be herded like cattle and treated as a 6th Division. He was wounded in 1942, and retired special class. As regards the Aborigines Protection from active service. He returned to work in northern Board of New South Wales, white people in the Australia, helping construct infrastructure as part of the cities do not realise the terrible conditions of effort to protect the area from invasion. slavery under which our people live in the outback districts. Stolen children I have unanswerable evidence that women of our race are forced to work in return for rations, After the war, when Patten was clearing land where without other payment. Is this not slavery? Do his family had settled in northern New South Wales, white Australians realise that there is actual six of his own children were taken from him by the slavery in this fair progressive Commonwealth? Aboriginal Protection Board. Patten was unable to Yet such is the case. We are looking in vain to secure the release of his ve daughters, who were white people to help us by charity. We must do trained as domestic servants in Cootamundra, but he something ourselves to draw public attention was able to nd and release his son, John. Together they to our plight. That is why this Conference is ed back to Cummeragunja. held, to discuss ways and means of arousing the conscience of white Australians, who have us in His nal years their power but have hitherto refused to help us. Address delivered by Jack Patten, the President of Suffering depression from his war experience, Patten the Aborigines Progressive Association, on the Day of left his family and made a living as a labourer in Mourning (26 January 1938) Melbourne. He continued to be a powerful advocate for Indigenous issues, and spoke out against British atomic weapons testing at Maralinga in South Australia. In 1939, Patten responded to a call from his relatives at Cummeragunja to help support their struggle against Patten was killed in a motor accident in Fitzroy in management. Patten and his brother George were 1957. Unlike many of his contemporaries, he was not arrested for inciting the Aborigines to leave the reserve. returned to a nal resting place at Cummeragunja. He Source 1 The front cover of the newspaper The Australian was buried at Fawkner Cemetery in an unmarked grave. Abo Call – The Voice of the Aborigines He was then labelled a Nazi agent by the Sydney press. Once released from jail, Patten won another long battle That grave remains in much the same condition today. Source 2 On this day the white people are rejoicing, but we, as Aborigines, have no reason to rejoice Check your learning 11.4 on Australia’s 150th birthday. Our purpose in meeting today is to bring home to the white people Remember and understand SAMPLEb What was he asking for on behalf of Australia’s of Australia the frightful conditions in which the 1 Which Indigenous nation was Jack Patten a Indigenous population? native Aborigines of this continent live. This land member of? 6 Write a short paragraph of 150 words explaining belonged to our forefathers 150 years ago, but 2 Why was Patten unable to join the Australian Navy? Jack Patten’s main contribution to the Indigenous today we are pushed further and further into the civil rights movement. background. 3 What was the rst Aboriginal newspaper in Australia called? Evaluate and create The Aborigines Progressive Association has 4 What happened to Patten’s children? been formed to put before the white people the 7 Create an entry for Jack Patten in a ‘Biography of fact that Aborigines throughout Australia are Apply and analyse Great Australians’. Think about his most signicant achievements and key biographical information that literally being starved to death. We refuse to be 5 Read Jack Patten’s Day of Mourning address in you want to draw attention to. pushed into the background. We have decided to Source 2. make ourselves heard. White men pretend that the a What were some of the main concerns he was Australian Aboriginal is a low type, who cannot be addressing? bettered. Our reply to that is, ‘Give us the chance!’

chapter 11 rights and freedoms 361

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 361 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms? 11.5 Indigenous achievements and contributions during the 19th and 20th centuries

SAMPLE

Source 1 Painting by Albert Namatjira, Blue Haze over Despite the of cial government discrimination and James Range control that affected most aspects of their lives, Aborigines and Torres Strait Islanders participated in and contributed to Australian society in many ways Achievements in art during the 19th and 20th centuries. They were employed on cattle stations and other farms, and in other In Melbourne in 1938, an Aboriginal artist by the industries including shing and timber milling. Despite name of Albert Namatjira held his rst exhibition of discrimination and bans, many Indigenous Australians European-style paintings. Namatjira was an Arrernte also fought in World War I and World War II. The period man living at the Hermannsburg Mission in southern between these wars was particularly signi cant for central Northern Territory at the time. Over the next Indigenous Australians, as it was during this time that decade he sold hundreds of paintings and is still many began to excel in areas of public life such as art regarded as one of our most inuential artists (see and sport. Source 1).

362 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 362 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms? Contributions to 11.5 Indigenous achievements military service Another key contribution and contributions during the by Aboriginal people was in war. In both world wars, Aboriginal men saw active 19th and 20th centuries service. This was in spite of the fact that in World War I, Aboriginal men were barred from enlisting until 1917, at which point part-Aboriginals were accepted. At least 500 still managed to serve. In 1940, after the outbreak of war in Europe and the Paci c, William Cooper, an Aboriginal Source 2 Albert Namatjira Source 3 Aboriginal test cricketer Rights activist who had lost Eddie Gilbert a son in World War I, wrote to the prime minister urging Achievements in sport him to introduce citizenship rights for Aboriginal During this period, a number of outstanding people. To Cooper, this was a sensible request that Indigenous athletes achieved some signi cant successes would help Australia’s war effort. Cooper’s attempt was in the eld of sport. Sir Doug Nicholls, from the not successful. However, Jack Patten, another Aboriginal Cummeragunja mission in southern New South Wales, activist, successfully lobbied for Aboriginal enlistment was rst recruited by the Carlton Football Club and bans to be lifted. The creation of the Commonwealth then went on to play for the Fitzroy Football Club Electoral (War-time) Act (1940) even gave Aboriginal in 1932. He was also eventually selected to play for servicemen a vote – but only for the duration of the war Victoria in State of Origin football. Nicholls was a and six months afterwards. pioneering campaigner for reconciliation and was also the rst Aboriginal person to receive a knighthood and the rst to serve as a governor general. Check your learning 11.5 In Queensland, Indigenous cricketer Eddie Gilbert had been taken from his home as a three-year-old. He Remember and understand grew up on the Barambah Aboriginal Reserve, north 1 What is signicant about Albert Namatjira’s career? of Brisbane, where he learned to play cricket. With a SAMPLE2 What did Sir Doug Nicholls achieve during his exible wrist, he was able to generate a fearsome pace in his bowling (see Source 3). He dismissed Don Bradman lifetime? for a duck in a Shef eld Shield game in 1931. Bradman 3 What barriers did Eddie Gilbert face as an later described the balls he faced from Gilbert as the Aboriginal cricketer? quickest of his career. 4 Who was responsible for allowing Indigenous Living on a reserve, Gilbert had to receive written Australians to enlist in the armed forces? permission to leave every time he was to play rst-class Evaluate and create cricket. In the end, he played 23 rst-class matches for Queensland, but was never selected for Australia. 5 ‘Australia has missed out on identifying signicant However, there were calls for his inclusion when talent because of government policies.’ Create a Australia was being defeated by England during the written response of around 250 words in support ‘Bodyline’ series of 1932–33, but this did not happen. of this statement. Use Sir Doug Nicholls, Albert Gilbert received belated recognition of his achievements Namatjira and Eddie Gilbert as examples to support in 2008 when a statue commemorating him was your argument. unveiled at Brisbane’s Allan Border Field.

chapter 11 rights and freedoms 363

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 363 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms? 11.6 The Universal Declaration of Human Rights

The terra nullius ruling made by Sir Richard Bourke in Australia’s role 1835 meant that Indigenous Australians were not legally able to sell or acquire land. This ruling placed Aboriginal Because of the horrors brought about by World War II and Torres Strait Islander peoples at a legal disadvantage there was enthusiasm to begin the work of protecting that also affected other aspects of their lives. By the time certain human rights by law. Leaders of emerging Australia celebrated 150 years of British settlement in powers, including Australia’s Attorney General, Herbert 1938, it was dif cult for Indigenous Australians to identify ‘Doc’ Evatt (see Source 1), convinced traditional powers any positive outcomes from British settlement. It would such as Britain and France that the General Assembly only be after Australia’s championing of the Universal must be seen to take a leading role in the development of Declaration of Human Rights in 1948 that attention laws to protect human rights. The world could not afford gradually turned towards the situation and status of to be caught up in another catastrophe such as World Aboriginal and Torres Strait Islander peoples. War II. Evatt was General Secretary of the United Nations in 1948 and 1949, during which time he led the drafting The legacy of World War II of the Universal Declaration of Human Rights. This landmark document has 30 articles and has informed Millions of people were massacred during World War II. many international and national treaties and covenants Many millions more never saw their families or homes (agreements) relating to rights (some of which are again as a result of the destruction. During the war, outlined in Source 2). Most signi cantly, the declaration many world leaders started to develop an ambitious, held that human rights are inalienable – meaning that global response to these atrocities. The commitment to they cannot be taken away from any one of us regardless form the United Nations, a ‘world government’ of sorts, of age, race, gender, religion, language or nationality. was designed to ensure that such events would never happen again. Part of this work involved establishing a Source 2 set of international laws and treaties to protect people. Article 1 Immediately after the end of World War II, the United All human beings are born free and equal in Nations was formed and work started on formalising a dignity and rights. They are endowed with reason set of basic human rights. and conscience and should act towards one another in a spirit of brotherhood.

Article 2 SAMPLEEveryone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non- self-governing or under any other limitation of sovereignty.

Article 3 Everyone has the right to life, liberty and security of person. Source 1 Attorney General Herbert ‘Doc’ Evatt

364 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 364 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms?

Article 4 No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

Article 5 No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

Article 6 Australia’s role Everyone has the right to recognition everywhere as a person before the law. Because of the horrors brought about by World War II The rst six articles of the Universal Declaration of there was enthusiasm to begin the work of protecting Human Rights, 1948 certain human rights by law. Leaders of emerging powers, including Australia’s Attorney General, Herbert Evatt was supported by many other leaders including ‘Doc’ Evatt (see Source 1), convinced traditional powers Eleanor Roosevelt, a US delegate and the widow of former such as Britain and France that the General Assembly US President Franklin D Roosevelt. Eleanor Roosevelt’s must be seen to take a leading role in the development of speech to the United Nations General Assembly on 2 laws to protect human rights. The world could not afford December 1948 impressed upon the world the need to be caught up in another catastrophe such as World for action. Eight days later, the Universal Declaration War II. Evatt was General Secretary of the United Nations of Human Rights was rati ed (endorsed) by the United in 1948 and 1949, during which time he led the drafting Nations General Assembly. of the Universal Declaration of Human Rights. This Source 3 William Onus, President of the Australian Aborigines landmark document has 30 articles and has informed The start of civil rights League, speaks at a meeting in the Domain, Sydney, 1949 many international and national treaties and covenants (agreements) relating to rights (some of which are Many historians argue that the Declaration of Human outlined in Source 2). Most signi cantly, the declaration Rights set the scene for the civil rights struggles that Check your learning 11.6 held that human rights are inalienable – meaning that would take place around the world in the coming Remember and understand they cannot be taken away from any one of us regardless decades. Germany was a developed economy with of age, race, gender, religion, language or nationality. a functioning democracy before World War I, and 1 Why was it agreed a Universal Declaration of yet, in less than a generation, it had become a fascist Human Rights was needed? Source 2 dictatorship where only the rights of certain people 2 Who was General Secretary of the United Nations Article 1 were protected. The fear was that unless action was when the declaration was developed? taken in other places around the world to protect the All human beings are born free and equal in 3 Who spoke in support of the declaration on 2 dignity and rights. They are endowed with reason human rights enshrined in the declaration, the same December 1948? and conscience and should act towards one another situation could once again develop elsewhere in the 4 Which policy did Australia maintain despite the fact in a spirit of brotherhood. world. that it was against the spirit of the declaration? Article 2 The Australian context 5 What role did ‘Doc’ Evatt play in the creation of the Everyone is entitled to all the rights and freedoms SAMPLE Universal Declaration of Human Rights? set forth in this Declaration, without distinction Developments that took place in Australia from the of any kind, such as race, colour, sex, language, 1960s can be seen as related to changes that were Apply and analyse happening in a wider global context. Although religion, political or other opinion, national or 6 Even though Australia had been involved in the Australia played a key role in arguing for the declaration social origin, property, birth or other status. development of the Universal Declaration of on the world stage, the White Australia policy was still Furthermore, no distinction shall be made on the Human Rights, Australian government policy failed in force and was responsible for restricting the types of basis of the political, jurisdictional or international to re ect the principles within it. Explain how this people arriving in Australia based on race and ethnicity. status of the country or territory to which a person was so. belongs, whether it be independent, trust, non- At this time, there was only limited legal and public self-governing or under any other limitation of recognition of the rights of Aboriginal and Torres Strait Evaluate and create sovereignty. Islanders. The acceptance of the rights contained in the 7 Did Senator Alexander Matheson’s comments Universal Declaration gave great encouragement to not Article 3 (see Source 2 on page 355) support the need for only Indigenous Australians (see Source 3), but many Everyone has the right to life, liberty and security the creation of a Universal Declaration of Human other peoples whose access to basic human rights had of person. Rights? been denied through war, conquest and colonisation.

chapter 11 rights and freedoms 365

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 365 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms? 11A rich task usually content to leave them there, and some eventually forgot all about them. Are we going to have a population of 1,000,000 blacks in The Stolen the Commonwealth, or are we going to merge them into our white community and eventually forget that there ever were any Identify and analyse the Generations aborigines in Australia? perspectives of people from Extract from A O Neville, Chief Protector of Aborigines in Western At different times during the last 200 years Australia; taken from a speech delivered in 1937 the past

a range of laws, practices and policies in Source 2 Primary and secondary sources re ect and represent Australia have resulted in the forcible removal many different perspectives, points of view, attitudes and It was winter 1957, seven o’clock in the morning. The sun was values. People who create sources are in uenced by their of Indigenous children from their families. up and the sounds of birds drifted down into our small kitchen. Analysis of relevant primary sources reveals My brother Lenny was sitting on the oor, eating toast; my gender, age, family and cultural background, education, there were a range of justications and brothers Murray and David and I, rubbing our eyes in a state religion, values and political beliefs, their life experiences of half sleep, were waiting for mum to smear Vegemite on our and the time in which they live. It is the historian’s job to motives for this tragic and unjust practice bread before we dressed for school. A routine day in the Simon make sure that they consider a range of perspectives that had serious and long-term effects. household. in their investigations, allowing more voices to be heard The Bringing Them Home report has now Someone rapped loudly on the door. My mother didn’t and a more complete picture to be formed. Identifying answer it. We hadn’t heard anyone come up the path. The ensured that the perspectives and stories of and analysing the perspectives of different people is a knocking got louder, and nally my mother, who was reluctant members of the Stolen Generations can be to answer any callers when my father wasn’t home, opened the very important historical skill. To do this, you need to heard and understood by members of the door and exchanged words with three people. We strained to understand the social, cultural and emotional contexts and Australian public. hear what they were saying. Three men then entered the room. factors that shaped people’s lives and actions in the past. A man in a suit ordered my mother to pick up Lenny and give Follow these steps when practising this skill: him to me. My mother started to scream. One of the policemen Step 1 Identify a historical issue around which there may bent down and picked up my brother and handed him to me. My mother screamed and sobbed hysterically but the men took be different opinions or interpretations. In 1937, government representatives from each state no notice, and forced my brothers and me into a car. Step 2 List the various groups and people who may have and territory (except Tasmania) attended the rst My mother ran out onto the road, fell on her knees and been involved in or affected by this issue. Commonwealth and State ‘Aboriginal Welfare’ Conference belted her sts into the bitumen as she screamed. We looked Step 3 Identify the role or position of these people and/or to discuss Indigenous issues. This was the rst time such back as the car drove off to see her hammering her sts into the groups in society. discussions were held at a national level. Source 1 is an road, the tears streaming down her face … extract from comments made by a Chief Protector at the An extract from the account of Bill Simon, an Aboriginal man who was Step 4 Locate primary sources that provide evidence conference. forcibly removed from his family when he was 10 years old about the point of view these people and/or groups had on the issue. Source 1 Step 5 Analyse each source, using the following If the coloured people of this country are to be absorbed into the questions as a guide: general community they must be thoroughly t and educated to • Why was the source written or produced? at least the extent of the three R's. If they can read, write and SAMPLE • Who was the intended audience of the source? count, and know what wages they should get, and how to enter into an agreement with an employer, that is all that should be Was it meant for one person’s eyes, or for the necessary. Once that is accomplished there is no reason in the public? How does that affect the source? world why these coloured people should not be absorbed into • What was the author’s message or argument? the community. To achieve this end, however, we must have What ideas were they trying to get across? Is the charge of the children at the age of six years; it is useless to wait until they are twelve or thirteen years of age. You cannot change message explicit (obvious), or are there implicit a native after he has reached the age of puberty, but before (subtle) messages as well? What can the author’s that it is possible to mould him … In Western Australia we have choice of words tell you? What about the silences – power under the act to take any child from its mother at any what does the author choose not to talk about? stage of its life, no matter whether the mother be legally married Source 3 Crowds march down Bourke Street in Melbourne or not … Although the children were illegitimate, the mothers to mark Sorry Day on 26 May 2007. The rst National Sorry Day were greatly attached to them, and did not wish to be parted was held on 26 May 1998 – one year after the tabling of the from them. I adopted the practice of allowing the mothers to go report Bringing Them Home, which was the result of an inquiry to the institution with the children until they satised themselves into the forced removal of Aboriginal and Torres Strait Islander that they were properly looked after. The mothers were then children, known as ‘The Stolen Generations’.

366 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 366 19/09/2016 12:25 pm 11A How have Indigenous peoples in Australia struggled for rights and freedoms?

usually content to leave them there, and some eventually forgot all about them. skilldrill: Continuity and change Are we going to have a population of 1,000,000 blacks in the Commonwealth, or are we going to merge them into our Identify and analyse the • How does the author try to get the message white community and eventually forget that there ever were any across? For example, do they give a detached, aborigines in Australia? perspectives of people from balanced account, or is it biased for or against the Extract from A O Neville, Chief Protector of Aborigines in Western Australia; taken from a speech delivered in 1937 the past issue? • Compared to what we face today, what relevant Primary and secondary sources re ect and represent Source 2 circumstances and experiences were different many different perspectives, points of view, attitudes and It was winter 1957, seven o’clock in the morning. The sun was for the author of the source in the past? (Some values. People who create sources are in uenced by their up and the sounds of birds drifted down into our small kitchen. examples might include religion, economy, family gender, age, family and cultural background, education, My brother Lenny was sitting on the oor, eating toast; my life, technology, etc). How do you think these religion, values and political beliefs, their life experiences brothers Murray and David and I, rubbing our eyes in a state factors and experiences in uenced their thoughts of half sleep, were waiting for mum to smear Vegemite on our and the time in which they live. It is the historian’s job to and actions? bread before we dressed for school. A routine day in the Simon make sure that they consider a range of perspectives household. in their investigations, allowing more voices to be heard Apply the skill Someone rapped loudly on the door. My mother didn’t and a more complete picture to be formed. Identifying answer it. We hadn’t heard anyone come up the path. The 1 Read Sources 1 and 2 and follow each of the steps and analysing the perspectives of different people is a knocking got louder, and nally my mother, who was reluctant outlined above to identify and analyse the perspectives very important historical skill. To do this, you need to to answer any callers when my father wasn’t home, opened the of A O Neville and Bill Simon. Pay particular attention understand the social, cultural and emotional contexts and door and exchanged words with three people. We strained to to the questions provided in Step 5 and make sure you hear what they were saying. Three men then entered the room. factors that shaped people’s lives and actions in the past. consider these questions when analysing both of the A man in a suit ordered my mother to pick up Lenny and give Follow these steps when practising this skill: written sources. him to me. My mother started to scream. One of the policemen Step 1 Identify a historical issue around which there may bent down and picked up my brother and handed him to me. My mother screamed and sobbed hysterically but the men took be different opinions or interpretations. no notice, and forced my brothers and me into a car. Step 2 List the various groups and people who may have Extend your understanding My mother ran out onto the road, fell on her knees and been involved in or affected by this issue. belted her sts into the bitumen as she screamed. We looked Step 3 Identify the role or position of these people and/or back as the car drove off to see her hammering her sts into the 1 Look again at your list of individuals and/or groups groups in society. road, the tears streaming down her face … involved in or affected by the practice of forcibly An extract from the account of Bill Simon, an Aboriginal man who was Step 4 Locate primary sources that provide evidence removing Indigenous children from their families and forcibly removed from his family when he was 10 years old about the point of view these people and/or groups communities. Of these groups and individuals, whose had on the issue. perspectives are not represented within the three Step 5 Analyse each source, using the following sources provided? questions as a guide: 2 Conduct some research to locate additional • Why was the source written or produced? primary source documents that help to illustrate the • Who was the intended audienceSAMPLE of the source? perspectives of these other groups or individuals. Was it meant for one person’s eyes, or for the Identify and analyse these new perspectives, using the public? How does that affect the source? steps provided. • What was the author’s message or argument? What ideas were they trying to get across? Is the message explicit (obvious), or are there implicit (subtle) messages as well? What can the author’s choice of words tell you? What about the silences – what does the author choose not to talk about?

chapter 11 rights and freedoms 367

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 367 19/09/2016 12:25 pm 11B How have African Americans and Indigenous peoples in Australia achieved change? 11.7 The US civil rights movement

Source 1 Martin Luther King Jnr waves to the crowd gathered for the March on Washington in 1963 in support of civil rights for African Americans

During the 1960s, the struggle for civil rights for African Americans gained worldwide attention. A series of events and signi cant individuals in the US civil rights movement would go on to inspire and inuence civil rights campaigners in Australia.SAMPLE We will now explore some of these key events. During World War II, considerable numbers of African Americans left the former slave-owning states in the south to work in war industries in California, Michigan and Pennsylvania. These states offered a better quality of life and more equality than the southern states. After the war, in 1948, segregation of black and white soldiers in the US army was of cially abolished. Many African-American men had served in the war and many had died for their country. It was felt that they could no longer be denied their rightful place in their country and armed services. In the southern states, segregation of the races had been legally enforced since the American Civil War Source 2 A separate waiting area for African Americans at a Source 3 Emmett Till’s mother at his funeral in 1955 ended in 1865. Following the action taken in the US bus station in the USA

368 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 368 19/09/2016 12:25 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

army, the US Supreme Court began to rule against momentum generated by the Emmett Till case. The Act 11.7 The US civil rights movement segregation generally. In 1954, the Supreme Court ruled aimed to ensure that all African Americans could exercise that segregation in US schools was unconstitutional – their right to vote, as well as providing resources for meaning that it was illegal under US law. This ruling ongoing monitoring of civil rights abuses. It also called for became famous as the Brown vs the Board of Education a government report on race relations. ruling. Although the Supreme Court found that The Emmett Till case became a symbol for the civil segregation in schools was illegal, state governments, rights movement across the United States. Authors used particularly in the south, continued to resist federal the case in many books to challenge public racism, and intervention. in 1962 the famous musician Bob Dylan recorded a song called 'The Death of Emmett Till'. Till’s death was The case of Emmett Till a tragedy that inspired thousands to change American society. In August 1955, a 14-year-old African-American boy called Emmett Till was murdered near the town of Money in Mississippi. He had been brutally beaten and shot after Bus boycotts and segregation being accused of irting with a white woman. His body At roughly the same time, African Americans across was dumped in the Tallahatchie River. Before the funeral the country began to assert their demands for equality in his home city of Chicago, Till’s mother displayed his in a number of different ways. In 1955, Rosa Parks was body in an open casket. She wanted the world to see the arrested in Montgomery, Alabama, after refusing to give brutality of his murder. The white men accused of his up her seat at the front of a bus for a white passenger. murder were found not guilty in a trial conducted before The arrest resulted in a boycott of the Montgomery bus an all-white jury in Mississippi. service by African-American passengers, beginning in The two men charged later admitted to the murder December 1955. One year later, the boycott ended when in a magazine interview, knowing they could not be the City of Montgomery was ordered by the US Supreme tried twice for the same crime. The death of Emmett Court to stop segregating black and white passengers on Till became a major turning point for the civil rights its bus services. This victory inspired further efforts to movement. The 1957 Civil Rights Act came from the end segregation in America.

SAMPLE

Source 3 Emmett Till’s mother at his funeral in 1955 Source 4 Rosa Parks is ngerprinted following her arrest.

chapter 11 rights and freedoms 369369

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 369 19/09/2016 12:25 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

In 1957, nine African-American students tried to killed and hundreds of soldiers and protesters were enrol in the all-white Little Rock Central High School in injured. Despite these violent protests, James Meredith the state of Arkansas. Despite the 1954 Supreme Court was eventually enrolled. ruling banning segregation of black and white children in schools, the Arkansas governor used armed of cers The Freedom Riders to prevent the nine students from entering the school. They also had to face a white crowd threatening to The US Freedom Riders was a group of activists who hang them. President Dwight Eisenhower intervened, wanted to test the effect of the US Supreme Court’s sending in the US army to allow the African-American 1960 decision to end racial discrimination on public students to enter the high school they were legally transport. The rst group of Freedom Riders (seven entitled to attend (see Source 5). African Americans and six white Americans) boarded President John F Kennedy’s inaugural address in public buses from Washington to the southern states of 1961 inspired many African Americans. Among these Virginia, North and South Carolina, Georgia, Alabama, was Mississippi student James Meredith who exercised Mississippi and Louisiana. The riders’ strategy was his democratic right by attempting to enrol in the a simple one. They would sit side by side, black and Oxford Campus of the University of Mississippi. This white, and at least one black rider would sit in the front action prompted riots at the campus and threats from section, previously reserved for ‘white’ passengers. They the Ku Klux Klan. The Ku Klux Klan is a group of ate in restaurants together and ignored segregation signs white Protestants who have historically been opposed when using toilets and drinking fountains. to rights for people of colour, Catholics, Jews and The Freedom Riders’ journeys were interrupted by immigrants. The organisation has been responsible for frequent mob attacks – usually organised by the Ku many hate crimes. Eventually, President Kennedy was Klux Klan – and arrests by southern law enforcement forced to bring in the US Marshals and the Mississippi of cers on various charges. Once in jail, the riders National Guard to control the crowd. Two people were would sing freedom songs as a continued protest and,

SAMPLE

Source 5 The Little Rock Nine entering Little Rock Central High School under the protection of the US army

370 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 370 19/09/2016 12:25 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

in some cases, were released simply because the police could not stand the singing. When the county jails were full, a number of Freedom Riders were transferred to the Mississippi State Penitentiary, put into maximum-security units and denied many basic rights. The riders also faced dif culty seeking medical treatment after their frequent beatings by the mobs and law enforcement of cers. This racist brutality was one of the reasons that many other Freedom Riders joined the campaign over the course of the summer of 1961. After pressure from Dr Martin Luther King Jnr and other leading activists, Attorney General Robert Kennedy intervened. In September 1961, he insisted that states comply with federal desegregation laws. Source 6 Freedom Riders sitting on board an interstate bus escorted by Mississippi These victories resulted largely National Guardsmen (a reserve military force of the US army) from the courage of ordinary US citizens, brave enough to participate in the civil rights struggle. They also helped ‘I have a dream’ speech delivered at the March on to make leaders such as Martin Luther King household Washington was a moral plan for change. names. King went on to be acknowledged as the main After President Kennedy’s assassination in November leader of the American civil rights movement (see 11.8 1963, President Lyndon Johnson accepted the challenge Signi cant individual: Dr Martin Luther King Jnr). that Martin Luther King’s success had created. On 2 In 1963, King led the March on Washington, which July 1964, the US Congress enacted the Civil Rights was attended by 250 000 people, many of whom Act, which outlawed discrimination based on race or demanded an end to segregation. King rede ned the gender. It was landmark legislation, but the challenge of rights movement. While the US Supreme Court had changing racist attitudes among members of the general delivered a legal plan for desegregation,SAMPLE King’s famous public still remained. Check your learning 11.7

Remember and understand Apply and analyse 1 What was the Brown vs Board of Education case? 5 Explain what the Freedom Riders hoped to achieve, Why was it so signicant in the US? and by what means. 2 What happened to Emmett Till? Evaluate and create 3 In which state did the US army get called in to help 6 Conduct research about Rosa Parks, and create African-American students attend an all-white high a short PowerPoint presentation that provides school? information about her life, characteristics as a person 4 In what year was the Civil Rights Act passed by US and contribution she made to the American civil Congress? rights movement.

Source 5 The Little Rock Nine entering Little Rock Central High School under the protection of the US army

chapter 11 rights and freedoms 371371

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 371 19/09/2016 12:25 pm 11B How have African Americans and Indigenous peoples in Australia achieved change? 11.8 Signi cant individual: Dr Martin Luther King Jnr

Martin Luther King Jnr was born in Atlanta, Georgia, in King’s book about the Montgomery Bus Boycott, 1929. As a student he engaged in civil rights debates and Stride toward Freedom, gave direction to the civil rights followed the peaceful resistance methods of Mahatma movement. It inspired protests against segregation Gandhi with interest. By 1954, King was pastor of across the USA, including the sit-in at a Woolworth's the Dexter Avenue Baptist Church in Montgomery, lunch counter by black students and, more famously, Alabama. the Freedom Riders. King also lobbied candidates for After Rosa Parks was arrested for not giving up her the 1960 presidential election and achieved signi cant bus seat to a white man, King became a leader of the political inuence, despite many trying to accuse him Montgomery Bus Boycott, a signi cant and successful of being a communist. The Director of the FBI, J Edgar protest against segregation. King was arrested during Hoover, was particularly opposed to King, and used his this protest and his house was attacked. He used his inuence to try and undermine him. success with the bus boycott to help establish the King’s major impact was delivering his ‘I have a Southern Christian Leadership Conference, which dream’ speech at the March on Washington rally on became one of the most important groups of the 28 August 1963. King was awarded the Nobel Peace growing civil rights movement. Prize for his work towards ending segregation in 1964, the same year that the US Congress passed the Civil Rights Act. The Civil Rights Act was a turning point in race relations in the USA, but King felt there was still much to achieve. He worked to establish support among the poor African Americans in the north. Although equality may have been guaranteed by federal law, social and economic equality still had to be fought for. King also led opposition to the Vietnam War, arguing, ‘we have been repeatedly faced with the cruel irony of watching Negro and white boys on TV screens as they kill and die together for a nation that has been unable to seat them in the same schools’. SAMPLEKing was campaigning for striking garbage workers in Memphis, Tennessee, when he was assassinated on 4 April 1968 at the age of 39. The assassin was a white man, James Earl Ray, who was arrested in London two months later, on his way to white-dominated Rhodesia (now known as Zimbabwe). President Johnson declared 7 April a national day of mourning. After campaigning by activists, including singer Stevie Wonder, President Ronald Reagan created a public holiday for King in 1986. By 2000, every American state recognised the third Monday of January as Martin Source 1 Dr Martin Luther King Jnr Luther King Day and a public holiday.

372 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 372 19/09/2016 12:25 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

King’s dream, as he explained in Washington in an ongoing inspiration, not only for the American civil 11.8 Signi cant individual: 1963, was that ‘One day this nation will rise up and rights movement, but also Australia’s. King’s reputation live out the true meaning of its creed: “We hold these was international, and activists such as Charles Perkins truths to be self-evident: that all men are created and the Australian Freedom Riders looked to him for Dr Martin Luther King Jnr equal.”’ King’s legacy of non-violent resistance became inspiration.

King’s book about the Montgomery Bus Boycott, Stride toward Freedom, gave direction to the civil rights movement. It inspired protests against segregation across the USA, including the sit-in at a Woolworth's lunch counter by black students and, more famously, the Freedom Riders. King also lobbied candidates for the 1960 presidential election and achieved signi cant political inuence, despite many trying to accuse him of being a communist. The Director of the FBI, J Edgar Hoover, was particularly opposed to King, and used his inuence to try and undermine him. King’s major impact was delivering his ‘I have a dream’ speech at the March on Washington rally on 28 August 1963. King was awarded the Nobel Peace Prize for his work towards ending segregation in 1964, the same year that the US Congress passed the Civil Rights Act. The Civil Rights Act was a turning point in race relations in the USA, but King felt there was still much to achieve. He worked to establish support among the poor African Americans in the north. Although equality may have been guaranteed by federal law, social and economic equality still had to be fought for. King also led opposition to the Vietnam War, arguing, ‘we have been repeatedly faced with the cruel irony of watching Negro and white boys on TV screens as they kill and die together for a nation that has been unable to seat them in the same schools’. King was campaigning for striking garbage workers Source 2 A muralSAMPLE in Newtown, Sydney, shows King alongside the Aboriginal in Memphis, Tennessee, when he was assassinated on ag. He has in uenced civil rights groups worldwide, including here in Australia. 4 April 1968 at the age of 39. The assassin was a white man, James Earl Ray, who was arrested in London two months later, on his way to white-dominated Rhodesia Check your learning 11.8 (now known as Zimbabwe). President Johnson declared Remember and understand Apply and analyse 7 April a national day of mourning. After campaigning by activists, including singer 1 Why was Rosa Parks’ action in refusing to give up 5 What actions and beliefs of King’s do you think Stevie Wonder, President Ronald Reagan created a public her bus seat to a white person signicant in Martin would inspire Indigenous Australians and their holiday for King in 1986. By 2000, every American Luther King’s career? supporters? state recognised the third Monday of January as Martin 2 Who was the Director of the FBI who was so 6 Why was King such a signicant gure in the US civil Luther King Day and a public holiday. opposed to King’s views? rights movement? 3 Where did the ‘I have a dream’ speech take place? 4 Why was King in Memphis when he was assassinated?

chapter 11 rights and freedoms 373373

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 373 19/09/2016 12:25 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

rst time, a speci c group of Aboriginal and Torres Strait Islander 11.9 Australia’s civil rights peoples had recognition of their connection to their land. The story of the Wave Hill struggle has become a part of Australian popular culture. Indigenous singer Kev Carmody and movement white singer Paul Kelly wrote the song 'From Little Things Big Things Grow' as a tribute to the pioneering campaign of Vincent Lingiari. The Australian Freedom Riders Australia’s Aboriginal rights leaders in the 1960s The Australian Freedom Riders who toured regional New South inherited a movement that had evolved from the Day of Wales in early 1965 had a similar agenda to their American Freedom Mourning protests a generation before. The success of Rider comrades. The tour began as a fact- nding mission by a group the US civil rights movement also inspired many non- of cially known as Student Action for Aborigines, and ended as a Indigenous Australians to ght for greater equality for genuine protest against segregation across Australia. The students Aborigines. were mostly non-Aboriginal and had been involved in organised By the 1960s, Indigenous Australians had a life protests in Sydney. Many of them probably did not know what expectancy almost 20 years less than non-Indigenous to expect. Australians. In 1959, the government agreed to provide The Freedom Riders were led by a man called Charles Perkins. welfare payments to Aborigines under the Social Services Perkins modelled the Australian rides on the 1961 American Act, though the Act required that these payments be Freedom Rides. He took a bus into parts of rural New South Wales paid to a third party. In 1962, all Aborigines and Torres where racist attitudes were most prominent. The Australian Freedom Strait Islanders were given the right to vote in federal Riders left Sydney on 12 February 1965 elections. In 1968, they achieved equal pay with other and headed initially for Wellington Australians. Unfortunately this had some unintended and Gulargambone (see Source 3). consequences. Until that time, most Aboriginal workers had only been receiving half the minimum wage paid to Walgett and Moree white Australians. In some areas, particularly in farming Source 1 Vincent Lingiari communities, some Aborigines were sacked because their In Walgett, Aborigines were banned bosses could not afford to pay the higher wages. from entering the town’s Returned Despite these legislative changes, racist attitudes walk-off, quickly ensured that this protest had a more and Services League (RSL) Club. towards Aborigines were still prominent in society. fundamental goal – returning traditional lands. Lingiari This ‘home’ of the Anzac spirit was As in the United States, the small steps of some brave and other Gurindji leaders petitioned the Governor a symbolic target for the Freedom individuals created a momentum for genuine change. General in 1967, arguing that morally the land was Riders who protested outside the club theirs and should be returned to them. This claim was (see Source 4). The actions of the The Wave Hill walk-off refused by the Governor General. Freedom Riders angered some in the In 1971, a song called 'The Gurindji Blues' was town and their bus was run off the Arguably, one of the most signi cant turning points written and released by white folk artist Ted Egan. It road as they left. in the struggle for Indigenous rights was the Wave was created in response to the Wave Hill walk-off. The In Moree, Aborigines were banned Hill Station walk-off. The walk-offSAMPLE on 23 August lyrics of the song supported the ght for acceptance of from swimming in the council 1966 was initially in response to the British Vestey the Gurindji people. It features the voice of Galarrwuy swimming pool. The Freedom Riders Company’s refusal to pay the Gurindji farm workers Yunupingu and is introduced by Vincent Lingiari. staged protests at the Town Hall and wages of $25.00 per week. The Commonwealth had Although the song received very little radio play due the local swimming pool – ensuring granted ‘equal pay’ to Aboriginal workers a year earlier, to racist attitudes of the time, it continued the battle for that Aboriginal children could enter but there was little evidence that companies were recognition of the rights of the Gurindji people. the swimming pool alongside their complying with the new law, and the Wave Hill workers The walk-off nally ended in 1973, and in 1975 non-Aboriginal peers. Again, the chose to take a stand. one of the decisive moments in Indigenous Australian Freedom Riders were attacked by up The walk-off highlighted the entrenched history took place. Prime Minister Gough Whitlam to 500 locals and were forced to leave discrimination that existed in Australian society. symbolically poured earth into Vincent Lingiari’s hand town. By this stage, the Freedom But it also brought attention to the issue that would as he handed over 3300 square kilometres of land Rides were being followed closely become central to Aboriginal claims for the next two to the Gurindji people (see Source 2). The Aboriginal by journalists (including television generations – land rights. Land Rights (Northern Territory) Act 1976 granted the reporters), and as a result their Vincent Lingiari, who entered public life Gurindji and other Aboriginal tribes in the Northern protests were known countrywide. dramatically when he led the Gurindji people in the Territory title to some of their traditional land. For the

374 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 374 19/09/2016 12:25 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

rst time, a speci c group of Aboriginal and Torres Strait Islander peoples had recognition of their connection to their land. The story of the Wave Hill struggle has become a part of Australian popular culture. Indigenous singer Kev Carmody and white singer Paul Kelly wrote the song 'From Little Things Big Things Grow' as a tribute to the pioneering campaign of Vincent Lingiari. The Australian Freedom Riders The Australian Freedom Riders who toured regional New South Wales in early 1965 had a similar agenda to their American Freedom Rider comrades. The tour began as a fact- nding mission by a group of cially known as Student Action for Aborigines, and ended as a genuine protest against segregation across Australia. The students were mostly non-Aboriginal and had been involved in organised protests in Sydney. Many of them probably did not know what to expect. The Freedom Riders were led by a man called Charles Perkins. Perkins modelled the Australian rides on the 1961 American Freedom Rides. He took a bus into parts of rural New South Wales where racist attitudes were most prominent. The Australian Freedom Source 2 Lingiari and Gough Whitlam, 1975 Riders left Sydney on 12 February 1965 and headed initially for Wellington NEW SOUTH WALES: THE ROUTE TAKEN BY THE AUSTRALIAN FREEDOM RIDERS

and Gulargambone (see Source 3). St George Queensland Gold 18 February Coast Warwick Goondiwindi Walgett and Moree Murwillumbah In Walgett, Aborigines were banned Boggabilla Stanthorpe 22–23 February Byron 18 February Lismore Bay from entering the town’s Returned Ballina walk-off, quickly ensured that this protest had a more and Services League (RSL) Club. Tenter eld 16, 17, 20 February 19 February fundamental goal – returning traditional lands. Lingiari This ‘home’ of the Anzac spirit was 16 February MOREE and other Gurindji leaders petitioned the Governor a symbolic target for the Freedom Collarenebri Glen Innes Grafton General in 1967, arguing that morally the land was Riders who protested outside the club Inverell 19 February 21 February 19–20 February theirs and should be returned to them. This claim was (see Source 4). The actions of the Walgett 14–16 February refused by the Governor General. Freedom Riders angered some in the 23 February Narrabri Coffs Harbour town and their bus was run off the Armidale In 1971, a song called 'The Gurindji Blues' was 24 February written and released by white folk artist Ted Egan. It road as they left. New South Wales BOWRAVILLE In Moree, Aborigines were banned Gunnedah 24–25 February was created in response to the Wave Hill walk-off. The KEMPSEY Tamworth lyrics of the song supported the ght for acceptance of from swimming in the council SAMPLE14 February Coonabarabran swimming pool. The Freedom Riders Gulargambone the Gurindji people. It features the voice of Galarrwuy Port Macquarie Yunupingu and is introduced by Vincent Lingiari. staged protests at the Town Hall and Gilgandra 25 February Although the song received very little radio play due the local swimming pool – ensuring Taree TASMAN SEA Scone to racist attitudes of the time, it continued the battle for that Aboriginal children could enter 13 February the swimming pool alongside their Dubbo Muswellbrook recognition of the rights of the Gurindji people. Freedom Ride Route non-Aboriginal peers. Again, the The walk-off nally ended in 1973, and in 1975 Wellington Mudgee Singleton Survey conducted 13 February Freedom Riders were attacked by up Maitland one of the decisive moments in Indigenous Australian Demonstration to 500 locals and were forced to leave Cessnock Newcastle history took place. Prime Minister Gough Whitlam Parkes 26 February Overnight stop town. By this stage, the Freedom 13 February symbolically poured earth into Vincent Lingiari’s hand Orange Wyong Rides were being followed closely Gosford N as he handed over 3300 square kilometres of land Bathurst Lithgow Woy Woy to the Gurindji people (see Source 2). The Aboriginal by journalists (including television reporters), and as a result their Cowra Katoomba SYDNEY Land Rights (Northern Territory) Act 1976 granted the 0 100 km protests were known countrywide. Depart 12 February Gurindji and other Aboriginal tribes in the Northern Return 26 February Territory title to some of their traditional land. For the Source 3 Source: Oxford University Press

chapter 11 rights and freedoms 375

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 375 19/09/2016 12:26 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

Source 4 Freedom Riders protesting outside the RSL Club in Walgett

While the Australian Freedom Rides did not stop All major political parties supported the proposal. these racist actions, they highlighted the practice to The referendum was the most successful ever passed, millions of urban Australians who were not aware that with more than 90 per cent of Australians agreeing to this type of discrimination was common in many the proposal (see Source 6). (However, the ‘Yes’ vote Australian country towns. The media coverage they was closer to 80 per cent in Queensland and far lower attracted helped develop a movement for further in some rural areas.) In Australian political history, this change. As Australians moved towards a referendum to was an extraordinary result. Between 1901 and 2011 include Aboriginal people in the census and enable the there have been 44 referendums, of which only eight Commonwealth to deliver direct services to Aboriginal have been carried. people, the media played an importantSAMPLE role in the As in all referendums, campaigns were organised Indigenous rights campaign. and leaders mobilised to explain the reasons for and against change (see Source 5). By 1967, 87 per cent of The 1967 referendum households owned a television, so in addition to the traditional poster and newspaper campaigns of previous In 1967, the Liberal government of Harold Holt had referendums, voters could actually watch the debate rejected the land rights claim of the Gurindji people take place on their televisions. at Wave Hill in the Northern Territory. However, During the lead-up to the referendum, both major recognising that there were inequalities to address, political parties publicly endorsed the ‘Yes’ case and Holt called a referendum seeking authority to count the Federal Council for the Advancement of Aborigines Aborigines in the Australian census that same year. The and Torres Strait Islanders (FCAATSI) arranged a referendum would also allow the federal government to number of public actions in Canberra and the capital legislate for Aboriginal and Torres Strait Islander peoples cities to promote the cause. The churches were also big rather than leaving this to different state governments. supporters.

376 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 376 19/09/2016 12:26 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

One of the main issues of discrepancy was the Source 6 Referendum results by state confusion that was created by having different state Informal laws. Indigenous Australians, who were acting within (invalid State YES NO votes) the law in New South Wales, could be arrested for doing the same thing in Queensland. Others voted votes % votes % ‘Yes’ because there was a view that resources for New South 1 949 036 91.46% 182 010 8.54% 3 461 Aboriginal people, including welfare, would be more Wales readily available if delivered by the Commonwealth. Victoria 1 525 026 94.68% 85 611 5.32% 19 957 A more conservative argument related to the inclusion Queensland 748 612 89.21% 85 611 10.79% 9 529 of Aboriginal people in the census – people simply thought it was fair that Aboriginal people be counted as South Australia 473 440 86.26% 75 383 13.74% 12 021 human beings in the Commonwealth of Australia. Western 319 823 80.95% 75 282 19.05% 10 561 Contrary to popular belief, this referendum did not Australia ‘give Aborigines the vote’. That right had already been Tasmania 167 176 90.21% 18 134 9.79% 3 935 granted in all states by an Act of Parliament in 1962. In Total for 5 163 113 90.77% 527 007 9.23% 91 464 fact, between 8000 and 10 000 Aboriginal people voted Commonwealth in the referendum. Many Indigenous leaders today question the success of the referendum in changing attitudes. Mick Dodson, an Indigenous leader and member of the Yawuru people of Check your learning 11.9 north-west Australia, expressed concerns that when native title was being debated in federal parliament in the late Remember and understand 1990s, few Aboriginal leaders were even consulted – even 1 On which Indigenous people’s land was the Wave Hill after 30 years of public land rights campaigns. Station? 2 Which prime minister ceremonially gave the land to its Indigenous inhabitants? 3 Who led the Australian Freedom Riders? 4 How were the Australian Freedom Riders received by rural Australians in 1965? 5 What did the 1967 Referendum achieve? Apply and analyse 6 Search for the lyrics to ‘From Little Things Big Things Grow’ by Kev Carmody and Paul Kelly, and ‘Gurindji Blues’ by Ted Egan featuring Galarrwuy Yunupingu. Looking at the content of the songs, what do the two SAMPLEsongs have in common? Evaluate and create 7 Write a diary entry from the perspective of one of the students on the Freedom Ride of 1965. Make sure you describe: a your motivation for joining the Freedom Riders b what you hoped the Freedom Ride might achieve c some of your key experiences, for example in the Moree baths.

Source 5 Campaigning for ‘Yes’ in the 1967 Referendum

chapter 11 rights and freedoms 377

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 377 19/09/2016 12:26 pm 11B How have African Americans and Indigenous peoples in Australia achieved change? 11.10 Land rights: a continuing struggle

The Indigenous struggle for land rights has a long and important history in Australia. Throughout the 19th century, the ‘frontiers’ of British settlement continued to expand onto Aboriginal land almost without restriction. The concept of terra nullius established at the time of British settlement, and reinforced by the declaration of Governor Bourke in 1835, ensured that there would be no recognition of Aboriginal rights to land. Early farmers leased large amounts of land, including traditional Aboriginal land, from the Crown (British government) and white occupation of the land equated to ownership. However, there is some evidence that this situation was challenged from time to time. From the 1840s onwards, the British Colonial Of ce Source 1 The Tent Embassy in 1972 wanted the Australian colonies to give formal recognition to native While these power shifts provided some hope to title and to grant rights for Aborigines to share rural Aboriginal people, Indigenous leaders knew they still lands. Farmers and their allies rejected this. In the had a long way to go. State governments continued 1870s, Indigenous groups in parts of New South Wales to negotiate directly with mining companies to grant petitioned for their right to own farming land. leases without consulting traditional land owners. The The challenges faced by Aboriginal and Torres Strait civil rights movement and land rights campaigns of Islander peoples were immense. TheSAMPLE 1970s offered the 1960s and 1970s laid the basis for great change, but some hope for activists. The Whitlam Government was many issues remained unresolved. elected in 1972 and announced self-determination as the framework for Aboriginal Affairs policy. This Tent embassy introduced the idea that Aboriginal people were best placed to determine what happened to them and Before Whitlam’s election, an Aboriginal Tent Embassy their lands. This approach put an end to applications was established on the lawn in front of the Australian for mining licences on Commonwealth Aboriginal Parliament in 1972 (see Source 1), where it has remained Reserves – but only for a short time. In 1976, after in order to keep the issue of Aboriginal rights in the Gough Whitlam had left of ce, the Fraser Government public eye. passed the Aboriginal Land Rights Act, which of cially The embassy was erected in response to the slow granted land title to the Gurindji and other tribes in the progress being made on Aboriginal land rights. Northern Territory. This represented the beginning of a The 1967 referendum had delivered administrative powerful shift in the Indigenous rights movement. responsibility for Aboriginal and Torres Strait Islander

378 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 378 19/09/2016 12:26 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

peoples to the Commonwealth, but many felt that there still needed to be an acknowledgement of traditional ownership. In particular, radical ‘black’ groups, such as ‘Black Power’, considered militancy to be the next step. For a short time, an Australian branch of the Black Panthers (a militant activist group based in the United States) operated in Melbourne and Sydney. Key gures of the embassy, including Roberta (Bobbi) Sykes, Gary Foley and Michael Anderson, established the Tent Embassy in the middle of the night on Australia Day in 1972. As well as highlighting signi cant symbolic Source 2 The Tent Embassy was re-established in 1992 and remains in place goals, the embassy leaders had a list of today. practical demands that they wanted to negotiate. These included: Perkins negotiated its temporary removal on the • legal and title rights to land currently being mined promise of action on land rights. In that time, a number of commitments by the Commonwealth led many • the preservation of all sacred sites to believe that progress was being made. Whitlam • compensation for lands not returnable – a $6 established a signi cant bureaucracy to support billion down payment plus an annual percentage Aboriginal welfare and land rights claims and Fraser of gross national income. passed the Aboriginal Land Rights Act 1976. The demands were rejected and the police removed The Tent Embassy was re-established on the grounds the tents and arrested a number of activists. of Old Parliament House in 1992, where it continues Over the next ve years, the embassy was erected, to remind the nation of the ongoing issues relating to demolished and re-erected several times until Charles reconciliation.

keyconcept: Signicance The Aboriginal ag linked it to land rights, reading: ‘White Australia you are living on stolen land’. In 1971, Aboriginal artist Harold Thomas designed the Aboriginal ag. The colours of the ag have been For more information on the key concept of interpreted in different ways. The blackSAMPLE is seen as either signicance refer to page 245 of ‘The history toolkit’. representing Aboriginal people or the night sky. The red is seen as either representing the red earth or the Aboriginal blood that was shed when the Europeans arrived. The yellow is usually interpreted as representing the sun. The ag is one of the most signicant symbols of Aboriginal rights because it is so powerful visually and provides a single banner under which all Aboriginal nations can unite. The ag was own when the Tent Embassy was set up in Canberra on 26 January 1972. The embassy sought to draw attention to wrongs carried out against Aboriginal people and air their grievances. It did so successfully. One of its placards Source 3 The Aboriginal ag

chapter 11 rights and freedoms 379

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 379 19/09/2016 12:26 pm 11B How have African Americans and Indigenous peoples in Australia achieved change? Mabo decision and In December 1993, the government passed The Wik decision the Native Title Act to place the Mabo decision in Native Title Act Australian law. The Native Title Act also addressed In 1996, the question of native title on pastoral leases some concerns of non-Indigenous Australians who felt was raised and investigated in the High Court of In June 1992, a group of Torres Strait Islander people their ownership of property could be challenged as a Australia in the Wik case. Pastoral leases are unique to led by activist Eddie Mabo won a historic land rights result – it con rmed land ownership for those who had Australia as they allow publicly owned land to be used case in the High Court of Australia. The judgment purchased property. It also declared that future native by farmers and graziers but do not grant them sole meant that the Islanders had a right to their traditional title claimants must prove that Indigenous people tenure. As these leases account for 42 per cent of the land because they had been the original owners before had an unbroken link with the land in question. The Australian land mass, it was a major issue in the land European settlement. The court ruled that native title federal government established a National Native rights campaigns. may apply to all claims to land that had not been Title Tribunal and developed a research process that The Wik people of Cape York argued in court sold or given away; in other words, Crown land (land was necessary before a native title application could that native title could exist alongside a current or considered to belong to the state). The ruling stated be made. This was done to reassure groups such as defunct pastoral lease. The court agreed but stressed that ‘there may be other areas of Australia where an landowners and miners who feared that their titles or that where pastoralists’ rights and Indigenous rights Aboriginal people maintaining their identity and their claims might be taken from them. customs are entitled to enjoy their native title’.

keyconcept: Signicance Eddie Mabo Mer Island. He was immediately encouraged to test his ownership claims in the courts. When he told the Eddie Koiki Mabo was a Torres Strait Islander born people of Mer Island they were very supportive, and a in 1936 on Mer Island (known as Murray Island in the 10-year legal battle began with Eddie as the leader. In Torres Strait). His mother died shortly after his birth and particular, the Mer Islanders were challenging the legal he was adopted by his mother’s brother, Benny Mabo, concept of terra nullius. and his wife. The case was known as Mabo v Queensland and, in Mabo learned from a young age that he would the course of proceedings, ofcials of the Queensland inherit his father Benny’s land and he knew exactly Supreme Court visited Mer Island to clarify details of where the boundaries were by looking at land features, Mabo’s claim. He was able to show the judges (and the trees and rocks. After breaking Island law as a media) exactly where his land started and nished. teenager, Eddie was exiled and it was many years before he The legal battle took a toll on returned to his land. Eddie Mabo’s health. In 1991, he became ill and in January On the mainland, he worked 1992 he died of cancer. The on pearling boats and on the High Court of Australia ruled railways. He became involved in favour of Mabo ve months in the trade union movement SAMPLElater. His name has become and began speaking out for linked with the most important Aboriginal people. A few years legal judgment for Indigenous after marrying Bonita Neehow Australians in the 20th century. at 23, he secured a job as When his body was reburied a gardener at James Cook on Mer Island after his grave in University in Townsville, where Townsville had been vandalised, he began to read and attend he was given a chief’s lectures. ceremony, which had not been When the 1981 Land Rights seen in the islands for 80 years. Conference was held at James For more information on Cook University, Eddie Mabo the key concept of signicance made an important speech refer to page 245 of ‘The history about his ownership of land on Source 4 Eddie Mabo on Mer Island toolkit’.

380 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 380 19/09/2016 12:26 pm 11B How have African Americans and Indigenous peoples in Australia achieved change? The Wik decision were in conict, the rights of the pastoralist would prevail. The court pointed out that pastoralists had the In 1996, the question of native title on pastoral leases exclusive right to pasture but not exclusive rights to the was raised and investigated in the High Court of possession of land. Australia in the Wik case. Pastoral leases are unique to Because of criticism and concern expressed by Australia as they allow publicly owned land to be used pastoralists and conservative leaders, the Howard by farmers and graziers but do not grant them sole Government introduced a Native Title Amendment tenure. As these leases account for 42 per cent of the Bill in 1997. This legislation effectively extinguished Australian land mass, it was a major issue in the land native title, not only on pastoral land but also on most rights campaigns. other Crown land. The United Nations Committee for The Wik people of Cape York argued in court the Elimination of Racial Discrimination demanded that native title could exist alongside a current or that Australia explain its stance. Australia was the rst defunct pastoral lease. The court agreed but stressed Western nation to have to explain its human rights that where pastoralists’ rights and Indigenous rights position to this UN committee.

Source 5 Mabo decision in 1992 – High SAMPLE Court celebrations Check your learning 11.10

Remember and understand Evaluate and create 1 Who was prime minister when the Aboriginal Land 7 The Mabo case represents one of the most Rights Act was introduced in 1976? What did this signicant moments in Australian history. Explain why Act mean for Indigenous people? this is so. 2 When was the Tent Embassy rst established? 8 Research the Torres Strait Islander ag and its 3 What was the purpose of the Tent Embassy? List history. Prepare a brief presentation for the class the key demands. using PowerPoint or Prezi. Be sure to explain the 4 Where was Eddie Mabo’s traditional land? origins of the ag, the symbolism in the design, 5 What was the High Court’s ruling in the Wik case? and any signicant individuals who had a role in the development of the ag, up to its nal acceptance as 6 What do the colours on the Aboriginal ag a ag of Australia. symbolise?

chapter 11 rights and freedoms 381

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 381 19/09/2016 12:26 pm 11B How have African Americans and Indigenous peoples in Australia achieved change? 11.11 Towards reconciliation

The concept of reconciliation is best understood as a Australians. It was designed to be an organisation continuing process and not a single event. It is the way through which all Indigenous peoples could be formally in which Indigenous and non-Indigenous Australians involved in government processes. It was also seen as a can come together and share common goals as uni ed rst step towards Aboriginal self-determination – that is, Australians. The acceptance of the 1967 referendum, a Aboriginal people taking control of their own affairs. bipartisan commitment to land rights in the mid-1970s ATSIC was to have both representative and executive and the passage of the Aboriginal Land Rights Act 1976 roles, with 35 regional of ces and a budget. The saw the Gurundji people achieve land recognition. These Hawke Government saw it as an important vehicle for events were seen as steps towards genuine reconciliation. managing Aboriginal affairs. These small successes paved the way for more The Aboriginal and Torres Strait Islander Commission organised and consistent efforts to acknowledge the Act 1989 was passed by the Parliament in early wrongs committed by governments and individuals November. Its objectives were designed to ensure full against Aboriginal and Torres Strait Islander peoples in participation by Aboriginal people in decision making: the past. • to ensure maximum participation of Aboriginal and Torres Strait Islander peoples in government policy ATSIC and Indigenous rights formulation and implementation movements • to promote Indigenous self-management and self- suf ciency The Hawke Government established the Aboriginal and • to further Indigenous economic, social and cultural Torres Strait Islander Commission (ATSIC) in March development 1990. ATSIC was an elected body selected by Indigenous

keyconcept: Signicance Lowitja O’Donoghue For her work, she was awarded an Order of Australia in 1976, when Lowitja O’Donoghue, who was born she became the rst Indigenous in 1932, was taken away from her woman to receive this award. She mother at the age of two and did became a Commander of the Order not see her again for 33 years. She of the British Empire in 1983. In never knew her father, who was white 1984, she was named Australian of and of Irish descent. O’DonoghueSAMPLE the Year. In 1992, at the launch of grew up away from her community the United Nations International Year in Indulkana, South Australia (Granite of Indigenous People, O’Donoghue Downs Station). She struggled was the rst Australian Aboriginal to become a nurse after winning person to address the UN General admission to the nursing school Assembly. Since then, she has been at the Royal Adelaide Hospital, further honoured by awards of the where she was the rst Indigenous Source 1 Lowitja O’Donoghue Companion of the Order of Australia Australian to qualify. She worked as in 1999 and the Papal Award (Dame of the Order of a public servant in Aboriginal Affairs, rst in South St Gregory) in 2005. Prime Minister Kevin Rudd stood Australia and then for the Commonwealth. Since that with O’Donoghue beside him as he made the nation’s time, she has been involved in various senior positions, apology on Sorry Day, 13 February 2008. gaining a voice for the Indigenous people of Australia. She was the founding chairperson of ATSIC and co- For more information on the key concept of chairperson of the Australian Citizen’s Parliament. signicance refer to page 245 of ‘The history toolkit’.

382 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 382 19/09/2016 12:26 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

Australians. It was designed to be an organisation through which all Indigenous peoples could be formally involved in government processes. It was also seen as a rst step towards Aboriginal self-determination – that is, Aboriginal people taking control of their own affairs. ATSIC was to have both representative and executive roles, with 35 regional of ces and a budget. The Hawke Government saw it as an important vehicle for managing Aboriginal affairs. Source 2 Aboriginal people The Aboriginal and Torres Strait Islander Commission protesting against the abolition Act 1989 was passed by the Parliament in early of ATSIC November. Its objectives were designed to ensure full participation by Aboriginal people in decision making: • to ensure coordination of Commonwealth, state, of the total budgeted Commonwealth expenditure for • to ensure maximum participation of Aboriginal and territory and local government policy affecting Indigenous affairs. ATSIC was not given responsibility Torres Strait Islander peoples in government policy Indigenous people. for the areas of health care, social security or education. This severely limited what ATSIC could achieve. formulation and implementation By the early 2000s, however, criticism was growing In its last few years, the majority of ATSIC’s budget • to promote Indigenous self-management and self- in regard to what was seen as a lack of achievements by ATSIC for Aboriginal communities. Some felt that was spent on economic development programs, suf ciency there were problems due to the structure of ATSIC and including the Community Development Employment • to further Indigenous economic, social and cultural that the Western democratic process did not sit easily Project (CDEP) scheme. Supporters saw it as providing development with traditional Indigenous values, where family group genuine work for young Indigenous people who relationships are most important. chose to live in traditional communities. Others were Lowitja O’Donoghue, rst chairperson of ATSIC (see concerned that it could never deliver the skills training Source 1), described the problems this way: ‘You elect and economic bene ts that it set out to. your own mob [and they] vote for funding for their Following continued concerns over mismanagement own mob rather than those who have the greater need and funding discrepancies, ATSIC was abolished in … What I’ve always said is, “We’re dealing here with 2004 by the Howard Government. The CDEP continued taxpayers’ money. This is a white fella organisation, to operate, although a number of CDEP programs were not a black fella one. And so we’ve got to operate in a abolished in 2007 as part of the Howard Government’s different way.” That’s the dilemma.’ ‘intervention’. But ATSIC was also constrained in regard to its funding. In 2003–04, ATSIC only receivedSAMPLE 46 per cent Check your learning 11.11

Remember and understand 5 Explain why criticism of ATSIC began in the early 1 What was ATSIC? Who established it, and when? 2000s. What other factors were responsible for limiting ATSIC’s achievements? 2 What was the main objective of the Aboriginal and Torres Strait Islander Commission Act 1989? 6 Why do you think Kevin Rudd asked Lowitja O’Donoghue to stand next to him at the Sorry Day 3 List some of Lowitja O’Donoghue’s main ceremony? achievements. Apply and analyse Evaluate and create 7 Did Kevin Rudd’s apology in 2008 mean that 4 Explain what reconciliation means in an Australian reconciliation had been achieved in Australia? political sense. Explain your response.

chapter 11 rights and freedoms 383

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 383 19/09/2016 12:26 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

11B rich task slide as soon as it is displayed. If there are four points skilldrill: Historical signicance on the slide, they’ll have read all four points while you are still talking about the rst point. Plan your Charles Perkins: a Create and deliver an audiovisual presentation so just one new point is displayed at any given moment. Click to go to the next point only when signicant individual presentation you are ready to talk about that next point. It is likely that as part of your school work, you have In 1965, Charles Perkins was the rst • Speak clearly – not too fast, not too slow. Vary your already created many PowerPoint presentations. You may tone and pitch to make your presentation more Aboriginal person to graduate from an have also tried out some other audiovisual presentation interesting. Australian university, receiving a Bachelor of software, such as Prezi, which is freely available on the • Make eye contact with different members of your Internet. Whichever program you choose, it is important Arts from the University of Sydney. A former audience. Do not just look down at your cue cards. professional soccer player with a charismatic to use it effectively, and avoid the common problems of personality, he became one of the most these types of presentations. Use the following steps to Apply the skill help you avoid these typical problems. important Australian Aboriginal activists and 1 Prepare and deliver an audiovisual presentation about leaders. His involvement in the Australian Step 1 Design your presentation Charles Perkins and his role in achieving change for Freedom Ride through New South Wales in • Plan your presentation carefully so it has a clear Indigenous people in Australia. the 1960s played a signicant role in bringing beginning, middle and end. to attention the racial discrimination that was • Make sure you present the content in clear, concise bullet-point form, not huge slabs of information in so rife in rural Australia. paragraph form. • Do not just ll up your PowerPoint with heaps of 1 As you listen to the presentations of your classmates, random pictures that are only loosely related to the complete a peer assessment. Use Source 2 as a content. Include visuals that relate to the content guide. You could create a pro forma and ask your on that particular slide. Make sure each visual is teacher to photocopy several copies so that you can accompanied by a caption that explains why it is complete one for each presentation you listen to. relevant to the presentation. 2 Give each classmate your completed peer • A common mistake is to have objects and texts assessment. Collect the peer assessments that moving on the screen in a way that distracts the your classmates completed as they listened to your audience. Use graphics, sound, video, animations and presentation. Read their feedback, and then complete transitions only if they add value to the point being made, not just because you think it will look good. Source 2 Peer assessment form • Use a design that ensures your audience can clearly see and read the slides. Make sure there is enough contrast between the text colour and the background SAMPLEcolour on the slide, and make sure your font size is large enough. Step 2 Deliver your presentation • When delivering an audiovisual presentation to an audience, do not merely stand up and read out the text on each slide. Rather, talk in a way that develops and expands upon the points on each slide. Carefully plan in advance what you are going to talk about during each slide. Record this plan on cue cards, and refer to these cue cards during your speech to remind you of what to say. • Remember: one thing at a time. At any moment, what Source 1 Charles Perkins as a Commonwealth Public is on the screen should be the thing that you are Servant in 1974 talking about. Your audience will quickly read every

384 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 384 19/09/2016 12:26 pm 11B How have African Americans and Indigenous peoples in Australia achieved change?

slide as soon as it is displayed. If there are four points Use the following questions to guide you: on the slide, they’ll have read all four points while a What was Perkins' childhood like and how did this you are still talking about the  rst point. Plan your motivate him with regard to his later activism? Create and deliver an audiovisual presentation so just one new point is displayed at any b What were some of his sporting and academic presentation given moment. Click to go to the next point only when achievements? you are ready to talk about that next point. c What was the Australian Freedom Ride and what It is likely that as part of your school work, you have • Speak clearly – not too fast, not too slow. Vary your was Perkins’ role in it? already created many PowerPoint presentations. You may tone and pitch to make your presentation more d How was he in uenced by the American Freedom have also tried out some other audiovisual presentation interesting. software, such as Prezi, which is freely available on the Riders? • Make eye contact with different members of your Internet. Whichever program you choose, it is important e What were some key features of his political career audience. Do not just look down at your cue cards. to use it effectively, and avoid the common problems of in the years after the Freedom Ride? these types of presentations. Use the following steps to Apply the skill 2 Your presentation should be well researched and help you avoid these typical problems. based on relevant and reliable sources. For detailed 1 Prepare and deliver an audiovisual presentation about information on this skill, refer to Section 7.4 of ‘The Step 1 Design your presentation Charles Perkins and his role in achieving change for history toolkit’. • Plan your presentation carefully so it has a clear Indigenous people in Australia. beginning, middle and end. • Make sure you present the content in clear, concise bullet-point form, not huge slabs of information in Extend your understanding paragraph form. • Do not just  ll up your PowerPoint with heaps of 1 As you listen to the presentations of your classmates, a short self-assessment by responding to the following random pictures that are only loosely related to the complete a peer assessment. Use Source 2 as a questions: content. Include visuals that relate to the content guide. You could create a pro forma and ask your a What did I do well in terms of my presentation on that particular slide. Make sure each visual is teacher to photocopy several copies so that you can design? accompanied by a caption that explains why it is complete one for each presentation you listen to. b What could I improve in terms of my presentation relevant to the presentation. 2 Give each classmate your completed peer design? • A common mistake is to have objects and texts assessment. Collect the peer assessments that c What did I do well in terms of my oral presentation? moving on the screen in a way that distracts the your classmates completed as they listened to your d What could I improve in terms of my oral audience. Use graphics, sound, video, animations and presentation. Read their feedback, and then complete presentation? transitions only if they add value to the point being made, not just because you think it will look good. Source 2 Peer assessment form • Use a design that ensures your audience can clearly see and read the slides. Make sure there is enough Name of presenter: Name of person completing peer assessment: contrast between the text colour and the background colour on the slide, and make sure your font size is Component of presentation: SAMPLEWhat did the presenter do well in this regard? large enough. Step 2 Deliver your presentation • When delivering an audiovisual presentation to an audience, do not merely stand up and read out the What could the presenter improve upon in this regard? text on each slide. Rather, talk in a way that develops and expands upon the points on each slide. Carefully plan in advance what you are going to talk about Presentation design during each slide. Record this plan on cue cards, and refer to these cue cards during your speech to remind you of what to say. Oral presentation • Remember: one thing at a time. At any moment, what is on the screen should be the thing that you are talking about. Your audience will quickly read every

chapter 11 rights and freedoms 385

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 385 19/09/2016 12:26 pm 11C How do activists continue to struggle for civil rights and freedoms? 11.12 Two speeches, two perspectives

Civil rights remains a divisive and contentious issue for Australians to imagine what it would have been like some people to this day. This division, and the different if they had experienced such injustices. It kept the positions taken by political parties in Australia over the reconciliation debate alive by keeping the issue in the years are clearly reected in two major speeches made public eye. by two different prime ministers in Australia during the It was historic because it was the rst time an 1990s. Australian prime minister had publicly acknowledged the injustices Indigenous people had experienced The Redfern Park speech because of past policies. The speech was written by one of Keating’s main speechwriters, Don Watson. In 2007, Six months after the Mabo decision – in December 1992 Radio National listeners voted the Redfern Park speech – Prime Minister Paul Keating launched Australia into as the third most unforgettable speech in history, behind what the United Nations had declared the ‘International those of Martin Luther King and Jesus. Year of the World’s Indigenous People’. Keating spoke to a mainly Indigenous audience in the Sydney suburb of Of cial recognition Redfern (see Source 1). Keating’s speech is now seen as Perhaps the most powerful moment of the speech was one of the most signi cant delivered by an Australian when Keating said: ‘Recognition that it was we who prime minister on Indigenous issues. It challenged did the dispossessing. We took the traditional lands and smashed the traditional way of life. We brought the diseases. The alcohol. We committed the murders. We took the children from their mothers. We practised discrimination and exclusion.’ They were the words many Aboriginal and Torres Strait Islander peoples never thought they would hear from an Australian prime minister. It was thought the Redfern Park speech heralded a major breakthrough on the path to reconciliation by honestly recognising the injustices of Australia’s past. SAMPLERejection of an of cial apology In 1997, Prime Minister John Howard rejected the idea that an of cial apology to Indigenous people was needed. During his term as prime minister, John Howard made it clear that no apology would be made to Australia’s Indigenous people for the past actions of non-Indigenous people or to groups such as the Stolen Generations. Contrary to this view, a groundswell of opinion saw state premiers offering such apologies. Queensland started the process with a parliamentary apology on 26 May 1997. Western Australia followed on 27 May, South Australia on 28 May, the ACT on 17 June, New South Source 1 Paul Keating giving his Redfern Park speech in Wales on 18 June, Tasmania on 13 August, Victoria on 17 December 1992 August and the Northern Territory on 28 October 2001.

386 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 386 19/09/2016 12:26 pm 11C How do activists continue to struggle for civil rights and freedoms?

Australians to imagine what it would have been like if they had experienced such injustices. It kept the reconciliation debate alive by keeping the issue in the public eye. It was historic because it was the rst time an Source 2 John Howard’s speech at the Reconciliation Australian prime minister had publicly acknowledged Convention upset some the injustices Indigenous people had experienced delegates who responded by because of past policies. The speech was written by one turning their backs on him. of Keating’s main speechwriters, Don Watson. In 2007, Radio National listeners voted the Redfern Park speech The federal government, however, did speak of those who would portray Australia’s history since 1788 as the third most unforgettable speech in history, behind reconciliation. On 26 August 1999, John Howard said as little more than a disgraceful record of imperialism, those of Martin Luther King and Jesus. that Parliament expressed ‘… its deep and sincere regret exploitation and racism.’ that Indigenous Australians suffered injustices under He also made it clear that, ‘Australians of this Of cial recognition the practices of past generations, and for the hurt and generation should not be required to accept guilt and trauma that many Indigenous people continue to feel as Perhaps the most powerful moment of the speech was blame for past actions and policies over which they had a consequence of those practices’. when Keating said: ‘Recognition that it was we who no control’. did the dispossessing. We took the traditional lands The leader of the Opposition, Kim Beazley, spoke For those who saw such hope in Keating’s Redfern and smashed the traditional way of life. We brought emotively of the need to ‘… unreservedly [apologise] Park speech, Howard’s approach seemed a step backwards. the diseases. The alcohol. We committed the murders. to Indigenous Australians for the injustice they have As prime minister he controlled the political agenda, and We took the children from their mothers. We practised suffered, and for the hurt and trauma that many Australia had to wait until he lost his seat in the 2007 discrimination and exclusion.’ Indigenous people continue to suffer as a consequence election to move towards a formal apology to Indigenous of this injustice’. They were the words many Aboriginal and Torres Australians. Strait Islander peoples never thought they would hear Prime Minister Howard and other conservative from an Australian prime minister. political and social leaders argued that previous generations were responsible for the experience of It was thought the Redfern Park speech heralded a Check your learning 11.12 Australia’s Aboriginal peoples. An apology was therefore major breakthrough on the path to reconciliation by not necessary from members of today’s society and Remember and understand honestly recognising the injustices of Australia’s past. would place ‘blame’ on those who were not responsible. 1 Why did Prime Minister Keating make the Redfern Rejection of an of cial apology They also argued that the intent of thoseSAMPLE who initiated Park speech? the actions or events was good, even if the result was 2 How was Prime Minister Howard’s Reconciliation damaging. In 1997, Prime Minister John Howard rejected the Convention speech received? idea that an of cial apology to Indigenous people The Australian Reconciliation Convention was needed. During his term as prime minister, John Apply and analyse Howard made it clear that no apology would be made In May 1997, Howard gave a speech at the Australian 3 Explain Prime Minister Howard’s reasoning for not to Australia’s Indigenous people for the past actions of Reconciliation Convention in Melbourne. This wanting to make an ofcial apology. Do you agree non-Indigenous people or to groups such as the Stolen was designed to celebrate the 30 years since the or disagree? Why? Generations. famous referendum of 1967. The aim was to achieve Evaluate and create Contrary to this view, a groundswell of opinion reconciliation by 2001. As prime minister, Howard saw state premiers offering such apologies. Queensland was to deliver the keynote address. His stance against 4 Use the Internet to locate the full text of both Prime started the process with a parliamentary apology on 26 a formal apology had angered delegates, and when he Minister Paul Keating’s Redfern Park speech and May 1997. Western Australia followed on 27 May, South spoke some turned their backs on him, while others Martin Luther King’s ‘I have a dream’ speech. Australia on 28 May, the ACT on 17 June, New South booed (see Source 2). Create a Venn diagram to identify the similarities Wales on 18 June, Tasmania on 13 August, Victoria on 17 Howard made his position clear when he stated: ‘In and differences between these two speeches. August and the Northern Territory on 28 October 2001. facing the realities of the past, however, we must not join

chapter 11 rights and freedoms 387

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 387 19/09/2016 12:26 pm 11C How do activists continue to struggle for civil rights and freedoms? 11.13 The reconciliation movement

Popular support for the Stolen Generations grew signi cantly around the end of the 1990s. Central to the claims of many Australians was the view that Australia would be strengthened by a formal acknowledgement of past wrongs. This idea was suggested by the Governor General, William Deane, in 1996 and featured as recommendation ve in the Bringing Them Home report. The rst ‘Sorry Day’ was held on 26 May 1998, to mark the anniversary of the handing down of the Bringing Them Home report. Each year since then, events have been staged to commemorate the ndings and consider the government’s scorecard on responding to the recommendations in the report (see Source 1). In 2005, the day was temporarily renamed the National Day of Healing for All Source 1 Sorry Day March in Sydney, 2007 Australians – a gesture of goodwill from the National Sorry Day Committee who frequently acknowledged the support given to its movement by a wide range of Australians. Popular culture and the 2000 Olympics The reconciliation movement stimulated wide-ranging creative expression, from lms such as Rabbit-Proof Fence to songs by Archie Roach and Ruby Hunter, and works by performance artists such as the Bangarra Dance Company. Roach’s award-winning album, Charcoal Lane, contained the heartbreaking song, 'Took the Children Away'. Roach had been removed from his family as a young child and the honesty of his songwriting awoke a wide audience to the pain and trauma that would later surface in the Bringing Them Home report. The 2000 Sydney Olympics also provided a stage for popular support of reconciliation. Cathy Freeman became one of the most Source 2 Cathy Freeman lights the Olympic Torch at the opening ceremony of the 2000 popular individuals in Australia when she both lit the Olympic Olympics in Sydney ame at the opening ceremony andSAMPLE then won the 400-metres nal (see Source 2). Her victory lap, where she draped herself in both the Aboriginal and Australian ags, was seen as a decisive moment in the history of reconciliation. The closing ceremony of the Sydney Olympics provided one further step towards reconciliation. The rock band Midnight Oil performed as part of the ceremony. The band chose to perform its song Beds Are Burning, a statement of support for Aboriginal and Torres Strait Islander peoples. To Prime Minister Howard’s chagrin, the band also performed in specially designed ‘Sorry suits’ (see Source 3).

Source 3 The rock band Midnight Oil performs a concert wearing ‘Sorry suits’ at the closing ceremony of the 2000 Olympics in Sydney

388 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 388 19/09/2016 12:26 pm 11C How do activists continue to struggle for civil rights and freedoms? The international scene To the mothers and the fathers, the brothers 11.13 The reconciliation and the sisters, for the breaking up of families and The 2000s saw signi cant global interest in Indigenous communities, we say sorry. rights. In New Zealand, Ma¯ori people had secured And for the indignity and degradation thus more historic rights than Indigenous Australians, yet inicted on a proud people and a proud culture, movement problems linked to poverty within the Ma¯ori population we say sorry. remained signi cant throughout the 1990s. The lm An extract from Rudd’s speech Once Were Warriors highlighted the degrading inuence These were words that many Indigenous Australians of alcohol and violence on poor Ma¯ori families. had died without ever hearing. It was a turning point Government efforts over the following decade saw in our national history, and brought Australia into line some gains made, particularly with respect to cultural with other Commonwealth countries, such as Canada, reconciliation and politics. A Ma¯ori Party was formed who had already dealt with this issue and moved on. in 2004 and won ve seats at the 2005 election. Ma¯ori Many prominent Aboriginal Rights leaders were television began broadcasting in Te Reo (Indigenous in Parliament, including Pat Dodson – sometimes language) in 2004. described as the father of the reconciliation movement. In Canada, formal recognition of First Nations, Media coverage of the apology continued for many Inuit and Métis people was marked by a Statement days, with the word ‘Sorry’ featuring prominently on of Reconciliation in 1998. In 2008, the Canadian all major newspapers on 14 February. Opinion polls government established the Truth and Reconciliation showed that a signi cant number of Australians rated Commission to investigate the impacts and Rudd’s apology as ‘good’, ‘great’ or ‘excellent’. consequences of the Indian Residential Schools on The major criticism of the apology was the Indigenous Canadian children during the 20th century. ambiguity over compensation. Many in the community The United Nations declared 2007 the International still regarded this as a major challenge that the Year of Indigenous People. By 2010, most governments government would have to meet. Others saw the around the world endorsed the United Nations symbolism of the apology as meaningless unless it Declaration of the Rights of Indigenous People. was immediately accompanied by practical measures to remove Aboriginal and Torres Strait Islander The apology to the Stolen disadvantage and implement true reconciliation. Generations In his rst week in parliament in 2008, the new Prime Minister, Kevin Rudd, apologised to Indigenous Australians for poor or unwise treatment from the time of European settlement through to recent years. No offer of compensation was made but a nation recognised that Indigenous Australians had been wronged. This had been one of the key election promises,SAMPLE and a moment that many people had been waiting for. Brendan Nelson, the leader of the Opposition, af rmed Rudd’s sentiment. The parliament was packed as the apology was made, and many people gathered in public spaces, schools and of ces, all over the country, to view the live telecast of the speeches.

Source 4 We apologise especially for the removal of Aboriginal and Torres Strait Islander children from their families, their communities and their country.

For the pain, suffering and hurt of these Stolen Generations, their descendants and for their families left behind, we say sorry. Source 5 Kevin Rudd giving the Apology

chapter 11 rights and freedoms 389

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 389 19/09/2016 12:26 pm 11C How do activists continue to struggle for civil rights and freedoms?

Source 8 Life expectancy and infant mortality in Looking to the future Australia (2014) The path to reconciliation is a long one. It requires Indigenous Non-Indigenous much effort to deal with the continuing misery, Male life expectancy (in years) 69 79 poverty, poor physical and mental health, low Female life expectancy 73 83 life-expectancy, and general social and political (in years) marginalisation of Australia’s Indigenous peoples. Infant mortality (per 1000 6.2 3.7 Following Prime Minister Rudd’s address it was births) noted by Indigenous leaders that although an of cial Source: Australian Institute of Health and Welfare apology is an important step, practical things need to be done as well. They argue that practical measures, A sense of urgency rather than symbolic gestures, will be necessary for Aborigines to be in a position where they are on an Unfortunately, the apology to the Stolen Generations equal footing with other Australians. Only once health, and the Mabo victory were not accompanied by education and job opportunities are similar to those improvements in social outcomes for Aboriginal and of non-Aboriginal Australians will it be possible to Torres Strait Islander peoples. In fact, there has been feel that a true reconciliation has come about and that signi cant worsening of social wellbeing in many Indigenous Australians have been recognised fully. communities. Disadvantage is particularly concentrated in rural Aboriginal communities around Australia. This was certainly not expected by Aboriginal leaders who fought for improved rights from the 1960s onwards. In The Politics of Suffering, Peter Sutton chronicles how well-intentioned Aboriginal Affairs policies in Australia from the 1970s, including improved services and welfare, inadvertently resulted in increased child abuse, domestic violence, and drugs and alcohol use. Sutton’s message has been dif cult to comprehend by politicians and non-Indigenous Australians. How could self-determination, the opposite of the enforced assimilation of generations past, not deliver signi cant improvements? Obviously the answers to this question are complicated. Fundamentally, while the policies provided some funding and other resources to Source 6 Public support at the time of the Apology was high Aboriginal communities, they did not provide lasting – the word ‘sorry’ appeared everywhere employment, effective education, adequate policing or regulations against the sale of alcohol – the cause of SAMPLEmany of the problems. The Intervention In 2007, the Northern Territory Government’s Little Children Are Sacred report was released. The report highlighted the extent of disadvantage, particularly among children. The Howard Government quickly intervened in this issue. The result was the Northern Territory National Emergency Response – or ‘the Intervention’. This policy package included restrictions on welfare payments to ensure money was spent on food and other necessities rather than alcohol; immediate bans on the sale of alcohol and hard-core Source 7 Aboriginal Australians at one of the camps in Alice Springs, Northern Territory, 2007

390 oxford big ideas humanities 10 victorian curriculum chapter 11 rights and freedoms

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 390 19/09/2016 12:26 pm 11C How do activists continue to struggle for civil rights and freedoms?

Source 8 Life expectancy and infant mortality in Australia (2014) Indigenous Non-Indigenous Male life expectancy (in years) 69 79 Female life expectancy 73 83 (in years) Infant mortality (per 1000 6.2 3.7 births)

Source: Australian Institute of Health and Welfare A sense of urgency Unfortunately, the apology to the Stolen Generations and the Mabo victory were not accompanied by Source 9 Noel Pearson (left) with politician Mal Brough Source 10 Protesters in Alice Springs march against the improvements in social outcomes for Aboriginal and Intervention Torres Strait Islander peoples. In fact, there has been pornography in many Indigenous townships; medical as the laws relating to welfare restrictions and the signi cant worsening of social wellbeing in many checks for evidence of sexual abuse; and additional possession of alcohol applied only to Aboriginal people. communities. Disadvantage is particularly concentrated in police assigned to investigate claims of sexual abuse of rural Aboriginal communities around Australia. children. Closing the gap? This was certainly not expected by Aboriginal While some people in the community expressed leaders who fought for improved rights from the Supporters and critics alike have closely observed the concern about the ‘heavy-handed’ nature of the 1960s onwards. In The Politics of Suffering, Peter Sutton progress of the Intervention. In 2010, Mal Brough, Intervention, both sides of parliament and many chronicles how well-intentioned Aboriginal Affairs the Coalition minister originally responsible for the Indigenous leaders ultimately supported it. policies in Australia from the 1970s, including improved Intervention, complained bureaucracy and poor services and welfare, inadvertently resulted in increased Noel Pearson, founder of the Cape York Land leadership had held up key work. Data released by child abuse, domestic violence, and drugs and alcohol Council, was one of the rst to give ‘quali ed’ support the government at a similar time, in a Closing the Gap use. Sutton’s message has been dif cult to comprehend for the Intervention, and had already argued for a report, showed that reports of child sex abuse, alcohol- by politicians and non-Indigenous Australians. How decade that the so-called ‘progressive’ policies were related violence and assault had increased in the three could self-determination, the opposite of the enforced failing young Aboriginal people. Pearson’s ‘Light on years. assimilation of generations past, not deliver signi cant the Hill’ speech, delivered in 2000 to a Labor Party In a more recent Closing the Gap report (2011), improvements? audience, included a frank and honest assessment of the law-and-order data has been replaced by details of difference between white and black Australia. Obviously the answers to this question are government investments and achievements in areas complicated. Fundamentally, while the policies The Intervention was not supported by all Aboriginal such as health, education and land rights. Many of provided some funding and other resources to leaders. Some raised concerns that it would be a return these achievements are to be celebrated, but do they Aboriginal communities, they did not provide lasting to the paternalism of old and that it represented an collectively amount to overall improvements for employment, effective education, adequate policing infringement of the human rights of Aboriginal people, Aborigines and Torres Strait Islanders in Australia? or regulations against the sale of alcohol – the cause of many of the problems. Check your learning 11.13SAMPLE The Intervention Remember and understand 5 Look at the data in Source 8. What various reasons do you think would account for such a difference in In 2007, the Northern Territory Government’s Little 1 Who won the women’s 400-metres event at the life expectancy and infant mortality? Children Are Sacred report was released. The report Sydney Olympics? highlighted the extent of disadvantage, particularly 2 How did Midnight Oil upset John Howard at the Evaluate and create among children. The Howard Government quickly Sydney Olympics? 6 Do you think that we should try to record and teach intervened in this issue. The result was the Northern 3 When was the United Nations Declaration of the all sides of our history, or only the parts we are proud Territory National Emergency Response – or ‘the Rights of Indigenous people? of? Give reasons for your answer. Intervention’. This policy package included restrictions 7 Create a closing ceremony for an Olympics held in on welfare payments to ensure money was spent Apply and analyse Australia this year that shows the world the state of on food and other necessities rather than alcohol; 4 Were the Sydney Olympics a signicant landmark reconciliation in Australia. immediate bans on the sale of alcohol and hard-core on the path to reconciliation? Provide evidence to support your view.

chapter 11 rights and freedoms 391

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 391 19/09/2016 12:26 pm 11C How do activists continue to struggle for civil rights and freedoms? 11C rich task There have been a number of further bark petitions created by Indigenous Australians since the Yirrkala bark petitions of 1963, and all have contributed to a The Yirrkala Bark gradual but steady change in the Australian view of the signicance of traditional culture and law. In July 2008, petitions for example, Galarrwuy Yunupingu, the son of one of the In the late 1950s, the Australian government painters and signatories of the 1963 petition, presented Prime Minister Kevin Rudd with another petition by various removed more than 300 square kilometres Yirrkala artists, requesting ‘full recognition of Indigenous of land from the Arnhem Land Aboriginal rights in the Australian Constitution’. reserve in the Northern Territory so that mining company Gominco could extract bauxite. Requesting an inquiry and asserting their ownership of land, the Yolngu people created petitions framed by painted bark to demand that Yolngu rights be recognised. The petitions contained a typed document written in two Yolngu languages and translated into English, surrounded by clan designs of all that was threatened by the mining. They were signed by 12 clan leaders from the Yolngu region and submitted to the Australian Parliament in August 1963.

The Yirrkala bark petitions were the rst traditional documents prepared by Indigenous Australians that were recognised by the Australian Parliament, and are therefore the rst documentary recognition of Indigenous people in Australian law. Politicians presented the two petitions to the House of Representatives on 14 and 28 August 1963. A parliamentary committee of inquiry acknowledged the rights of the Yolngu set out in theSAMPLE petitions. It recommended to Parliament on 29 October 1963 that compensation for loss of livelihood be paid, that sacred sites be protected and that an ongoing parliamentary committee monitor the mining project. Despite this, mining did go ahead near Yirrkala, and by 1968 a massive bauxite renery was built at Gove, 20 kilometres to the north. Appeals to both Parliament and to the courts were also rejected. The petitions, however, led to wider awareness of the problems of Aboriginal people throughout Australia, and set off a debate that would eventually lead to the Aboriginal Land Rights Act in 1976 Source 1 The Yirrkala bark petition was made by the Yolgnu and, in 1992, to the High Court’s Mabo decision. The people to protest against mining on traditional land (Yirrkala petitions also paved the way for the 1967 referendum. artists, Dhuwa moiety: Museum of Australia).

392 oxford big ideas humanities 10 victorian curriculum

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 392 19/09/2016 12:26 pm 11C How do activists continue to struggle for civil rights and freedoms?

There have been a number of further bark petitions skilldrill: Historical signicance ‘What was the historical signicance of the Yirrkala bark created by Indigenous Australians since the Yirrkala petitions in terms of past and present efforts to secure civil rights of Aboriginal Australians?’ bark petitions of 1963, and all have contributed to a gradual but steady change in the Australian view of the Generate different kinds of a Copy Source 3 into your notebook. Identify signicance of traditional culture and law. In July 2008, questions about the past to what you already know as a result of reading the for example, Galarrwuy Yunupingu, the son of one of the information in this section. List these ideas in bullet painters and signatories of the 1963 petition, presented inform historical inquiry points in the rst column. Prime Minister Kevin Rudd with another petition by various One of the rst and most important steps in conducting b In the second column, generate related questions Yirrkala artists, requesting ‘full recognition of Indigenous a historical inquiry is to generate or pose key questions. that help to deepen or build your understanding. rights in the Australian Constitution’. The questions that you generate will frame or direct the The rst one has been done for you. research that you then undertake. Source 3 Step 1 Usually, historians generate one broad, overarching question for their inquiry for example: Overarching inquiry question: What was the historical signi cance of the Yirrkala bark petitions in terms ‘What was the historical signicance of the Yirrkala bark of past and present efforts to secure civil rights of petitions in terms of past and present efforts to secure civil Aboriginal Australians? rights for Aboriginal Australians?’ Questions to help deepen or After that, you need to generate more specic What I already know build my understanding questions that are related to your overall inquiry • The Yirrkala bark • Who were the signatories to petitions were created the petition? (Simple or closed question. You will need to generate a mixture of: by Indigenous question) • closed or simple questions – for example, when did Australians to protest • Why did they decide to respond event X occur? against the Australian to the government’s decision government’s decision • open or probing questions – for example, why did in this way? (Open or probing to allow part of Arnhem question) event X occur? land to be mined. • What was written and drawn on • questions that relate to the process of historical the petitions and what evidence inquiry – for example, what evidence is there?, what does this provide about other sources might be needed? Indigenous perspectives on native title? (Question related to Step 2 The next step in generating questions is to think the process of historical inquiry) about what you already know about the topic. Use this Point 2 knowledge as a springboard for questions that will help Point 3 you understand the topic in more depth. Point 4 • Use a table similar to Source 2 to brainstorm all the things you know in bullet-point form in one column. • In the second column, use each dot point from Extend your understanding the rst column to generate related questions that will help to deepen or build yourSAMPLE understanding. During July 2013, when Australia celebrated the 50th Remember to include a mix of the three question anniversary of the petitions, Prime Minister Kevin Rudd types described in Step 1. compared them with the 1215 Magna Carta, one of the Source 2 founding documents of the British legal system: Overarching inquiry question These bark petitions are the Magna Carta for the Indigenous peoples of this land. Both [are] an assertion of rights against Questions to help deepen or the crown and both therefore profound symbols of justice for all What I already know build my understanding peoples everywhere. Point 1 Question/s related to point 1 Prime Minister Kevin Rudd, July 2013 Point 2 Question/s related to point 2 1 Conduct some research into the Magna Carta and its Apply the skill signicance to the British legal system. Write a short report comparing and contrasting the nature, impact Source 1 The Yirrkala bark petition was made by the Yolgnu 1 Use the process described above to generate a range people to protest against mining on traditional land (Yirrkala and overall historical signicance of the Magna Carta artists, Dhuwa moiety: Museum of Australia). of questions related to the overarching historical inquiry and the Yirrkala bark petitions. question:

chapter 11 rights and freedoms 393

11_OBI_HUMS10_VIC_07479_TXT_SI.indd 393 19/09/2016 12:26 pm FILE NAME: SAL_OBI_HUMS10_VIC_07479_CVR SIZE: 217 x 280 SPINE: 24.6 mm COLOUR: FULL/CMYK oxford big ideas humanities 10 10

SAMPLE

VIC Mark Easton | Bernie Howitt | Joanne Wilson oxford Geraldine Carrodus | Tim Delany | Annie Wilson

ISBN 978-0-19-030747-9 big ideas humanities 9 7 8 0 1 9 0 3 0 7 4 7 9 VICTORIAN CURRICULUM visit us at: oup.com.au or contact customer service: [email protected]

OBI_HUMS10_VIC_07479_CVR_SI.indd 1 cyan magenta yellow black 16/09/2016 3:45 pm