1. Rights & Freedoms 9B SOSE

2. Learning Intentions Students will be able to: Define what a ‘right’ is Understand the scope of the course for term 4 Heading: Rights & Freedoms

3. What is a right? When we say we ‘have rights’ what does that mean? Record an answer in your exercise book.

4. What is a right? What could be an example of a ‘right’ ? Record an answer in your exercise book.

5. Opinion Line Everyone has a right to practice their own religion. Everyone has a right to say what they think, and share their views with anyone. Everyone has a right to education. Everyone has a right to a $100,000 + sports car, with optional rear spoiler. Everyone has a right to receive healthcare Everyone has a right to get whatever operation or medication they want for free

6. What is a right? “Human rights are what reason requires and conscience demands. They are us and we are them. Human rights are rights that any person has as a human being. We are all human beings; we are all deserving of human rights. One cannot be true without the other.” – Kofi Annan, Secretary-General of the United Nations

7. What is a right? Wikipedia: “Rights are legal, social, or ethical principles of freedom or entitlement; that is, rights are the fundamental normative rules about what is allowed of people or owed to people.” Copy down

8. What is a right? Wikipedia: “Rights are legal, social, or ethical principles of freedom or entitlement; that is, rights are the fundamental normative rules about what is allowed of people or owed to people.” = laws, social ideas or well-thought out moral ideas

9. What is a right? Wikipedia: “Rights are legal, social, or ethical principles of freedom or entitlement; that is, rights are the fundamental normative rules about what is allowed of people or owed to people.” Freedom = to do something without being stopped Entitlement = a guarantee to have something

10. What is a right? Wikipedia: “Rights are legal, social, or ethical principles of freedom or entitlement; that is, rights are the fundamental normative rules about what is allowed of people or owed to people.” Fundamental: basic Normative: rules that *should* be (not always what is currently).

11. Course Outline  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 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 Apologysignificance  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 (2007)

12. ‘Significance’  An event, movement or person is said to be ‘significant’ if there are long-run changes that occur as a result.  Even relatively small acts can be said to be ‘significant’ if they lead to larger changes at a future point, and played a role in bringing these about.

13. Assessment For this unit, you will have to deliver a lesson to the rest of the class on a event of significance to the struggle for civil rights for a minority group. These groups could include: Black Americans, First Australians, Women, Gay & lesbian etc. You will have to develop learning intentions, a presentation that informs the class, and a test to check what they’ve learned at the lesson’s end.

14. Homework Develop a ‘Charter of Rights’ for a fictional nation that you’d wish to live in. This should set out what people are allowed to do and what freedoms they have. i.e.: Freedom to meet with others in groups Freedom to say what they want The Charter of Rights that is most well-presented and thought-out will win a prize on Friday.