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(Refer to (pp. 1-6) Australia – A national overview. Bringing Them Home.)AnswerOver 40,000yearsMarkingSatisfactory ❒Unsatisfactory ❒Question 11bWhat is the significance of the European doctrine of terra nulliusin relation early colonisation and Aboriginal Land Rights? (Refer to (pp 1-6) Australia – A national overview. Bringing Them Home
AnswerTerra nullius is a Latin expression meaning "nobody's land", and was a principle sometimes used in international law to justify claims that territory may be acquired by a state's occupation of it.MarkingSatisfactory ❒Unsatisfactory ❒Question 11cWhat were the two (2)key policies adopted by the British Select Committee in relation to the bad treatment of Aboriginal people in Australia?(Refer to (pp. 1-6) Australia – A national overview. Bringing Them HomeAnswer1 Segregation: By creating reserves and relocating Aboriginal communities to them.2 Education: Focus on the education of the young people and relate to every aspect of their lives.MarkingSatisfactory ❒Unsatisfactory ❒Question 11dWhat laws and systems were put in place as a result of these policies? (Refer to (pp. 1-6) Australia – A national overview. Bringing Them Home.)AnswerAborigines Protection Act.Aborigines Protection Boards.The appointment of a Chief ProtectorsMarkingSatisfactory ❒Unsatisfactory ❒Question 11eWhattwo(2) powers were given to the Chief Protectors? (Refer to (p. 1-6) Australia – A national overview. Bringing Them Home.)
Answer1 The power of manage and control the reserves.2 The power to send aboriginal and Torres Strait Islander children to schools, institutions and missions.MarkingSatisfactory ❒Unsatisfactory ❒Question 11fBy the turn of the century what did the government see as a solution to ‘the Aboriginal Problem’? (Refer to (pp. 1-6) Australia – A national overview. Bringing Them Home)AnswerCombine the mixed-descent to the non-aboriginal society.MarkingSatisfactory ❒Unsatisfactory ❒Question 11gDuring the 1920’s children were separated from their families and communities.a)Where were they sent to?b)What was the impact on the children’s ·living conditions, ·schooling/education, ·language and ·discipline?(Refer to (pp. 1-6) of Australia – A national overview. Bringing Them HomeAnswera) The Aboriginal children were sent to Non-aboriginal society for schools or missions.
b) Impact on living conditions, education, language, discipline Aboriginal children were encouraged to give up their Aboriginality.The definition of ‘Aboriginality’ was changed to identify differences between ‘full-bloods’ and ‘half-castes’ allowing the separation of different groups.MarkingSatisfactory ❒Unsatisfactory ❒Question 11hDuring the 50’s and 60’s how did child welfare services respond to the increasing numbersof children being removed from their families?