Recent Changes

Read the rest of the chapter.
Answer questions 1, 2, 3, 4 and 5 in the Activities box on page 382.
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Background to the struggle of Aboriginal and Torres Strait Islander peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations
The US civil rights movement and its influence on Australia
**TheThe significance of Generations); the Apology**Apology
Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander peoples, and the role of ONE individual or group in the struggle
The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples

Background to the struggle of Aboriginal and Torres Strait Islander peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations
The US civil rights movement and its influence on Australia
The**The significance of Generations); the ApologyApology**
Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander peoples, and the role of ONE individual or group in the struggle
The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples

The significance of the following for the civil rights of Aboriginal and Torres Strait Islander peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations); the Apology
Students:
outline the background, aims and significance of key developments in Aboriginal and Torres Strait Islander peoples' struggle for rights and freedoms
Chapter 4:6 Civil rights in Australia in the 1960s
Read the first paragraph at the top of page 379 and answer the following questions:
What voting rights did Aboriginal people have before 1962?
What change was made to Aboriginal voting rights in the 1962 Electoral Act?
Explain how this was an improvement of rights for Aboriginal people.
1967 Referendum
The constitution is the set of rules that state what powers are held by the state and federal governments. The only way parts of the constitution can be changed is by holding a referendum (national vote). For a referendum to be successful, there has to be a majority of all votes in favour of change and also a majority in a majority of states.
When the Australian constitution came into effect in 1901 there were only two references to Aboriginal people: Section 51 and Section 127.
Read Source 2 on page 378 which shows the two sections of the constitution that referred to aboriginal people.
Section 51 meant that the commonwealth government could not make any laws that related to aboriginal people. Only state governments could make these laws. Some state governments made law that were discriminatory against aboriginal people, especially relating to segregation and ‘protection’.
Section 127 meant that aboriginal people were not to be counted in the census.
The aim of the referendum was to delete the words in bold in Source 2 so that:
the federal government could make laws which would override discriminatory state laws; and
aboriginal people would be counted in the census.
Source 3 (page 379) gives examples of how some states discriminated against aboriginal people.
Read the source and answer the three questions which follow it.
Study Source 4 (page 380) and answer the three source questions next to it.
Read the rest of the chapter.
Answer questions 1, 2, 3, 4 and 5 in the Activities box on page 382.

Impact or result
"I have a dream..."
{Charles Perkins Stamp.jpg} Chapter 4.5 Charles Perkins and the 1965 Freedom Ride
In groups make notes for one of the following and add to the shared document:
The 1965 Freedom Ride
Walgett: “Aborigines also fought”
Moree: “Darkies not allowed in”
The Impact of Charles Perkins and the Freedom Rides
Below are two questions of the type you will be asked in your Assessment Task:
Refer to Source 4 (page 375) and Source 5 (page 376).
How useful would these sources be to an historian studying the 1965 Freedom Ride?
Refer to Source 1 (page 372) and Source 3 (page 374).
Use these sources and your own knowledge to explain the impact of the 1965 Freedom Ride.

ccccSignificant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music
Students:
identify and describe significant developments and/or cultural achievements of Medieval Europe in at least ONE of the following areas: architecture, art, medieval manuscripts, literature and music
explain the changing relations between Islam and the West during the medieval era, including the Crusades
using a range of sources, outline what is revealed about different perspectives on the Crusades
Chapter 4b:5 Cathedral building
This is to be completed in groups of three.
1. Read Chapter 4b:5 Cathedral building
2. Make notes on the purposes of cathedrals in the Medieval period and some of the features of cathedrals.
3. Research ONE Medieval cathedral. Choose from the follow:
Canterbury, York, Lincoln, Worcester, Chichester, Durham, Salisbury, Wells, Winchester, Ely, St Albans, Milan, Florence, Notre Dame (Paris), Amiens, Rouen, Reims, Cologne, Orvieto.
Where is your cathedral?
When was it built?
Write notes on the architectural features and the decorative features of the cathedral you have chosen.
{Durham Cathedral.jpg} Durham Cathedral