WHAT ARE CIVIL RIGHTS?

JIM CROW LAWS

 LIST 5 DIFFERENT JIM CROW LAWS
• Using Chromebooks research the Jim Crow laws
• Write down in your books at least 5 different Jim Crow laws and what they
meant for African Americans

• Possible Websites to use in your research

• https://www.nps.gov/malu/learn/education/jim_crow_laws.htm
• https://ferris.edu/jimcrow/what.htm
 Imagine you are living in a society that
enforces Jim crow laws. You are scrolling
through your facebook feed and stumble upon
these two images.
How would you feel?
what would you think?

Write two Facebook posts in response to these

images. Consider the varying perspectives
portrayed in these images
WHO SHAPED THE CIVIL
RIGHTS MOVEMENT?
DO NOW : Review of Emmett Till Quiz on Socrative
Type in the following URL: https://b.socrative.com/login/student/

ROOM NAME: MRSAIS

TYPE IN YOUR NAME

Research Activity

 You will be divided into three groups

 Each group will research a Civil rights Activist
 Rosa Parks
 Martin Luther King Jr.
 Malcolm X

 Answer the Following Questions….

 You can complete this task in pairs

Answer These Questions
1. What is this activist most known for?

2. What style of Activism did they engage in or promote?

3. What is their legacy within the civil rights movement?

4. Which civil rights groups were they associated with?

5. Find a quote from them that you think is significant and explain why

6. What happened to them?

Questions Rosa Parks Martin Luther King Jr. Malcolm X

What is this activist

most known for?

What style of Activism

did they engage in or
promote?

What is their legacy

within the civil rights
movement?

Which civil rights

groups were they
associated with?

Find a quote from them

that you think is
significant and explain
why.
Answer this Question

 What are the pivotal differences you can see in how these activists
contributed to the Civil rights movement?

 Write at least one Paragraph

 WHAT IS THE SNCC

What does SNCC stand for?

What did they believe in?
What did the SNCC provide for their activist community?
What was their news letter called?
Where were sit in demonstrations held?
How were they conducted?
What is the SNCC’s legacy?
https://www.youtube.com/watch?v=sOxZBfzwtJ4
 CONGRESS OF RACIAL EQUALITY
(CORE)

https://www.history.com/topics/black-history/congress-of-racial-equality
Read through the information presented in this link and complete the questions
on the worksheet
 ACTIVITY:
FIND AN
IMAGE OF A
CIVIL
RIGHTS
PROTEST
AND WRITE
YOUR OWN
ARTICLE
 DO NOW:
What does SNCC and CORE stand for?
What are the key ideological differences between these organisations?
Where were these organisations formed and how did this effect their
beliefs?
What was the name of the newsletter the SNCC made?
 READ THROUGH THE
STUDENT VOICE ARTICLE
What type of source is this
What does it tell us about the movement
What does a newsletter like this provide for the movement
 THE FREEDOM RIDERS
Freedom Riders were groups of white and African American civil rights
activists who participated in Freedom Rides, which were bus trips
through the American South in 1961 to protest against segregated bus
terminals. Freedom Riders tried to use “whites-only” restrooms and
lunch counters at bus stations in Alabama, South Carolina and other
Southern states. The groups were confronted by arresting police
officers as well as horrific violence from white protestors along their
routes, but also drew international attention to their cause.
The 1961 Freedom Rides, organized by the Congress of Racial Equality, were
modeled after the organization’s 1947 Journey of Reconciliation. During the
1947 action, African-American and white bus riders tested the 1946 U.S.
Supreme Court decision in Morgan v. Virginia that found segregated bus
seating was unconstitutional.
In the same vein the 1961 Freedom Rides sought to test a 1960 decision by
the Supreme Court in Boynton v. Virginia that the segregation of interstate
transportation facilities, including bus terminals, was unconstitutional as
well.
In both actions, black riders travelled to the American South, where blatant
racism and segregation laws continued to impose unjust and horrific
conditions upon coloured people and attempted to use whites-only
restrooms, lunch counters and waiting rooms.
Originally the group consisted of 13 Freedom Riders including seven
African Americans and six whites, on May 4th 1961 they left from
Washington on a Greyhound bus. Their plan was to reach New
Orleans, on May 17th to commemorate the seventh anniversary of the
Supreme Court’s Brown v. Board of Education decision, which ruled
that segregation of the nation’s public schools was unconstitutional.
 During the freedom rides the group was targeted multiple times.
First in Rock Hill, South Carolina where John Lewis, an African-American
seminary student and member of the SNCC , a white Freedom Rider and
World War II veteran Albert Bigelow, and another African-American rider
were viciously attacked as they attempted to enter a whites-only waiting
area.
Then in Aniston Alabama the Greyhound bus was the first to arrive in
Anniston, Alabama. An angry mob of about 200 white people surrounded
the bus, causing the driver to continue past the bus station.
The mob followed the bus in cars, and when the tires on the bus blew out,
someone threw a bomb into the bus. The Freedom Riders escaped the bus as
it burst into flames, only to be brutally beaten by members of the
surrounding mob.
The second bus travelled to Birmingham, Alabama, and those riders were
also beaten by an angry white mob, many of whom brandished metal pipes.
After these events their was little the group could do to convince bus drivers to help
them continue their ride. However, Diane Nash, an activist from the SNCC,
organized a group of 10 students from Nashville, Tennessee, to continue the rides in
a greyhound bus.
After being abandoned by its police escort the greyhound bus arrived at the
Montgomery, Alabama, terminal, where a white mob attacked the riders with
baseball bats and clubs as they disembarked. Attorney General Kennedy sent 600
federal marshals to the city to stop the violence.
The following night, civil rights leader Martin Luther King Jr. led a service at the First
Baptist Church in Montgomery, which was attended by more than one thousand
supporters of the Freedom Riders. Where a riot broke out inciting the use of martial
law to quell the violence.
 A group of Freedom Riders departed Montgomery for Jackson, Mississippi. There,
several hundred supporters greeted the riders. However, those who attempted to
use the whites-only facilities were arrested for trespassing and taken to the
maximum-security penitentiary in Parchman, Mississippi.
During their hearings, the judge turned and looked at the wall rather than listen to
the Freedom Riders’ defense as had been the case when sit-in participants were
arrested for protesting segregated lunch counters in Tennessee. He sentenced the
riders to 30 days in jail. This was later over turned by the supreme court.
The Rides were successful in achieving its goal as the violence and arrests continued
to garner national and international attention, and drew hundreds of new Freedom
Riders to the cause.
The rides continued over the next several months, and in the fall of 1961, under
pressure from the Kennedy administration, the Interstate Commerce Commission
issued regulations prohibiting segregation in interstate transit terminals.
 THE STUDENT VOICE ACTIVITY

Find an image from the freedom rides and write a news paper article highlighting
the event that took place.
DO NOW:
What were the freedom rides?
What events happened during the freedom
rides?
Who was involved in the freedom rides
 Under the Civil Rights Act of 1964,
segregation on the grounds of race,
religion or national origin was banned at
all places of public accommodation,
including courthouses, parks,
restaurants, theatres, sports arenas and
hotels. No longer could blacks and other
minorities be denied service simply
based on the colour of their skin.
CIVIL RIGHTS
The act also barred race, religious, national origin and gender
discrimination by employers and labour unions, and created an
Equal Employment Opportunity Commission with the power to file
lawsuits on behalf of aggrieved workers.
Additionally, the act forbade the use of federal funds for any
discriminatory program, authorized the Office of Education (now the
Department of Education) to assist with school desegregation, gave
extra clout to the Commission on Civil Rights and prohibited the
unequal application of voting requirements.
LEGACY
It also paved the way for two major follow-up laws: the Voting
Rights Act of 1965, which prohibited literacy tests and other
discriminatory voting practices, and the Fair Housing Act of 1968,
which banned discrimination in the sale, rental and financing of
property. Though the struggle against racism would continue, legal
segregation had been brought to its knees in the United States
INSERT LEARNING ACTIVITY ON
CIVIL RIGHTS
Charles Perkins NSW Freedom
Ride Worksheet
 Do Now:
Write down a list of the various laws enforced by the civil rights Act
Use google if you need too
 DO NOW:

Write a paragraph about the NSW Freedom

ride
Include an analysis of what they are, when they
happened, who it involved, what their point
was for conducting them and which events
inspired them.
 THE IMPACT OF THE US CIVIL RIGHTS
MOVEMENT
The Civil Rights Movement of America had a relatively major impact upon Australia, although not many took action upon it.
Many Australians bore witness to the brutality of the white people on their televisions, and were generally supportive of the
efforts of the blacks to attain their goal for freedom. However, few actually realised the issue of racism within their own
country. It would take the efforts of people like Charlie Perkins, who actually made the link between racism in the USA and
racism in Australia, for efforts to stop racism in Australia to begin.
The Freedom Ride of Australia was headed by Charlie Perkins, and was inspired by both Martin Luther King Jr. and the
Freedom Rides in America. There were two main Freedom Rides in America; both carried out similar tasks, with the main
difference being that the second Freedom Ride included women within it. Perkins would incorporate the Freedom Rides of
America by having Aborigines use facilities that were marked for whites only, similar to what the black riders did. Drawing on
from both King and the Freedom Rides of America, Perkins would attempt to carry his message across without resorting to
violence, and would ultimately help to begin the abolishment of racism.
The Freedom Ride in Australia forced people to realise the issue of racism and segregation within their own country, and
sparked uproar for change. After realising these issues, people began to demand that something be done. The 1967
referendum would come about as a result of these demands. With this referendum, Aborigines would count as part of the
national population, and the government would be able to create laws for them. This allowed them to feel accepted. The
government would also be able to properly oversee them, and give them fair laws, unlike the state laws.
 SBS DOCUMENTARY – THE FREEDOM
RIDERS

• ANSWER THE QUESTIONS ON YOUR WORKSHEETS

• ANSWERS WILL BE DISCUSSED AFTERWARDS

https://www.sbs.com.au/nitv/nitv-news/article/2015/02/18/explainer-what-was-
australias-freedom-ride
 THE INDIGENOUS CIVIL RIGHTS
MOVEMENT IN AUSTRALIA
A fight for self-determination.
By the mid-1960’s, Indigenous opposition to assimilation was strengthening and an Indigenous civil rights movement was
growing under the banner of self-determination.
Self determination is basically the right of all peoples to freely determine their political status and freely pursue their
economic, social and cultural development. The approach of this policy was to strengthen Indigenous participation in policy
and decision-making, and in individual and community leadership. Providing the Indigenous people with the chance to regain
control over their own lives. However, this kind of policy came with its own challenges, in particular these were the fact that
the indigenous community found itself thrusted into a world of bureaucracy, positions of leadership and other such
environments without the skills, training, understanding or resources that they needed.
In response to the growing moral outrage from the US civil rights movement and the exposure of how south Africa was
treating coloured people Australia’s treatment of indigenous people started to come to the forefront. The Federal council for
Aboriginal advancement was formed in 1958, in which this council campaigned for constitutional change, equal wages, access
to social service benefits, and land rights for indigenous Australians.
This gave rise to a range of other grass-roots Indigenous organisations which also fought against discrimination. These
included Charlie Perkin’s Student Action for Aborigines (SAFA) organisation in 1964 and the subsequent freedom ride
throughout rural and country NSW.
 THE 1967 REFERENDUM

What are these laws enforcing? The 1967 Referendum was a

landmark achievement for
Indigenous Australians.
Section 51 (xxvi) The Parliament shall, subject to this Constitution, have power to Following decades of
make laws for the peace, order, and good government of the Commonwealth Indigenous and non-
with respect to: ...The people of any race, other than the aboriginal people in any
Indigenous activism, over 90%
State, for whom it is necessary to make special laws.
of all Australians voted in
favour of amending these two
Section 127 In reckoning the numbers of the people of the Commonwealth, or of sections of the Australian
a State or other part of the Commonwealth, aboriginal natives should not be Constitution.
counted.
 WHAT CHANGES WERE MADE TO THE
CONSTITUTION

Following the 1967 Referendum, the words "…other than the aboriginal people in any
State…" in section 51(xxvi) and the whole of section 127 were removed, allowing for
Indigenous people to be included in the census, and giving federal Parliament the power
to make laws in relation to Indigenous people.

Prior to the Referendum, making laws for Indigenous people was the responsibility of the
states, and laws varied greatly from state to state. For example, Indigenous Australians
could own property in New South Wales and South Australia but not in other states.

Advocates for the Referendum believed that if federal parliament was granted the power
to legislate for Indigenous people, it would act in their best interests, leading to better
conditions for Indigenous people.
 THE REFERENDUM DID NOT PROVIDE
INDIGENOUS PEOPLE WITH:

• The right to vote: Indigenous people’s right to vote in federal elections was secured by
changes to the Commonwealth Electoral Act in 1962, not the 1967 Referendum
• Citizenship rights: By 1967, Indigenous people were already legally considered citizens,
although many experienced discrimination in their everyday lives
• Equal rights: Even though the Referendum revealed a desire to extend equal rights to
Indigenous people, the referendum did not guarantee equality. The Referendum gave the
federal government the power to make laws for Indigenous people, but it did not require
that those laws would ensure equality and would not be discriminatory
 LEGACY AND IMPACT

Many Indigenous people regard the 1967 Referendum as a symbolic turning point, revealing a
widespread desire for Indigenous equality in Australia. Others feel that the Referendum was
irrelevant to their lives, having little effect on the daily discrimination they experience.
The Referendum’s failure to substantially improve conditions for Indigenous people resulted in
disillusionment and a new wave of activism in the 1970’s, including the modern land rights
movement. It also ensured continuing activism for further changes to the legal system to
create equality and rights protection for Indigenous people.
Many Indigenous activists today are concerned that the 1967 Referendum did not remedy the
Constitution’s original failure to recognise the unique status of Indigenous people as the
original inhabitants of the land.
 ACTIVITY

Imagine being born in a country that didn’t think you were

worth counting in the Census? How might this affect how
you see yourself and your sense of value within the
community?
Given that this is such recent history, can you think about
how this is still impacting people in Australia today? In what
ways can you imagine Indigenous Australians feeling both
encouraged and discouraged in the aftermath of the 1967
Referendum?
 DO NOW: The 1967 Referendum
What are these laws enforcing?
Section 51 (xxvi) The Parliament shall, subject to this Constitution, have power to
make laws for the peace, order, and good government of the Commonwealth
with respect to: ...The people of any race, other than the aboriginal people in any
State, for whom it is necessary to make special laws.

Section 127 In reckoning the numbers of the people of the Commonwealth, or of

a State or other part of the Commonwealth, aboriginal natives should not be
counted.
 What does this
image tell us about
the referendum?

What effect do you

think this flyer
Activity would have on
voters?

Why do you think

this?
 Imagine being born in a country that didn’t
think you were worth counting in the Census?
How might this affect how you see yourself and
your sense of value within the community?
Given that this is such recent history, can you
ACTIVITY think about how this is still impacting people
in Australia today? In what ways can you
imagine Indigenous Australians feeling both
encouraged and discouraged in the aftermath
of the 1967 Referendum?
 https://www.aph.gov.au/About_Parliament/
Parliamentary_Departments/Parliamentary
_Library/FlagPost/2017/May/The_1967_Ref
erendum

Use this link to determine what the results

of the referendum were
Activity
What does the data tell us about the
referendum

What does the data tell us about the

mentality and ideologies of Australian
voters?
 The 1967 Referendum was a landmark achievement for
Indigenous Australians. Following decades of Indigenous
The 1967 and non-Indigenous activism, over 90% of all Australians
voted in favour of amending these two sections of the
Referendum Australian Constitution.
 What Changes were made to the
constitution
Following the 1967 Referendum, the words
"…other than the aboriginal people in any
State…" in section 51(xxvi) and the whole of
section 127 were removed, allowing for
Indigenous people to be included in the
The 1967 census, and giving federal Parliament the
Referendum power to make laws in relation to Indigenous
people.
Prior to the Referendum, making laws for
Indigenous people was the responsibility of
the states, and their laws varied greatly.
  The right to vote: As we know Aboriginal people
secured the right to vote in federal elections
through changes enacted to the Commonwealth
Electoral Act in 1962.
 Citizenship rights: By 1967, Indigenous people
The Referendum were already legally considered citizens, even
did not provide though their everyday lives were riddled with
discrimination
indigenous
people with:  Equal rights: The referendum did not guarantee
equality for indigenous people. The Referendum
gave the federal government the power to make
laws for Indigenous people, but it did not require
that those laws would ensure equality or that they
would not be discriminatory
 Many Indigenous people regard the 1967
Legacy and impact
Referendum as a symbolic turning point, as it
revealed a widespread desire for Indigenous
equality within Australia. Others feel that the
Referendum had little effect on curbing the daily
discrimination they experienced.
The Referendum’s failure to substantially improve
Legacy of the conditions for Indigenous people resulted in
Referendum disillusionment and inspired a new wave of
activism in the 1970’s, including the modern land
rights movement. It also ensured continuing
activism for further changes to the legal system to
further the tenants of equality and rights
protection for Indigenous people.
https://www.youtube.com/watch?v=6_ndC07C2qw
From Little Things Big Things Grow
by Paul Kelly and Kev Carmody
Gather round people I’ll tell you a story
An eight year long story of power and pride
’Bout British Lord Vestey and Vincent Lingiarri
They were opposite men on opposite sides
Vestey was fat with money and muscle
Beef was his business, broad was his door
Vincent was lean and spoke very little
“From little
He had no bank balance, hard dirt was his floor
things big things
From little things big things grow
From little things big things grow
grow”
Gurindji were working for nothing but rations
Where once they had gathered the wealth of the
land
Daily the oppression got tighter and tighter
Gurindji decided they must make a stand
They picked up their swags and started off walking
At Wattie Creek they sat themselves down
Now it don’t sound like much but it sure got tongues
talking
Back at the homestead and then in the town
From little things big things grow
From little things big things grow
Vestey man said I’ll double your wages
Seven quid a week you’ll have in your hand
Vincent said uhuh we’re not talking about wages towns
We’re sitting right here till we get our land
Vestey man roared and Vestey man thundered
You don’t stand the chance of a cinder in snow Till one day a tall stranger appeared in the land
Vince said if we fall others are rising
From little things big things grow
From little things big things grow
Then Vincent Lingiarri boarded an aeroplane
Landed in Sydney, big city of lights
And daily he went round softly speaking his
story
To all kinds of men from all walks of life
And Vincent sat down with big politicians
This affair they told him is a matter of state
Let us sort it out, your people are hungry
Vincent said no thanks, we know how to wait
From little things big things grow
From little things big things grow
Then Vincent Lingiarri returned in an aeroplane
Back to his country once more to sit down
And he told his people let the stars keep on
turning
We have friends in the south, in the cities and
Eight years went by, eight long years of waiting
And he came with lawyers and he came with
great ceremony
And through Vincent’s fingers poured a handful
of sand
From little things big things grow
From little things big things grow
That was the story of Vincent Lingiarri
But this is the story of something much more
How power and privilege can not move a people
Who know where they stand and stand in the law
From little things big things grow
From little things big things grow
From little things big things grow
From little things big things grow
 Identify the events sung in this song by
Paul Kelly and Kev Carmody in the Time
line found on the following link write a
small paragraph on each event
highlighting its importance and
Activity significance.

http://www.abc.net.au/news/2016-08-
18/timeline-of-wave-hill-land-
rights/7760300
  Go to the following link and write 2 paragraphs on the
wave hill walk off – News paper article
 Make sure you include what the walk off is
 Why it happened
The Wave hill
 Who was involved
Walk off  What was achieved
 https://australianstogether.org.au/discover/australian-
history/wave/
 The Wave Hill Walk Off Do Now:
Go to the following link and write 2 paragraphs on the wave hill walk off – News
paper article
Make sure you include what the walk off is
Why it happened
Who was involved
What was achieved
https://www.australianstogether.org.au/discover/australian-history/wave-hill-walk-
off/
What is happening in this photo?
Why is this photograph
symbolic? Consider
that it is a reminder that all
Australians share
the same land and the same
hopes.
How does this image make you
feel?
  In March 1966, the Australian Arbitration Commission
determined that Aboriginal and Torres Strait Islander

A piece of workers should be paid equal wages. However, this was

not due to come into effect for three years.
Indigenous land
rights history:  The decision sparked several small strikes around
Australia.
 On the Vestey property ‘Wave Hill’ -one of the largest
pastoral stations in the Northern Territory - Aboriginal
people were dismayed and angry. When their
spokesperson, Vincent Lingiari (a Gurindji man) asked
the station master in August for full wages and was
refused, he led Gurindji, as well as Ngarinman, Bilinara,
Warlpiri and Mudbara stockmen, domestic workers and
their families in a strike and walked off the station.

 The strike was to last 7 years.

 Although prompted by a call for fair wages, the primary
demand of the Gurindji was to have their land returned
to them. The strike became one of the first events to
attract wide public support for Indigenous land rights in
Australia.

 Prime Minister Gough Whitlam gained agreement from

the Vesteys to give the Gurindji back a part of their land
and a new lease was developed. The formal handback
took place on 16 August 1975 and is recognised as a
landmark achievement in the Indigenous land rights
movement in Australia.
  https://kahoot.com/explore/martin-luther-king-jr-day-
life-achievements/
 https://kahoot.com/explore/random-general-
knowledge/

 https://kahoot.com/explore/general-trivia/
Kahoots!!
 https://embed.kahoot.it/0a649597-e86f-4758-b984-
b1a99de7cf70
 https://embed.kahoot.it/6343274e-e2af-42ce-b08a-
9ca9ea0b913d