Chapter 9 - Changing Rights and Freedoms - Women
Chapter 9.1
Read through chapter 9.1 of their textbook (P. 316)
Read through chapter 9.1 of their textbook (P. 316)
- Answer all the sources questions on P. 316
- Complete all of the check your understanding questions at the end of the chapter
Chapter 9.2
Read through chapter 9.2 of their textbook
Read through chapter 9.2 of their textbook
- Look up Helen Reddy’s ‘I am woman’ on youtube and listen.
- What message is presented in this song? How did it capture the mood of the time?
- What were the goals of ‘second wave feminists’?
- Was there one specific Women’s Liberation Group? If not, how did it work and in what areas were they striving to achieve equality?
- Summarise the information on p. 320 under the heading Women’s experiences within the WLM.
- Take a look at the picture on p. 321. List the issues that you can see being protested in that image. It's not just normal women's rights. What do you think is the connection between these issues that they would be protested about at the same time?
- Do the source question at the top of P. 322.
- Summarise the information under WEL - The Women's Electoral Lobby. This should be 5-10 lines long.
- Make a list of all the achievements of the WLM as presented on pages 324 and 325 of your textbook. Do you consider them all beneficial or do you think some are subtly detrimental to women?
- Read and then copy and paste the table on P. 325 into your textbook.
- Answer the source questions at the top of page 326.
Chapter 9.3
Read through Chapter 9.3 and answer the following questions:
Read through Chapter 9.3 and answer the following questions:
- What point is the Hagar the Horrible cartoon trying to make?
- Why do you think the contraceptive pill 'changed the pattern of women's lives dramatically'?
- What did the Harvester Case (1907) establish as common practice with wages?
- What impact did the Harvester Case have on Women?
- How long was it between the UN declaration of Human Rights and the legislation in the table at the bottom of p. 327?
- Do you think the legislation was in keeping with the spirit of the UN declaration?
- Why did Zelda D'Aprano chain herself to the commonwealth building in Melbourne.
- Outline the significance (or lack thereof) of the 1969 Equal Pay Case.
- What was the difference with the Equal Pay Case of 1972? How did this highlight the problem of being either under a federal award or a state award?
- What did the commission do in 1974?
- The rest of this chapter highlights how things have not improved like you would expect them to. Make a summary of as many reasons or facts that you can find that support the idea that even since 1974 women's wages are not equal to men's wages.
Stolen Generation Story - Intro to the topic
Below is a story of what one man endured as a member of the stolen generation. He was placed in one of the more notorious institutions (Kinchela).
Below is a story of what one man endured as a member of the stolen generation. He was placed in one of the more notorious institutions (Kinchela).
Stolen Generation Story | |
File Size: | 4136 kb |
File Type: |
7.1 Policies Relating to Aborigines
Protection Questions:
- If Aboriginal people need protecting - what does this say about them?
- Exactly what was the government trying to protect Aboriginal people from?
- Write a definition of the protection policy out in your own words. Note that there is one in red on p. 252 that you can use as a guide.
- Outline and explain the various ways in which the lives of Aboriginal people were being controlled as per p. 252.
- Research what reserves and missions are in the context of the protection of Aboriginal People and write 3-5 lines showing what you have learned.
Assimilation Questions:
- Write a definition of Assimilation.
- What do you think this meant for Aboriginal people?
- Which Aborigines were to be affected by the assimilation policy?
- What did Aborigines get under this policy and what were they denied under this policy?
- Do the source questions on p.254.
- Read the source at the top of P. 256. How would this type of treatment impact the psychology of an Aboriginal person?
Integration Questions:
- What did the policy of Integration intend to give to the Aboriginal people?
- Why did it fail to have it’s intended purpose?
Self Determination Questions:
- Which government introduced the policy of Self-determination?
- What did this policy mean for the Aboriginal people?
- In 1990, how did the House of Representatives define the principles of self-determination?
- What was ATSIC and what did it do?
- Why did ATSIC come to an end and where has the policy of self determination been left?
Reconciliation Question
*** Note that this is not a replacement of self-determination but another policy toward helping Aboriginal people.
To achieve reconciliation, the government set up the Council for Reconciliation. What was the aim of this council?
*** Note that this is not a replacement of self-determination but another policy toward helping Aboriginal people.
To achieve reconciliation, the government set up the Council for Reconciliation. What was the aim of this council?
Practical Reconciliation Questions
- What was the focus on practical reconciliation?
- In what ways was the policy criticised?
Intervention
- What was the intervention policy?
- Why did this policy raise alarm bells among the groups concerned for Aboriginal rights?
7.2 - The Stolen Generaton
http://www.stolengenerationstestimonies.com/ Go this this website, pick any story you want and just read. These real life stories of the Stolen Generation are quite powerful and engaging. You can listen to them or click on the transcript to read.
Read the source in the middle of page 260 and answer the 2 source questions below it.
Under the paragraph "Government Policy":
Under the heading "Institutions, adoptions and fostering", make a summary of each of the three different homes that aboriginal children were sent to and summarise the information on foster homes and adoption.
Read the source toward the bottom of page 264. Outline the neglect and traumas that the girl experienced and explain the impact that these had on her.
Read the two sources at the top of page 265 and answer the 3 source questions below them.
Under the paragraph on 'Bringing them home"
Read the source in the middle of page 260 and answer the 2 source questions below it.
Under the paragraph "Government Policy":
- What exactly was it that the government did when they "stole" children?
- What justification was given for the removal of Children from their families?
- Where were stolen children taken to?
- What was the government hoping would happen to these children?
Under the heading "Institutions, adoptions and fostering", make a summary of each of the three different homes that aboriginal children were sent to and summarise the information on foster homes and adoption.
Read the source toward the bottom of page 264. Outline the neglect and traumas that the girl experienced and explain the impact that these had on her.
Read the two sources at the top of page 265 and answer the 3 source questions below them.
Under the paragraph on 'Bringing them home"
- What does HREOC stand for and what did it do for the Stolen Generation?
- What were HREOC's findings regarding the forcible removal of children from their parents?
- Which UN commitment did HREOC believe that Australia had broken?
- What did they believe was one of the motives behind taking the children?
- (Under 'Being Sorry') - What suggestions did HREOC make regarding how we could best move forward?
Yarrabah Assignment
http://www.yarrabah.qld.gov.au/web/guest/history A site about Yarrabah as a mission (also in links)
Using the information in the website above write answers to the questions on the link/file below.
Having answered the questions, turn your information into a presentation such as a powerpoint, a digital story or a website including pictures, sound and any other information that you want to include.
Yarrabah as a mission assignment | |
File Size: | 15 kb |
File Type: | docx |
7.3 - 1967 Referendum
Read the introduction at the top of page 268.
Read the section under the title 'The Issue'
Read through page 272 of the textbook.
- What was the percentage of people who voted 'Yes' in this referendum and why was that unusual?
Read the section under the title 'The Issue'
- Explain the two pieces of the constitution (prior to 1967) that related to Aborigines and what they meant for Aborigines.
- In as few words as possible. Explain what the 1967 referendum did for Aboriginal people?
Read through page 272 of the textbook.
- Why did the referendum not make a lot of practical difference to Aborigines?
7.4 and 7.5 - Land Rights
- Make a summary of three events mentioned on pages 273 and 274 - The Wave Hill Walk Off, Gove Land Rights Case and the Tent Embassy.
- What did the Whitlam Government do for Aborigines during its time in power?
- What laws did the Fraser government bring in and what restrictions existed on those laws?
- Outline the events that occured during 1985-1990 under the Hawke government and explain what this shows how governments fear the attitude of the people electing them.
- Make a short summary of the Mabo Case, the Native Title Act that came from it and the Wik decision that extended the boundaries of Native Title.