Rights and Freedoms · Term 2

Montgomery Bus Boycott and Non-Violence

Students will study the Montgomery Bus Boycott as a pivotal event, focusing on the strategies of non-violent resistance and leadership of MLK Jr.

About This Topic

The 1965 Freedom Ride was a transformative moment in Australian civil rights history. Led by Charles Perkins and a group of students from the University of Sydney (SAFA), the bus tour through regional New South Wales aimed to expose the 'hidden' segregation and racism in towns like Walgett, Moree, and Kempsey. The activists targeted local swimming pools, RSL clubs, and cinemas that denied entry to Aboriginal people, using the presence of the media to bring these injustices to national attention.

This topic allows Year 10 students to see the direct application of US civil rights tactics in an Australian context. It highlights the role of student activism and the power of non-violent direct action. Students engage with the tension and impact of the rides through role plays of town hall meetings and collaborative mapping of the bus route, which helps them visualise the geographic and social landscape of 1960s Australia.

Active Learning Ideas

Collaborative Mapping: The Route of the Freedom Ride

Students work in groups to map the bus route through NSW. At each stop (e.g., Moree, Walgett), they must research a specific incident that occurred and the local laws that were being challenged. They present their map as a digital or physical 'travel diary' of the protest.

⏱ 50 min·Small Groups

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Role Play: The Moree Pool Protest

Students take on roles as SAFA activists, local council members, and Indigenous residents of Moree. They simulate the confrontation at the local swimming pool, focusing on the arguments used by both sides. This helps students understand the deep-seated nature of local segregation and the courage required to challenge it.

⏱ 40 min·Small Groups

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Think-Pair-Share: The Impact of Media

Students watch news footage from 1965 or read newspaper reports of the rides. They discuss in pairs how the presence of TV cameras changed the behavior of both the protesters and the townspeople. They then share their thoughts on why media coverage was essential for the movement's success.

⏱ 25 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

Racism and segregation in the 1960s only happened in the United States.

What to Teach Instead

The Freedom Rides proved that 'Jim Crow' style segregation existed in many Australian country towns, with 'unofficial' bans on Aboriginal people in public spaces. Using primary source photos of 'No Aboriginals' signs helps students confront this local reality.

Common Misconception

The Freedom Ride was just a university student prank.

What to Teach Instead

While led by students, the ride was a highly organised political action that faced significant hostility, including being run off the road by a truck. Peer-led research into the life of Charles Perkins shows the serious political intent behind the movement.

Frequently Asked Questions

What was the main goal of the Australian Freedom Ride?

The goals were to draw public attention to the poor state of Aboriginal health, education, and housing; to expose the socially discriminatory barriers which existed between Aboriginal and white people; and to encourage Aboriginal people themselves to resist discrimination. Students can evaluate if these goals were met by looking at the legislation that followed.

Who was Charles Perkins?

Charles Perkins was a third-year arts student and the first Aboriginal man in Australia to graduate from university. He was the leader and spokesperson for the Freedom Ride and later became a high-ranking public servant. His life story is a powerful example of leadership and activism for students to study.

How did the local people in the towns react to the bus?

Reactions were often hostile; the bus was followed, protesters were spat on, and in one case, the bus was forced off the road. However, it also gave local Aboriginal residents the courage to speak out. In class, students can analyze these different reactions to understand the social friction of the time.

How can active learning help students understand the Freedom Rides?

Active learning, such as role-playing the protests or mapping the journey, helps students move beyond a dry list of dates and towns. It allows them to feel the tension of the era and understand the strategic use of non-violent protest. By 'experiencing' the conflict through role play, students develop a more empathetic and nuanced understanding of the bravery required to challenge systemic racism.

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