Rights & Freedoms9B SOSE

Learning Intentions

Students will be able to:• Define what a ‘right’ is• Understand the scope of the course for term 4

Heading: Rights & Freedoms

What is a right?

• When we say we ‘have rights’ what does that mean?

Record an answer in your exercise book.

What is a right?

• What could be an example of a ‘right’ ?

Record an answer in your exercise book.

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

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

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

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

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

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).

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 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 (2007)

‘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.

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.

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.