HASS · Year 10 · 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.

• ACARA Content Descriptions
• AC9H10K04

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.

Key Questions

1. Analyze the effectiveness of non-violent civil disobedience in achieving social change.
2. Evaluate the leadership of Martin Luther King Jr. during the Montgomery Bus Boycott.
3. Explain how the boycott mobilized the African American community.

Learning Objectives

• Analyze the effectiveness of non-violent civil disobedience as a strategy for social change during the Montgomery Bus Boycott.
• Evaluate the leadership qualities and decision-making of Martin Luther King Jr. throughout the boycott.
• Explain the organizational strategies and community mobilization efforts that sustained the Montgomery Bus Boycott.
• Compare the tactics used in the Montgomery Bus Boycott with those of the Freedom Ride in Australia to identify similarities and differences in non-violent resistance.
• Synthesize information to argue for or against the assertion that the Montgomery Bus Boycott was the most pivotal event in the US Civil Rights Movement.

Before You Start

The Jim Crow South

Why: Students need to understand the context of racial segregation and discrimination in the American South to grasp the reasons for the boycott.

Forms of Protest and Social Movements

Why: A foundational understanding of different protest methods is necessary to analyze the specific strategies of non-violence used in the boycott.

Key Vocabulary

Non-violent resistance	A method of achieving political or social goals through symbolic protests, civil disobedience, and other methods without using violence.
Civil disobedience	The refusal to comply with certain laws or to pay taxes and fines, as a peaceful form of political protest.
Boycott	To withdraw from commercial or social relations with a country, organization, or person as a punishment or protest.
Segregation	The enforced separation of different racial groups in a country, community, or institution.
Grassroots activism	A movement that starts from ordinary people in a community, rather than from leaders or politicians.

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.

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

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

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

Real-World Connections

• The Montgomery Bus Boycott inspired similar non-violent protests globally, influencing movements for human rights and democracy in South Africa during apartheid and in Eastern Europe during the late 20th century.
• Martin Luther King Jr.'s leadership during the boycott is studied by political scientists and historians at institutions like the King Center in Atlanta, Georgia, to understand effective strategies for social justice advocacy.
• The legal challenges stemming from the boycott, such as Browder v. Gayle, directly led to the desegregation of public transportation, a principle that continues to inform anti-discrimination law and policy in the United States.

Assessment Ideas

Discussion Prompt

Facilitate a class debate using the prompt: 'Was the Montgomery Bus Boycott primarily successful due to Martin Luther King Jr.'s leadership or the collective action of the African American community?' Encourage students to cite specific examples from their research.

Exit Ticket

Ask students to write on an index card: 'One strategy of non-violent resistance used during the boycott was _____. This was effective because _____.' Collect and review for understanding of tactics and their impact.

Quick Check

Present students with three short scenarios describing different protest tactics. Ask them to identify which are examples of non-violent civil disobedience and explain why. This checks their grasp of the core concept.

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.