Society and Environment Teachers Guides QLD: Book F - Ages 10-11

RIC-1133QLD 6.6/647

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Foreword Society and Environment will help to increase the students’ knowledge and understanding about their local community and environment and provide them with opportunities to compare their situation to that of others.

The seven workbooks in the series look mainly at Australia—its people, its heritage, its political and legal systems and its place in the world.

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Each workbook is accompanied by a comprehensive Teachers Guide designed to provide a structured resource for the teacher. The Teachers Guide provides teachers with clear guidelines as to the outcomes being covered, answers, assessment, discussion and background information to support the workbook where necessary.

The information provided within this Teachers Guide will assist teachers in their planning, programming and assessment. Each topic provides teachers with a number of opportunities to focus on various aspects of literacy.

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The aim of the workbook is to assist students to better understand the community they live in and to make sound decisions about local, national and worldwide issues.

This program was devised to offer students and teachers alike the opportunity to develop a wide range of language, discussion and group-working skills that will complement all learning areas in the school curriculum.

Contents

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C.Publ i cat i ons Outcomes and Indicators Society and Environment F ..................... ii – v •f orr evi ewof Society pu r p ose s nl y • vi Studies and Environment and theo Teacher ..........................

Resources .......................................................................................... vii How to use Society and Environment ................................................ viii

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Society and Environment Workbook .................................................... ix Society and Environment Teachers Guide ............................................. x Assessment/Evaluation ....................................................................... xi

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Students with Special Needs ............................................................. xii Blank Map—The World .................................................................... xiii Blank Map—Australia....................................................................... xiv Blank Map—Queensland ................................................................... xv Flags of Australia ..................................................................... xvi – xvii Blank Semantic Web ........................................................................ xviii Group Discussion Recording Sheet ................................................... xix Further Research Recording Sheet ..................................................... xx Our Australian Identity ................................................................ 1 – 18 State and Federal Government.................................................. 19 – 38 Gold in Australia ........................................................................ 39 – 66 Antarctica ................................................................................. 67 – 89

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Outcomes and Indicators Society and Environment F Our Australian Identity

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Workbook Teachers Guide Pages Pages

Australia’s Immigration Australia has Many Cultures Australian Personalities Australian Symbols Images of Australia Racial Discrimination

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Our Australian Identity studies different cultural groups in Australia and explores the contributions made by different groups. Over the past 200 years, Australia has become a multicultural society with many diverse community groups contributing to its make-up. It is important that students are aware of this diversity both in their local community and the broader community.

2–6 7–8 9 – 14 15 – 18 19 – 20 21 – 22

3–5 6–7 7 – 10 10 – 12 12 – 13 13 – 14

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Time, Continuity and Change TCC4.2 Students illustrate the influence of global trends on the beliefs and values of different groups.

TCC4.3 Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history.

TCC4.4 Students critique information sources to show the positive and negative effects of a change or continuity on different groups.

Culture and Identity CI4.1 Students investigate how religions and spiritual beliefs contribute to Australia’s diverse cultures.

CI4.3 Students debate how media images concerning gender, age, ethnicity and disability reflect groups to which they belong.

CI4.4 Students describe changes resulting from cross-cultural contact on Australian and non-Australian indigenous cultures.

CI4.5 Students express how material and non-material aspects of groups influence personal identities.

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Outcomes and Indicators Society and Environment F State and Federal Government State and Federal Government introduces students to the world of politics. The unit gives students a broad overview of the different aspect of government, how it affects them, who is involved, how they can be involved and a brief history of our constitution, the role of government and the people in parliament.

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Workbook Teachers Guide Pages Pages

What is Government?

Three Levels of Government Separation of Powers An Act of Parliament Elections Historical Facts Australian Political Leaders A Visit to Parliament House

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Government affects everyone at every level, whether it be directly or indirectly. It is where the laws of our world are created and where the major decisions of our society are made. It is imperative students develop a basic understanding of the processes of government to understand their own place in society.

24 – 26 27 – 33 34 – 35 36 – 38 39 – 41 42 – 43 44 – 45 46 – 48

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Teachers Notes

Systems, Resources and Power SRP3.4 Students describe simply the basic principles of democracy and citizenship from ancient to modern times.

SRP4.3 Students enact democratic processes in familiar settings using knowledge of representative government.

SRP4.4 Students present comparisons of government and citizenship in preand post-Federation Australia.

SRP4.5 Students classify values that underpin campaigns and organisations associated with human or environmental rights.

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21 – 22 22 – 25 25 – 26 26 – 28 28 – 29 30 – 31 31 – 34 34 – 35

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Outcomes and Indicators Society and Environment F Gold in Australia

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Gold In Australia is a unit of work that explores the history of gold discovery in the world and Australia. The unit looks at the financial, social and cultural issues of gold discovery and the ensuing effects they have had on Australia’s development.

Gold was one of the major contributors to the development of Australia as a nation and has contributed, and continues to contribute, significantly to our culture and social make-up. It provides an excellent platform to illustrate life in Australia on the 1800s and the society that existed as Australia built a platform for federation.

Workbook Teachers Guide Pages Pages

Gold Fever World Gold Rushes Australia Strikes Gold!

Dreaming The Chinese The Goldfields and Aboriginal People Gold Finds around Australia The Eureka Uprising Life on the Goldfields Women on the Goldfields Mining and the Environment

50 – 52 53 – 55 56 – 57 58 – 59 60 – 62 63 – 65 66 – 69 70 – 71 72 – 76 77 – 78 79 – 80

41 – 42 43 – 44 45 – 46 46 – 48 48 – 50 50 – 52 53 – 55 55 – 57 57 – 59 59 – 60 61 – 62

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Time, Continuity and Change TCC4.3 Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history.

TCC4.4 Students critique information sources to show the positive and negative effects of a change or continuity on different groups.

Place and Space PS4.1 Students make justifiable links between ecological and economic factors and the production and consumption of a familiar resource.

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Outcomes and Indicators Society and Environment F Antarctica

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Workbook Teachers Guide Pages Pages

Where is Antarctica and What is it?—1 Where is Antarctica and What is it?—2 The Discovery of Antarctica Sir Douglas Mawson The Animals—Penguins The Animals—Seals The Animals—Whales Antarctic Bases The Environment Antarctica—Did You Know?

82 – 84 85 – 86 87 – 88 89 – 90 91 – 93 94 – 96 97 – 99 100 – 102 103 – 105 106 – 108

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69 – 71 69 – 71 72 – 73 73 – 75 75 – 77 77 – 78 79 – 80 81 – 82 83 – 85 85 – 86

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Antarctica takes the students on an exploration of this amazing continent. It explores its history and development, the people who have had the greatest influence on the area and types of animals that inhabit the continent. The unit also focuses attention on the environmental issues surrounding Antarctica and what is being done to preserve this unique environment for the future.

Time, Continuity and Change TCC4.3 Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history.

TCC4.4 Students critique information sources to show the positive and negative effects of a change or continuity on different groups.

Place and Space PS4.2 Students predict the impact of changes on environments by comparing evidence.

PS4.3 Students participate in a field study to recommend the most effective ways to care for a place.

PS4.4 Students use latitude, longitude, compass and scale references and thematic maps to make inferences about global patterns.

PSD4.8 Students develop an action plan to contribute to a positive outcome for an issue of personal concern.

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Studies of Society and Environment and the Teacher

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The learning area of Studies of Society and Environment encourages students to develop an understanding of how groups and individuals live together and interact with their environment. Through this learning area, students understand and develop a respect for cultural heritage, social justice, democratic processes and the sustainability of their environment.

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The main goal of Society and Environment is to take students on a journey to various parts of Australia, its history, and other parts of the world—and then bring them back to their own community within Queensland to compare and evaluate life within it. Regardless of where students live within Australia, they will all benefit from, and see relevance to themselves in, the activities within the Student Workbook. Students are constantly being asked to think about Australian and world issues in relation to their own community in order to develop their own reasoned views.

The Society and Environment workbooks encourage the students to: • study the interaction between people and their environment • make sense of these interactions and develop values aimed at improving these relationships for the future • study local, regional, national and global issues and develop an understanding of their importance • develop and extend their knowledge of those issues which are relevant to themselves • make judgments on moral and ethical issues using their understanding of democratic processes, social justice and the sustainability of their environment • use various strategies to make sense of the way the world is changing • make reasoned and informed decisions as active citizens in their community • manage their own actions based on the skills and understandings attained in this learning area Success in teaching Studies of Society and Environment depends on using a varied approach. Students may work independently, in small groups or as a whole class, depending on the situation or task involved. Flexibility is the key to encouraging students to find the mode of working which best suits them.

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Discussion is used on a regular basis throughout the program to encourage critical thinking and to provide students with the opportunity to share, listen and evaluate their own thinking and that of others. The teacher’s role in the discussion situations is that of facilitator; it is important that students are allowed the opportunity to share their own views and ideas without being judged. Questioning should be used to encourage students to search for alternatives before making a final decision in relation to a topic or situation.

Grouping students helps them to get to know one another and develops an understanding of the importance of being able to work cooperatively with others to achieve a common goal. Shy students are more likely to express themselves in small groups, where they may be intimidated by a whole-class situation. Groups should be changed regularly, rather than having them set for each Studies of Society and Environment lesson.

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Teachers Notes

Resources Providing teachers with a comprehensive guide to each unit, including: •Unit focus •Unit topics •Outcomes and indicators •Focus for each topic •Keywords for each topic •Resources required for each topic •Background information for each topic •Introductory discussion for each topic •Suggested activity outlines •Clear and concise answers •Additional activities for each topic •Further topics for discussion and debate

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The Teachers Guide

The Student Workbook

Providing students and teachers with: •a range of activities catering for different learning styles and teaching methodologies •sample studies •opportunities to relate activities to local environments and communities •a mix of contemporary and traditional content •a comprehensive range of topic areas •opportunities to develop a wide range of skills

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Additional Resources

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Any successful Studies of Society and Environment program draws on a range of resources to provide variety and the opportunity to use and develop skills in a wide range of areas. It is recommended that students use various sources to support their work within the Society and Environment workbook.

Some of these additional resources include: •a world globe •a world map •a large map of Australia •the Internet—this resource is extremely fluid and sites were active at the time of publication. Specific sites were generally not included in the workbooks because of this limitation. Recommended sites listed within the Teachers Guide have been organised into those suitable for teachers and those suitable for students, according to the level of language used within the site and its presentation.

•the school and local libraries •each other, parents, grandparents •organisations which specialise in the area being studied •local and State newspapers and magazines •video documentaries where appropriate • people from the local community

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How to Use Society and Environment 1. Select the unit you wish to teach.

Each workbook contains four units—one for each term of the school year. They can be taught from the first unit in sequential order to the last unit, or you can move throughout the book in an order that suits what is happening in your classroom/community/local environment.

2. Read the complete unit.

It is important to read the entire unit before dealing with it in class to avoid any surprises and to ensure you have an understanding of where the unit is heading.

This allows you to be prepared with resources, to organise any incursions or excursions which may support the unit, and to ensure a collection of adequate resources is gathered within the classroom to enhance learning in that area.

Each unit is broken into discrete topics. These topics may run over one or more lessons, depending on your students, the topic or the amount of work that needs to be covered. It is left to the teacher’s discretion to ensure adequate coverage of the topic is attained.

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3. Develop a plan.

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4. Encourage discussion.

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C.Publ i cat i ons Develop an interest in •f orr evi ew pur posesonl y• further research.

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6. Provide opportunities for students to share their knowledge.

The information provided within each workbook has been thoroughly researched.

Certain topics lend themselves to further research, as the topic is so large that not all information could possibly be included in a workbook for students. Students should be encouraged to research topics of personal interest. Developing skills in this area encourages independent learning which is critical in any student’s education journey.

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Each topic within Society and Environment relies on class or group discussion.

This is a key feature for developing oral skills. Students are given the opportunity to clarify their thinking, express their views, listen to others and discuss or debate the topic or issue at hand. This technique is instrumental in students developing maturity and a level of understanding that will prepare them for the real world.

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Students are often a rich source of knowledge in our multicultural society. Students are able to source information from relatives and friends and provide a valuable resource for others in their class. Students who have taken the time to further research topics of personal interest should also be encouraged to share their knowledge. This shows students you value their independent learning and gives meaning to their additional study.

7. Use your community.

The community has a great deal of resources to offer the primary Studies of Society and Environment learning area—after all, that is what it is all about.

Inviting community members and organisations into your classroom to impart knowledge to students adds an extra dimension to their learning, making it ‘real’ and—most importantly—giving you a break from having to ‘know everything’.

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Teachers Notes

Society and Environment Workbook The Unit Topic begins with a unit title. This can be used to lead the students into the introductory discussion found in the Teachers Guide.

The Lesson Focus and Keywords provide students with a basic overview of what they will be learning about in this topic and give them the opportunity to find the meaning of any difficult words before they begin.

Text, tables and artwork provide students with a concise source of information related to the topic. Students may need to read through the information provided several times to ensure they have a clear understanding of what they are reading and to assimilate the information before tackling the supporting activities.

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Teachers may also use the strategy of searching for keywords and phrases to further encourage students to read the text over again. These keywords and phrases help to clarify the information for the students and make the task of completing the activities easier.

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Assisting weaker readers with this text is recommended to ensure their understanding is clear or they will struggle to complete the activities accurately.

Various types of activities have been provided for the students to draw information from the text. They include: • three levels of questioning • retrieval charts; brainstorming; explosion charts • local area comparative studies • semantic grids • flags • flow diagrams; ordering • matrixes • cloze passages • tables; reading graphs • profiles • time lines • mapping; longitude/latitude • reports • cause/effect; fact/opinion • keywords/key facts

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Each unit topic is finished off with Topics for Discussion/Debate. These statements, questions or sentence starters are designed to encourage students to develop their own thoughts and ideas and share them with the class or in small groups. This technique develops oral language and critical thinking skills.

The unit topics also have Additional Activities provided. These are only suggestions and have been designed to link the students’ newfound knowledge across the learning areas.

Search Engine Keywords have been included to assist the students with any further research they wish to undertake using the Internet.

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Society and Environment Teachers Guide Each Unit begins with an introductory page providing teachers with: • an overview of what students will be learning in the unit; • the topics which have been selected to develop understanding in the unit; and

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The Unit is then broken down topic by topic, with each topic providing the teacher with: • the corresponding workbook pages;

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• the outcomes and indicators being treated through the study of the unit.

• the focus of the topic;

• the keywords being introduced within the topic;

• resource requirements for successful completion of the topic, including relevant Internet sites listed separately for the teacher and student; • background information for the teacher on areas which may appeal to students, require clarification or possibly lead to misunderstanding;

© R. I . .Pquestions ubl i t i on s to lead the students •C suggested forc ana introductory discussion into thinking about the topic; •f orr evi e wguidelines, pur posuggestions seso nl •the class for • activity offering on how toy organise the particular lesson or activity; • suggested additional activities; and

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• clear and concise answers for each activity; • suggested topics for discussion and debate.

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Each Unit then concludes with an assessment tool (see following page) which has been designed to indicate broad student understanding and also provide opportunity for student feedback. It is recommended that students work through the assessment independently where possible to provide feedback to the teacher of where understanding has taken place or where the student needs further development.

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Teachers Notes

Assessment/Evaluation Assessment and evaluation is an ongoing process conducted in a variety of ways by the teacher or a support person within the classroom. Teachers generally evaluate students based on: • observations—noting any key learning milestones; • anecdotal—keeping general notes on student behaviour, skills, techniques, strengths and weaknesses; • evaluation of written work—collating and marking students’ work;

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• evaluation of oral work—recording students’ skills and techniques in this area; and

Assessment and evaluation techniques may vary from student to student depending on their individual abilities, strengths and weaknesses. For example, you would not expect a student who is working at a reduced level to achieve the same results with the activities in the workbook as a student who is working at his/her optimum level or above.

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• evaluation of activities designed as assessment tools and provided in the Teachers Guide.

Through assessment of each student’s individual work practices, teachers are able to gauge which students require extension and which require remediation.

Assistance can then be given to those students where necessary to ensure they are developing to their full potential.

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C. ubwilll i c a i o ns understandings should not consist solely of one piece of work.

Ite is envisaged teachers will assess regularly on their day-to-day •f orr evi w pthat ur po s esstudents onl y•

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performance, as well as using the assessment tool provided at the end of each unit of work in the Teachers Guide. The assessment tool used on its own will not be an accurate representation of the student’s ability or understanding of the unit and should be used only in conjunction with the term’s work.

The assessment tool provided at the end of each unit in the Teachers Guide as shown on this page is supported with a proforma which can be copied for each student and attached to his or her portfolio assessment. It provides the Outcomes covered over the unit and room for the teacher to comment on the various aspects involved in the Society and Environment workbook program.

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Students with Special Needs All students will work at different rates at different ability levels—which should be taken into consideration when planning a unit of work from the Society and Environment workbook. It is important to remember that we are assessing students’ skills, knowledge and understanding in this area, not their ability to read and write. Studies of Society and Environment is the study of people as social beings, as they have existed and interacted with each other and the environment, in time and in place. Therefore, students who have particular difficulty with literacy should not be disadvantaged in this learning area.

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It is crucial that the teacher takes the time to develop a rapport with the student— develop a relationship in which the student feels comfortable with the expected tasks.

Those students who need additional assistance could be given the unit to read through prior the lesson, so when they come into the lesson they already have a headstart on the rest of the class.

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Remediation

Providing students with the opportunity to read and reread the text as often as they feel comfortable with prior to the lesson offers them one strategy to familiarise themselves with the text. Encourage students to look for keywords and phrases and to use any maps, tables or diagrams to help them develop meaning from the text.

Encourage students to then reada through then questions ©R .

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Pub l i c t i o s and work out where they might find the answers, without actually completing the activities.

After this work, the o students will come thel lesson armed with the •f orr e vi eintroductory w pu r p se s oton y•

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resources and confidence they need to complete the activity along with the rest of the class. Their confidence will grow as they feel they are keeping up with everyone else and their time won’t be wasted during the lesson.

Teachers can also assist students by establishing a language-rich environment where print is presented in natural and meaningful contexts. Depending upon the unit topic for the term, classroom displays could reflect the information students may require.

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Those students who find the activities in the workbook too easy can be extended through various additional activities.

Students can be encouraged to research the topic further through the use of the Internet, library, newspapers, or by contacting specific organisations and sourcing local information.

Students can be responsible for gathering resources to provide the class with additional topic material. Displays can be created to benefit the entire class.

A group of students can also be made responsible for assisting the teacher when organising guest speakers or when on excursions to various facilities in the local area.

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The World

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Australia

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Queensland

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Australian flag

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Flags of Australia

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Aboriginal flag

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Flags of Australia

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New South Wales

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South Australia

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Queensland

Victoria Teachers Notes

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Semantic Web (Brainstorming)

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Group Discussion HOW

Group Members:

TO

KEEP

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PEACE

1. Take any disputes to the Mediator.

2. Each person must take a turn to express an opinion, WITHOUT INTERRUPTION, to the Mediator.

ROLES AND RESPONSIBILITIES

3. Remember, don’t interrupt the person expressing a point of view.

Group Leader:

r o e t s Bo r Mediator (peacekeeper): e p o u k Reporter: S Researcher(s): Scribe:

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4. The Mediator must listen carefully to each person. Ask questions if something is unclear.

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5. Allow each person to ask the speaker questions to clarify anything that is not understood.

6. Ask each person what information he/she has to back up his/her opinion.

DISCUSSION/DEBATE TOPIC

7. Sometimes we have to agree to disagree. Not everyone has to agree on everything.

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8. Remember to respect that we all have different ideas— and because someone else’s idea is different from ours, doesn’t necessarily mean his/ her idea is wrong.

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OUR FINDINGS

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OUR PLAN

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Further Research TOPIC

Where I will get my resources

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RESOURCES I will use

NOTES

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Information should be presented chein a clear and e r easy-to-follow format. See the example. o t r s super Heading • You are now ready to present your information.

Clear paragraphs, each with its own idea • Introduction and conclusion • Accurate facts •

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Our Australian Identity Unit Focus Our Australian Identity studies different cultural groups in Australia and explores the contributions made by different groups. Over the past 200 years, Australia has become a multicultural society with many diverse community groups contributing to its make-up. It is important that students are aware of this diversity both in their local community and the broader community.

Unit Topics

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• Australia’s Immigration........................................................... 2 – 6 • Australia has Many Cultures................................................... 7 – 8 • Australian Personalities ........................................................ 9 – 14 • Australian Symbols .................................................................... 15 • The Aboriginal and Torres Strait Island Flag ........................ 16 – 17 • My Identity ................................................................................. 18 • Images of Australia ............................................................ 19 – 20 • Racial Discrimination .......................................................... 21 – 22

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The topics selected to develop this understanding are:

Outcomes and Indicators

Time, Continuity and Change TCC4.2 Students illustrate the influence of global trends on the beliefs and values of different groups.

TCC4.3 Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history.

TCC4.4 Students critique information sources to show the positive and negative effects of a change or continuity on different groups.

Culture and Identity CI4.1 Students investigate how religions and spiritual beliefs contribute to Australia’s diverse cultures.

CI4.3 Students debate how media images concerning gender, age, ethnicity and disability reflect groups to which they belong.

CI4.4 Students describe changes resulting from cross-cultural contact on Australian and non-Australian indigenous cultures.

CI4.5 Students express how material and non-material aspects of groups influence personal identities.

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Australia’s Immigration Workbook Pages: 2 – 6 Topic Focus To understand that Australia’s immigration has been the major influence on the development of Australian society and has had a similar major effect on our identity.

Keywords

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aliens, depression, migrants, settlers, colonies, policy, legislation, discrimination • world map or globe • The following websites are recommended: Teacher Immigration Restriction Act (1901) (text, importance, history)

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Resources

http://www.foundingdocs.gov.au/text_only/places/cth/cth4ii.htm

‘The White Australia Act’ (Immigration Restriction Act 1901) http://www.foundingdocs.gov.au/places/cth/cth4ii.htm

Main Causes of the Great Depression

http://www.escape.com/~paulg53/politics/great_depression.shtml

Students First Fleet homepage

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C .Pu bl i cat i ons Immigration Museum (Victoria) •f orr evi e wp os son l y• Racism: No u Wayr (Ap history of e immigration legislation)

http://www.gsat.edu.au/~markw/firstfleet/FirstFleetHomePage.htm http://www.foundingdocs.gov.au/text_only/places/cth/cth4ii.htm http://www.foundingdocs.gov.au/text_only/places/cth/cth4ii.htm

Australia’s Multicultural Origins: A comprehensive history/timeline http://www.webspawner.com/users/mcultural/

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‘The White Australia Act’ (Immigration Restriction Act 1901) http://www.foundingdocs.gov.au/places/cth/cth4ii.htm

Pacific Island Labourers Act

http://www.foundingdocs.gov.au/places/cth/cth4i.htm

o c . che e r o t r s super Australian Aborigines History and Culture Project http://www.aaa.com.au/hrh/aboriginal/

This topic provides a time line that outlines many of the major events in Australia’s immigration history. Australia began with an Aboriginal population which existed for some 40 000 years prior to European settlement. From this period on, Australia has had, and continues to have, many different migrant groups, for a wide range of reasons. These reasons are expanded in the time line and can be developed further in discussion.

Introductory Discussion What is meant by identity?

Can individuals, groups, countries have an identity?

Do we know any countries that have an obvious identity?

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Discuss and develop the understanding of each of the dates on the time line, emphasising the diversity of the nations mentioned and drawing on individual student heritage to further illustrate the point.

Activity – Page 3 Using atlases and the Immigration Time line on page 2, place the source location of all the immigrants mentioned and draw a line linking them to Australia. Discuss if any other migrant groups are known and place these as well.

r o e t s Bo r e p ok u S Answers

British Isles (England, Ireland, Scotland and Wales)

Germany

Europe

China

United States

Pacific Islands

Japan

Malta

Italy

Netherlands

Belgium

Greece

Spain

Vietnam

Activity – Pages 4 – 6

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The following countries should be identified on the map, based on information provided in the text.

Austria

West Germany

Indo-China

Discuss the information provided on page 4 regarding the Alien Immigration Act. Encourage students to offer their opinions on this piece of legislation. What would the reaction be today? How fair are the criteria for immigration today. Discussion or debate can develop further to the influx in the 1990s and 2000s of ‘boat people’ from Asia and the Middle East. Should these people be allowed to stay?

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C.Publ i cat i ons •f orr e vi ew pur posesonl y• Question 9 can be completed as a separate activity as it requires students to infer from the information gained from the text, discussion and their own general knowledge.

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Answers 1. Aboriginal Australians

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Have students answer questions on pages 4 – 6. Discuss the answers.

2. Gold was discovered in Victoria and NSW, attracting immigrants from Europe, the United States of America and China.

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3. The Act was designed to prevent non-white nationalities from being able to pass the criteria.

4. Answers will vary.

5. Answers will vary, but should include a level of frustration at not being offered the same opportunity as European immigrants.

6. The Great Depression begins in 1929 and halts immigration.

7. The pearling industry in Western Australia.

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8.

9. Answers will vary, however students should be able to support their answers with reasoned argument.

Activity – Page 6

This local study presents an outline for a detailed exploration into the migrant history of your local community. Information is best collected from local community libraries, history societies and through interviewing senior citizens. This variety of resources provides for different methods of data collection. The local study can then be presented as a class, group or individual project.

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1. Study of each student’s country of origin and tracing of family trees.

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2. Research your own country or place of origin and track the history of your family’s movement.

Discussion/Debate

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1. Debate/discuss the principles that should form the basis of Australia’s immigration policy.

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2. Discuss the issue of ‘boat people’ entering Australia illegally and the problems.

3. What should our basis for immigration be?

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Australia has Many Cultures Workbook Pages: 7 – 8 Topic Focus Examine the cultural diversity of Australia and understand that Australia always has been culturally diverse.

Keywords character, image, identity, personality, plight, strength

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• wall map of Australia • The following websites are recommended: Teacher The Evolution of Australia’s Multicultural Policies (Dept of Immigration and Multicultural Affairs) http://www.immi.gov.au/facts/08multi.htm

Multiculturalism in Australia: A National Agenda

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Resources

http://www.immi.gov.au/multicultural/agenda89/toc.htm

Aboriginal Australian Language

http://www.aaa.com.au/hrh/aboriginal/language1.shtml

Students Australian Aborigines: History and Culture Research Project

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C .Pub i cat i on s AI to Z Encyclopaedia of l Aboriginal Australian Information •f orr ev i e wp ur p osesonl y• All Australian: Indigenous Australians http://www.aaa.com.au/hrh/aboriginal/factshtindex.shtml http://www.aaa.com.au/hrh/aboriginal/A_Z/atoz1.shtml http://www.australianaustralia.com/whos_who.html

Background

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Introductory Discussion

This topic uses a brief history of Aboriginal and Torres Strait Islander People to illustrate that cultural diversity is not unique to the period after European arrival in Australia. It provides an opportunity to explore and discuss how these groups had a significant cultural diversity within their own population and tribal groupings.

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What is meant by cultural diversity? Define the word ‘diverse’ and present it in a variety of contexts before applying it to the context of the Australian population.

How are we (the class) diverse culturally? Do we have cultural diversity within the class, with other classes?

Activity – Page 8

Read the text and discuss how the structure of the Aboriginal and Torres Strait Islander society led to a significant level of cultural diversity.

Locate the different tribal areas on the wall map of Australia, indicating how and why these areas are difficult to define accurately.

Answers 1. Culture: there are several definitions of culture; however, in the context of this topic a definition should be one that focuses on the skills, arts, customs and beliefs of a people and how these are passed on through generations.

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2. 150 3. European occupation saw a massive change to Aboriginal communities, especially those with close contact to the European settlers. Students will need to infer from the text and their own knowledge the types of influence exerted on Aboriginal groups, but should include changes such as clothing, firearms, alcohol, disease, clearing of land, new religion etc.

4–5. The areas are determined by criteria unfamiliar to western civilisations. These included stories, songs, paintings and landmarks such as trees and watercourses, making them difficult to place on a map.

r o e t s Bo r e p ok u S 6. Answers will vary 7. Answers will vary

9. Answers will vary; however, discussion should include the Aboriginal people’s affinity with the environment and ability/need to work in unison with local surroundings.

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8. Answers will vary

Additional Activities

1. Explore the history of local Aborigine groups and the language spoken.

2. How has the cultural diversity of Australia changed in the last 25 years?

3. Find out the name of and language(s) spoken by the Aboriginal group in your area.

Discussion/Debate

Why is cultural identity so important to us? © R. I .

C.Publ i cat i ons •f or r evi ew pu r posesonl y• Australian Personalities

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Workbook Pages: 9 – 14

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Topic Focus

Keywords

Resources

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Examine the contribution of various Australian personalities to Australian culture and identity.

o c . che e r o t r s super personalities, contribution, achievements, recognition

• wall map of Australia • The following websites are recommended: Teacher Makers of Modern Australia: A Biographical Dictionary (incomplete) http://home.iprimus.com.au/crothwell/famous.htm

‘Tall Poppies’—Massive Australian personalities database http://www.palmdps.act.edu.au/australia_online/tallpoppies/tallpopp.htm

Students Famous Australians (Australian Broadcasting Corporation) http://www.abc.net.au/btn/austs.htm

Australian Facts (includes personalities)—student webpage http://www.schools.ash.org.au/elanorah/Auhist.htm Our Australian Identity

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All Australian: Famous Australians http://www.australianaustralia.com/whos_who.html

Background This topic explores the lives of three famous Australians, Ned Kelly, Dawn Fraser and Sally Morgan and then further explores how these personalities and others like them have influenced Australia’s culture and identity. Australian personalities have had major influences on the Australia culture and way of life over the centuries. The topic then looks to identify others in the different fields of work and social interest. Often local community members can be as significantly influential as a national figure and you should look to identify how individuals have contributed to the culture and identity of your local community.

What local community members do we know who have had a major influence on the culture and identity of our community?

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Introductory Discussion

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What Australians do we know have had a major influence on the Australian way of life?

Why is it that sport plays such an important role in Australian culture?

Activity – Page 9

Start discussion by asking what the class knows about Ned Kelly. How accurate is the information we have about Ned Kelly and other historic events of that time? Read the text and answer the questions

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1. Ned’s family was very poor and often faced with poverty. This pressure on the family to survive led Ned and other family members to steal cattle and horses from wealthy squatters. Ned was caught when he was 16 and spent three years in jail.

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Activity – Page 10

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2. Answers will vary, but should include reference to the shooting and killing of policemen.

3. Ned Kelly was seen to be a defender of the poor and only a robber and killer of the rich and the authorities. This view gained him support from the working classes and the poor, who were the majority of the population.

4. Answers will vary

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Dawn Fraser has been named one of ‘Australia’s Living Treasures’ and represents the fighting Australian spirit and a strong independence that is admired by Australians. Discuss her past and continuing contribution to the Australian identity after the text has been read and questions answered.

Answers 1. (a) Taking up swimming to help combat her asthma. (b) The encouragement of her brother Don and his dying words to keep training hard. (c) Harry Gallagher recognised her potential and made her part of his team.

2. Dawn’s career was a constant battle against officialdom. She was a very independent person and always spoke her mind. This often led to clashes with swimming officials.

3. She was always a person who enjoyed a joke and this eventually cost her career when she was banned for ten years for a prank at the Tokyo Olympics.

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4. Melbourne Olympics – Gold Medal; Cardiff Commonwealth Games – 2 Gold Medals; Rome Olympics – Gold Medal; Tokyo Olympics – Gold Medal; First woman to break 1 minute for the 100-metre freestyle.

5. Answers will vary

Activity – Pages 11 – 14 The author of the book ’My Place’, Sally Morgan is a world-renowned author and artist. Her life is an example of the hardships faced by Aboriginal people in Australian society and of a person who has overcome those significant hardships.

A study of Sally Morgan provides an opportunity to discuss the Aboriginal ‘stolen generation’ and have students become aware of the hardships suffered by Aboriginal families.

r o e t s Bo r e p ok u S 1. English and art

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Answers

2. Answers will vary, but should include reference to her Aboriginality and the pressures this placed on her, due to the discrimination she suffered.

3. She was afraid if Sally’s father died, she would be taken from the family, as her grandmother had been.

4. For her to develop a sense of belonging and to gain an understanding of her ancestry.

5. Sally went on to write ‘My Place’, bringing her life and that of Aborigines in similar situations to the attention of the public. Her writing and her art continue to encourage others and explain the culture, plight and strength of the Aboriginal people.

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o c . che e r o t r s super 7. Answers will vary; however, could include:

Sport: Sir Donald Bradman, John Bertrand, Rod Laver, Betty Cuthbert Medicine: John Flynn, Elizabeth Kenny, Professor Fred Hollows Aboriginal: Evonne Cawley, Albert Namatjira Pioneers: Burke and Wills, Sir Douglas Mawson War Heroes: Sir Edward ‘Weary’ Dunlop, John Simpson Kirkpatrick Entertainers: Dame Nellie Melba, Johnny O’Keefe Politicians: Edmund Barton, Sir Robert Menzies, Gough Whitlam Business Figures: Sir Hudson Fysh, Kerry Packer,

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Science: Ralph Sarich, Sir Howard Florey The Arts: Sir Sidney Nolan, Peter Weir, Sir Russell Drysdale, Dame Mary Gilmour Social Justice: Charles Perkins, Daisy Bates 8. Answers will vary; however, students should be drawing upon the previous activities to develop an image of Australia. This image should be justified by the student and show an understanding of the diversity that exists within the make-up of Australia’s population, at the same time recognising that there are common issues and attitudes that bring Australians together.

Additional Activities

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Research other Australian identities and find common characteristics among them.

Discussion/Debate

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Who would you want to represent Australia to the rest of the world?

Australian Symbols

Workbook Pages: 15 – 18

Topic Focus

Resources

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• wall map of Australia • copies/illustrations of: the Australian flag; Aboriginal Flag; Torres Strait Islander Flag; and Australian State Flags—contact your education department or local federal Government member • The following websites are recommended: Teacher Australian Emblems (NSW government)—detailed overview

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Investigate the origins and meanings of the official Australian symbols

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http://www.lakemac.infohunt.nsw.gov.au/library/links/fff/ausemblems.htm

Picture Australia: Cultural heritage through contemporary pictures (some adult themes) http://www.pictureaustralia.org

Australian Slang (adult content)

http://www.koalanet.com.au/australian-slang.html

Australian Flags http://www.a1flags.com.au

Students Emblems of Australia (Commonwealth Government) http://www.fed.gov.au/emblems.htm

Emblems of the Australian States http://www.atozkidsstuff.com/aus2.html

The Australian Flag (detailed): Includes information on Aboriginal Australia flag http://www.csu.edu.au/australia/flag.html R.I.C. Publications~www.ricgroup.com.au

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The Torres Strait Islander flag http://www.ausflag.com.au/flags/torres.html

Australian Icons (student webpage) http://www.att.virtualclassroom.org/vc97/VC_74/AUSTRALIA/AUSTICON.HTM

Background This topic explores the official symbols that represent Australia and their meaning.

Australia has been an evolving society over the past two hundred years and symbols have changed over this time to better represent Australian society and culture. This evolution continues today with continuing debate as to how contemporary our symbols are and the need for change.

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Discussion can commence by students identifying what a symbol is, using examples from the local community. The school may have a flag or symbol, the local football team has symbols, the students dress in a certain manner which symbolises their beliefs, opinions and ideals, and so on.

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Introductory Discussion

Activity – Page 15

What do students know about the Australian flag—its history, when is it used, what it represents etc?

Read the passage on page 15. Students use this information to complete the profile on the elements of the Australian flag. Then discuss with students their thoughts and ideas on how representative the flag is of Australian society and culture today. Is it important for the flag to represent current society? Is it important for the flag to represent the history and traditions of the nation?

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Union Jack: represents the history and heritage of European settlement and indicates Australia’s membership of the British Commonwealth of Nations.

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The Southern Cross: is the brightest group of stars in the southern sky Federation Star: represents the States involved when Australia became a Federation

Activity – Page 16

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Discussion should focus on the need for traditional Australian inhabitants to have symbols that represent their identity and beliefs. One of the strong moves supporting a new flag is the need to combine the symbols of traditional Australians and more recent arrivals.

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Note: see the website http://www.a1flags.com.au as an excellent reference.

Answers

1. The Aboriginal flag has a yellow circle representing the sun being the source of all life; a black band (at the top of the flag) representing all Aboriginal people; and the red band (below the black band) representing the earth and the people’s spiritual relationship with it.

The Torres Strait Islander Flag: blue represents the ocean (middle band) and green the land (outside bands); black represents the people; the five pointed star represents the five island groups; and the headdress is white and symbolises the unity of the people.

2. State and Territory Flags: see website http://www.imagesoft.net/flags/aus.flag.html 3. Refer to: http://www.fed.gov.au/emblems.htm

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WA: Mangle’s Kangaroo Paw; Black Swan SA: Sturt’s Desert Pea; Wombat NT: Sturt’s Desert Rose; Red Kangaroo Qld: Cooktown Orchid; Koala NSW: Waratah; Platypus ACT: Royal Bluebell (no faunal emblem) Vic.: Common Heath; Leadbeater’s possum

r o e t s Bo r e p ok u S Tas.: Tasmanian Blue Gum; Tasmanian Tiger (unofficial)

Students should use the information collected in previous lessons on defining an ‘identity’ and the use of symbols to create a profile of their ‘self-image’. The purpose of this exercise is to focus on the concept of self-image and then use this to reflect on the understandings developed throughout this unit.

Additional Activities

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Activity – Page 18

1. Study the influences on your identity and represent them in a collage.

2. Design a flag that you think depicts the image of Australia now.

Discussion/Debate

Australia should have a new flag.

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C.Publ i cat i ons Images of Australia •f orr evi ew pur posesonl y•

Workbook Pages: 19 – 20

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Resources

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Topic Focus Students will explore different viewpoints about the nature of Australian identity, including their own. associated, events, beliefs, environs, political, personalities

o c . che e r o t r s super • magazines • books with images of Australia • scissors and glue

Background This activity provides an opportunity for students to draw upon and reflect on the discussion and activities that have been completed so far.

Introductory Discussion How do the various aspects of Australia influence our lives every day?

When you think of Australia, what words come into your mind?

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Activity – Page 19 Students use their page in the workbook as a personal brainstorming sheet with words associated with each heading provided. Students may add more headings if they feel they are required.

Students can then use magazines to create a mural of Australia with images to support their brainstorm from the workbook activity. Students can present their murals in a small-group situation, orally describing the aspects they consider to be Australian.

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The work completed should illustrate an understanding of Australia’s cultural diversity and the identity Australia has developed and continues to develop over time.

Students need to take some time thinking about an Australian image that means something to them. It may mean a visit to the library to view books with photographs of Australia, or students may draw on the knowledge already accumulated through this unit of work. (Try also www.webshots.com)

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Activity – Page 20

Students will need to have a clear idea of what the image is before beginning this activity. They may also need to have researched a little to find any associated music, poetry or special vocabulary.

The work completed by the students should demonstrate their understanding of the image and should provide someone else with a clear picture of their image.

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C.Publ i cat i ons Present on r thep origins of e a particular including •f orr evi ewa report pu os soimage, nl y •how and why it has changed.

Additional Activities

Discussion/Debate

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The image we portray to the rest of the world is important.

Racial Discrimination

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Workbook Pages: 21 – 22

Students are given the opportunity to develop an understanding of the rights of Australian citizens with regard to racial discrimination.

Keywords

discriminate, ethnic, race, offensive Resources • newspapers • magazines Background There are many types of discrimination in our society. Racial discrimination is common at all levels of society. Some students in the class may have experienced it and can incorporate into discussion how they feel when it happens to them.

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Introductory Discussion What is discrimination?

What is racial discrimination?

Is it right or wrong to discriminate against someone based on race?

How would you feel if you were discriminated against for some reason?

Activity – Page 21

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Students read the diary entry. Move the students into small groups to discuss the incident outlined in the diary entry. Ask students to work out a solution to the problem encountered in the playground. Students can then move back into the whole group and select a representative to share their solution with the class.

1. The mother considered Australia to be a great country that had given their family the opportunity to start a new life.

2. racial discrimination 3. Answers will vary

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Answers

4. Answers will vary but could include that the girl in the playground wasn’t familiar with what the new girl was having for lunch; people tend to make fun of things they do not understand.

5. Answers will vary

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C.Publ i cat i ons Read through the information provided at the top of the page. Ask students to highlight any keywords, facts or phrases in the text. Students can discuss any •f orr e vi ew pur posesonl y• racial discrimination they may have seen or experienced in any of the situations

Activity – Page 22

listed in the text.

1. Subtract 1975 from the present year

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Additional Activities

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Answers 2. The law applies to everyone to ensure treatment is equal and not based on race, colour, descent or national or ethnic origin.

3. Answers will vary

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1. Conduct an interview with a migrant recently arrived in Australia on why he/she chose to live in Australia and any positive or negative experiences he/she has encountered.

2. Collect newspaper articles on racial discrimination issues and record incidents on a matrix, including date, people involved, brief description of event and possible causes.

Discussion/Debate What are the causes of racial discrimination in our society?

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Assessment Assessment and Evaluation The activity on page 17 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

Time, Continuity and Change TCC4.2 Students illustrate the influence of global trends on the beliefs and values of different groups.

TCC4.3 Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history.

TCC4.4 Students critique information sources to show the positive and negative effects of a change or continuity on different groups.

Culture and Identity CI4.1 Students investigate how religions and spiritual beliefs contribute to Australia’s diverse cultures.

CI4.3 Students debate how media images concerning gender, age, ethnicity and disability reflect groups to which they belong.

CI4.4 Students describe changes resulting from cross-cultural contact on Australian and non-Australian indigenous cultures.

CI4.5 Students express how material and non-material aspects of groups influence personal identities.

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Outcomes

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Answers

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Distribute the activity sheet on page 17 of the Teachers Guide, one per student.

Ask students to write their name in the top right-hand corner of the page. Read through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

It is important students work independently on these activities—this provides a true representation of what students understand or of their lack of understanding.

Once students have completed the activity, collect the worksheets. Mark and record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

o c . che e r o t r s super 1. (a) Aboriginal people; (b) at least 40 000 years ago 2. (a) 1788; (b) mostly convicts from the British Isles

3. British, Germans, Chinese, Maltese, Italians, Dutch, Austrians, Greeks, Spanish, Turkish, Vietnamese and Indochinese people.

4. It meant that anyone wishing to enter Australia was required to complete and sign a dictation test of fifty words in a European language in the presence of an officer. The officer could specify the language that the test had to be written in. Answers will vary.

5. Aboriginal people map places and language areas using stories, songs and paintings.

6. Answers will vary

7. Teacher check

8. Flora—Waratah; Fauna—Platypus

9. Answers will vary

10. Answers will vary Our Australian Identity

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Our Australian Identity Student Name:

Date:

Task At the conclusion of the unit ‘Our Australian Identity’, students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Indicators Demonstrated

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Demonstrates understanding of the original inhabitants of Australia.

Displays knowledge of European settlement of Australia.

Displays awareness of the various groups that have made Australia their home.

Defines and provides an opinion of immigration restrictions placed on people wanting to migrate to Australia.

Demonstrates awareness of the contributions of famous Australians to Australia’s national identity.

Draws and colours the flags of the Aboriginal people and Queensland correctly.

Demonstrates knowledge of the flora and fauna emblems for Queensland.

Clearly expresses their own view on Australia’s identity.

Summarises key points they have learnt through the study of this unit.

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Needs Further Opportunity

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Satisfactory

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Workbook Activities Needs Improvement

Satisfactory

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| Additional Activities

Further Research

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Skills and Attitudes

Needs Improvement

Satisfactory

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Needs Improvement

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General Comment

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Satisfactory

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Student Comment

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Our Australian Identity

Our Australian Identity 1. (a) Who were the first inhabitants of Australia? (b) When is it thought these people arrived in Australia?

2. (a) When did the first European settlement commence in Australia? (b) Who were these people?

3. List six different immigrant groups who have made Australia their home.

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4. What was the Alien Immigration Restriction Act? In your opinion, was it a fair Act?

5. How do Aborigines map their different language areas?

6. Select from Ned Kelly, Dawn Fraser and Sally Morgan. Describe the contribution this person has made to Australian culture and identity.

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Your State Flag

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7. Fill in the details and colouring of each of these flags.

Aboriginal Flag

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8. What are the following emblems for your State?

Flora

Fauna

9. In your own words describe what you see as ‘Our Australian Identity’.

10. List three interesting pieces of information you learnt in this unit. (i) (ii) (iii) Our Australian Identity

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Our Australian Identity

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State and Federal Government Unit Focus State and Federal Government introduces students to the world of politics. The unit gives students a broad overview of the different aspect of government, how it affects them, who is involved, how they can be involved and a brief history of our constitution, the role of government and the people in parliament.

Government affects everyone at every level, whether it be directly or indirectly. It is where the laws of our world are created and where the major decisions of our society are made. It is imperative students develop a basic understanding of the processes of government to understand their own place in society.

Unit Topics

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• What is Government? ......................................................... 24 – 26 • Three Levels of Government ............................................... 27 – 33 • Separation of Powers ......................................................... 34 – 35 • An Act of Parliament .......................................................... 36 – 38 • Elections ............................................................................ 39 – 41 • Historical Facts ................................................................... 42 – 43 • Australian Political Leaders ................................................. 44 – 45 • A Visit to Parliament House ................................................ 46 – 48

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The topics selected to develop this understanding are:

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C.Publ i cat i ons Systems, Resources and Power SRP3.4 Students describe simply the basic principles of democracy and •f orr e vi ew pu r p os estimes. onl y• citizenship from ancient to modern

Outcomes and Indicators

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SRP4.5

Students enact democratic processes in familiar settings using knowledge of representative government.

Students present comparisons of government and citizenship in preand post-Federation Australia.

Students classify values that underpin campaigns and organisations associated with human or environmental rights.

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SRP4.3

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What is Government?

Workbook Pages: 24 – 26 Topic Focus Students will learn of the origins of Australian government.

Keywords organised, dictate, govern, community, rules, system, regulations, represented, Federation

Resources

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http://www.aph.gov.au/senate/general/constitution

Australasian Legal Information Institute (comprehensive listing of legislation Australia-wide) http://austlii.law.uts.edu.au/

Students Australian Federal Government homepages http://www.fed.gov.au/index.htm

Australian State Governments http://www.nla.gov.au/oz/gov/state.html

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• The following websites are recommended: Teacher The Australian Constitution Act

Australian Local Government links © R. I .

C .Publ i cat i ons Background •f orr evi ew pu r po s eso nl y This unit provides students with examples of simple forms• of government they http://www.nla.gov.au/oz/gov/local.html

Introductory Discussion

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come into contact with every day; such as family, friends, school, sporting clubs and religious groups. Students may be surprised to find out that each of these groups governs itself with rules and regulations in much the same way as the State and federal governments.

The second section of this unit provides students with a brief overview of how and why government developed in Australia. Students will learn that government is driven by the population—by the people. It needs to work effectively to meet the needs of the population and must be relevant to the community.

o c . che e r o t r s super What is government?

What is the purpose of government?

How did Australia’s government originate?

How does government affect you?

Activity – Pages 25 – 26 Read the text provided on page 24 of the workbook. Ask students to form small groups of five or six to discuss what types of groups they belong to and the rules they must follow in order to be in that group. Bring the groups back together to share some of the discussion with the whole class.

Ask students to highlight the keywords and facts relevant to the origins of Australian government.

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Answers 1. Answers will vary; they could include sporting groups, clubs, religious groups, schools, libraries etc.

2. Answers will vary 3. Answers will vary 4. The laws in an Aboriginal group were administered by the elders who represented the wisdom and experience of the group.

Answers will vary; students should mention the wisdom of the elders to make the decisions.

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5. Answers will vary; students must support their reason clearly and provide a suitable alternative to demonstrate an understanding that rules are necessary.

(b) Answers will vary; students could point out that one person’s ideas are not always suited to everyone and in a society with so many different groups, it is only fair to have a broad representation.

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6. (a) Answers will vary; students should include the factors of distance and time taken to deal with issues; both of which were too great and needed to be more realistic.

7. Answers will vary; students should include the fact that Australia was allowed to govern itself according to its own societal problems and issues, not relying on a distant and removed group of people to make the decisions.

Additional Activities

Research to begin a list of local government bodies. There are nearly 1 000. Add to this list as you find out more about the government.

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C.Publ i cat i ons Discuss how you feel when one person in your group of friends makes all the •f orr e vi ew pur posesonl y• decisions based only on his/her likes/dislikes and feelings. How can this be

Discussion/Debate

overcome?

Topic Focus

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Three Levels of Government

Workbook Pages 27 – 33

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Students will learn about the three levels of government and how they operate. constitution, referendum, majority, monarchy, republic, representatives, municipality, compulsory

Resources • The following websites are recommended: Teacher Federal Parliamentary Library: Referendums http://www.aph.gov.au/library/elect/referend/rintrod.htm

Students Australian Federal Government homepages http://www.fed.gov.au/index.htm

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Australian State Governments http://www.nla.gov.au/oz/gov/state.html

Australian Local Government links http://www.nla.gov.au/oz/gov/local.html

Australian Electoral Commission: Referendums http://www.aec.gov.au/pubs/factfiles/factsheet20.htm

Background

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Each area of government is responsible for particular areas of Australian society.

For example, federal government deals with issues at a national level; State government deals with issues at a State or Territory level; while local government deals with issues at the local level. Areas of 2 000 people or more constitute the area for the local government.

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This unit is divided into three sections: • federal government • State government • local government

Note: It will be best to teach this unit one section at a time. Focus on federal government on its own, then on the State and Territory government and then follow with local government. This will ensure students develop a clear understanding of all levels of government, their roles and how they work.

What you know about the © R. I .

Cdo. P ub l i cgovernment? at i ons What would you like to find out about the government?

•f orr evi ew r p s es nl y• Where havep youu learnt theo most about theo government?

Introductory Discussion

What is a constitution?

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How does the government in your area help you?

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Read the text on page 27 and view the diagram on page 28 on federal government.

Discuss the components that come together to make up the federal government.

Break the class into groups and designate each group to discuss one of the components of federal government. Groups may discuss: the House of Representatives, the Senate, the constitution, Governor-General, Prime Minister, cabinet, opposition government, coalition and the various departments.

o c . che e r o t r s super Answers

1. (a) monarchy – supreme power or sovereignty wielded by a single person (b) constitution – a set of basic rules (c) federation – the forming of a nation by a number of States who give some of their powers and responsibilities to a central government (d) referendum – a public vote taken on a question of government or law 2. The House of Representatives introduces a law ➡

Both houses disagree

The law is passed

The law is rejected

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➡

➡

Both houses agree ➡

➡

The Senate approves or rejects the law based on the needs of the people

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3. Answers will vary 4. Answers will vary; see current government websites 5. (a) Australian Capital Territory (b) NSW; Vic.; Qld; WA; SA; Tas.; NT 6. No; the majority vote was 54.87 ‘no’

Additional Activities 1. Research to find the results of the change to the preamble of the constitution.

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2. Create a graph to represent the results of the 1999 referendum.

Discuss your feelings about whether or not Australia should become a republic or remain a monarchy.

Activity – Pages 30 – 31

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Discussion/Debate

Read the text provided on page 30. Ask students to highlight any keywords and phrases they consider to be important. Students can use a dictionary to find the meaning of any words they do not fully understand.

Answers 1. (a) Answers will vary

© R. I .

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(d) Answers will vary (e) Answers will vary

2. (a) Answers will vary but could include that the federal government is granted certain powers in the constitution to overrule some State laws.

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(b) Answers will vary; students should support their opinions clearly.

3. Answers will vary but could include the fact that they were not formed when Federation actually took place.

4. Answers will vary; refer to government websites for up-to-date information

o c . che e r o t r s super 5. Answers will vary

As a class group, research to develop a list of all government leaders in your State or Territory from the beginning of the government to today. Include how long they led.

Discussion/Debate Discuss some of the headlines the students in your class selected. Do you all agree? Why/Why not? Is it important for everyone to agree? Is it OK to have your own opinion?

Activity – Pages 32 – 33 Local government is the section of the government which is probably most relevant to the local community in which you and the students live. Direct relationships with your own community and local government members can be readily drawn to demonstrate the reality of government to the students.

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Answers 1.–6. Answers will vary

Additional Activities 1. Research to find the difference between a local council and a local shire.

2. Go to the next council meeting with an adult and table your views from question 5.

Discussion/Debate

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Discuss the importance of having a local councillor representing your immediate community at the local government level. What are the benefits of this?

Workbook Pages 34 – 35

Topic Focus

Students will develop an understanding of the three governing bodies which work to ensure the constitution is being followed.

Keywords

separation, legislative, executive, judicial, bodies © R. I .

C.Publ i cat i ons Resources • The websites ares recommended: •f orr evi e wfollowing pu r po esonl y• Teacher Australian Constitution Act

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http://www.foundingdocs.gov.au/places/cth/cth1.htm

http://www.foundingdocs.gov.au/places/cth/cth1.htm

The Parliament: An Overview http://www.aph.gov.au/parl.htm

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The process of creating and maintaining laws in the community rests upon three powers within government: the legislative, executive and judiciary powers. These three powers are represented at all levels of government to ensure its smooth running.

Introductory Discussion Why do you think it is important to share power between the federal government and the States?

Which of the three bodies of government do you consider to the most important?

Why? Why is it important to develop laws that reflect the interests and needs of the citizens?

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Activity – Page 35 Read the text and view the diagram on page 34 of the workbook. Explain any difficult terms to the students. Using keywords and phrases ask students to select one body to write about in their own words, explaining its role in the system.

Answers

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2. (a) Federal Judicature – Its role is to determine the meaning of the law and carry it out.

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1.

(b) Parliament – Its role is to mak e the laws.

(c) Commonwealth Executive – Its role is to administer laws and carry out the business of the government.

3. The Governor-General is appointed by the Queen on advice from the current Prime Minister.

4. There are 76 Senators in the Senate. Each State is represented by 6 Senators, while each Territory is represented by 2. This way, each State is represented fairly, regardless of its population.

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5. The members of the House of Representatives each represent a separate electoral division.

6. The Cabinet is the key decision-making body of the government and is made up of senior Government ministers.

Additional Activities

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Discussion/Debate

Use newspaper clippings to demonstrate the responsibilities of the three bodies of government. Sort the clippings according to who is responsible for that area.

Discuss the importance of having an independent body (the judiciary) to oversee any disagreements which may occur in Parliament or the Executive.

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Workbook Pages 36 – 38

Topic Focus Students will learn the process of making a law.

Keywords act, policy, mandate, bill, amend, legislation Resources • Representative piece of legislation (usually available through a State government printer or State government bookshop—may also be found online) R.I.C. Publications~www.ricgroup.com.au

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• The following websites are recommended: Teacher House of Representatives Factsheet: Making Laws http://www.aph.gov.au/house/info/factsht/fs07.htm

Students House of Representatives Factsheet: Making Laws http://www.aph.gov.au/house/info/factsht/fs07.htm

Australia’s Legal System

r o e t s Bo r e p ok u S http://law.gov.au/auslegalsys/auslegalsys.htm

The main business of parliament is to make laws. Parliament makes laws, which are called bills before they are passed as law. Bills need to be approved by both Houses before being passed to the Governor-General for final approval. A bill can be started in either House, but usually begins in the Lower House.

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Background Information

Each State and Territory within Australia can make its own laws by following a similar procedure. The Territories only have to pass the bill in one house before passing it onto the Governor or Administrator.

Introductory Discussion

Do you know of any laws that have been passed recently?

Are there any laws currently being discussed in Parliament?

Are there any laws you think should be discussed in Parliament? © R. I .

C.Publ i cat i ons Read and discuss the information provided on pages 36 – • 37.

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Activity – Pages 37 – 38

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Ask students to work in small groups to develop a simple flow diagram to show the movement of a bill through Parliament. The students will need to develop a bill of their own to be used as an example.

Students can then present their flow chart to the class.

Answers

1. international trade, foreign affairs, defence, immigration, taxation, banking, currency and telecommunications

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2. (a) Answers will vary, but should include the person presenting the Bill must show that there is adequate community need and support for it. (b) Answers will vary

3. Answers will vary, but should include that it is important to complete thorough research to find out if the idea is viable, cost effective, needed and wanted by the community at large, and will improve the quality of life within the community.

4. Answers will vary 5. Answers will vary 6. Answers will vary 7. Answers will vary; students should demonstrate a clear understanding of the issue and ensure adequate research and follow-though has been done.

8. Answers will vary

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Additional Activities Research to find out what laws have been passed in your local area in recent months. How do they affect you?

Discussion/Debate Discuss your ideas about the community needs with other class members. Debate the topic and form a suitable solution for any issues discussed.

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Workbook Pages 39 – 41

Students will learn what happens on election day and how candidates are chosen to represent the public.

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Topic Focus

Keywords

eligible, term, candidate, campaign, absentee, preferential, elector

Resources

• The following websites are recommended: Teacher Elections for the Commonwealth Parliament

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C.Publ i cat i ons Listing of Australian Electoral Websites •f orr ev i ew pur posesonl y• http://www.aph.gov.au/library/elect/elecinfo.htm http://www.aec.gov.au/sites/austsites.htm

Students Australian Electoral Commission homepage

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http://members.dingoblue.net.au/~bdpalmer/institutions/voting.htm

Background Information

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Federal elections are run approximately every three years. Australians over the age of 18 are eligible to vote. Australia is divided into electorates. The people in each electorate vote for the person they think will best represent them in the House of Representatives.

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Voting is always held on a Saturday in local schools and halls between 8 a.m and 6 p.m. Voters must have their name marked off the electoral roll. Voters are given their ballot papers, which they mark in secret then place in the correct ballot box.

At 6 p.m. votes are counted and a tally is kept until all votes are counted. The winner of the election forms the new Parliament. The party with an absolute majority forms a Government and the leader of that party becomes the Prime Minister. The party with the next highest number of votes becomes the Opposition party.

Introductory Discussion When is the next State election due?

When is the next federal election due?

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Political leaders tend to make a lot of promises before the election in the hope of being elected. What do you think about these promises?

A lot of promises are also broken after the election. What do you think about this? Do you think politicians should somehow be made to keep election promises to the people?

How does an election affect you?

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Ask the students to read through the text on page 39 in small groups. Each group is to highlight keywords and phrases and any words they didn’t understand. Once each group has completed this task, one person from each group is to rotate to the next group to find out the meaning (if possible) of any words their group did not understand. Students can then return to their original group. As a whole class make a list on the board of any difficult words encountered and discuss.

List any keywords and phrases recorded by the groups.

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Activity – Pages 40 – 41

Answers 1. (a) True (b) False (c) True (d) False

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C.Publ i cat i ons •f orr evi ew pur posesonl y• (e) True

2. The school and community hall should be shaded on the diagram.

3. Answers will vary 4. Answers will vary

5. So that people who work are able to vote. The facilities are available.

Class Election

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Answers will vary according to your class. Ensure students are maintaining a complete record of events.

Additional Activities

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Discussion/Debate

Survey your family and friends to find out what issues are important to them and which would influence the way they vote. Record and present your findings.

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Discuss how well each candidate in your class election handled the issues.

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Historical Facts Workbook Pages 42 – 43 Topic Focus Students will learn some historical milestones in Australian government.

Keywords honourable, right, member, serve Resources

r o e t s Bo r e p ok u S • The following websites are recommended: Teacher First Women in Australian Parliaments Students Prime Ministers of Australia

http://www.nma.gov.au/primeministers/

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http://www.aph.gov.au/library/pubs/rn/1996-97/97rn55.htm

Milestones for Women (Australian Electoral Commission) http://www.aec.gov.au/history/women/main.htm

Aboriginal Australians and the Vote

http://www.aec.gov.au/history/aboriginal_vote.htm

Background Information

1788—Australia became a penal colony under rule of a Governor. Before this, Aboriginal and Torres Strait Islander people were led by elders and followed traditional laws.

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1856—Victoria and South Australia introduced the secret ballot.

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1901—First federal elections held.

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1894—South Australia gave women over 21 years the right to vote.

1902—People of Aboriginal, Asian, African or Pacific Island origin were excluded from voting in federal elections.

o c . che e r o t r s super 1903—First federal elections under federal law were held.

1908—Establishment of permanent electoral rolls.

1911—Introduction of compulsory enrolment in elections.

1924—Compulsory voting in federal elections.

1927—Parliament met in Canberra for the first time on 9 May. 1949—Aboriginal people were given the right to vote at federal elections as long as they were eligible to vote in State elections or had served in the defence forces.

1961—Aboriginal, Asian and African people, or those of Pacific Island descent, no longer allowed to vote.

1962—Aboriginal people are allowed to vote in federal elections on a voluntary basis.

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1973—Voting age reduced from 21 to 18.

1984—Enrolment and voting is now compulsory for Aboriginal people.

Introductory Discussion What is a milestone?

Discuss milestones in their own lives; of the school; the local community.

Activity – Pages 42 – 43

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Separate the class into 10 groups. Give each group one ‘Did you know’ fact to research and collect information for.

Answers

1. (a) 49 years old

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Once all groups have their information, join together as a class and share the facts. Students can then record the information on page 42 of their workbook.

(b) 61 years old

2. Answers will vary; but could include providing a broader view of the community through women; bringing in a different point of view etc.

3. Answers will vary 4. Answers will vary

Complete profile of Neville Bonner.

You © R. I .

C.aP ub l i c at i ocanngetssome information from •f orr evi ew pur posesonl y• Discussion/Debate Additional Activities

<http://www.abc.net.au/btn/Australians/bonner.htm>.

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Debate the issue: ‘Every person living in Australia should have been given the right to vote in 1894’.

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Topic Focus:

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Workbook Pages 44 – 45

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Students will learn the leaders of Australian government since Federation and how long each was in office.

• The following website is recommended: Students Prime Ministers of Australia http://www.nma.gov.au/primeministers/

Background Information The Prime Minister of Australia is the leader of the party that has the most seats in the House of Representatives. He/She is the head of the government. The Prime Minister is responsible for supervising the work of the Cabinet, presiding at meetings. He/She plays a major part in formulating policies, acting as the State and Federal Government

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spokesperson for the government, in both Parliament and before the public, and is responsible for keeping in touch with leaders from other countries.

The Prime Minister lives in an official residence, called The Lodge, and has a salary and allowances as well as a salary as a Member of parliament. He/She usually remains in office as long as his/her party has the majority of seats in the House of Representatives.

Introductory Discussion

r o e t s Bo r e p ok u S Who was the first Prime Minister of Australia?

Who is the current Prime Minister of Australia?

What is the role of the Prime Minister?

Do you think Australia needs a Prime Minister?

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Do you think the role of the Prime Minister is important?

Is there anyone you consider to be better for the job of Prime Minister than the current Prime Minister? Why?

Activity – Pages 44 – 45

Students will need to contact the electoral commission to obtain the information to complete the table on page 44 of the workbook. As a class, work together to draft a letter, prior to the lesson, to obtain the required information. Once the information is received students can complete the table. To ensure that the lesson is not delayed, it is probably best to send off for the information a couple of weeks in advance.

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C.Publ i cat i ons Answers •f orr e vi ew pur posesonl y•

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Period in Office

Sir Edmund Barton

01/01/1901–24/09/1903 Robert George Wyndham Herbert 10/12/1859–01/02/1866

State/Territory Leader

Period in Office

Alfred Deakin

24/09/1903–27/04/1904 Arthur Macalister

John Watson

27/04/1904–17/08/1904 Robert George Wyndham Herbert 20/07/1866–07/08/1866

George Reid

18/08/1904–05/07/1905 Arthur Macalister

01/02/1866–20/07/1866

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Prime Minister

07/08/1866–15/08/1867

o c . che e r o t r s super Alfred Deakin

05/07/1905–13/11/1908 Robert Ramsey Mackenzie 15/08/1867–25/11/1868

Andrew Fisher

13/11/1908–02/06/1909 Charles Lilley

Alfred Deakin

02/06/1909–29/04/1910 Arthur Hunter Palmer

03/05/1870–08/01/1874

Andrew Fisher

29/04/1910–24/06/1913 Arthur Macalister

08/01/1874–05/06/1876

Joseph Cook

24/06/1913–17/09/1914 George Thorn

05/06/1876–08/03/1877

Andrew Fisher

17/09/1914–27/10/1915 John Douglas

08/03/1877–21/01/1879

William Hughes

27/10/1915–09/02/1923 Thomas McIlwraith

21/01/1879–13/11/1883

Stanley Bruce

09/02/1923–22/10/1929 Samuel Walker Griffith

13/11/1883–13/06/1888

James Scullin

11/10/1929–06/01/1932 Thomas McIlwraith

13/06/1888–30/11/1888

Joseph Lyons

06/01/1932–07/04/1939 Boyd Dunlop Morehead

30/11/1888–12/08/1890

Earle Page

07/04/1939–26/04/1939 Samuel Walker Griffith

12/08/1890–27/03/1893

25/11/1868–03/05/1870

Robert Menzies (Sir) 26/04/1939–29/08/1941 Thomas McIlwraith

27/03/1893–27/10/1893

Arthur Fadden

29/08/1941–07/10/1941 Hugh Muir Nelson

27/10/1893–13/04/1898

John Curtin

07/10/1941–05/07/1945 Thomas Joseph Byrnes

13/04/1898–01/10/1898

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06/07/1945–13/07/1945 James Robert Dickson

01/10/1898–01/12/1899

Joseph Chifley

13/07/1945–19/12/1949 Anderson Dawson

01/12/1899–07/12/1899

Robert Menzies (Sir) 19/12/1949–26/01/1966 Robert Philip

07/12/1899–17/09/1903

Harold Holt

26/01/1966–19/12/1967 Arthur Morgan

17/09/1903–19/01/1906

John McEwen

19/12/1967–10/01/1968 William Kidston

19/01/1906–19/11/1907

John Gorton

10/01/1968–10/03/1971 Robert Philip

19/11/1907–18/02/1908

William McMahon

10/03/1971–05/12/1972 William Kidston

18/02/1908–07/02/1911

r o e t s Bo r e p ok u S Gough Whitlam

05/12/1972–11/11/1975 Digby Frank Denman

07/02/1911–01/06/1915

Malcolm Fraser

11/11/1975–11/03/1983 Thomas Joseph Ryan

01/06/1915–22/10/1919

Robert Hawke

11/03/1983–20/12/1991 Edward Granville Theodore 22/10/1919–26/02/1925

Paul Keating

20/12/1991–11/03/1996 William Neal Gillies

26/02/1925–22/10/1925

John Howard

11/03/1996–

William McCormack

22/10/1925–21/05/1929

Arthur Edward Moore

21/05/1929–17/06/1932

William Forgan Smith

17/06/1932–16/09/1942

Frank Arthur Cooper

16/09/1942–07/03/1946

Edward Michael Hanlon

07/03/1946–17/01/1952

Vincent Clair Gair

17/01/1952–12/08/1957

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Francis Forde

George Francis Reuben Nicklin 12/08/1957–17/01/1968

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Gordon William Wesley Chalk 01/08/1968–08/08/1968 Sir Johannes Bjelke-Petersen 08/08/1968–01/12/1987 01/12/1987–22/09/1989

Russell Cooper

22/09/1989–02/12/1989

Wayne Goss

02/12/1989–20/02/1996

Robert Borbidge

20/02/1996–26/06/1998

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Peter Beattie

1. (a) 5 years, 6 months, 58 days (b) 4 years, 9 months, 41 days

26/06/1998 to present

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2. Yes; Robert George Wyndham Herbert (6 years, 1 month, 39 days); Arthur Macalister (3 years, 9 months, 55 days); Thomas McIlwraith (4 years; 21 months; 40 days); Samuel Walker Griffith (6 years, 14 months and 15 days); Robert Philip (3 years, 11 months, 39 days); William Kidston (3 years, 21 months, 17 days) 3. Francis Forde (8 days); Earle Page (20 days); John McEwen (23 days); Arthur Fadden (1 month 9 days); John Watson (3 months 21 days); George Reid (10 months 18 days); Joseph Cook (1 year 2 months 25 days); William McMahon (1 year 8 months 25 days); Harold Holt (1 year 10 months 23 days); James Scullin (2 years 2 months 16 days); Sir Edmund Barton (2 years 8 months 24 days); Gogh Whitlam (2 years 11 months 7 days); John Gorton (3 years 2 months); John Curtin (3 years 8 months 29 days); Paul Keating (4 years 2 months 20 days); Joseph Chifley (4 years 5 months 7 days); Alfred Deakin (4 years 9 months 41 days); Andrew Fisher (5 years, 6 months, 58 days); Stanley Bruce (6 years 8 months 14 days); Joseph Lyons (7 years 3 months 2 days); William Hughes (7 years 3 months 14 days); Malcolm Fraser (7 years 4 months); Robert Hawke (8 years 9 months 10 days); Robert Menzies (Sir) (18 years 5 months 12 days) Note: John Howard is still in Government, so his length of term can not be placed yet.

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4. (a) Answers will vary (b) Answers will vary

Additional Activities 1. Find out who each leader of the federal opposition was. Record in the form of a time line.

2. Do the same for your State or Territory.

r o e t s Bo r e p o u k A Visit S to Parliament House

Discussion/Debate

Workbook Pages 46 – 48

Topic Focus

Students will learn some basic information about Parliament House.

Keywords

Resources

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Discuss why you think some leaders were in and out of government more than once.

Senate, Opposition, Hansard, Ministers, Cabinet

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Australian Local Governments http://www.nla.gov.au/oz/gov/local.html

Background Information

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Before the current Parliament House was built in 1988, Parliament was held in the old Parliament House. Built in 1927 in the new national capital, Old Parliament House was the centre of Australian politics for more than 60 years.

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In 1997, the federal government committed $15.4 million to develop and maintain Old Parliament House as an historical symbol of democracy and Australian cultural heritage.

Parliament House was designed by the American architectural firm Mitchell Giurgola and Thorp. It was opened on 9 May 1988 and is one of Australia's most acclaimed buildings.

One of the most amazing features of Parliament House is the 81-metre high flagmast. It is the central landmark of Canberra and one of the world's largest steel structures.

The foyer features 48 marble-clad columns and two beautifully crafted marble staircases. It was designed to give the feel of a eucalyptus forest. The foyer showcases the beautiful masonry and timber used throughout the building.

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The Great Hall is home to one of the largest tapestries in the world, based on a work by Australian artist Arthur Boyd. The Main Committee Room displays Tom Roberts' painting of the opening of Parliament in 1901. The foyer is home to artworks by Arthur Boyd, Fred Williams and Tim McGuire. Portraits of past and present parliamentarians can be seen on the walls of the Members Hall.

Introductory Discussion What is the purpose of Parliament House?

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Have you ever been to visit Parliament House in Canberra? If so, what was it like?

Have you ever been to visit the New South Wales Parliament House? If so, what was it like?

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What or who would you expect to find at Parliament House?

Activity – Pages 46 – 48

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Students will need to complete an amount of external research to complete these pages successfully.

Answers will vary according to when the activities are completed.

Additional Activities

1. Draw a plan of the building you visited. Label it clearly.

2. Design a brochure informing people of what they might expect from a visit to Parliament or Council House.

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C.Publ i cat i ons View a Chamber sitting and discuss the behaviour of the members of parliament.

•f orr evi ew pur posesonl y• Do you think they are a good role model for others?

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Discussion/Debate

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Assessment Assessment and Evaluation The activity on page 38 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

Systems, Resources and Power SRP3.4 Students describe simply the basic principles of democracy and citizenship from ancient to modern times.

SRP4.3 Students enact democratic processes in familiar settings using knowledge of representative government.

SRP4.4 Students present comparisons of government and citizenship in preand post-Federation Australia.

SRP4.5 Students classify values that underpin campaigns and organisations associated with human or environmental rights.

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Outcomes

Administration

Distribute the activity sheet on page 38 of the Teachers Guide, one per student.

Ask students to write their name in the top right-hand corner of the page. Read through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

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C.Publ i cat i ons It is important students work independently on these activities—this provides a true ofu what students understand or ofn their lack of• understanding.

•f orr e vrepresentation i ew p r pos eso l y Once students have completed the activity, collect the worksheets. Mark and

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1. Captain Arthur Phillip 2. local 3. true

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record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

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5. The High Court (of Australia) 6. A bill 7. 18

8. (Senator) Neville Bonner 9. The Speaker

10. Answers will vary; students could include recreation, refuse collection, town planning, buildings, entertainmnet, community health, libraries, parks and gardens, community services 11. Answers will vary; students could suggest the importance of ensuring that all Australians are treated equally and that the needs of all Australians are being met.

12. Answers will vary

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State and Federal Government Student Name:

Date:

Task At the conclusion of the unit ‘State and Federal Government’, students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Indicators

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Demonstrated

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Demonstrates basic understanding of the workings of government.

Displays awareness of the various roles in government.

Demonstrates knowledge of people of note in government past and present.

Demonstrates awareness of the government’s role in their local community.

Explains clearly the importance of a fair government for all the people.

Discussion and Debate

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Needs Further Opportunity

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Needs Improvement

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Satisfactory

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Further Research

Skills and Attitudes

Needs Improvement

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Needs Improvement

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General Comment

Satisfactory

| Satisfactory

| Satisfactory

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Student Comment

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State and Federal Government 1. Who was the first Governor of Australia?

2. The three levels of government are (a) federal, (b) State or Territory, and (c) 3. True or false?

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A coalition is where two or more political parties join to form a majority government.

True

False

4. Who represents the queen in Australia?

6. What name is given to a law before it is passed by parliament?

7. How old must you be to be able to vote in Australia?

8. Who was the first Aboriginal Australian in parliament?

9. Who has the job of running sessions in the House of Representatives and making sure the rules are followed?

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10. List three ways your local government looks after your community. (i)

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5. What is the highest court in Australia?

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(ii)

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11. Explain why it is important for government to keep a balanced view of the needs of Australians.

12. Write three interesting facts you learnt while studying this topic. (i)

(ii)

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Gold In Australia Unit Focus Gold In Australia is a unit of work that explores the history of gold discovery in the world and Australia. The unit looks at the financial, social and cultural issues of gold discovery and the ensuing effects they have had on Australia’s development.

Gold was one of the major contributors to the development of Australia as a nation and has contributed, and continues to contribute significantly, to our culture and social make-up. It provides an excellent platform to illustrate life in Australia on the 1800s and the society that existed as Australia built a platform for federation.

Unit Topics

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• Gold Fever .......................................................................... 50 – 52 • World Gold Rushes ............................................................. 53 – 55 • Australian Strikes Gold ....................................................... 56 – 57 • Dreaming............................................................................ 58 – 59 • The Chinese ....................................................................... 60 – 62 • The Goldfields and Aboriginal People .................................. 63 – 65 • Gold Finds Around Australia ............................................... 66 – 69 • The Eureka Uprising ............................................................ 70 – 71 • Life on the Goldfields .......................................................... 72 – 76 • Women on the Goldfields ................................................... 77 – 78 • Mining and the Environment ............................................... 79 – 80

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The topics selected to develop this understanding are:

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Outcome and Indicators

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Time, Continuity and Change TCC4.3 Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history.

TCC4.4 Students critique information sources to show the positive and negative effects of a change or continuity on different groups.

Place and Space PS4.1 Students make justifiable links between ecological and economic factors and the production and consumption of a familiar resource.

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Gold Fever Workbook Pages: 50 – 52 Topic Focus To gain a broad understanding of the history of gold discoveries.

Keywords precious, valuable, commodity, lustre, malleable, carat Resources

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http://www.gold-eagle.com/gold_digest/history_gold.html

The Mineral Gold

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• world map or globe • The following websites are recommended: Teacher A History of Gold

http://www.minerals.net/mineral/elements/gold/gold.htm

Archimedes of Syracuse (comprehensive biography)

http://www-groups.dcs.st-andrews.ac.uk/~history/Mathematicians/ Archimedes.html

Students History of Gold Time Line http://www.goldinstitute.org/history.html

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C .Publ i cat i ons Archimedes •f orr evi ew pur posesonl y• http://www.goldinstitute.org/faq.html

http://tqjunior.thinkquest.org/4116/History/archimedes.htm

Background

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Introductory Discussion

This topic provides a text passage which summarises the history of gold discoveries and the role gold has played throughout history. This role has been significant, with gold being the ‘quest’ of many early explorers. It has continued to fascinate humans and influence the course of history through to the current day.

o c . che e r o t r s super What is gold, what is it used for?

Why does gold have such a high value in human society?

What do we know about gold in Australia?

Discussion should set the scene for reading the text and should continue after the text is read, focusing on the great influence gold has had on history and human society.

Activity – Page 51 Have students read the text on page 50 and then answer the questions on page 51.

Answers 1. Answers will vary 2. (a) gilded – covered with gold Gold in Australia

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(b) malleable – capable of being shaped with reasonable force (c) alloy – made up of two or more metals 3. The Egyptian pharaoh tombs contained gold jewellery and evidence of the use of ‘gold leaf’, indicating they placed a high value on gold.

4. An alchemist was a person from the middle ages whose task was to try to create gold from base metals such as lead.

5. Gold has a high value due to the fact that it is a rare commodity. That is, there are more people wanting gold than there is gold available, creating a high price. An example is the price of petrol, which is driven by the amount of oil made available to the world users at any one time.

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6. Attractive colour; high lustre; heavy; malleable; does not rust.

8. While granite would attract a higher value, it does not have the other characteristics of gold such as the colour, lustre and malleability; therefore not creating the same level of demand and price.

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7. 9 carat gold has 9 parts gold and 15 parts other metals.

Activity – Page 52

Archimedes

Events: Archimedes was perhaps the greatest mathematician of ancient times. The king at the time had a new crown made. The king wanted to be sure that the crown was indeed pure gold and not gold mixed with silver. Archimedes was given the task of proving this.

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Additional Activities

Importance: This discovery was one of the great fundamental discoveries of measurement. Archimedes is said to have jumped from the bath when he made the discovery, running down the street shouting ‘Eureka’ (I have found it!).

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Discovery: Archimedes found the solution to the problem while taking a bath. He noticed that water spilt from the bath as he placed his body into it. He calculated that by measuring the amount of water displaced he could calculate the volume of his body.

To solve the king’s problem he measured the volume of the new crown and compared it with the same weight in pure gold. The crown, instead of displacing the same amount of water, displaced more, meaning that it was not pure gold. Therefore the goldsmith who had made the crown had cheated.

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1. Research the different uses of gold through history and in today’s society.

2. Explore the process of making ‘gold leaf’. Where is this used in the world?

3. Have alchemists been successful?

4. Research the life and discoveries of Archimedes.

Discussion/Debate 1. The world would be a better place without gold. Debate this topic in relation to human greed.

2. ‘Fresh air and water should be considered more valuable than gold.’

Debate this issue.

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World Gold Rushes Workbook Pages: 53 – 55 Topic Focus The history of gold discoveries around the world.

Keywords persecution, plunder, ancient, treasures, deposits, devastation, fortune, alluvial Resources

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http://www.cairns.net.au/~sharefin/Markets/GoldRushes.htm

The Inca Project (overview of Inca culture and civilisation) http://www.incaproject.com/incas.html

Students California: The Gold Rush

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• world map or globe • The following websites are recommended: Teacher Gold Rushes (a comprehensive links site)

http://www.notfrisco.com/calmem/goldrush/index.html

Conquest of the Inca Empire: Francisco Pizarro

http://www.ucalgary.ca/HIST/tutor/eurvoya/inca.html

This topic provides a study ofa gold rushes through history. While not including © R. I .

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P u b l i c t i o n s every rush it does provide a background on the major finds and provides an opportunity to develop an understanding of how a gold rush can have significant •f orr evi ew pur posesonl y• effect on people and can change normally level-headed individuals into irrational

Background

gold-seekers, driven by the promise of sudden fortune.

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What gold rushes do we know about?

Do we still have gold rushes today? How are they different from times gone by?

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Have students read the text on page 53 and then answer the questions on page 54. An alternative is to read the text as a whole class or in small groups and discuss the questions.

Answers 1.

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2. Answers will vary; however, the rush of 1490 was responsible for the destruction of a race of people and set a precedent which was followed in South America in further discoveries—an ideal example of how gold can so greatly affect human behaviour.

3. (a) True (b) False (c) False (d) True (e) False 4.

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5.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 6. Situated on the western coast of South America

15th and 16th century saw it at its greatest, although it had existed in smaller form for centuries before this.

Incan Temples

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Sapa Inca Chosen from the leader’s sons

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The poncho, road systems, suspension bridges, accounting systems

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1. Complete a more detailed study of an ancient South American civilisation 2. Research and present a biography of Christopher Columbus and his contribution to history.

Discussion/Debate 1. People should not be able to exploit resources outside their own territory.

2. Francisco Pizarro was fair to hold the ruler of the Incas to ransom in order to collect gold.

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Australia Strikes Gold!

Workbook Pages: 56 – 57 Topic Focus The significant events of the Australian gold rush period.

Keywords official, discouraged, surveyor, prospecting, terrain, suppressing Resources

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The Discovery of Gold in Australia (Research Notes)

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• Australia wall map • The following websites are recommended: Teacher The California Gold Rush

http://www.sovereignhill.austasia.net/education/golddisc.htm

Students The Gold Rushes that Made Australia

http://www.perthmint.com.au/aboutPM/precious/rushes/rushes.html

Gold Rush Education: Education History

http://www.oldmogotown.com.au/education.html

This topic provides a brief history oft the Australian gold rushes in the 19th century © R. I .

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P u b l i c a i o n s and provides the foundation for a more detailed look at gold in Australia in later topics.

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Background

Introductory Discussion Why would people look to Australia after the Californian gold rushes?

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Activity – Pages 56 – 57

After looking at the history of gold rushes, what would you expect to happen in Australia after gold was discovered? How would people react? How would people treat each other? Would Aboriginal Australians be affected? Discuss these questions prior to finding out the detail and come back to the answers at the end of Gold in Australia to see how accurate the predictions were.

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Have students read the text on page 56 and then answer the questions on page 57. An alternative is to read the text as a whole class or in small groups and discuss the questions.

Answers 1.

2. Australia could not afford to lose large numbers of people to an overseas gold rush as it would leave labour shortages which would place the colony’s survival at risk.

3. Hargreaves returned with the knowledge that Australian soils and terrain were similar to the gold rush areas of California and therefore had a good chance of containing gold.

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4. (a) 124 g; (b) 372 g; (c) 248 g; (d) 465 g; (e) 868 g (f) 1 705 g

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5.

Additional Activities

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C. Pub l i ca i onas Select a miner/gold discoverer andt complete biography on his life and contributions to Australia.

• f o r r e v i ew pur posesonl y• Discussion/Debate 1. Complete a time line of gold discoveries in Australia

1. Hargreaves should not have been rewarded for the find at Ophir as he was not with Lister and Tom at the time.

Topic Focus

Dreaming

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2. Did the gold deposits really belong to ‘the crown’ or did they belong to the Aboriginal people of the area?

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Workbook Pages: 58 – 59

Study a ballad which outlines the life of a digger and the trials of working on the goldfields.

Keywords padded, discern, kin, plague, toff, dejected, hoards, merchant Resources • Selection of Australian poetry depicting life at different times in Australia’s history

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• The following websites are recommended: Teacher Australian Poetry (historical/chronological—with links) http://www.acn.net.au/articles/1998/08/poetry.htm

Students Henry Lawson http://www.acn.net.au/articles/lawson/lawsonlinks.htm

Background

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Introductory Discussion

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The poem provided depicts the life and trials of a digger. Poetry was a significant form of communication and an important tool for recording history in the early days of European settlement in Australia. Comparisons can be drawn with stories and legends of the Aborigines, which were presented and carried through generations in different ways, but served a similar purpose.

What is the purpose of poetry, especially in times past?

Why is poetry used less in modern society?

Activity – Pages 58 – 59

Have students read the poem and then answer the questions on page 59. This is an ideal opportunity for oral language skills to be developed. Discuss the language used and how there are words used which have been removed from standard usage over time. Define these words and discuss the poem and its interpretation.

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1. Yes. The ballad portrays the hardship and loneliness of life on the goldfields; that so few ‘found their fortune’; and that many resorted to alternative means of work as the goldfields required other businesses to keep them functioning.

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2. Transport, poor roads, poor conditions to travel in, poor conditions to live in, crowded conditions, shortage of water and other services 3. (a) The rows of diggers’ tents, as these were often the only source of accommodation. (b) Disease caused by the crowded, unhealthy conditions caused many deaths on the goldfields. (c) ‘Tough’ are the tough, rougher element, while a ‘toff’ was seen to be more upper class individuals, not as strong and able as the ‘tough’.

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5. Drawing should depict life as indicated in the poem.

6. Answers will vary

Additional Activities

1. Write your own poem or ballad depicting life on the goldfields as if you were there. Present your complete poem after you have written, edited, proofread and published your material in a professional format.

2. Explore the writing of famous Australian poets. Read some of the more well-known poems and short stories. Discuss how they are able to paint a picture of times gone by and the purpose they serve by providing these images to us.

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Discussion/Debate Life on the goldfields was tough. Imagine you are on the goldfields. Discuss in small groups how you would manage without your ‘creature comforts’.

The Chinese Workbook Pages: 60 – 62

Topic Focus

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Learn about significant individuals and groups and their impact on the Australian gold rushes. emigrate, immigrate, migrant, descent, racist, resentment

Resources

• The following websites are recommended: Teacher Chinese Immigration Act 1855 (Vic)

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Keywords

http://www.foundingdocs.gov.au/text_only/places/vic/vic4.htm

Immigration Restriction Act 1901

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C .Affair Publ i cat i ons Students •f orr ev i ew pur posesonl y• The Chinese (on the Goldfields—school website) http://www.foundingdocs.gov.au/text_only/places/cth/cth4ii.htm http://www.ballarat.com/eurekaffair.htm

http://www.heathcoteps.vic.edu.au/goldfields/info/chinese.htm

Chinese on the Diggings

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The Eureka Flag http://www.ausflag.com.au/flags/eureka.html

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The Chinese were very effective goldminers who had a culture that allowed them work exceptionally well in groups to tolerate the hardships of the diggings. This caused considerable negative sentiment among the European miners, who did not all have the same abilities, nor the ability to work so well together. The treatment of the Chinese was extremely racist and would not be supported or even tolerated by government in today’s society.

Introductory Discussion What would happen in today’s society in a similar situation?

Is there still racism in Australian society?

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Activity – Pages 60 – 61 Have students read the text and then answer the questions on pages 60 – 61.

Racism is a sensitive issue; however, discussion should recognise that it did occur and at the same time was occurring with the Aborigines at a more extreme level.

Answers 1. (a) False

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(c) False

2. Their ability to work together as a team; their ability to work harder and longer hours; their ability to work ground that was not as desirable as others; and their experience in searching for gold.

3.

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(d) False

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Significant Individuals Have students read the text and then answer the questions on page 62. The gold rushes and the harsh conditions, mixed with ‘gold fever’, produced many individuals, good and bad who have a place in Australian history. The four presented in the text present a mixture of the good and bad.

Answers 5.

6. (a) Eureka Stockade was the place where the miners came together to resist the high fees being charged for mining licences and eventually forced the government to change its mind.

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(b) Chisholm’s Shakedowns were able to bring help and respite to families of miners who were ‘down on their luck’ after being unsuccessful on the goldfields.

7. (a) A respected member of society. (b) An infamous bushranger and criminal, responsible for robberies and killings. (c) Answers will vary

Additional Activities 1. Research other groups of people involved in the gold rush. What was their contribution? Where did they come from? How did they cope with the harsh lifestyle? Write your report in the form of a newspaper article.

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Discussion/Debate

1. All migrants should have been charged a fee to enter all areas of Australia.

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2. Broaden your knowledge of Australian bushrangers. Select a bushranger and write his biography.

2. Complete this sentence with the name of a significant individual and discuss in small groups.

‘I would like to meet

because …

The Goldfields and Aboriginal People

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Topic Focus

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Develop an understanding of the effects of the gold rushes on the Aboriginal Australian people. devastating, rife, diseases, disrupted, stripped, Corps

o c . che e r o t r s super • Wall map of Australia • The following websites are recommended: Teacher Native Police Corps: Fact Sheet to 1850

http://www.aaa.com.au/hrh/aboriginal/factsht45.shtml

Native Police Corps: Fact Sheet 1850 on

http://www.aaa.com.au/hrh/aboriginal/factsht46.shtml

Students Aborigines (school website) http://www.heathcoteps.vic.edu.au/goldfields/info/aborigines.htm

Native Police Corps http://members.nbci.com/athw/police.htm

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Background Aboriginal Australian people have a very strong link to and bond with the land.

Their culture is based on living in harmony with and respecting their environment.

The arrival of Europeans in Australia with their intensive land use practices and the huge influx of people into the country during the gold rushes led to a conflict of cultures, that soon turned to physical conflict. The power of the white people with their firearms meant the Aborigines were always at a disadvantage. During the gold rushes, many Aborigines were killed, with no respect or acknowledgment of their prior existence or even of their basic human rights.

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Introductory Discussion

Discuss how the Europeans felt it was their right to take over lands from supposedly ‘uneducated tribes of natives’.

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Discuss the differences in cultures and how these differences caused extreme conflict between the two groups.

Discuss how ‘gold fever’ made Europeans even less aware of Aboriginal Australians rights.

Activity – Pages 60 – 61

Have students read the text and then answer the questions on page 64 – 65.

Answers

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1. Similarities: The European settlers and Aborigines had similarities in that they had the same basic needs of food and shelter; however, the two cultures had very different ways of meeting these needs.

Differences: Aborigines had an affinity with their environment and had survived for many years working with the environment. Europeans had a cultural background based on exploiting the environment. Most specific differences are based around this fundamental difference.

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(b) common: rife (c) reduced: depleted (d) usual: traditional (e) happen: occur

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2. (a) destruction: devastation

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3. Disease brought about by European contact; poisoning; shooting

4. The diggers showed little care for the land and left it dug up and in disrepair.

In addition, trees were cut down for firewood and housing.

5. Aboriginal population was reduced in a direct relationship with the increase in the European immigration.

6. (a) Answers will vary; however, should include reference to the fact that the behaviour of European settlers was not something that warranted recording and that theirs was a culture that had a history of showing little or no regard for native populations in newly-discovered countries. (b) Write Australian history with a full representation of all groups involved. Much of the information is available, yet was not included due to the level of racism that existed in white communities at the time.

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r o e t s Bo r e p ok u S 8. Answers will vary

Additional Activities

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1. Research to find and report on the role of the Native Police Corps. Include its beginnings, laws, roles, uniforms, weapons and any interesting facts.

You can select your own style of presentation format.

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Discussion/Debate

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1. Today, Australian Customs controls the importation of certain products into the country to help prevent new diseases being introduced. Do you think this is too little, too late?

2. What is your opinion of the decline in the Aboriginal population? What could have been done to prevent this?

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Gold Finds Around Australia Workbook Pages: 66 – 69 Topic Focus You will learn about the significant gold finds in each State and Territory of Australia.

Keywords period, productive, valuable, prospectors, region, foundation Resources

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http://www.perthmint.com.au/aboutPM/precious/rushes/rushes.html

South Australia’s Forgotten Gold

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• Wall map of Australia • The following websites are recommended: Teacher The Gold Rushes that Made Australia

http://members.tripod.com/~treasure1/safg.html

Gold 150—Celebrating 150 Years of Australian Gold Rush History http://www.ballarat.edu.au/sovhill/gold150/sovhill.htm

Beaconsfield Gold (TAS.) (Bottom of page)

http://www.beaconsfieldgold.com.au/CorpDetails.html

Students Pine Creek, NT

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C .Australian Pub l i cat i ons South Goldmining •f orr evi e w pu po ses(Department onl y •and Energy) Queensland Goldr Project Information of Mines http://www.walkabout.com.au/fairfax/locations/NTPineCreek.shtml http://www.ozemail.com/~fliranre/gold.htm http://www.dme.qld.gov.au/ed/ed-gold.htm

NSW Department of Mineral Resources: Mini-Fact Sheet Goldmining in Victoria

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http://www.minerals.nsw.gov.au/minfacts/81.htm http://www.bendigo.net.au/~reef/history.htm

Gold had an effect in every State of Australia. Each gold rush saw men travel from all States to get to the ‘find’, leaving families and communities without men to complete their normal work and duties. Much of this work was assumed by women, with little or no formal recognition.

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Each State had finds of varying significance as outlined in the text.

Introductory Discussion

Discuss how the size of Australia meant that people could travel thousands of miles to find that the gold find had run out; that the Australian environment was very hostile towards people mining gold in unpopulated area; and how very few of the gold finds maintained their attraction.

At the same time it should be recognised that in total a lot of gold was produced and is still produced by the Australian gold industry and the wealth created by these finds helped establish Australia as a Federation.

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Activity – Pages 66 – 67 Students need to read the text and then use an atlas to locate the locations of gold finds in each State.

Answers

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2. Students use information from text and previous lessons to complete the time line.

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3. The short-lived goldfields contained mainly alluvial gold, and declined after surface mining had exhausted the gold stocks. Other sites also contained an underground source of gold, which meant a longer working life for the area, with different forms of mining being used.

4.

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5. Answers will vary, although the more isolated areas with limited or no rainfall, would have provided challenging conditions.

Additional Activities

‘By the end of the 1800s all the gold was mined and the town became a ghost town.’ This was a regular occurrence. Develop a plan, on your own, or with a partner, to prevent towns becoming ghost towns once people have taken all they can from the land, or are replaced themselves by machines and technology. How could you encourage people to stay? Should the land be regenerated and used in another way?

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Discussion/Debate

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This ownership was never recognised and Aboriginal people were treated no better than slaves.’ Discuss.

The Eureka Uprising

Workbook Pages: 70 – 71

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You will learn about the Eureka Stockade and its effects on the diggers. elements, amenities, licence, intrusion, rebellion, allegiance, abolish

Resources • Additional resources on the Eureka uprising • ‘Eureka’s Stockade’ (1949 movie—Peter Finch, Chips Rafferty) • The following websites are recommended: Teacher Screensound Australia—National Film and Sound Archive http://www.screensound.gov.au/index.html

The Eureka Stockade Centre http://www.sovereignhill.austasia.net/eureka.htm Gold in Australia

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‘Blood on the Southern Cross’ http://www.sovereignhill.austasia.net/scross.htm

Students The Eureka Rebellion http://www.sovereignhill.austasia.net/rebel.htm

Poems of Eureka http://www.alphalink.com.au/~eureka/eupoems.htm

Australian Museum Online—Eureka

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Paintings from Eureka

http://www.slv.vic.gov.au/slv/exhibitions/goldfields/eureka/doudiet.htm

The Eureka uprising is an event of great significance in Australia’s history. It represents more than a battle between some miners and police—it indicates a turning point in Australian society and culture, where the ‘working class’ gained a say in how the colony was run.

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Background

Introductory Discussion

Discuss the situation that led to the Eureka uprising, especially the system of government which was largely controlled by the upper classes, with lower classes having no say at all. In this case, the Government placed an impost upon the miners that pushed them too far, creating the uprising.

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C.Publ i cat i ons Students need to read the text and then answer the questions. Many questions require opinions based on the text and the individual’s thoughts and should be •f orr e vi ew pur posesonl y• discussed in detail during the lesson.

Activity – Page 71

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1. (a) Answers will vary; however, should indicate that the miners had popular support for their grievances and they were acquitted based on this. (b) Answers will vary, but should be supported by reason.

2. (a) They became very angry.

(b) They couldn’t believe their protest actions had gone as far as having people killed.

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(c) They had made significant progress in their fight for better conditions and rights for miners.

3. (a) Protesting against the law which required them to have a licence. (b) The battle where the miners were attacked by the police and soldiers.

4. Answers will vary, although the facts suggest the miners were outnumbered and poorly armed when compared with the police and soldiers.

5. Answers will vary 6. Blue background, white cross and stars.

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Additional Activities 1. Write a letter to a loved one in Britain about your experiences during the Eureka Uprising. Remember to share with them aspects of life on the goldfields.

2. Create a mural of the events of the Eureka Uprising. Use brief statements to explain the events and present to your class or school.

Discussion/Debate

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Workbook Pages 72 – 76

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View a copy of a Miner’s Licence of the time. The conditions outlined on the licence were deemed unfair by the miners. Do you think they were fair or unfair?

Topic Focus

Students will learn about different aspects of life on the goldfields.

Keywords

Resources

establishment, represent, immigration, contributed, illegal, lawlessness

• The following websites are recommended: © R. I .

C .Publ i cat i ons Teacher Life on the Goldfields—Visual Arts—State Library of Victoria •f orr evi e w pur posesonl y• http://www.slv.vic.gov.au./slv/exhibitions/goldfields

Cobb and Co. Curriculum Package

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Students Cobb and Co. Coaches (photos)

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http://www.wanpardaeec.qld.edu.au/cnc_pac.htm

http://www.teachingheritage.nsw.edu.au/d_reshaping/meta_cobbco.html

‘The Lights of Cob and Co.’ by Henry Lawson

http://www.downunder.dk/writers/lights.shtml

o c . che e r o t r s super The Goldfields Experience—Food

http://www.heathcoteps.vic.edu.au/goldfields/info/food.htm

The Goldfields Experience—Schools

http://www.heathcoteps.vic.edu.au/goldfields/info/education.htm

The Goldfields Experience—Clothes

http://www.heathcoteps.vic.edu.au/goldfields/info/clothes.htm

The Goldfields Experience—How the Diggers Lived

http://www.heathcoteps.vic.edu.au/goldfields/info/lifestyle.htm

Background Information Life on the goldfields was vastly different from the life students are familiar with today. This topic is perfect to be used as a comparative study between life of the past and life today.

It is important to point out to students that this was a time in Australia’s history when our identity was created. It was also a time of the harsh treatment of the Aboriginal Australian people and of the Chinese who migrated to Australia to seek a better life.

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Interesting stories sprang up from the time of the gold rushes, of success, failure, tragedy, illness and fortune.

Introductory Discussion What do you think life was like on the goldfields?

How do you think children were educated on the goldfields?

Do you think the treatment of the Aboriginal people and the Chinese immigrants was fair? Explain.

Activity – Pages 72 – 76

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Students may find it helpful to highlight any keywords and phrases they feel are important to the meaning of the text and which may help them when answering the questions.

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These pages are broken up with text and questions. Ask students to read through the entire section before beginning on the activities to ensure they have a clear understanding of the task at hand.

Answers 1.

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2. Answers will vary; a lot of the immigrants from the British Isles were convicts or moved to Australia under government grants seeking a better life.

3. False; Chinese and Europeans settled in Australia during the time of the gold rushes.

However, in terms of Aboriginal Australian occupation, they are only ‘newcomers’.

4. Answers will vary; Bullocks are a lot stronger than horses; horses were more expensive; and the roads were more suited to bullocks.

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7. (a) The diggers could have bathed more regularly and eaten more fresh fruit and vegetables when available. (b) Answers will vary

8. Answers will vary; It did not appear valued as formal education was not available on the goldfields.

9. Answers will vary according to each student.

10. Answers will vary 11. Answers will vary 12. Teacher check

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Additional Activities Using the headings from the text, prepare a comparison between life in Australia today and life on the goldfields during the gold rush period.

Discussion/Debate Discuss the plight of the digger. How would things have been different on the goldfields with the technology that is available today?

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Women on the Goldfields Workbook Pages 77 – 78

Students will learn about the role of women on the goldfields and explore family life.

Keywords

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Topic Focus

majority, dominated, established, contribution, nonexistent

Resources

• The following websites are recommended: Teacher Women on the Goldfields—Ballarat

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C .Publ i cat i ons Students Women on the •f orr evi e wp uGoldfields r posesonl y• http://www.cbl.com.au/ballarathistory/goldwomn.html

http://www.sovereignhill.austasia.net/education/women.htm

Background Information

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The role of women on the goldfields was rarely recorded in this male-dominated environment. This doesn’t mean that their role was less important than that of the men. The women still worked the claims, raised their families, educated their children, maintained their home and looked after their husbands. Life for women on the goldfields was harsh, they were isolated, thought of as second-class citizens, were not allowed to vote, suffered from many diseases and rarely saw their husbands.

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The contribution of women to the improvement of education, health, housing and living standards in general is rarely recognised in Australian history. If women had not moved to the goldfields to be with their husbands, Australia might have been a very different country today, with few country areas as well established as they are.

Introductory Discussion Do you think women should have been allowed on the goldfields?

Why do you think women were not given the right to vote?

What do you think it means ‘women were thought “to have their place”’?

Do you think something could have been done about the diseases on the goldfields which took the lives of so many women and children?

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Activity – Pages 77 – 78 Read the text provided on page 77. Ask the students to break into small groups and give each group one of the following topics to discuss in relation to the text.

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• voting rights • working the claim alongside their husband • working their own claim • lack of food, water and medical assistance • home duties of the women • women’s contribution to the development of communities in the goldfields Each group can their report its discussion findings back to the whole class, providing all students with a comprehensive overview of life on the goldfields.

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Additional Activities

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2. Answers will vary; students need to demonstrate clear support for their views.

3. Women probably chose to join their husbands to ensure their family was together and to provide support to their husband.

4. Teacher check 5. Answers will vary

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1. Draw up a timetable of what you and your family might do on a typical weekend. Create a timetable of what a family on the goldfields might do on their weekend. Compare the two.

2. Make a list of all the things you like to do with your family.

Discussion/Debate Discuss how the roles of women, children and the family in general have changed since early times on the goldfields.

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Mining and the Environment Workbook Pages 79 – 80 Topic Focus Students will learn about the impact of mining on the environment and the steps now being taken to ensure the environment is protected.

Keywords plundered, residue, felled, stringent, restoration, ecosystem, biodiversity Resources

r o e t s Bo r e p ok u S • The following websites are recommended: Teacher Mining and the Environment

Minerals Council of Australia—Environment

http://www.minerals.org.au/pages/page6_71.asp

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http://www.goldinstitute.org/mining.html

Students Chamber of Minerals and Energy (WA)—Environmental Policy (comprehensive) http://www.mineralswa.asn.au/~cmeenpu/page1.html

Cyanide Spill Reveals the Cost of Gold

http://jinx.sistm.unsw.edu.au/~greenlft/2000/394/394p8.htm

Through a lack of education anda knowledge ands simply because the environmnet © R. I .

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P u b l i c t i o n wasn’t considered important enought, miners in the past destroyed the areas they mined without consideration for the future. Times have changed, we have •f orr evi ew pur posesonl y• learnt a little from our mistakes of the past and more care is now taken even

Background Information

before a mine is established.

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Miners today are responsible for ensuring the ecosystem of the area is not affected by the mine and the mining process. Constant checks by authorities ensure that appropriate practices are being carried out.

Introductory Discussion

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Why is it so important to preserve the environment for the future?

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What do you think needs to be done to preserve the environment?

Do you think mining can continue without harming the environment in some way?

Students read the text provided on page 79. Ask students to highlight any keywords and phrases that demonstrate the comparison between what used to happen when an area was mined and what happens today when an area is mined.

Answers 1. (a) water can become polluted (b) trees can be removed (c) holes dug for shafts may be left open (d) cyanide could leach into the soil and waterways, killing animals and plants

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2. (a) anything to do with mining is removed (b) plants are established (c) animals move back into the area 3. Answers will vary; consideration for the Aboriginal community must be taken into account as they are the original owners of the land.

4. Answers will vary; preservation of the environment is important for the future of our planet.

5. Answers will vary; housing development, pollution, deforestation etc.

r o e t s Bo r e p ok u S 6. Answers will vary

Research to find how a mining company, closest to your local area, has restored or intends to restore the environment after the mine is closed. Record the approaches they intend to use and write a report. Include your suggestions for the type of flora and fauna which you believe should be returned to the area.

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Additional Activities

Discussion/Debate

‘All mining should be stopped to preserve the environment.’ Discuss what you think about this statement. Consider the pros and cons.

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Assessment Assessment and Evaluation The activity on page 66 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

Time, Continuity and Change TCC4.3 Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history.

TCC4.4 Students critique information sources to show the positive and negative effects of a change or continuity on different groups.

Place and Space PS4.1 Students make justifiable links between ecological and economic factors and the production and consumption of a familiar resource.

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Outcomes

Administration

Distribute the activity sheet on page 66 of the Teachers Guide, one per student.

Ask students to write their name in the top right-hand corner of the page. Read through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

It. isC important work independently ons these activities—this provides a © R. I .Pstudents ubl i c at i on true representation of what students understand or oftheir lack of understanding.

Once students completed the activity, collect the worksheets.

•f orr evi ew phave ur pos e so nl y • Mark and record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

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Answers 1. Gold is considered valuable because there is high demand for the product with comparatively little supply.

2. 1810s—1816 by a convict who lived in the Bathurst area.

3. (a) False

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(c) False

4. (a) Alluvial mining – when gold is mined from the surface; uses minimal equipment and manpower (b) Deep reef mining – when gold is mined from deep beneath the surface; uses heavy machinery and lots of manpower

5. The Eureka Uprising occurred on Sunday, 3 December 1854 at Ballarat. Miners were fighting to improve the situation on the goldfields and to reduce the fee to dig for gold.

About 30 miners and six soldiers died in the battle.

6. Answers will vary 7. Answers will vary

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Gold in Australia Student Name:

Date:

Task At the conclusion of the unit ‘Gold in Australia’, students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Indicators Demonstrated

Discussion and Debate

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Identifies why gold is such a valuable commodity.

Demonstrates awareness of when gold was first discovered within Australia.

Displays an understanding of the treatment of various groups on the goldfields.

Explains the two main methods of gold mining.

Demonstrates understanding and knowledge of events in Australia’s goldmining history.

• Demonstrates an awareness of what life was like on the goldfields.

• Expresses their opinion as to the importance of preserving the environment.

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Needs Further Opportunity

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Satisfactory

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Needs Improvement

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Satisfactory

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Additional Activities

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| Needs Improvement

Satisfactory

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Needs Improvement

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General Comment

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Satisfactory

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Student Comment

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Gold in Australia 1. Explain why gold is so valuable.

2. In which decade was gold first discovered in Australia?

1810s

1820s

1830s

1840s

3. Answer true or false.

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(a)

The Chinese were treated as equals on the goldfields.

True

False

(b)

Women on the goldfields were not allowed to vote.

True

False

(c)

Aboriginal people were treated with respect by the miners on the goldfields.

True

False

(a)

alluvial mining?

(b)

deep reef mining?

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4. What is …

5. Give a brief description of the ‘Eureka Uprising’.

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(ii)

(iii)

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7. Explain why it is important to restore an area after mining is finished.

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Antarctica Unit Focus Antarctica takes the students on an exploration of this amazing continent. It explores its history and development, the people who have had the greatest influence on the area and the types of animals that inhabit the continent. The unit also focuses attention on the environmental issues surrounding Antarctica and what is being done to preserve this unique environment for the future.

Unit Topics

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• Where is Antarctica and What is it? ................................... 82 – 86 • The Discovery of Antarctica................................................ 87 – 88 • Sir Douglas Mawson .......................................................... 89 – 90 • The Animals—Penguins ..................................................... 91 – 93 • The Animals—Seals .......................................................... 94 – 96 • The Animals—Whales ....................................................... 97 – 99 • Antarctic Bases .............................................................. 100 – 102 • The Environment ............................................................ 103 – 105 • Antarctica—Did You Know? ........................................... 106 – 108

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The topics selected to develop this understanding are:

Outcomes and Indicators

Time, Continuity and Change TCC4.3 Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history.

TCC4.4 Students critique information sources to show the positive and negative effects of a change or continuity on different groups.

Place and Space PS4.2 Students predict the impact of changes on environments by comparing evidence.

PS4.3 Students participate in a field study to recommend the most effective ways to care for a place.

PS4.4 Students use latitude, longitude, compass and scale references and thematic maps to make inferences about global patterns.

PSD4.8 Students develop an action plan to contribute to a positive outcome for an issue of personal concern.

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Where is Antarctica and What is it?

Workbook Pages: 82 – 86 Topic Focus To locate Antarctica and understand its geological and geographical features as well as to understand the difference between the Antarctic and the Arctic.

Keywords desert, factor, constellation, mass, barren, hemisphere, Pole, calved, drift, peninsula

r o e t s Bo r e p ok u S

• world map or globe—Poles, axis, magnetic Poles • map of Antarctica—detailed • The following websites are recommended: Teacher

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Resources

http://vigonline.lineone.net/discovery/places/nations/data/antarctica.html

Students Antarctica—An Introduction

http://polarmistexp.com/polarmist_web/antarctica/land_intro.html

Antarctica—Geography and Topography

http://polarmistexp.com/polarmist_web/antarctica/land_topography.html

Ross Ice Shelf—Colour Photos

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C .Publ i cat i ons Antarctic Exploration Time Line •f orr evi ew pur posesonl y• Background http://www.vims.edu/bio/microbial/NBPishelf.html http://www.clubdirect.com/southpole/expl1.html

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Introductory Discussion

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This unit is broken into two sections and gives the students a general overview of Antarctica. Students may be surprised to learn that Antarctica is actually a desert and is classed as such because of the lack of rainfall.

The comparison between the Arctic and Antarctica will be of interest to students as the common misconception is that they are both the same except for their location. The major difference between the two is that one is actually made up of land covered by ice, while the other is sea covered by ice—quite a distinct difference.

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Before students open their workbook, use the quiz as an oral introduction to the topic of Antarctica. Ask each question one at a time and draw out student discussion.

• I am actually a desert; I get about the same amount of rain as the Sahara Desert (less than 50 mm a year). What am I? • I hold 70% of the earth’s fresh water and over 90% of its ice. What am I? • If all my ice was to melt, it would raise the earth’s sea levels almost 70 metres.

What am I? • I am one of the windiest places, with coastal winds up to 300 km/h. What am I?

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• My lowest recorded temperatures in winter have reached – 89°C … and that’s without the wind chill factor! What am I? • I lie mostly south of 60°S latitude. What am I? Activity – Pages 83 – 84 Discuss the information provided on page 82. View the maps, paying special attention to the parts that make up Antarctica. Various countries have claimed land on Antarctica and the location of these may be placed by the class on a world map. Use keywords to record on the board the facts students consider to be the most interesting.

r o e t s Bo r e p ok u S

1. (a) a desert – an area so deficient in moisture as to support only a sparse, widely spaced vegetation, or none at all; any area in which few forms of life can exist because of lack of water, permanent frost, or absence of soil; any place lacking in something; of, pertaining to, or like a desert; desolate; barren

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Answers

(b) the chill factor – the temperature which human beings feel on exposed skin which is lower than the normal temperature readings because of the additional factor of wind speed (c) latitude – the distance by which a point on the earth is north or south of the equator, measured in degrees (d) a constellation – a group of stars

(e) continent – one of the main land masses of the world

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2. Eurasia, Africa, North America, South America, Antarctic, Australia/Oceania

3. (a) temperature – Sahara summer maximum 43°C; Sahara winter maximum 16°C; Antarctica summer maximum –15°C to –25°C; Antarctica winter maximum –40°C to –70°C (b) position – Sahara is in the northern hemisphere; Antarctica is in the southern hemisphere

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4. Answers will vary.

5. Answers will vary according your community.

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(c) size – Sahara covers an area of 9 million square kilometres; Antarctica covers an area of about 14 million square kilometres

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6. Teacher check – the continent of Antarctica should be shaded as well as the area which best represents your local community.

Activity – Page 86 Discuss the major differences between the two poles. Discuss and develop understanding of terminology such as: ice sheet, peninsula, ice shelves, transantarctic. As each location is mentioned in the text, direct the students to locate it on the map provided on page 85 of the workbook.

r o e t s Bo r e p ok u S Answers

1. Seas – Weddell Sea, Amundsen Sea, Ross Sea Oceans – Indian Ocean, South Pacific Ocean, South Atlantic Ocean 2. (a) Graham Land

(c) Queen Maud Land (d) Wilkes Land (e) Victoria Land

3. Transantarctic Mountains 4. cold; covered in ice, roughly the same size 5. (a) ice sheet – the ice that covers Antarctica

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(b) Marie Byrd Land

(b) ice shelf – floating masses of ice on the edges of the continent

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C.Publ i cat i ons Additional Activities •f orr evi e ptou r pconstellation oses othenBigl y •Draw it. Research 1. w Research find the called Dipper. (c) iceberg – smaller pieces of ice which have broken away from an ice shelf

to find other constellations and draw them.

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Discussion/Debate

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2. Make a list of the consequences of the ice on Antarctica melting. What needs to be done to prevent this from happening?

3. Try melting sheets of ice. Begin by floating a piece of ice in iced water, a piece of ice in cold water and a piece of ice in warm water. Observe the ice to see how slowly or quickly each piece melts in the different temperatures.

Record your findings.

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4. On a map of the world, shade Texas and Belgium to compare the sizes of the Ross Ice Shelf and the iceberg reported to be the size of Belgium. (The most interesting thing about icebergs is that you can only see one-tenth of the iceberg above the water, so imagine how big this iceberg actually was.)

1. Discuss what Antarctica means to you.

2. Describe Antarctica as if you were talking to an alien from another planet.

3. Discuss the use of icebreakers to break the sea ice. Do you think this could have a negative effect on Antarctica? Explain why or why not.

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The Discovery of Antarctica Workbook Pages: 87 – 88 Topic Focus To develop a basic understanding of how and when Antarctica was discovered.

Keywords existed, reasoned, crossing, locate, magnetic, geographic Resources

r o e t s Bo r e p ok u S • world map or globe

This unit offers students a brief background on the discovery of Antarctica. It is interesting to note that the North Pole was discovered a good decade before the South Pole and students may be directed to think about why this was.

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Background

The Greeks imagined the large landmass existed as it was needed to balance the weight of the landmasses in the northern hemisphere. A number of explorers risked their lives to prove the existence of the landmass. Captain Cook was one of the early explorers, but couldn’t sight land because of the huge ice blocks which prevented his travel further south. The three explorers credited with sighting the land of Antarctica but never setting foot on it were Fabian von Bellinghausen, Edward Bransfield and Nathaniel Palmer. Historians aren’t quite sure who the first person to set foot on Antarctica was, but it is believed that John Davis, an American sealer, was the first to go ashore, at Hughes Bay in 1821.

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C.Publ i cat i ons Introductory Discussion •f orr e vi e wthinkp ur p os s onl y What do you would have been thee initial impression of the • people who first saw Antarctica?

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Do you think the technology of the time restricted exploration of Antarctica?

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Activity – Page 88

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Discuss the information provided on page 87. Use keywords and phrases to record information of particular interest on the board. Students can work in small groups and underline the text to highlight the keywords and phrases they think are important. Bring the class back together and develop a class bank of interesting keywords and phrases to support the text.

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1. 1773 – Captain James Cook was the first to cross the Antarctic Circle about 66.5° south of the equator.

1820 – Russian Admiral, Fabian von Bellinghausen, British officer, Edward Bransfield, and American sealer, Nathaniel Palmer, all made recorded sightings of the continent of Antarctica.

1830s – exploration teams set out to try to locate the South Magnetic Pole.

1841 – Englishman James Clark Ross sailed in the Ross Sea and worked out the approximate location of the South Magnetic Pole.

1908 – Douglas Mawson led the Australian party which finally raised a flag over the South Magnetic Pole.

1911 – Norwegian Roald Amundsen became the first person to reach the South Geographic Pole.

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2. (a) Roald Amundsen – the first person to reach the South Geographic Pole. (b) Captain James Cook – the first person to cross the Antarctic Circle. (c) Fabian von Bellinghausen – the first person to make a recorded sighting of the continent of Antarctica.

3. Answers will vary.

4. (a) Answers will vary, but should include the fact that it can’t point north or south, because it is directly on the southern point. (b) Answers will vary, but should state that the same thing would occur, because it is directly on the northern point.

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1. Research to find the difference between a ‘geographic pole’ and a ‘magnetic pole’. Use any means (talk, diagrams, examples) to explain the differences to your classmates.

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Additional Activities

2. The Geographic South Pole is actually moving. Can you find out why?

Share your findings with your class.

3. Select one of the men who made the first recorded sightings of Antarctica. Complete a brief profile and present to your class.

Discussion/Debate

Discuss people’s fascination with Antarctica. Include what it is about Antarctica that interests you.

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C.Publ i cat i ons Sir Douglas Mawson •f orr evi ew pur p osesonl y•

Workbook Pages: 89 – 90

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Keywords

Resources

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Topic Focus

Students will learn about Douglas Mawson and his work in Antarctica. engineering, geology, glaciers, expedition, crevasse, blizzard, trek

o c . che e r o t r s super • Resources on Sir Douglas Mawson • World map • The following websites are recommended: Students Sir Douglas Mawson

http://www.abc.net.au/btn/australians/mawson.htm

Mawson Trail http://www.recsport.sa.gov.au/trails/maw_doug.htm

Sir Douglas Mawson http://www.cap.nsw.edu.au/Koonawarra/TimeTravel/Sir_Douglas_Mawson.html

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Background This unit provides students with a brief biography of Sir Douglas Mawson and his exploration of Antarctica. Students will be amazed at the hardship Mawson endured on his expedition.

Introductory Discussion Who is Sir Douglas Mawson?

What do you think it would be like to explore Antarctica?

Activity – Page 89

r o e t s Bo r e p ok u S Read the text on page 88.

Discuss the type of person the students think Sir Douglas Mawson was. Discuss his character traits. Do the students think they have any of the same types of traits in themselves?

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On a map of the world find and mark the locations where Sir Douglas Mawson lived.

Elicit keywords and phrases from the students in relation to the text and record on the blackboard/whiteboard.

Answers

1. (a) His dream was to go to Antarctica where glaciers still existed.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• (b) English (c) Aurora

(d) He was famous for his contribution to the scientific understanding of Antarctica as well as for his courage and great leadership. (e) He was a Professor of Geology at the University of Adelaide.

2. (a) 76 years old

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(c) 26 years old (d) 47 and 49 years old

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(b) 30 years old

3. His study of rocks around the Flinders Ranges, caused by ancient glaciers, led him to dream about going to Antarctica where glaciers still existed.

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Additional Activities 1. Write a report card on Sir Douglas Mawson.

2. Present a news report (either oral or written) to the class on Sir Douglas Mawson’s return after the death of his team members.

Discussion/Debate 1. Discuss the strength of character required to do what Sir Douglas Mawson did in his lifetime.

r o e t s Bo r e pAnimals—Penguins ok The u S

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2. Discuss your goals, dreams and interests. Where do you hope they will take you one day?

Workbook Pages: 91 – 93

Topic Focus

To learn about some of the penguins of Antarctica.

Keywords

Resources

modified, blubber, frigid, rookeries, incubate, hatch, krill, Adelie, Emperor

© R. I . .Pu bl i cat i ons •C Resources on penguins • World map •f orr evi e wfollowing pu r po esonl y• • The websites ares recommended: Teacher Lycos Encyclopaedia of Animals: Antarctica Index

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Background

Students Antarctica: Fauna

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http://versaware.animalszone.lycos.com/continents/antarctica.asp

http://easyweb.easynet.co.uk/~drm/Pages/antarctica/ant_fauna.html

Gallery: Antarctica Animals (photos)

o c . che e r o t r s super http://www.infocusphotos.com/gallery/Asst/ant.htm

Antarctica: Plants and Animals

http://amurdoch.tripod.com/yr4/fauna.html

This unit provides students with information about the penguins which live in Antarctica. Students will probably be interested to know that no large animals live permanently in Antarctica. This means penguins thrive here because they have no natural predators on land.

Introductory Discussion What is a penguin?

How many types of penguins do you know of?

Where do penguins live?

What do penguins eat?

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How do penguins move?

Do penguins have any predators?

Activity – Pages 92 – 93 Read the text on page 91.

In small groups, ask students to read through the text again and highlight keywords and phrases they think are important. Come back together as a whole group and collate the keywords and phrases. Groups will need to explain why they selected their keywords and phrases.

r o e t s Bo r e p ok u S Answers

(b) Use their streamlined bodies efficiently move under the water. They travel between 8 and 12 km/h.

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1. (a) Short, thick feathers, which are packed very closely together, and a layer of blubber (fat) help to keep them warm.

(c) Hold them on their feet above the ice and settle their warm, fat stomach over them.

2. (a) Their modified wings act like flippers and their feet and tails are used to steer. Their heavy bones help them to dive in the water. (b) They are awkward walkers, waddling along.

(c) On ice, they lie on their stomachs and push themselves along.

3. Answers will vary but should include: their thick layer of blubber to keep them warm; the way in which they all come together to breed and keep warm.

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4. colonies, they take turns, the parents take turns in feeding them and keeping them warm until they are old enough to join other chicks in a sort of ‘day care’ centre 5. (a) False

(b) False (c) True

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(e) False 6. Answers will vary 7.

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(d) False

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Additional Activities Select one penguin and write a report. Present your penguin report to the class in any chosen format. It could be a magazine article, news report or television report/ documentary.

Discussion/Debate 1. Discuss what human society could learn from observing penguin societies.

r o e t s Bo r e The Animals—Seals p ok u S

Workbook Pages: 94 – 96

Topic Focus

To learn about some of the seals of Antarctica.

Keywords

Resources

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2. Discuss the role of penguins in Antarctica.

ferocious, warm-blooded, sonar, predators, extinction

• Resources on seals © R. I . .P bl i cat i ons •C World mapu • The following websites are recommended: •f orr evi e w pur posesonl y• Teacher Lycos Encyclopaedia of Animals: Antarctica Index

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Students Antarctica: Fauna

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http://versaware.animalszone.lycos.com/continents/antarctica.asp

http://easyweb.easynet.co.uk/~drm/Pages/antarctica/ant_fauna.html

Gallery: Antarctica Animals (photos)

http://www.infocusphotos.com/gallery/Asst/ant.htm

o c . che e r o t r s super Antarctica: Plants and Animals

http://amurdoch.tripod.com/yr4/fauna.html

This unit provides students with information about the seals which live in Antarctica. Students will probably be amazed to know that there is only one type of seal that has made the Antarctic its home all year round. The Weddell Seal remains in Antarctica 365 days of the year and is the only seal do so. Students will also find the information about the leopard seal quite interesting, as seals are often portrayed as cute and harmless.

Introductory Discussion What is a mammal?

Is a seal a mammal?

Can you name any types of seals?

Do you think any seals live in Antarctica or do they use it as a holiday resort?

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What is the most common threat to the seal population?

Activity – Pages 95 – 96 Read the text on page 94.

Ask students to find keywords and phrases in the text which answer the questions which were posed during the discussion. Highlight these in their workbook. This should give them a good basis for the comprehension activities to follow.

Answers

r o e t s Bo r e p ok u S 2. (a) no (b) no (c) yes (d) yes (e) no 3. seals, dolphins, whales, humans 4. Seals have a thick layer of blubber beneath their skin.

5. An animal that hunts other animals for food.

6. Something that no longer exists.

7. Answers will vary

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Additional Activities 8. Arctic; Antarctic

9. Answers will vary

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Discussion/Debate

1. Use the Internet to research your favourite Antarctic seal. Design a brochure which informs others about your seal. Remember to include its name, where it lives, what it eats, its special characteristics and what you like about it.

2. Sonar is also called ‘echolocation’. Find out more about this and make a list of other animals that use this method to find their food.

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Discuss whether it is important or not to protect seals from humans.

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The Animals—Whales Workbook Pages: 97 – 99 Topic Focus To learn about some of the whales of Antarctica.

Keywords ferocious, warm-blooded, sonar, predators, extinction

r o e t s Bo r e p ok u S

• Resources on whales • World map • trundle wheel • The following websites are recommended: Teacher Lycos Encyclopaedia of Animals: Antarctica Index

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Resources

http://versaware.animalszone.lycos.com/continents/antarctica.asp

Students Antarctica: Fauna

http://easyweb.easynet.co.uk/~drm/Pages/antarctica/ant_fauna.html

Gallery: Antarctica Animals (photos)

http://www.infocusphotos.com/gallery/Asst/ant.htm

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C.Publ i cat i ons Background This unit provides with information about the • whales which live in •f orr evi ew pustudents r po se son l y Antarctica. The sheer size of the Blue Whale is usually of interest to the students.

Antarctica: Plants and Animals

http://amurdoch.tripod.com/yr4/fauna.html

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Move out to the school oval and, using a trundle wheel, mark out 30 metres to give students an idea of the length of the Blue Whale.

The ‘bubble net’ used by the Humpback Whale is a technique also used by some dolphin families.

Introductory Discussion Can you name any types of whales?

o c . che e r o t r s super What makes whales so special?

Are people allowed to hunt whales?

What types of food do whales eat?

Activity – Pages 98 – 99

Read the text on page 97.

Ask students to highlight any words they do not understand in the text. Elicit definitions from the class, if possible. If not, students can use a dictionary to explain any words which they do not understand. Encourage students to read around the word to try to work out the meaning for themselves.

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Answers 1. Orca; Sperm whale 2. (a) Fact (b) Opinion (c) Fact (d) Fact (e) Opinion

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3. The shaded areas on the map should include: the area between the Tropic of Cancer to the Arctic Circle; and the area from the Tropic of Capricorn to the Antarctic Circle.

4. Answers will vary but should include the protection of the species for future generations.

6.

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5. Blue whales; Southern Right whales; Humpback whales

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7. Answers will vary depending on the whales chosen by the students to complete the table.

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Discussion/Debate

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Research to find out more about the IWC (International Whaling Commission) and its regulations. Present your findings in the form of a report.

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Discuss your view about some countries hunting whales for ‘scientific’ purposes.

Support your ideas for or against.

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Antarctic Bases Workbook Pages: 100 – 102 Topic Focus Students will learn about the main scientific bases in Antarctica.

Keywords Indigenous, research, flora, atmospheric, contamination, recreation Resources

r o e t s Bo r e p ok u S http://www.70south.com/resources/bases

Students Live Information from Australian Antarctic Bases http://www.aad.gov.au/stations/live.asp

Pictures of Antarctic Bases (slow loading)

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• World map • The following websites are recommended: Teacher Antarctic Bases/Stations (extensive; includes associated links)

http://sung3.ifsi.rm.cnr.it/~dargaud/Antarctica/AntarBases.html

Background

This unit provides students with a map which shows the various countries that have laid claim to Antarctica and the amount of area they have laid claim to. It is important to note that Australia has laid the largest claim with an area of almost six million square kilometres.

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C.Publ i cat i ons This unit also illustrates the care being taken visiting •f orr evi ew p ur p o se s obyn l yscientists • to preserve this unique environment. Students must be made aware of the measures being taken and relate the care of Antarctica to that of their own community.

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Activity – Pages 101 – 102

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Do you think countries have the right to lay claim to Antarctica?

How do you think this affects Antarctica? Is it positive or negative?

Do you think countries that are so far away from Antarctica should be allowed to lay claim to parts of the area? Why or why not? Locate these countries on a world map to demonstrate their distance from Antarctica.

o c . che e r o t r s super Read the text and view the map on page 100.

Discuss the key on the map showing the various claims which overlap, namely Britain, Argentina and Chile. Encourage discussion with the students about how this may affect relationships between these countries if there were a disagreement over something which was happening in Antarctica.

Elicit from students the importance of the research being done in Antarctica.

How does this research affect the rest of the world? Should it be stopped or continued? Encourage students to support their ideas clearly.

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Answers 1. (a) 3; (b) 100; (c) 4 000; (d) 1 000; (e) 30; (f) 1 000 2. Mawson; Davis; Casey 3. 1954 4. Answers will vary 5. Answers will vary but should include the fact that Australia played such a huge role in the exploration of Antarctica and is physically near Antarctica.

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7. Answers will vary but should include the damage introduced species often cause when brought into a foreign environment. Antarctica’s delicate environment is so highly balanced, it is important that nothing is introduced to upset this and destroy the habitat.

8. Erratum notice: This question was incorrectly worded and the incorrect map was included. This has since been corrected on future copies of the student workbook.

The question should read: Use the scale to shade the area of Australia on this map of Antarctica. The map should have shown Antarctica.

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6. Answers will vary but should include that because of the harsh climate, remoteness and restrictive living conditions, it is important for the people there to have time out to relax and pursue normal recreational activities.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 9. approximately half

10. (a) Mawson: Long—62.52°E; Lat—67.36°S (b) Davis: Long—77.58°E; Lat—68.35°S

(c) Casey: Long—110.32°E; Lat—66.17°S

11. (a) Commonwealth Bay: Long—142°E; Lat—62°S

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Discussion/Debate

(c) Macquarie Island: Long—159°E; Lat—57°S

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(b) Heard Island: Long—72°E; Lat—55°S

12. (a) botanist; (b) meteorologist; (c) seismologist; (d) ichthyologist

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Research and complete a profile on Mawson, Davis or Casey. Who were they?

What did they do? Where did they come from? Why did they travel to Antarctica?

What is their claim to fame?

1. Discuss the importance of ensuring little or no contamination of Antarctica takes place. What types of things need to be taken into consideration?

2. Discuss why and how human interaction with Antarctica has changed.

What has influenced these changes?

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The Environment Workbook Pages: 103 – 105 Topic Focus Students will be introduced to the main environmental issues concerning Antarctica.

Keywords unspoilt, habitation, environment, treaty, hazardous, impact

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• The following websites are recommended: Teacher Antarctica: Environmental Protection, Research, and Conservation of Resources (detailed) http://www.cnie.org/nle/nrgen-6.html

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Resources

Students Antarctica: Environmental Issues and Management

http://www.icair.iac.org.nz/Subfolder/education/resource/informat/caring/ 6_caring.htm

Background

This unit highlights specific initiatives which have been put into place to protect Antarctica and how visitors to the area are expected to contribute to the protection of the environment.

© R. I .

C.Publ i cat i ons It is important for students to understand that humans did have an enormous impact on the environment of Antarctica and its surrounds. It was imperative •f orr evi ew pur posesonl y• that the nations involved joined together to reduce this impact to preserve the area for future generations.

Introductory Discussion

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Activity – Pages 104 – 105

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Do you think people should be allowed in Antarctica at all? Why or why not?

Why is it so important to protect an environment such as Antarctica?

Do you think tourists should be allowed to visit Antarctica?

o c . che e r o t r s super Read the text provided on page 103.

Divide the class into four groups; each group can research one of the four major ways people have had an impact on the environment in Antarctica. Prepare a report and present the findings to the class. As a class, which one of these do the students consider to have had the most impact?

Answers 1. (a) In 1991, an agreement called the Madrid Protocol was signed. This offered much greater protection to Antarctica, listing many ‘rules’ to protect its natural environment as well as the flora and fauna. (b) Answers will vary 2. (a) The Madrid Protocol formalised rules for disposing of waste, ensuring that all waste is removed from Antarctica and not dumped there. (b) Answers will vary

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3. Answers will vary; hopefully, students will feel that oil and fuel spills are unacceptable.

4. Argentina, Australia, Belgium, Chile, France, Japan, New Zealand, Norway, South Africa, the Soviet Union, the United Kingdom and the United States 5. (a) 14 articles

1.

Antarctica shall be used for peaceful purposes only; any military measures are prohibited.

2.

Freedom of scientific investigation in Antarctica and cooperation as applied during IGY shall continue.

3.

Plans for scientific programs and the observations and results thereof shall be freely exchanged; scientists may be exchanged between expeditions.

4.

All national claims are held static from the date of signature. No future activity of any country during the life of the treaty can affect the status quo on any rights or claims to territorial sovereignty.

5.

Nuclear explosions and disposal of radioactive waste are prohibited in Antarctica.

6.

The provision of the Treaty applies to the area south of 60°S.

7/8.

Any contracting party may appoint observers. They shall have complete freedom of access at any time to any area of Antarctica, with the right to inspect any other nation's buildings, installations, equipment, ships or aircraft or to carry out aerial observations.

9.

Regular consultative meetings of the active signatory nations shall be held.

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(b) Answers will vary; the articles include:

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Contracting parties shall ensure that no activity contrary to the Treaty is carried out.

11.

Any disputes between contracting parties shall be resolved by peaceful negotiation, in the last resort by the International Court of Justice.

12.

The Treaty shall remain in force for a minimum of 30 years.

13/14. These articles provide the legal details of ratification and deposit.

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6. Animals and plants native to Antarctica are protected under the following five instruments outlined in the Agreed Measures: Protection of Native Fauna—Within the Treaty Area it is prohibited to kill, wound, capture or molest any native mammal or bird, or to attempt any such act, except in accordance with a permit.

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Harmful Interference—Appropriate efforts will be taken to ensure that harmful interference is minimized in order that normal living conditions of any native mammal or bird are protected. Harmful interference includes any disturbance of bird and seal colonies during the breeding period by persistent attention from persons on foot.

3.

Specially Protected Species—Special protection is accorded to Fur and Ross Seals.

4.

Specially Protected Areas (SPAs)—Areas of outstanding scientific interest are preserved in order to protect their unique nature ecological system.

Entry to these areas is allowed by permit only.

5.

Introduction of Non-Indigenous Species, Parasites and Diseases.

7. Answers will vary 8. Krill Harvesting—penguins, seals, seabirds, fish, squid and whales all feed on krill. The food chain is very simple, there are only three or four layers. So if the krill population is destroyed, this has a major impact on all other species in Antarctica. Krill was overfished in the late 1970s. The Soviet Union, Japan, Chile, South Korea and Poland were the major fishers of krill. Rising sea temperatures also impose a risk on the krill population.

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Global Warming—Some scientists think the world is due for another ice age. But for the first time in human history, there is a possibility that the world’s climatic cycle is being changed through the effects of people—due to a build up of carbon dioxide. If all the ice in Antarctica melted, it would raise the level of the world’s oceans by over 60 metres.

Ozone Depletion—The protective covering of our atmosphere makes the earth habitable. In 1985, scientists discovered that more than half the ozone was being lost from the stratosphere over Antarctica each spring. aAfter a three-year study, CFCs were found to be the cause.

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Additional Activities

2. Greenpeace is actively involved in a number of projects to help Antarctica. View the website <http://www.greenpeace.org/> and develop a pamphlet informing others about Greenpeace and its role.

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1. Select one issue surrounding Antarctica. Design and develop a poster which alerts the general public to the issue and informs them how they can help.

Discussion/Debate

‘To protect Antarctica, all tourism should cease.’ Discuss this statement. Is this a viable solution?

Antarctica—Did You Know?

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Topic Focus Keywords

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Resources

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Background

glacier, krill, antifreeze, fossil, icebreaker • encyclopedias • previous websites listed • World map

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Students will learn some amazing facts about Antarctica.

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This unit gives the students tantalising titbits of information about Antarctica.

Students may already know some of the facts, but others will be completely new.

Introductory Discussion Which fact do you consider to be the most amazing and why?

Do you think wheeled vehicles should have been allowed on Antarctica? Why or why not?

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Activity – Pages 107 – 108 Read the facts provided on page 106.

Divide the students into equal groups, and ask each group to research one of the facts in brief and provide the class with more information in the form of an oral presentation. Students may find more interesting facts they can share with the class. This information could be collated and a class booklet of interesting Antarctica facts could be produced using a word processing package.

Answers

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2. 500 000 000 tonnes 3. antifreeze

5. 1973

6. Ernest Shackleton 7. 1908 8. off the Antarctic Peninsula 9. old packing cases

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4. Lambert Glacier

10. icebreakers with a specially strengthened and shaped bow

11. Answers will vary but should include that it is not possible for subtropical vegetation, rivers and lakes to exist in a polar region.

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12. Answers will vary but could include that exploration was generally a male-dominated field.

13. Answers will vary but should incorporate student’s prior knowledge about the effects krill harvesting has on the environment.

14. Answers will vary

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16. Answers will vary

Additional Activities

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15. Answers will vary

Create a class-size time line which spans all human interaction in Antarctica.

Include any special events (positive or negative) that have taken place. Everyone in your class should contribute something to the time line.

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Complete this sentence: ‘I would like to preserve Antarctica because …’ Discuss this with your classmates and explain your choice.

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Assessment Assessment and Evaluation The activity on page 89 is provided as one assessment tool in the study of this unit. It is designed to indicate broad student understanding and also provide opportunity for student feedback. The following outcomes were addressed in this topic of study. The following pages can be photocopied as a record of student performance or as a proforma for portfolio assessment.

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Time, Continuity and Change TCC4.3 Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history.

TCC4.4 Students critique information sources to show the positive and negative effects of a change or continuity on different groups.

Place and Space PS4.2 Students predict the impact of changes on environments by comparing evidence.

PS4.3 Students participate in a field study to recommend the most effective ways to care for a place.

PS4.4 Students use latitude, longitude, compass and scale references and thematic maps to make inferences about global patterns.

PSD4.8 Students develop an action plan to contribute to a positive outcome for an issue of personal concern.

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Outcomes

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C.Publ i cat i ons Distribute the activity sheet on page 89 of the Teachers Guide, one per student.

•f orr evi estudents wp r po s e s nl y •of the page. Read Ask to u write their name in the topo right-hand corner

Administration

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through the activity sheet to ensure students are clear about what they are being asked to do. At this stage, give students the opportunity to seek clarification of any part of the activity sheet they may not understand.

It is important students work independently on these activities—this provides a true representation of what students understand or of their lack of understanding.

Once students have completed the activity, collect the worksheets. Mark and record results. From this activity sheet, some students may be found to require further work to develop their understanding in a particular area.

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2. (a) Polar

(b) false

(c) South Pole

(d) false

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Antarctica Student Name:

Date:

Task At the conclusion of the unit ‘Antarctica’, students were asked to complete an activity sheet independently to demonstrate their understanding of the unit.

Indicators

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Demonstrated

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Discussion and Debate Needs Improvement

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• Demonstrates the ability to locate Antarctica on a map of the world.

• Displays basic knowledge of Antarctica.

• Clearly expresses their views on environmental issues pertaining to Antarctica.

Needs Further Opportunity

Satisfactory

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Needs Improvement

Satisfactory

Needs Improvement

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Satisfactory

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General Comment

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Needs Improvement

Satisfactory

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Satisfactory

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Student Comment

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Antarctica

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2. Complete this quick quiz. (a) Antarctica is a Tropical

Polar

Equatorial

(b) Antarctica is made up of sea covered by ice.

Temperate True

False

region.

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1. Locate and colour Antarctica on this map of the world.

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Trueo False

(c) You will find the North Pole (d)

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3. What is your opinion about protecting native Antarctic animals from humans? Explain why.

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4. What three environmental issues surrounding Antarctica do you consider the most important? Why? (i)

(ii)

(iii)

5. Do you think tourists should be allowed to stay in Antarctica? Why or why not?

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