Anti-racism resources — History, Year 10

 

Unit home   |  Sequence 1   | Sequence 2   |   Sequence 3

 

Sequence 4—Shaping multicultural Australia since 2000

At the beginning of the new millennium, Australia could look back and see major changes in its immigration policy. These changes had ended the White Australia policy and created a diverse multicultural society. Australia had made a significant contribution to refugee re-settlement from Europe, Asia and Africa. Immigration was shaping Australian society and changing its identity.

However Australia still faced the challenges of balance: the use of immigration for economic growth with maintaining social cohesion and harmony; its international immigration obligations and public mixed-feelings and perceptions about multiculturalism and ‘sustainable population’. This is evidenced by ongoing government and community concerns and perceptions about asylum seekers, border protection and outbreaks of violence involving ethnic minorities.

In this teaching and learning sequence students have the opportunity to focus on those challenges:

• Asylum seekers, refugees, migrants and human rights (Mandatory detention, The Tampa incident 2001, Border Protection Bill 2002; Migration Legislation Amendment (Regional Processing and Other Measures) Bill 2012)
• The Cronulla Riots 2005 — conflict in society

Asylum seekers, refugees, migrants and human rights

The asylum seekers issue should be explored to separate perceptions from realities. Around 90% of asylum seekers who arrived by boat in Australia have been found to be refugees (2013 data). The treatment of asylum seekers wanting to be accepted as ‘refugees’ should be explored to determine what is fair play and where human rights are being restricted and for what reasons.

This sequence shows the changing nature of government policies and community attitudes from the Tampa incident 2001, to 2014 and develops the historical concepts of cause and effect, continuity and change, empathy, perspectives and significance through sources and evidence.

Who are asylum seekers, refugees and migrants?

Focus: Coming to terms with ‘terms’ (composing basic descriptions which explain the terms)

• Who is an asylum seeker?
• Who is a refugee?
• Who is a migrant?

Use the following Fact Sheet from Racism. No Way!, the Asylum seekers and refugees guide, and Background information on refugees and asylum seekers as guides for class work.

Divide the class into three groups and assign one term to each group. Ask each group to read and talk about the definition provided and then compose a one sentence definition with the key features included. Each group assigns one person to write the definition on the board and allow comments to be made to the class by the group.

Class discussion and summary note making:

• What do they have in common?
• What is the main difference between these three groups?
• Does Australia have an obligation to help each of these groups?
• Who are ‘illegal immigrants’?

Major immigration trends

Australia divides its refugees into two groups: those that arrive by boat, defined as ‘irregular maritime arrivals’ (IMA), and those that arrive by air (non-IMA).  

Give students the opportunity to develop an overview of the immigration trends since 2000 by exploring and analysing a range of sources, including immigration statistics. 

Sources for immigration overview

Begin with an overview of immigration policy trends since 2000 through data analysis:

• Migration program outcomes since 1985 — Focus on the statistical data from 2000 and the trends in types and numbers of migrants
• Humanitarian program 2008–2013 — Information and inquiry questions as a guide.

Evaluate how Australia balanced it’s obligations to refugees and the Australian community since 2000.

• Fact Sheet 60 — Australia's Refugee and Humanitarian Program. Read the background information. Compose 4–6 sentences of key points.
• Refugees in Australia — How many refugees come to Australia each year? 
• Graph comparing Australia and other countries:

Above: Graph for irregular arrivals by sea, selected countries. Source: Parliament of Australia website CC-BY-NC-ND 30.0 AU

 

To build on this study, have students examine the planned migrant numbers and actual numbers for 1996–2011 to identify key features.  

• Asylum statistics Australia — March quarter 2013: key statistics including graphs showing trends  
• Australia and Refugee Trends 2002–12
• Australian Migration Program Report 2012–2013 (.pdf 484 kB) for extracting selected data and information.

In concluding this part of Sequence 4

The Australian government designs an immigration plan for a few years ahead. It concentrates first on economic factors It looks at trends. This influences the numbers and types of migrants for a period of time.

Ask students to write an 8–10 point summary on major trends, including  where the humanitarian program fits in the overall immigration plan.

From where do they come?

Refugees and asylum seekers come to Australia by plane and ships as well as small boats.

Using the map and statistical data about refugee hubs: Explore what students already know about crisis areas, like Afghanistan —- geography, political and social problems. Ask students to compose a one to two paragraph informative text (report) covering the typical route to Australia and include the numbers for 2010 or later.

Migrant smuggling to Australia

Above: Migrant smuggling to Australia and Canada by sea. Source: United Nations Office of Drugs and Crime via South East Asian Regional Office

 

Asylum seekers arriving by boat

Above: Asylum seekers arriving in Australia by boat in 2010. Source: Department of Immigration and Border Protection CC BY 3.0 AU

Mandatory detention

The controversial mandatory detention policy was originated by the Keating Labor government in 1992, and has been subject to variation under the subsequent governments.

Have students read and discuss the definition of mandatory detention and why it is considered a ‘hot issue’.

International law states that every person has the right to live free from persecution, or from the fear of persecution. When governments fail to protect these rights, people have the right to move to a country that will protect them. This is the right to asylum.

Student activity

Now have students examine Key human rights obligations. There are 13 basic rights stated here. Choose three or four obligations which relate to migrants, refugees and asylum seekers and have students highlight at least ONE.

Children in detention

Children in detention is an ongoing controversy for the Australian government and its management of refugees and asylum seekers.

Have students view and note the key points from:

• ABC Fact Check — Children in detention (April 4 2014): Is Australia in breach of international law on this issue?
• Inside Detention: ABC Behind the News video with a main focus on offshore detention at Manus Island and Nauru.

Based on the sources and their own knowledge, have students take notes on conditions of detention of children, such as evidence of detrimental effects on psychological and physical health and the length of detention.

Consider using a Circle of Viewpoints approach. This routine ‘helps students consider different and diverse perspectives involved in and around a topic. Understanding that people may think and feel differently about things is a key aspect of the Fairness Ideal.’

Class discussion and note making

How should a government balance its human rights obligations and its sovereignty obligations to its people?

The Tampa incident (2001)

In August 2001 a small fishing boat, the Palapa I, being used to transport 438 asylum seekers wanting to become recognised as refugees in Australia, became stranded in international waters close to Indonesia and Christmas Island (Australian territory). What followed with the rescue became an international incident and had an impact on Australia's immigration policy for years to come.

Use the following sources and your own research to outline the incident and it’s implications for human rights:

• 80 days that changed our lives — The Tampa: This includes an ABC television report. It has a comparison with the earlier ‘boat people’ arrivals and possible motivations for the government making it a national security issue.
• A student’s view of the Tampa incident: Year 8 student Katharine Gentry won the Victorian National History Challenge for her essay ‘The Tampa incident and how it became a turning point in Australian history’. Read her essay and discuss the key points.
• What was the Tampa Crisis and its aftermath?

Extension activity — the Tampa incident

To extend teaching and learning for this part of Sequence 4 have students explore different perpsectives on the Tampa incident.

Border Protection Bill (2001)

The Tampa incident had immediate consequences for Australia’s immigration policy (cause and effect; significance).

Note for teachers: EAL/D learners may need an explanation of vocabulary or a summary of a selection of the key provisions to help ‘build the field’ knowledge (terms and concepts) for an understanding of ‘border protection’ and the legislation.

Focus question: How and why did the Border Protection Bill 2001 change the Migration Act 1958? 

Begin with a brief introduction to the significance of government department names. Consider how and why Australian governments have changed the name of the immigration department since World War II —  ‘ethnic affairs’ and ‘multicultural affairs’,‘citizenship’ and now ‘border protection’. Help students to make connections with their studies of immigration in Sequences 1–3 — what do the department titles tell us? Reference the web page What is in a name? for a list of Immigration Department titles since 1945.

Conduct a class discussion about ‘Department of Immigration and Border Protection’ — Why is there such an emphasis on ‘border protection’ in the department title today?

Calling on student knowledge of the Tampa Incident, outline the background to the Border Protection Bill 2001 and direct student focus to how and why the Bill was designed and implemented.

Investigation (guided support)

The following sources are rather complex but essential as they demonstrate the official thinking and approach at the time. Guided support will be required.

Have the students in small groups complete the activity The Border Protection Bill 2012 in your words (.pdf 158 kB). Students are asked to read and deconstruct the key sections of the Bill and then write them in their own words. The activity worksheet has a ‘plain English’ version of the Bill to assist student analysis.

Consider using aspects of the history and key features (Parliament Papers) for group work. This government source outlines the purpose, background to and main provisions of the Bill and data about Australia’s maritime zones and how the government at the time interpreted Australia’s refugee obligations. It has concluding comments on the Tampa incident.

Concluding this part of Sequence 4

Have the class discuss and complete about half a page response to the question: How and why did the Border Protection Bill 2001 change the Migration Act 1958? What were the possible human rights considerations?

Getting a perspective — facts and misconceptions

Now have students examine and record a summary paragraph interpretation of the following graph.

Above: Arrivals of people in Australia without visas. Source: Department of Immigration and Border Protection CC BY 3.0 AU

 

Class discussion and activity

What perspective does this data give about ‘boat people’? Richards points out that in 2002 an estimated 60,000 tourists had overstayed their visas. Ask students to research which nationalities typically make up this group of ‘over-stayers’.

Christmas Island 2010

Above: Asylum seekers aboard Suspected Irregular Entry Vessel (SIEV 221) off Christmas Island December 2010. Fifty people lost thier lives when the vessel sank after being driven into cliffs .WA Coroner

 

The Tampa incident wasn’t the only crisis for asylum seekers coming to Australia by boat which had widespread political and community impact. The tragedy of the small boat arriving at Christmas Island in 2010 captured international attention and reminded everyone of the desperate plight of ‘boat people’ seeking refugee status.

Class discussion and activity

Pose the questions: Where is Christmas Island? Why would asylum seekers head for Christmas Island? Have students read the BBC News report on the Asylum seekers boat wreck at Christmas Island and view the video of eyewitness accounts and images.

Expert Panel on Asylum Seekers 2012

On 28 June 2012, the Prime Minister and the Minister for Immigration and Citizenship announced that an Expert panel would: ‘provide advice and recommendations to the Government on policy options available, and in its considered opinion, the efficacy of such options, to prevent asylum seekers risking their lives on dangerous boat journeys to Australia.’

Their report provided immigration policy advice.

Teacher note: EAL/D learners may need an explanation of vocabulary or a summary of a selection of the key provisions to help ‘build the field’ knowledge (terms and concepts) for this topic.

Student activity

Allocate individuals and groups to compile information for a mind map or poster summary using these sources:

• Report of the Expert Panel on Asylum Seekers (2012) (.pdf 360 kB) — key provisions and human rights implications.
• Refugee Council of Australia (RCOA) analysis of the report (.pdf 305 kB)

Migration Legislation Amendment (Regional Processing and other Measures) Bill 2012

After the Expert Panel on Asylum Seekers Report several changes were made to the size and composition of the humanitarian program, including eligibility and processing arrangements. The Migration Act was amended, once again.

Student activity

In pairs or small groups, have students use the following source about the Migration legislation amendment to identify and explain:

• What Act relating to immigration was changed and why? Go to Additional information section. (The purpose of the amendments was to get around the High Court decision that blocked Malaysia being an offshore country for regional processing of claims of offshore entry persons to be refugees) 
• One major change (for example, size of program increased from ‘13,500 to 20,000 places with a focus on providing safe alternatives to dangerous boat journeys’. But family reunion eligibility concessions removed for Irregular Maritime Arrivals (IMAs) and they were made a part of offshore processing).

Now have students examine the key provisions and human rights implications and note the key points.

Advertisement analysis

Access the Counter People Smuggling Communication page for an advertisement from the Australian Customs and Border Protection Service.Have students discuss the purpose and style of the Australian government advertisement: At whom is it aimed? Is this legally enforceable?

In concluding this part of Sequence 4

Ask students to consolidate their learning on asylum seekers, refugees and migrants in the following activity:

• Identify 5–6 facts and misconceptions about asylum seekers, refugees and migrants
• Create a diagram which identifies and briefly explains connections between events and developments in immigration policy 2000–2014. This could be a completed as a poster.

The Cronulla Riots 2005 — conflict in society

Around 2006–2007 there was a shift away by the government from using the term ‘multiculturalism’. Students have earlier in the sequence examined the change in titles for the Australian Government Immigration Department. There were definite challenges for multiculturalism and harmony which confronted government policies and Australian society. The Cronulla Riots of 2005 raised issues about racism and conflict in society which reflect contemporary challenges for Australia’s diverse and multicultural society.

For a teacher overview: Contemporary challenges outlines identified issues for multiculturalism, including violence and discrimination against minority groups in the Australian community (Commonwealth Parliamentary Library review of Multiculturalism).

For student support: Use the resource Assigning significance guide (.pdf 115 kB) from the History Teachers’ Association of Australia, and also the document Concepts in Practice – Secondary (.pdf 161 kB): ‘ideas in a nutshell’ for activities to be done as part of a learning sequence.

Investigating the Cronulla Riots

Start the investigation of the Cronulla riots by reading out the following quote:

On the infamous afternoon of Sunday 11th December, 2005, on Sydney's Cronulla beach, a crowd of approximately 5000 — mostly White, English-speaking background youths — went on a rampage around the vicinity of the beach, shops and railway station, attacking anyone of ‘Middle Eastern Appearance’. The day began peacefully enough, as a response to what many saw as the unacceptable behaviour of some Middle Eastern men. An incident the previous weekend had been, it was claimed, the last straw.

Source for text above: Greg Noble (Editor) (2009) Lines in the sand: the Cronulla riots, multiculturalism and national belonging, The Institute of Criminology Press.

 

Ask students to take this as the starting point for their investigation of a public order incident which has been characterised as a ‘riot’. As with any historical incident it has origins, events and consequences.

Overview

Refer to the following overview from Lines in the sand. The teacher should decide whether to provide the overview at this stage or have students piece the whole investigation together from the sources and their own research.

The Cronulla Riots investigation worksheet (.pdf 95 kB) can be used to collect key points or as a final hand-in summary.

Inquiry approach

Outline the inquiry approach:

• The origins (short-term and long-term) — making sense of the riots. What were the short-term and long-term causes?
• The incident. What were the major events of the ‘riot’ and what they revealed about the ‘riot’? Was this a ‘riot’?
• An assessment. Did the incident reveal the underlying racism of Australian society? Were the Cronulla riots yet another example of the contemporary problems of ‘youths behaving badly’?
• The consequences and responses (negative and positive) — for example, government and community bridge building initiatives. What were the positive and negative outcomes?
• The role of the media — critical analysis of how it was reported; racial aspects. How should the media report tensions between ethnic groups in a community? Why?

Origins: The lifesaver incident

The immediate cause of the ‘riot’ around Cronulla Beach on December 11 and actions on the nights of December 12 and 13 is traced back to a dispute on the beach the week before. The focus should be on what actually happened.

A key source, from an official perspective, is the Strike Force Neil Report (.pdf 20.4 MB). An official report of the police response across December 11–13 was led by Norman Hazzard, Assistant Commissioner for Counter Terrorism and Public Order Management and co-ordinated by the team of Strike Force Neil. Written for the NSW Goverment, it is detailed about the events before, during and after the ‘riot’. Careful use of the index will make this document accessible for key points.

As young historians, students should constantly have a critical eye on the accuracy, usefulness and reliability of ‘official’ sources of events as well as media reports when reconstructing events and motivations.

• Consider using role-play to focus class attention.
• Have students compare media reports with the official report. Pages 7 and 8 of the Report cover this ‘incident’ and question the media versions of the time about earlier disputes around the beach and the details of the dispute.
• Choose an appropriate time in the investigation for a few students to role-play a reading of material related to this time in the investigation and other relevant parts of the Report, as well a media reports for a comparison of accounts.
• Consider using a Reporting Notebook approach by starting with the identification of facts and events of the Cronulla Riots. This routine is about distinguishing facts from thoughts and judgments. It helps organise ideas and feelings in order to consider a situation where fairness may be at stake.

Reactions to the incident

In the following week the media, both mainstream and social media, had a significant influence on what would happen on December 11 and the evenings of 12 and 13.

Guide students to explore the impact of the media on the lead up to the day. Students can select from the following sources but should be encouraged to locate others for the Sequence 4 final task:

• Reaction to ‘Life-savers’ incident
• Racialisation of immigrant youth
• Role of the media 1
• Role of the media 2
• Newspaper article: ‘Let’s take back our beaches’, December 10, 2005
• Strike Force Neil Report: (.pdf 20.4 MB), link as cited above — Page 9.

The Incident December 11

Have students in groups piece together the way the day developed, from the beach protest rally to Cronulla railway station and the shopping area. Have students consider evidence of racism, violence, and the role of police and ambulance crew.

Have one group consider how it was different from the Redfern riot or the Macquarie Field riot? Here is a starting point for a comparison.

Reference the following sources:

• Newspaper article — ‘Mob violence envelops Cronulla’ December 11, 2005
• Examine pages 38–44 of the Strike Force Neil Report (at link above) for relevant information.

Warning: Note that the following video as source material contains course language and some violent scenes.

The days after

The immediate reaction in the media and across Sydney and Australia tagged the incident as a 'riot' and raised the obvious question — why did it happen?

Media analysis:

• Newspaper survey — What caused the Cronulla riot?
• Newspaper article — ‘Making sense of a black day’, The Age, December 13 2005

For the reprisals December 12 and 13. Have students examine the relevant pages 50–56 of Strike Force Neil Report (as above).

Consequences

The Cronulla riots had immediate consequences and a longer-term impact for Cronulla and the Sydney community. It highlighted racial and ethnic issues, community dysfunction and law and order issues. The Cronulla community, Sydney and western Sydney responded.

Using the following sources, have students explore the positive and negative consequences after the day and the night of violence:

‘A Nation’s line in the sand’ Sydney Morning Herald 21 January, 2014. This article covers many of the positive community bridging responses to the Cronulla Riots of 2005, such as:

• young Muslims like Mecca Laalaa and Suheil Damouny travelled to the beachside suburb to become surf lifesavers, part of the federally funded On The Same Wave project
• Cronulla and the surrounding Sutherland Shire volunteered to teach Arabic women to speak English
• local politicians and community undertaking a Kokoda trek activity

The article also covers the social research by Amanda Wise of Macquarie University's Centre for Research on Social Inclusion. Amanda Wise grew up in the Shire and was a teenager there in the early 1980s. She points out the positive and negative aspects of her findings.

Ask students to analyse the significance of the On the Same Wave program: a joint government and Life saving Australia initiative to encourage better relationships and understanding for youth with a culturally and linguistically diverse (CALD) background and those from indigenous communities.

The role of the media

Back in 1991 the Report of the National Inquiry into Racist Violence (18 April 1991) had 18 Findings and 67 Recommendations to diminish racist violence. Recommendations 46–62 specifically targeted improvements to the media as a way of combating racial violence.

Provide and discuss with the students the following two recommendations:

• Recommendation 46: That the media strive for more balance in the reporting of race related issues and avoid sensationalist coverage of these issues.
• Recommendation 48: That media organisations establish clear policies or guidelines for the reporting of incidents of racist violence which encourage sensitivity to the potential impact of such reporting.

Have students identify and describe the ways the media dealt with the week before and the day of the ‘riot’.

Looking back

Looking back at events in history can provide a different perspective about what happened, such as motivations and significance. Ask students to examine one or both of these sources to identify and note confirmation of some views and possibly different perspectives:

• 80 days that Changed Our Lives: Communities clash violently at Cronulla
• ‘Cronulla Five Years on’ The Monthly, December 2010

In concluding this part of Sequence 4

Conduct a class forum focusing on one of these broader issues or another of your choice for anti-racism and multiculturalism in Australian society:

• What do the Cronulla riots tell us about Australian society in 2005?
• What part did racism play in the causes and the actual incident at Cronulla in 2005?
• Are the expectations on citizens born in Australia different to immigrants?

Extension activity — Cronulla riots

To extend teaching and learning for this part of Sequence 4, have students undertake a more detailed study of the role of the media in reporting the Cronulla Riots.

Assessment for Sequence 4

In the rich assessment tasks for this sequence students evaluate the causes and consequences of the Cronulla Riots, and present their findings in a newspaper report or ICT presentation.

Resources in Sequence 4

Find a summary list of resources used for each sequence in this unit, including additional teacher resources suggested for each sequence.

 

Back to unit home page