Suggested Answers

Activity 1: Discussion game

To be completed by students.

Activity 2: Role play and discussion

To be completed by students.

Activity 3: Map and timeline work

Mapping character profiles

• Diana – Lebanon, 1960’s.
• Chris – Ukraine, 1940’s.
• Aunty Kathy – Kungarakan People, south west of Darwin.
• Adela – El Salvador, 1988.
• Selina – Bangladesh.
• David – Scotland, 1970.
• Arama – New Zealand/Maori.
• Vicki – Greece.

Timeline response

Task

1. 1500–1700 AD

2. ‘Terra nullius’ is a Latin phrase meaning that the land belonged to no one.

3. ‘Pemulwoy’ was an early Aboriginal resistance leader who launched attacks on European settlements in the Sydney region.

4. 1817.

5. John Batman is famous for attempting to make a ‘treaty’ with Aboriginal tribes near Melbourne and to ‘compensate’ them for the use of their land.

6. Afghan camel drivers helped with the development of communications and railway lines throughout Central Australia.

7. 160,000.

8. The first mosque was built in 1888 in Adelaide.

9. The gold rush of 1851.

10. 1962.

11. 1966.

12. Gough Whitlam.

13.

Date	Arrived from...	Reason for leaving...
eg. 1788–1868	England	Sent as convicts
1839	China, Italy, Greece	Migrating to Australia
1847	Pacific Islands	Brought to Australia to work as shepherds
1848	Germany, Hungary	Fleeing political upheaval in Europe
1851	Europe, Asia	To work as labourers and miners during the gold rush
1860	Afghanistan	Camel drivers arrive to work in Central Australia
1860	South Sea Islands	Brought out to work in Queensland’s cane fields
1940’s	Europe	Refugees from the war
1970’s	Vietnam	Refugees from the war
1980’s	Africa	Refugees fleeing the war in Ethiopia
1984		Refugees fleeing war in Ethiopia

Additional information

• 1991 onwards. Refugees arrive from the conflict in the Balkans.
• 1994. Refugees arrive from the conflict in Rwanda.
• 2000 onwards. Refugees and asylum seekers arrive from many Middle Eastern Nations including Afghanistan, Iraq, Lebanon and Iran.
• 2000 onwards. Refugees arrive from the conflict in Sudan.

14. The purpose of the Inquiry was to discover why so many Aboriginal people were dying in prison.

15. 1992.

16. The Mabo decision was important as it found that Aboriginal people’s right to their traditional land was not extinguished by the British acquiring sovereignty.

17. Students can generate their own responses here. These may vary according to their knowledge and experience. Suggested responses for discussion include:

• 1995. Racial Hatred Act is passed making racial vilification unlawful
• 2000. Sydney Olympics
• 2000. Corroboree 2000 – hundreds of thousands of people show their support for Reconciliation
• 1996. Federal Parliament endorses the Parliamentary Statement on Racial Tolerance
• 2001. Debates over the rights available to asylum seekers. The “Tampa” affair makes headlines.

Activity 4: Listening activity

Listening to Voices of Australia

Before listening

1. To be answered by students.

2. To be answered by students.

3. ‘Multiculturalism’ is when people from different countries and cultural backgrounds can live together peacefully. A multicultural society is one in which different cultural practices can be shared and enjoyed with mutual respect.

4. Migration has allowed the introduction of many, varied cultural practices in Australia leading to a more diverse society. People from different countries have brought their traditions and foods to Australia, which many Australians enjoy. Migrants have contributed to the work force by becoming employees and also creating new jobs and economic opportunities for others.

5. To be answered by students.

During listening

Part 1 – Australia: Our home

1. Being Australian means to value freedom, equality and respect for others. Australians value a ‘fair go’.

Flo Watson	Spiritual connections
Kathy Mills	Sacred places
Steve Pratt	The outdoors, easy going lifestyle
Marat Sverdlov	Peace and stability, our values
Razia Zahedi	Freedom to study
Thao Nguyen	Our values

Part 2 – Unexpected Friendships

Part 3 – Racism: Not in my backyard

Action	How was the situation dealt with by each character?
Questions about nationality	By acknowledging that racism is based ignorance and helping to educate people.
Being ignored by shopkeepers	By sharing background and stories.
Denial of community existence in history lessons	By sharing his culture with his community, focussing especially on young people.

Part 4 – Breaking down barriers

 

1. Barbeque	By taking food and mixing socially with both communities at a music gig where white and Indigenous Australians were not interacting.
2. Workplace	By wearing the hijab to work and engaging in conversation with fellow workmates Diana helped to break down cultural stereotypes about Muslims.
3. Football	Dean does not tolerate racism on the field and so he confronts it when it happens, accepts the apology and moves on. He takes pride in his Indigenous background and likes to share his culture and educate others.
4. Language	Vicki had to interpret for her father after a car accident. She now works as an interpreter and runs English language services for migrants in regional Australia.
5. Education	Dorothy’s school provides clothing and basic school needs for students as well as education to help refugee children begin a new life in Australia.

 

Part 5 – From tolerance to respect

1. Makes the effort to be reliable and trains hard.

2. Encourages young people to be proud.

3. Encourages young people to work hard to achieve their goals.

4. Encourages young people to believe in themselves and to not be silly.

Thao Nguyen arrived in Australia in the 1970’s from Vietnam. Recently she represented Australia as a youth representative at the United Nations General Assembly. This meant
that she was the first non-Anglo person and the first person from a refugee background to represent Australia.

After listening

1. Tolerance is being ‘put up with’. Respect is appreciating someone for who they are and taking an interest in their life and culture.

2. To be answered by students.

Person (eg coach)	Why? (eg. because he/she gives us equal time on the field)

3. For discussion.

4. For discussion.

5. For discussion.

Activity 5: Legal investigation

Investigating racial discrimination

Short answer questions

1. 1975

2. Everyone in Australia.

3. Federal.

4. ‘Direct discrimination’ is to treat someone less favourably because of his or her race, colour, descent, national origin, or ethnic origin than someone of a different ‘race’ would be treated in a similar situation.

5. ‘Indirect discrimination’ is to make everyone satisfy the same criterion when the effect is that a higher proportion of people of one ‘race’ cannot satisfy it.

6. Remove the request for ‘Asian’ person to ensure the job is not race specific. Remove the requests for the person to be a ‘young woman’ to ensure the job is open for a person of any age and gender. Remove the request for the employee to have ‘long, dark hair and a pleasant smile’ as these qualities exclude people and are not necessary job equirements.

7. Everyone in Australia.

8.

• To promote public awareness and education
• Anti-discrimination and human rights complaints
• Human rights compliance (specifically – according to the Racial Discrimination Act 1975)
• Policy and legislative development

9. The International Convention on the Elimination of All Forms of Racial Discrimination (ICERD)

10.

Jurisdiction	Legislation
Commonwealth	Racial Discrimination Act 1975 (Part IIA)
NSW	Anti-Discrimination Act 1977 (Part 2 Division 3A)
QLD	Anti-Discrimination Act 1991 (section 124A)
VIC	Racial and Religious Tolerance Act 2001
SA	Racial Vilification Act 1996 (section 4)
WA	Equal Opportunity Act 1984 (section 160)
ACT	Anti-Discrimination Act 1991
TAS	Anti-Discrimination Act 1998 (section 19)
NT	Anti-Discrimination Act 1996

www.hreoc.gov.au/racial_discrimination/racial_hatred_act/index.html
www.hreoc.gov.au/racial_discrimination/guide_law/icerd.html

Essay questions

Please send model answers to education@humanrights.gov.au for possible inclusion as sample answers.

Case studies

Questions are for discussion.

Activity 6: Research project

To be completed by students.

Activity 7: Creative expression

To be completed by students.

Activity 8: Vocabulary fun

Matching exercise

1g)	2k)	3b)	4m)
5d)	6e)	7a)	8h)
9l)	10n)	11i)	12j)
13c)	14f)

 

Find-a-word