Australian Curriculum History - Year 6 by Teacher Superstore

RIC-6446 5.5/1359

A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

ISBN 978-1-922116-43-7 RIC–6446 Titles available in this series: Australian Curriculum History: Personal and family histories (Foundation) Australian Curriculum History: Present and past family life (Year 1) Australian Curriculum History: The past in the present (Year 2) Australian Curriculum History: Community and remembrance (Year 3) Australian Curriculum History: First contacts (Year 4) Australian Curriculum History: The Australian colonies (Year 5) Australian Curriculum History: Australia as a nation (Year 6)

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

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This information is provided to clarify the limits of this licence and its interaction with the Copyright Act.

All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2013. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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Front cover photographs: Henry Parkes taken from Eminent citizens [of] New South Wales, 1850–1900, published 1910, and now public domain. Edmund Barton image now public domain; term of copyright has expired.

Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Australian Curriculum History – Foundation to Year 6 is a series of seven books to support the national history curriculum. Each topic is introduced by a text to support the ‘Historical Knowledge and Understanding’ strand, and followed by activities that provide opportunities to answer the key inquiry questions and practise the historical skills expected of the year group. Historical skills are used to answer the key inquiry questions about the content descriptions given in the ‘Historical Knowledge and Understanding’ strand, providing the framework for investigating Australia’s history.

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

Campaigning for suffrage ............................. 37

Teachers notes .......................................... iv – vi How to use this book .............................. iv – v Historical skills overview ............................... vi

Wartime internment ................................. 38–40 Mandatory detention ..................................... 41

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Historical skills class record ............................. vii

Migrant groups

Useful Australian history resources ................... ix

World War II displaced people ................ 46–48

Research sheet – Questions ............................ x

The Snowy Mountains scheme ...................... 49

Research sheet – Events ...................................xi

British migrants .......................................... 50–52

Research sheet – People ................................ xii

Britons across Australia ................................... 53

Powerpoint™ presentation slide chart ........... xiii

Vietnamese ‘boat people’ ........................ 54–56

Federation

Multicultural Australia ..................................... 57

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Overview of historical skills, key inquiry questions, general capabilities and crosscurriculum priorities......................................... viii

Italians in Australia .................................... 42–44 Memories of migrating to Australia ............... 45

Australia before Federation ......................... 2–4

Immigration from Africa ........................... 58–60

For and against Federation ............................. 5

Leaving one’s home country ......................... 61

The path to Federation ................................ 6–8

Developing Australian society

Federation presentation .................................. 9

Making a difference .................................. 62–64 Surf Life Saving Australia ............................ 66–68

Representing the people .......................... 14–16

How has surf lifesaving changed? ................. 69

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Citizens award ................................................. 65

Advance Australia .......................................... 13

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Fathers of Federation ............................... 10–12

Australian Parliament vs US Congress ........... 17

Australians clean the way! ....................... 70–72

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A democratic system of government ..... 18–20

Plastic bag-free shopping ............................... 73

The Magna Carta .......................................... 21

Australia’s multicultural pearling industry ....................................... 74–76

Democracy

The loss of land and freedom ................. 22–24

The changing face of Australia’s pearling industry ............................................. 77

Clash of cultures ............................................. 25

Eddie Mabo and the Native Title Act ....... 78–80

A catalyst for change .............................. 26–28

Who was Eddie Mabo? ................................... 81

The road to reconciliation .............................. 29

Quiz questions .......................... 82–91

To you, we say, ‘Sorry’ ................................ 30–32 Unheard voices .............................................. 33

Quiz answers ........................... 92–93

A woman’s right to vote ........................... 34–36

Answers ................................... 94–97

Warning: This series may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. www.ricpublications.com.au

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Australian Curriculum History: Australia as a nation

Teachers notes How to use this book Each book is divided into sections based on the number of Historical Knowledge and Understanding content descriptions for the Year group. Each content description has been given a general title which is used on the contents page and also in the shaded tabs on the outside edge of each page throughout the book. The tabs provide easy access to pages within each content description. Topics within each section follow a similar four-page format comprising a teachers page followed by three student pages. The student pages may all be related to one aspect of an historical event or connected activities associated with one historical event. Features

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• An historical skills overview with a brief explanation of their meaning. (page vi) • An historical skills class record. (page vii)

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• An overview of historical skills, key inquiry questions, general capabilities and cross-curriculum priorities, is provided on page viii. It shows at a glance how the topics in each book, including the ‘Additional activities’ provided on the teachers pages, cover the requirements of the national curriculum for the Year group. • A list of useful R.I.C. Publications resources for teacher support for each section of the book is provided on page ix

• A selection of generic resource sheets which may be useful during research and presentation preparation have been provided on pages x-xiii • A set of seven multiple choice quiz questions plus answers for each topic is provided on pages 82–93.

• Answers or possible answers have been given for the student pages of each section. As certain activities require research, discussion and opinions, some answers are open-ended and are marked as ‘Teacher check’. Answers are located at the back of the book on pages 94–97.

Four-page format Teachers page

The first page in each four-page unit is a teachers page which provides the following information: The title of the unit

The content description with its code

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A time line places important people and events in context

Additional activities offer suggestions of how the topic may be extended to develop the historical knowledge and understanding of the unit

An elaboration describing the focus of the unit in relation to the content description

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A shaded tab giving the general title of the Historical Knowledge and Understanding content description

The key inquiry questions which will be answered in part or whole by the activities within the unit

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The historical skills that can be practised while completing the unit The historical concepts that can be highlighted while completing the unit Background information provides teachers with relevant facts that put the text and activities in context with what was occurring in Australia and the rest of the world at the same time

Suggested resources

Teaching notes highlight specific details of the activities that need to be prepared, revised or understood before beginning the unit Australian Curriculum History: Australia as a nation

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Teachers notes How to use this book To resolve the first problem, it was agreed that Australia would have a federal system of government. This means that the power and responsibility for running the country would be shared between an overall federal government and individual state governments.The federal government would take responsibility for things of national importance but the states would keep most of their powers and also delegate some responsibilities to local government.

Student page 1 This page introduces the topic with an historical literacy text. It features:

Federal government

health

education

A shaded tab giving the general title of the Historical Knowledge and Understanding content description

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agriculture

FEDERAL GOVERNMENT

NSW

Vic.

Tas.

QLD

The smaller colonies worried that in parliament, New South Wales and Victoria would dominate the new nation. To ensure that all people had an equal voice, no matter where they lived, and that all states had an equal voice, the federal parliament would be bicameral. This means having two houses, or chambers. Proposed laws, known as ‘bills’ would only be passed or old laws amended with the majority approval of both houses and the Governor-General.

The House of Representatives (Lower House) Elected members of parliament would represent the wishes of the people of each state. Each state would be split into electoral divisions in which the population was about 50 000. Each division would be represented in parliament by one MP. No state would be represented by fewer than five MPs, even if it had a small population. The Senate NSW Vic.

Tas.

Tas. WA

QLD

Vic.

State

Population (1900)

Members of Parliament in House of Representatives

New South Wales

1 364 200

Victoria

1 208 400

QLD

House of Representatives

Queensland

501 600

South Australia

364 800

Western Australia

186 200

Tasmania

174 800

The Senate (Upper House) Elected senators would represent the needs of the six states. For each state, there would be an equal number of senators. Today, as the population of the country is greater, there are more politicians in parliament, but the ratio between senators and MPs is still about 1:2. www.ricpublications.com.au

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Student page 2

This page requires students to work together to discuss questions and activities before recording their own answers. It features:

Relevant artwork is used to enhance the text and to aid understanding of the subject

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The content description with its code

transport

foreign policy

trade and commerce

NSW

The historical literacy text, which can take the form of different genres

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State government

defence

immigration taxation

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

The title of the unit

FEDERATION

Representing the people – 1 When the Constitution was being written, two of the major concerns that had to be resolved were how each state could keep its identity and how the people would be represented in a national parliament.

The title of the unit

The content description with its code

A shaded tab giving the general title of the Historical Knowledge and Understanding content description

A fact file with an unusual, interesting or relevant fact that may help students better understand or appreciate the topic

Student page 3

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This page usually requires students to work together, developing their historical skills, to complete the activity and present their work to an audience. It features:

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A number of questions or activities that students can complete after discussion

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The title of the page, which may be different from but still related to the unit The content description with its code

A shaded tab giving the general title of the Historical Knowledge and Understanding content An introductory sentence, paragraph or instruction followed by an activity that requires the application of a number of historical skills

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Teachers notes Historical skills overview

Chronology, terms and concepts

The development of historical skills is essential if students are to become proficient in leading their own historical inquiries and forming a balanced opinion of past events.

Place events and people in context and show how things change over time.

• Use historical terms and concepts (ACHHS118)

Show an understanding of their meaning.

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It is important that history is seen as an investigative subject with students encouraged to not just accept what they are told but to constantly question and investigate people and events from different perspectives using a range of sources. They will then develop a balanced view as they mature and be able to form their own educated opinions.

Historical questions and research

• Identify questions to form an historical inquiry (ACHHS119)

Ask ‘Who?’, ‘What?’, ‘When?’, ‘Where?’, ‘Why?’ and ‘How?’ questions to find out the reasons for and the consequences of events, people and their actions.

• Identify and locate a range of relevant sources (ACHHS120)

Use people, artefacts, books, magazines and websites in libraries, museums and the local community.

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It is not possible for us to know exactly what life was like in a time or place of which we have no direct experience. But we can study evidence of past events and eras to reach some understanding of our history and how we have arrived at the present.

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• Sequence historical people and events (ACHHS117)

Analysis and use of sources • Locate information related to inquiry questions in a range of sources (ACHHS121)

• Compare information from a range of sources (ACHHS122)

Study graphs, tables, paintings, maps, diagrams, texts, news articles, letters, diaries and reports. Identify the author, the date and intended audience of resources to determine context and perspective. Check authenticity.

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This quote from American writer, Mark Twain describes quite clearly that history is generally written from one aspect. While certain data may be absolute fact, the greater part of the text will be based on opinion. It is possible to bring the study of people and events of the past alive, kindling a genuine interest in history. This can be achieved by incorporating many learning areas into the investigation of an historical event as students practise different historical skills.

Who was involved, what was their position and how did this affect their point of view then and yours, now?

Explanation and communication • Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)

Go back in time and feel what an event was like from different perspectives. Records your experiences to bring the event alive for your audience.

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‘The very ink with which history is written is merely fluid prejudice.’

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Perspectives and interpretations

• Use a range of communication forms Choose different ways, across many (oral, graphic, written) and digital learning areas, to present your technologies (ACHHS125) discoveries.

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Touching on all content descriptions, historical skills and inquiry questions of the national curriculum, Australian Curriculum History – Foundation to Year 6 provides a comprehensive starting place for an in-depth study of Australian history. For the most effective outcome, students need to be given the opportunity to guided research on topics and discuss the activities before recording their own responses. The internet has many reliable sites with a range of images of primary sources such as old documents, equipment, letters, photographs and general ephemera that give an insight into life in the past. Information is presented in many forms such as graphs and tables of statistics, reports, diaries and letters.

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Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)

Identify points of view in the past and present (ACHHS123)

Compare information from a range of sources (ACHHS122)

(ACHHS121)

Locate information related to inquiry questions in a range of sources

Identify and locate a range of relevant sources (ACHHS120)

Identify questions to form an historical inquiry (ACHHS119)

(ACHHS118)

Use historical terms and concepts

(ACHHS117)

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Sequence historical people and events

Name

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Historical skills class record

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✓

pp 74–77

✓ ✓

pp 78–81

✓

✓ ✓

✓

Austtralian society

✓

Federation

✓

Identify points of view in the past and present

✓

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Migration to Australia

✓

Experience of Australian democracy

Explanation and communication

Perspectives and interpretations

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Analysis and use of sources

Compare information from a range of sources

Develop texts, particularly narratives and descriptions, which incorporate source materials Use a range of communication forms (oral, graphic, written) and digital technologies

Why and how did Australia become a nation? How did Australian society change throughout the twentieth century?

Who were the people who came to Australia? Why did they come?

✓

What contribution have significant individuals and groups made to the development of Australian society?

Key inquiry questions

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Historical skills

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pp 66–69

✓

pp 58–61

✓

pp 54–57

✓ ✓

✓

pp 62–65

✓

pp 50–53

✓

pp 42–45

✓

pp 46–49

✓

pp 34–37

pp 38–41

✓

✓ ✓

pp 30–33

pp 22–25

pp 26–29

✓

pp 14–17

pp 18–21

✓

pp 10–13

✓

Use historical terms and conepts

✓

Historical questions and research

Identify questions to form an historical inquiry

Chronology, terms and concepts

pp 6–9

pp 2–5

Historical knowledge and understanding Sequence historical people and events

Identify and locate a range of relevant sources Locate information related to inquiry questions in a range of sources

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Literacy

✓

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General capabilities

Numeracy Information and communication technology (ICT) capability Critical and creative reasoning Personal and social capability Ethical understanding

✓

Intercultural understanding

✓

Cross-curriculum priorities

ATSI histories and cultures Asia and Australia’s engagement with Asia Sustainability

Useful Australian history resources There are a number of R.I.C. Publications titles which may be used to extend knowledge and develop a deeper understanding of the history of Australia. • Australian history – understanding our shared past – a seven-book series

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• Primary Society and Environment – a seven-book series which includes a number of relevant Primary Australian history topics • Aboriginal studies – a three-book series

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• Australian Aboriginal culture – a four-book series • Australian studies – a three-book series

• Anzac Day – a single book for use throughout the primary school • Australian special days – a three-book series • Australian explorers – a single book for upper primary • Famous Australians – a three-book series for middle to upper primary

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• Gold in Australia – a single book for upper primary

• Current affairs – a single book for middle to upper primary • Australian politics – a single book for upper primary

• Successful Australians – a single book for upper primary

• Australia on the map 1606–2006 – a two-book series for middle to upper primary

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• Australian identity – a single book for upper primary

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State government websites are a valuable source of information about individual states and territories. • http://www.nsw.gov.au/

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• http://www.vic.gov.au/ • http://www.tas.gov.au/ • http://www.qld.gov.au/ • http://www.wa.gov.au/ • http://www.nt.gov.au/

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• http://www.act.gov.au/ • http://www.sa.gov.au/

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Research sheet – Questions

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Question

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Question

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Research sheet – Events Event Outcome

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Purpose

Event

Purpose

Outcome

Event

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Outcome

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Purpose

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Outcome

Australian Curriculum History: Australia as a nation

Research sheet – People Name Date and place of birth Date and place of death

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Occupation

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Major professional or social events

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Way in which commemorated Australian Curriculum History: Australia as a nation

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Slide 1

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Slide 3

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Powerpoint™ presentation slide chart

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Slide 5

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Australian Curriculum History: Australia as a nation

Australia before Federation

Establishment of towns and colonies 1770

New South Wales claimed

1788

New South Wales – First Fleet

1799

Brisbane

1803

Hobart

Teacher information Elaboration Investigating the differences among the colonies prior to Federation.

Key inquiry questions Why and how did Australia become a nation? What contribution have significant individuals and groups made to the development of Australian society?

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

• Use historical terms and concepts (ACHHS118)

• Identify questions to inform an historical inquiry (ACHHS119)

1825

Van Diemen’s Land

1827

Albany

1829

Swan River Colony

1832

SRC renamed Western Australia

1835

Melbourne

• Identify and locate a range of relevant sources (ACHHS120)

Historical concepts • Cause and effect

• Significance

Background information

• Perspectives

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• In 1788, the British colony of New South Wales included all the land east of the 135th meridian and the islands now known as Tasmania, Norfolk Island and New Zealand. In 1825, the New South Wales border was extended west to the 129th meridian, which is today the border of Western Australia.

1836

South Australia

1841

New Zealand

1851

Victoria

1856

Van Diemen’s Land renamed Tasmania

• Although colonies operated independently of each other and had their own governments and constitutions, members of parliament were not democratically elected. Colonial governors were appointed by Britain, which still retained ultimate power.

1859

Queensland

• By the late 19th Century, although most of the settlers and their descendants were British subjects, there was a growing sense of pride in being Australian. With generations of people who were born in Australia, links with the mother country were weakening.

• There was one government, based in Sydney, controlling the whole of this extensive colony. Over time, as large settlements developed away from Sydney, new colonies were proclaimed and later given self-governance.

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1869

Darwin

Resources

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• <http://australia.gov.au/about-australia/ australian-story/european-discovery-andcolonisation> • <http://www.skwirk.com.au/p-t_s1_u-97_t-237/australian-coloniesbefore-federation/nsw/hsie/australiandemocracy>

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FEDERATION

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

• Through music, literature and art, the Australian colony was creating its own identity, independent of Britain.

o c . che e r o t r s super Teaching notes

• It is important to put the time of Federation in context. A knowledge of the development of the colonies is required for students to understand the arguments for and against Federation. • Students may begin to understand the prejudices among colonies if, in six groups, they focus on and ‘own’ one colony. Collectively, the class will have an overall picture of the Australian colony prior to Federation and an allegiance to one.

• <http://australia.gov.au/about-australia/ australian-story/austn-painters>

Additional activities

• <http://www.murrayriver.com.au/aboutthe-murray/tom-roberts-shearing-therams/>

• Divide the class into six groups, each representing a different colony. Students research what life was like in their colony in the 1890s. Each group chooses how to present its information. After all presentations, students discuss the similarities and differences among the colonies at that time.

• <http://australia.gov.au/about-australia/ australian-story/henry-lawson>

• Search the internet for examples of songs, paintings and literature that exemplify Australian life.

• <http://adb.anu.edu.au/biography/ paterson-andrew-barton-banjo-7972>

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Before Federation, Australia was a group of six sparsely populated, self-governing colonies belonging to a country on the other side of the world. Distances between the major settlements were vast and the colonies were developing like separate countries with no common goal. In New South Wales, they want free trade between colonies. It’s crazy having to pay import taxes on goods every time you want to cross a border.

Even if all the colonies agreed to help the one being invaded, who would organise the operation? The invaders would sneak in easily while our lot were arguing about who should be in charge!

What would happen if the Germans or French tried to invade one of the colonies? They’ve got bigger armies and navies than any of us. We wouldn’t stand a chance against them!

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They protect their economy by adding taxes to goods that are imported from other colonies or countries. This makes them more expensive, so people will buy Victorian goods instead.

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We’d all be better off with free trade because it would keep prices down and we wouldn’t have to pay import taxes.

Not only that but It would take forever to mobilise all units because Australia is such an enormous continent.

Have you ever crossed the border into another colony by train? What a nuisance! When the railways were being built, the different colonies didn’t talk to each other about what size track to use. So now, when you get to a border, you have to change trains, even if it’s the middle of the night, because the tracks are different sizes.

The train would have to be unloaded at the border anyway for all passengers and freight to be checked by customs officials.

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Yeah, me too, cobber. I’m a true blue Australian native. This place is in my blood. I can’t explain it but when I see those paintings by Roberts and McCubbin or read the latest Banjo poem, I think, ‘Yeah, that’s Australia, mate!’

I know all about the ‘homeland’ from my folks but this is my home ... this beautiful red land with acres of blue sky.

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They put up with poor working conditions and don’t ask for as much money as white men would.

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We shouldn’t be employing them when there are plenty of white men looking for work!

I was born in Australia, mate.

But they need foreigners in Queensland! They wouldn’t be able to harvest the sugar cane crops if it wasn’t for the Pacific Islanders.

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There are far too many foreigners coming into Australia. Many thousands of Chinese have come over since the gold rushes. If we’re not careful, there will soon be more of them than there are of us! This is a British colony and we must keep it that way!

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

In Victoria, they want people to buy locally produced goods to keep the farmers and manufacturers in business.

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FEDERATION

Australia before Federation – 1

R CO A T OF A

Read the information on page 3 and discuss the questions with a partner before writing your answers.

O AT O F A R

How might free-trade and protectionism have affected people living close to the border between New South Wales and Victoria, prior to Federation? Free trade

Protectionism

If one colony had been invaded by German or French troops, how do you think this might have affected the other colonies?

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Why do you think having rail tracks of different sizes in each colony would have been a greater problem after Federation?

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What were the main arguments for and against immigration of non-white people to Australia?

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For

Against

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At the time of Federation, Australia had been colonised for over 100 years. How do you think the links with the ‘homeland’ had changed with each generation?

While travelling in Australia in 1895, the famous American novelist, Mark Twain, described the problem of different train track gauges as the ‘most baffling and unaccountable marvel that Australia can show’.

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

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FEDERATION

Australia before Federation – 2

The conversations on page 3 refer to a number of issues that united and divided the people of the Australian colonies: • inter-colonial tariffs

• defence of the colonies

• immigration

• nationalism

• different rail gauges

Your task is to work with a partner to write a newspaper article about one issue. (a) Issue to research in detail

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(b) Why have you chosen this issue to research?

(d) Use the internet and library sources for information. Make notes on a research sheet.

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

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(c) Identify some questions to direct your research; for example, Who was immigrating to Australia? Write notes on research sheets.

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Write and edit a draft copy of your article.

Type and print the final copy of your newspaper article. Title of article

Date

List all sources used.

Although Australia’s constitution was modelled on that of the United States, Australia achieved Federation peacefully, without violent conflict with Britain or among the colonies. The US suffered the ravages of the War of Independence against Britain, and the Civil War among the states.

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FEDERATION

For and against Federation

The path to Federation Teacher information Establishment of towns and colonies 1846

1847

1885

NSW Governor suggests need for an inter-colonial authority In Britain, Earl Grey proposes a Central Legislative authority

Elaboration Investigating the events that led to Federation.

Key inquiry questions Why and how did Australia become a nation? What contribution have significant individuals and groups made to the development of Australian society?

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

• Sequence historical people and events (ACHHS117) • Use historical terms and concepts (ACHHS118)

• Identify points of view in the past and present (ACHHS123) • Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

1889

Tenterfield Address

1891

First Federation convention

• Cause and effect

1893

Corowa Conference

• It is important for students to appreciate that:

1897–8 Second Federation convention

1899

Second constitution referendum

Constitution Act (UK)

1901

1 Jan, Australia, the nation

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1900

1988

• Perspectives

Background information – the journey to Federation took over 50 years to come to fruition.

9 May, First Commonwealth Parliament opens in Exhibition Building, Victoria

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9 May, Commonwealth Parliament sits in (Old) Parliament House, Canberra, for the first time

10 May, Commonwealth Parliament sits in new Parliament House, Canberra, for the first time

– although there were many conflicts within and between colonies, the Federation process was a peaceful one. – unifying changes did not occur overnight (e.g. it was not until 1970 that standard rail gauge allowed a person to travel across the country from Sydney to Perth without needing to change trains).

• Although the final push for Federation came in the last decade of the 19th century, it had been a point of discussion for much longer. As early as 1846, the New South Wales Governor suggested the need for some liaison among the colonies. • The Federal Council of Australasia was established in 1885 to deal with matters relating to all colonies but it was doomed to fail as New South Wales refused to join.

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First constitution referendum

1927

• Significance

1898

1901

Historical concepts

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An act to Constitute the Federal Council of Australasia is passed by British parliament

Teac he r

FEDERATION

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

• Prior to Federation, the individual colonies existed as separate entities, each with its own government, economy and defence force. None was prepared to risk its identity and independence by accepting Federation as a fait accompli. • With the Depression of 1890–93, Federation was no longer on the political agenda, but when it came back, there was a greater determination for it to succeed.

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• Although Australia became a nation on one day, the process of Federation took many years. From 1 January, Federation was ‘a work in progress’. • Analyse the results of the referendums to establish which colonies were keenest on Federation.

Teaching notes

• Write a Federation play script to act and present to another class.

• Find and study the results of the referendums in 1898, 1899 and 1900. What do the results tell you about how popular Federation was in each colony?

Resources • <http://www.records.nsw.gov.au/state-archives/ guides-and-finding-aids/federation/federationtimeline-and-bibliography>

• <http://www.abc.net.au/federation/ fedstory/home.htm>

• <http://www.peo.gov.au/students/fact_sheets/ federation.html>

• <http://www.aec.gov.au/About_AEC/ publications/Fact_Sheets/factsheet1.htm>

Australian Curriculum History: Australia as a nation

• <http://www.ouraustraliangirl.com.au/>

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Sir Henry Parkes, premier of New South Wales, invited other premiers to attend a meeting to discuss Federation. He received one reply—a refusal.

The ‘Tenterfield Address’ is given by Sir Henry Parkes

Undeterred, Parkes travelled independently to Queensland to find support for the Federation cause. On his return, he addressed a meeting in the NSW town of Tenterfield, proclaiming that the time had come for a national system of government.

Parkes persuaded the other premiers to meet and discuss Federation. They all Federation conference, agreed that they wanted to restrict immigration by non-white people, in particular Melbourne the Chinese, because their numbers had increased so rapidly. They agreed to meet again.

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Delegates from each colony plus two from New Zealand met to draft a constitution for a united, independent Australia. They agreed on the name for the new nation, The Commonwealth of Australia. A small committee led by Queensland premier, Samuel Griffith,worked to produce the draft document which was influenced by the Constitution of the United States. But there were flaws in the Constitution: the upper house would consist of members who were appointed not elected; changes could be made to the constitution without a referendum; there was no provision for people who could vote at state level to vote at federal level.

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1893

Premiers’ meeting, Hobart

The premiers met in Hobart to discuss the Corowa Plan in the hope of rekindling the Federation flame. The plan was accepted. New men were now in office and it was possible that now was the time for a national government.

Second convention for Federation, Adelaide, Sydney and Melbourne

Alterations were made to the earlier draft constitution and the principles of responsible government and a greater sense of democracy were accepted.

1901

1900

1899

First constitution referendum

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Closed Premiers’ Conference, Melbourne

Second constitution referendum

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1898

The Corowa Conference

1895

At the Australian Federation League’s first meeting, held in Corowa, NSW, Dr John Quick suggested a three-step plan, the Corowa Plan, for developing a people’s constitution. 1. People elect representatives to attend Federation conventions. 2. The representatives would meet at a series of conventions to draft the Constitution. 3. A referendum would be held in each colony to accept or reject the Constitution.

1897-98

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First convention for Federation, Sydney

The people of NSW, Victoria, South Australia and Tasmania went to the polls. Although the majority of people voted ‘yes’ in all four colonies, the Constitution did not pass in New South Wales. The NSW government had insisted that there must be more than 80 000 votes in favour. There were only 71, 595 ‘yes’ votes.

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Alterations were made to the draft Constitution to suit NSW, including that the national capital would be located within a territory in its colony but not too close to Sydney. The Constitution was passed by all participating colonies. Queensland did not hold its referendum until it knew that NSW had agreed. Western Australia was the only colony not to take part.

The Commonwealth of Australia Constitution Act 1900 (UK)

The Constitution was accepted by the British Parliament and received approval from Queen Victoria. She declared that the Commonwealth of Australia would take effect on 1 January 1901.

Referendum held in Western Australia

The overwhelming ‘yes’ majority was due in part to the votes given by voters originally from other states, working in WA goldfields.

A new nation, the Commonwealth of Australia, is born.

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Invitation issued to colonial premiers to discuss Federation

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

1891

1890

1889

The path to Federation – 1

Read the information on page 7 and discuss the questions with a partner before writing your answers. What issue united all the premiers at the Federation conference in 1890? Why do you think this was an issue?

The constitution drafted after the first convention for Federation in 1891 has been referred to as ‘a constitution by politicians, for politicians’.

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(a) Why would the people of the colonies not be happy with that?

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Western Australia was granted the right to self-governance in 1890 and large gold deposits were discovered at Coolgardie in 1892 and at Kalgoorlie in 1893.

How might these events have affected WA’s decision to not take part in the Constitution referendum of 1899?

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At the 1898 Constitution referendum, why do you think the NSW government insisted on at least 80 000 votes in favour of accepting the Constitution?

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When drafting the Australian Constitution, the US Constitution was used as a model. What similarities between Australia and the US made this a reasonable choice?

The Western Australian government did not want to join the Federation. The region of Albany and the goldmining communities wanted to separate and form a new colony called Auralia that would join the Federation. Thousands of signatures were collected in a petition that, when unrolled, stretched for over two kilometres.

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

(b) Why would the people of the colonies prefer the Corowa Plan?

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FEDERATION

The path to Federation – 2

Work with a partner and use the information on page 7 and other sources you may have to prepare a Powerpoint™ presentation on ‘The path to Federation’. Remember: • Keep each slide simple. • Use simple diagrams for explanation, not decoration. • Choose font and background so people at the back can see clearly. • Use headings and phrases to prompt you, not to read.

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• Limit your slides to key points. • Rehearse your presentation.

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

• Write the points to be included in each slide.

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• Use a Powerpoint™ presentation slide chart to draft the text of each slide. • List all sources used.

In no other country in the world has a constitution been drafted by elected representatives of the people or been adopted by the people in a referendum by secret ballot.

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FEDERATION

Federation presentation

Fathers of Federation

Prime Ministers of the Commonwealth of Australia for the first 20 years of Federation 1901, January Sir Edmund Barton, Protectionist 1903, September Alfred Deakin, Protectionist

Teacher information Elaboration Investigating the people who played an important role in the Federation of Australia.

Key inquiry questions Why and how did Australia become a nation? What contribution have significant individuals and groups made to the development of Australian society?

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

• Sequence historical people and events (ACHHS117)

1904, April Chris Watson, Labor

• Use historical terms and concepts (ACHHS118)

• Identify questions to inform an historical inquiry (ACHHS119)

1904, August Sir George Reid, Free Trade 1904, August Sir George Reid, Free Trade 1905, July Alfred Deakin, Protectionist 1908, November Andrew Fisher, Labor

• Identify and locate a range of relevant sources (ACHHS120)

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• Locate information related to inquiry questions in a range of sources (ACHHS121) • Compare information from a range of sources (ACHHS122) • Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124) • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Historical concepts

1909, June Alfred Deakin, Commonwealth Liberal 1910, April Andrew Fisher, Labor

1913, June Sir Joseph Cook, Commonwealth Liberal

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1914, September Andrew Fisher, Labor

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1915, October, Billy Hughes, Labor/Nationalist

Resources • <http://australia.gov.au/aboutaustralia/australian-story/ federation> • <http://www.aph.gov.au/About_ Parliament/Senate/Research_and_ Education/pops/pop42/stephen> John Quick • <www.astarte.com.au/A9.pdf> Henry Parkes • <http://www.parliament.nsw.gov. au/prod/web/common.nsf/key/ HistoryTowardsFederation>

Background information

• Although many people were involved in the drive for Federation, some played a more significant role. They came from different backgrounds with different political and personal agendas, but in one thing they were united—Federation. • In addition to the five men mentioned in the text, there were others who played a part; e.g. Samuel Griffith, Charles Kingston, George Reid, Richard Baker and Robert Randolph Garron.

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FEDERATION

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

• Although Western Australian premier John Forrest advocated fee trade and supported the idea of a bicameral government, the colony had only been granted self-governance in 1890 and was enjoying the independence it brought. Also, the discovery of gold in the Kimberley region and at Coolgardie and Kalgoorlie meant wealth for the colony that Forrest was most reluctant to share. • Western Australia did not vote for Federation until 1900 after the Commonwealth of Australia Constitution Act had been passed.

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• Queensland did not vote in the 1898 referendum because there were still internal arguments relating to breaking up the colony

Teaching notes

• As the path to Federation extended over 50 years, students should realise that the ‘fathers of Federation’ changed over that period. However, the contribution made by early ‘fathers’ was not lost, but built upon to create the final constitution for a federated Australia.

Additional activities • Prepare a ‘who’s who’ display of key people in the Federation campaign with a brief resume of their achievements. Based on your research, write a pro-Federation slogan that you think each one might use. • Hold a democratic election to determine which of the key people should be given the title honour, ‘Father of Federation’.

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Andrew Inglis Clark

The most notable federalist who began the push for uniting the colonies with his ‘Tenterfield Address’ was the premier of New South Wales, Sir Henry Parkes. It has been said that Parkes was a man who never did anything that did not benefit Henry Parkes. But whatever his motives, from 1889 he did work very hard to persuade the people of the colonies that the time was right for Federation.

Australia’s Constitution was modelled on those of the United States and Great Britain. People were familiar with the British system because Australia was a British colony but it was Andrew Inglis Clark, a politician from Tasmania, who introduced the notion of using the American system. Although his original draft of the Constitution was altered, his idea was adopted and used in the final draft.

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Although he did not live to see his dream realised, he is perhaps the one most often referred to as the ‘father of Federation’. After Parkes’s big push for a united, independent Australia, the colony was hit with an economic depression that pushed Federation out of the headlines. But within a few years, it came to life again with greater force.

John Quick

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Sir Henry Parkes

The 1893 Corowa Conference was a pivotal point on the road to Federation. It was here that the plan for creating a constitution for the people was first established. John Quick, a British-born politician from Bendigo, in Victoria, was the man who voiced this inspirational plan. Federation would be the people’s choice. The Constitution would be written by representatives of the people, democratically elected ... a Constitution by the people, for the people, of the people.

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Sir Alfred Deakin Sir Alfred Deakin worked tirelessly to promote Federation, not only in his native Victoria but in other colonies as well. He believed fervently in democracy. Through his speeches, he convinced people that problems could be resolved if opposing sides realised that although they had different opinions, a compromise, a workable solution, could always be found.

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

While most people in the colonies had an opinion about Federation, for it to actually happen, someone had to be prepared to do something about it.

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In 1901, Sydney-born Edmund Barton was appointed the first prime minister of the Commonwealth of Australia. This was a great honour for a man who had given up a self-indulgent lifestyle to work long hard hours as part of an elected group to write the constitution for a united Australia.

Alfred Deakin was Australia’s second prime minister and held that office a total of three times in the first decade of the new nation. ‘Affable Alfred’ is said to have been the major force behind Federation.

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FEDERATION

Fathers of Federation – 1

Read the information on page 11 and discuss the activities with a partner before writing your answers. Imagine you are a media reporter at the time of Federation. Write two questions you will ask each politician. Sir Alfred Deakin

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Dr John Quick

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Sir Edmund Barton

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Sir Henry Parkes died soon after it was agreed to accept the Corowa Plan. If he had lived another ten years and remained in politics until Federation, how do you think his influence might have affected the process of Federation? Sir Henry Parkes

Henry Parkes founded The Empire newspaper which was in circulation from 1850 to 1858. He used the paper to spread his political ideas among the people.

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

Andrew Inglis Clark

Teac he r

FEDERATION

Fathers of Federation – 2

FEDERATION

Advance Australia Although they all worked for the same cause, to federate the six colonies, Henry Parkes, Alfred Deakin, Andrew Inglis Clark, John Quick and Edmund Barton came to politics via different paths.

Your task is to work with a partner to write a biography of one of these politicians. Include information about his character, his career and his opinion of Federation and the Constitution. Draw a time line showing major events in his life.

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(a) Politician

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born? Write notes on research sheets.

Where was

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(d) Use the internet and other sources for information.

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

(b) Why have you chosen this person to research?

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(a) Write and edit a draft copy of your biography.

(b) Type and print the final copy of your biography. List all sources used.

Alfred Deakin was offered a number of awards in recognition of his contribution to Federation, but he chose to reject them. They included the title, ‘Right Honourable’ and honorary degrees from Oxford and Cambridge universities, the two most prestigious academic institutions in Britain.

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Representing the people

Federated nations across the globe 1781

United States of America

Teacher information Elaboration Investigating the political system adopted to ensure equal representation regardless of population and home state.

Key inquiry questions Why and how did Australia become a nation?

1824

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

Mexico

• Use historical terms and concepts (ACHHS118)

• Identify and locate a range of relevant sources (ACHHS120)

1830

Venezuela

• Compare information from a range of sources (ACHHS122) • Identify points of view in the past and present (ACHHS123)

1848

1853

1867

Switzerland

Argentina

• Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Historical concepts • Cause and effect

• Significance

Canada

Background information

• Perspectives

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Teac he r

• The Commonwealth of Australia is the full name of our country. Its form of government is a constitutional monarchy, so defined because the distribution of powers and procedures followed by the government are laid down in a written constitution, and because a monarch, Queen Elizabeth II, is the head of state.

Brazil

1901

Australia

• The term ‘federation’ is applied to the unification of the six colonies because a federal system of government was chosen. A central or national government and individual state governments share the powers of running the country.

1918

Austria

• At the time of Federation, there were only six colonies, but since then a number of territories have been established.Territories are not claimed by any state.They are administered either by central government or by self-governance.

1949

India

• No reference is made in the Constitution to the role of political parties,the position of Prime Minister or a Cabinet of ministers. Ministers are members of the House of Representatives in Parliament who are appointed to also work within the executive. They are members of the political party that holds the greatest number of seats (with a clear majority) in Parliament. The Prime Minister is the leader of the cabinet and the party.

1971

1991

1996

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1889

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United Arab Emirates

Russia

South Africa

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FEDERATION

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

o c . che e r o t r s super Teaching notes

• Students should appreciate that members of the House of Representatives and the Senate are elected by the people. • In the House of Representatives, MPs work for the good of the people in the state. In the Senate, Senators work for the good of the state within Australia.

Additional activities Resources • <australia.gov.au/about-australia/ our-government> • <http://www.aph.gov.au/>

• Investigate how state and national elections are conducted, from electoral divisions and wards to the secret ballot and results. • Investigate the strength of each political party in the current central government and in your own state government.

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When the Constitution was being written, two of the major concerns that had to be resolved were how each state could keep its identity and how the people would be represented in a national parliament.

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defence

health

immigration

education

taxation

transport

foreign policy

police

trade and commerce

agriculture

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State government

FEDERAL GOVERNMENT

Vic.

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Federal government

Tas.

QLD

The Senate NSW Vic.

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Tas.

QLD

Tas.

State

Population (1900)

Members of Parliament in House of Representatives

New South Wales

1 364 200

Victoria

1 208 400

Queensland

501 600

South Australia

364 800

Western Australia

186 200

Tasmania

174 800

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QLD

Vic.

NSW

House of Representatives

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

To resolve the first problem, it was agreed that Australia would have a federal system of government. This means that the power and responsibility for running the country would be shared between an overall federal government and individual state governments.The federal government would take responsibility for things of national importance but the states would keep most of their powers and also delegate some responsibilities to local government.

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FEDERATION

Representing the people – 1

Read the information on page 15 and discuss the questions with a partner before writing your answers. Give some reasons why people felt it was important for the colonies to keep their own governments.

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Why were electoral divisions drawn up by population rather than area?

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If the people of each state had a voice through MPs in the House of Representatives, why was it necessary to have a senate?

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The government is formed from the MPs in the House of Representatives, each of whom belongs to a political party. How do you think it is decided which political party forms the government?

Today, Durack in Western Australia is the largest electoral division by area with 1.6 million square kilometres. Wentworth, in the eastern suburbs of Sydney, is the smallest, with just 26 square kilometres.

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

New South Wales and Victoria each had a lot more MPs in the House of Representatives. How was that fair?

Teac he r

FEDERATION

Representing the people – 2

The way in which the Australian people are represented in government reflects that of the United States. Although there are many similarities between the Australian and US systems, there are also a number of basic differences. Use the internet and other resources to find out what these similarities and differences are and record them in the table.

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Differences

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

Similarities

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Prepare a Powerpoint™ presentation on the similarities and differences between the two systems of government. Use a slide chart to draft the text of each slide. List all sources used.

A constitution that has been deliberately written and come into force on a specific date is called a written or enacted constitution. Examples include Australia, USA and India. A constitution that has evolved through a series of customs and traditions at different times throughout history is called an unwritten or evolved constitution. Examples include the United Kingdom, Canada and New Zealand. www.ricpublications.com.au

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Australian Parliament vs US Congress

A democratic system of government Teacher information

Time line

1828

Executive Council to advise governor but still appointed by governor

1850

1855

1856

1870

1890

Key inquiry questions Why and how did Australia become a nation?

Historical skills

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Australian Courts Act 1828 (UK) England’s laws applicable to the colony

• Use historical terms and concepts (ACHHS118)

• Identify questions to inform an historical inquiry (ACHHS119) • Identify and locate a range of relevant sources (ACHHS120)

• Locate information related to inquiry questions in a range of sources (ACHHS121) • Compare information from a range of sources (ACHHS122)

Australian Constitutions Act (No. 1) 1842 (UK) 2/3 of NSW Legislative Chamber to be elected

• Develop texts particularly narratives and descriptions, which incorporate source materials (ACHHS124)

Australian Constitutions Act (No. 2) 1850 (UK) Colonies granted the right to self-governance, establishing their own constitutions

Historical concepts

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125) • Cause and effect

• Significance

Background information

• Perspectives

NSW, VDL and Victoria are granted selfgovernance. All members of lower house to be elected. Upper house still appointed South Australia granted self-governance

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1867

Investigating the political system adopted to ensure a democratic government.

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1842

Elaboration

Queensland granted selfgovernance

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Politicians receive a wage

Western Australia granted self-governance

• When formulating the Constitution, it was essential that the system of government chosen would ensure that no individual or group would have absolute power. The British Westminster system advocating the separation of power is such a system. • Initially, the New South Wales colony had no government of its own and could not make its own laws. Governor-Generals were appointed by the British crown. As new colonies were established, governors for each were also appointed by the crown. • In the 1820s, a British appointed council was created to advise the governor. British Parliament still retained overall power. A court system was established in NSW, Van Diemen’s Land and Western Australia • In the 1830s, a government was established in South Australia, again, all members were appointed by the British government. • Governors could suggest laws for their colonies but before they could be implemented, the had to be approved by Britain.

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• Gradually, the separate colonies achieved self-governance with some degree of representation for the people. • Prior to 1870, members of parliament were not paid so only the wealthy could afford to go into politics. From 1870, men from the burgeoning lower classes could afford to move into politics and represent the majority of the population.

Teaching notes

Resources

• To help students understand the roles of politicians, barristers and civil servants within government, divide the class into three groups – the judiciary, the executive and the legislature. Identify the roles of the different people working within each branch.

• <http://www.dfat.gov.au/facts/ democratic_rights_freedoms.html> • <http://moadoph.gov.au/ democracy/australiandemocracy/> • <http://www1.curriculum.edu.au/ ddunits/guide/guide.htm>

Additional activities • Consider the problems of having governments appointed and laws approved by a country on the other side of the world. Write a persuasive argument calling for self governance. • Investigate who had the right to vote in each colony prior to Federation.

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1825

Legislative Council in NSW. Supreme Court in NSW and Van Diemen’s Land

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1823

Teac he r

FEDERATION

Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

The aim of the Australian Constitution was to ensure that the new nation would always reflect the wishes of the people, with those in power accountable to the people. To achieve this, a democratic system of government based on the British Westminster system was chosen. The power to run the country is shared among three separate branches of government, each with its own role.

The Executive

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The Judiciary

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The Legislature (Parliament)

The Queen, represented by the Governor-General The House of Representatives – members of different political parties The Senate Introduces new laws and changes old ones by debating and voting

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The High Court of Australia, the highest court in the land other federal courts Independent of the Legislature and the Executive Interprets the law Checks that the Legislature and the Executive act only within their powers

RESPONSIBLE GOVERNMENT © R. I . C.Publ i cat i ons • f or r ev e waspresponsible ur pos eson l y•anything This type of political system isi known government because

The key features of the Westminster system are:

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the executive does has to be acceptable to the legislature which represents the people of Australia.

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

Public service employees who serve the current government The government of the day: the Prime Minister and the Cabinet Members come from the House of Representatives Enforces the law

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an executive government taken from the democratically elected House of Representatives. To remain in office, the government must retain the support of a majority of MPs in the lower house.

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a cabinet of ministers, led by the prime minister, who are responsible for different ministries; e.g. Minister for Trade, Minister for Defence. All are accountable to parliament.

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a shadow cabinet, or opposition, led by the leader of the party with the second largest number of seats in the House of Representatives. The role of these ministers is to critically analyse what the government ministers are doing and offer better alternatives, keeping the government on its toes!

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a constitutional monarch who has no political power but carries out certain duties on the advice of the prime minister.

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a service of non-political employees who administer the laws of the current government.

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a non-political defence force that acts on the instructions of the current government.

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an independent judiciary that enforces the laws.

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FEDERATION

A democratic system of government – 1

Read the information on page 19 and discuss the questions with a partner before writing your answers. (a) What is the purpose of having a system of government in which power is divided among three sectors?

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How does the shadow cabinet serve the Australian people?

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(a) Why do you think it is important that law administrators and the defence force are ‘non-political’?

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(b) Why do you think it is important that the judiciary is independent of parliament and the executive?

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Why is it necessary for the government to have the support of the majority of the MPs in the lower house?

For a meeting of the House of Representatives to take place, there must be a quorum. This is the minimum number of MPs that must be present at the meeting. The law states that it must be at least one-fifth of the total membership. In 1901, that was 15; today it is 30.

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Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government (ACHHK113)

(b) In what way are the Australian parliament and executive dependent on each other?

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FEDERATION

A democratic system of government – 2

The Australian constitution was written by politicians, democratically elected by the Australian people and it was accepted by the people in a referendum. No-one is above the laws of the land, agreed by parliament following the rules stated in the constitution. How things have changed! Hundreds of years ago, the kings and queens of England did have supreme political power and most of the people had none. But in the 13th century, something occurred which paved the way for modern democracy … the Magna Carta!

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(b) Use the internet and other sources find the answers to your questions.

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(a) In a group, devise a set of questions to find out about the Magna Carta.

As a group, present your information about the Magna Carta as a short play.

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The title of your play is

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List all sources used.

The original Magna Carta had 63 points that the king had to agree to, but only three are in use today: • a defence of the rights of the English church • the liberties and customs of London • the right to a fair trial and only being arrested for a just cause.

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FEDERATION

The Magna Carta

The loss of land and freedom Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children (ACHHK114)

1770 Based on the doctrine of terra nullius, New South Wales is claimed for Britain

Teacher information Elaboration Investigating the impact of British colonisation on the rights of early Aboriginal Australians.

Key inquiry questions Who were the people who came to Australia and why did they come?

Historical skills

r o e t s Bo r e p ok u S • Use historical terms and concepts (ACHHS118)

1788 British arrive to colonise Australia. Indigenous Australians, called ‘natives’, become subjects of the British crown but without citizenship status 1814 Native Institution established at Parramatta

1816 Aboriginal people with ‘passes’ are given the protection of ‘white law’ 1830 Aboriginal Australians in Tasmania are forced to settle on Flinders Island, where many die. They are later moved to Cape Barren Island

• Identify and locate a range of relevant sources (ACHHS120) • Compare information from a range of sources (ACHHS122) • Identify points of view in the past and present (ACHHS123) • Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Historical concepts • Cause and effect

• Significance

Background information

• Perspectives

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• Empathy

• Contestability

• Governor Phillip wanted Aboriginal people to live among the British people. His intention was to show them that European knowledge of industrial development would improve the land and their lives.

1837 British government calls for the appointment of Protectors of Aboriginal people 1838 Myall Creek massacre—the first time white perpetrators of a crime against Aboriginal people are punished by law

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1876 Aboriginal evidence is heard in court for the first time 1890 Aborigines Protection Board develops the policy of ‘segregation’ and ‘assimilation’

Resources

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• Land rights by Sandra Cahir • The law-makers by Stephen Gard • Aborigines & activism: race, Aborigines and the coming of the sixties to Australia by Jennifer Clark

• The settlers assumed the indigenous people were an inferior race because they did not have this knowledge and were generally not interested in acquiring it. • Aboriginal people believed the land was the sacred provider of resources for living, to be revered and respected. The British believed it was a commodity to be bought and exploited to produce an income. • As the colony was explored and settlers spread far and wide, the Aboriginal people continued to lose their rights to the land which had for so long been their livelihood.

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DEMOCRACY

Events that affected the rights of Aboriginal people between possession and Federation

• Although Aboriginal people were in theory protected by law, many lost their lives in violent skirmishes with settlers who were not charged for their offences. They also succumbed to European diseases to which they had no immunity and the effects of alcohol introduced by the British. • The removal of children from the reserves to reformatories and industrial schools was the beginning of the Stolen Generations plight

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• Ensure students appreciate the cultural gulf between the British and the Aboriginal people. The British had long been exposed to trade and industry but unknown to the rest of the world for so long, the Aboriginal people had virtually no contact with the ‘outside world’. • To develop a balanced understanding of historical events, encourage students to look at this emotive issue objectively from both points of view.

• Aboriginal people <http://www.apex.net. au/~mhumphry/aborigin.html> • Colonisation <http://www.skwirk.com. au/p-u_s-17_u-504> • Terra nullius doctrine <http://www.nfsa. gov.au/digitallearning/mabo/tn_01. shtml>

Additional activities • Divide the class into two groups. One group researches the advantages and disadvantages of the Aboriginal semi-nomadic lifestyle, the other, of the British approach to farming in Australia. Discuss how both sides could have learned from each other if there had been mutual respect. • Present a report of the conflict between the British and Aboriginal people as a comic strip.

• Eddie Mabo <http://www.abc.net.au/ schoolstv/australians/emabo.htm>

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The loss of land and freedom – 1 My name is Kirra. I am from Queensland. I want to tell you how my people, the Indigenous people of Australia, were affected when our country became a British colony.

DEMOCRACY

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For almost 50 000 years, my ancestors lived a semi-nomadic lifestyle, without territorial boundaries. They erected temporary shelters and lived off the land, gathering seasonal foods and hunting animals, before moving on to new pastures. But because they had not fenced off parcels of land for cultivation, animal rearing and permanent dwellings, the British did not accept that my people owned the land. It was free for them to take … so they took it.

people’s diseases and the effects of © R. I . C.Publ i cat i ons alcohol. To protect them in their final years, the government forced them to •f orr evi ew pur p seson y•where their liveo permanently onl reserves

As subjects of this new British colony, my ancestors were expected to obey British laws while their own tribal laws and customs were ignored. Although they had to obey these foreign laws, the Aboriginal people had no legal rights. They could not bring charges against white people who treated them badly. A white man could accuse an Aboriginal man of trespassing and poaching on his land, but the Aboriginal man could not defend himself and say that his feeding and hunting grounds had been fenced off and cleared for the white man’s farming.

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lives were restricted and controlled by government authorities. They had lost their land, their freedom, their dignity and their spirit.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

The rights of Australia’s Indigenous people were swept aside the moment Australia was declared terra nullius, meaning ‘land belonging to no-one’, and claimed for the British crown in 1770. But it wasn’t until the arrival of the First Fleet in 1778 that the full extent of this declaration was realised.

To add to this humiliation, the colonial governors were given the right to remove children from the reserves. If they displayed criminal behaviour, they were sent to reformatories. If the authorities thought the children were being neglected by their families, they went to industrial schools where they would learn a trade.

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As the conflicts between settlers and Aboriginal people intensified, laws were introduced that increased the power of the white settlers over the Indigenous population. In Tasmania, settlers were allowed to ‘shoot on sight’ and in New South Wales, if they came too close to a settler’s dwelling, or if they were carrying a spear, Aboriginal people could be shot without question.

Not all Aboriginal people lived on reserves. Some worked on farms and others in towns. Some were treated better than others by the white settlers, but they were all believed to be inferior to the white folk. In spite of this, by the time of Federation, many Aboriginal people had the right to vote in elections, but with the birth of the new nation, this would change.

Colonial governments believed that my people would die out completely as a result of the violent conflicts, white www.ricpublications.com.au

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The loss of land and freedom – 2 Read the text on page 23. In a group, discuss the questions before writing your own answers. 1.

What is the major difference between how Australia’s Indigenous people and the British settlers understood ‘owning the land’?

DEMOCRACY

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(b) If Britain had believed the land belonged to the Indigenous people, what might they have done to gain land to develop a colony?

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How did depriving the Aboriginal people of their land also deprive them of their freedom, dignity and spirit?

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Ignoring Aboriginal laws and customs, the British authorities decided whether Aboriginal children were committing crimes or being neglected. Do you think this was fair? Explain your answer.

James Cook wrote that although the Aboriginal people appeared to live a poor existence, he believed they were far happier than Europeans, who believed themselves to be superior.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

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Teac he r

(a) In the opinion of the Aboriginal people, what did the British do when they declared Australia terra nullius?

Clash of cultures Although the British encountered Aboriginal people when they first arrived in Australia, they saw no evidence of land ownership as they understood it, and free settlers began to claim and cultivate parcels of land. DEMOCRACY

The Aboriginal people who had always been free to roam across all the land because they believed they all shared it, did not understand that land now enclosed by fences was out of bounds to them.

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(a) As a settler, write a short report explaining how the clearing of land and farming have improved the environment and benefited the developing colony.

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(b) As an Aboriginal person, respond to this report and explain how land clearance and farming practices have affected the way of life of your people.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

Research for information and discuss the effects of colonial farming on the way of life of Aboriginal people and its contribution to their loss of rights.

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Fact file: Eddie Mabo, a Torres Strait Islander, is famous for his role in the ten-year legal struggle in which the High Court of Australia overturned the legal doctrine of terra nullius.

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A catalyst for change Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children (ACHHK114)

Voting rights for Indigenous Australians

1856

1857

First elections for NSW Parliament are held. Only men with land or paying rent are eligible to vote

1896

All men, including Aboriginal men, over 21 in Tasmania can vote

1885

Queensland denies Aboriginal men the right to vote

1893

WA denies Aboriginal men the right to vote

1895

All women, including Aboriginal women, in South Australia win the right to vote

1962

1967

1973 1984

How did Australian society change throughout the twentieth century?

Historical skills

• Sequence historical people and events (ACHHS117) • Use historical terms and concepts (ACHHS118)

• Identify questions to form an historical inquiry (ACHHS119)

• Identify and locate a range of relevant sources (ACHHS120)

• Locate information related to inquiry questions in a range of sources (ACHHS121) • Compare information from a range of sources (ACHHS122) • Identify points of view in the past and present (ACHHS123) • Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Historical concepts • Cause and effect

• Significance

• Perspectives

• Empathy

• Contestability

Commonwealth Constitution denies all Aboriginal people the right to vote unless already on a state register. Indigenous people are not to be counted in the national census

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1949

Key inquiry questions

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All men, including Aboriginal men, over 21 in Victoria can vote

All men, including Aboriginal men, over 21 in NSW can vote

1922

Investigating the impact of British colonisation on the rights of Aboriginal Australians since Federation.

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All men, including Aboriginal men, over 21 in South Australia can vote

1858

1901

Elaboration

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Northern Territory denies the vote to Indigenous people

Background information

• After the Coniston Massacre of 1928, Aboriginal Australians established political activist groups to continue their fight for social and political reform. Such groups included the Aborigines Progressive Association (APA) and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders (FCAATSI) • White soldiers returning from World War I were eligible for small parcels of land from the government. This land was taken from reserves, leaving the Indigenous population with even less land and no compensation for improvements made and crops planted. • Eviction from the reserves became known as the ‘second dispossession’.

Teaching notes

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1843

Dispossession of Aboriginal people as colonial law based on British system

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DEMOCRACY

1788

Teacher information

• Although Aboriginal Australians are made up of many peoples from different areas and with different languages and customs, they have been treated as one homogeneous people.

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Indigenous people who have served in the armed forces are eligible to vote in federal elections

All Aboriginal people are given the right to vote in federal elections if they want to

Referendum approves changes to the Constitution. The Commonwealth government now has power to make laws for Indigenous people who are now counted in the national census First national elections for all Aboriginal people Compulsory for Indigenous Australians to vote

Australian Curriculum History: Australia as a nation

Additional activities

• Create a ‘Who’s who’ gallery of people who have played a major role in reconciliation. • Create a time line of major events that have occurred on the road to reconciliation.

Resources

• Whose land?–Eyewitness to Aboriginal and non-Aboriginal relations, 1770-2007 by Nicolas Braisch • National Museum of Australia <http://www.nma.gov.au/exhibitions/from_little_ things_big_things_grow/home> • Self-determination <https://www.oxfam.org.au/explore/indigenous-australia/ouraboriginal-and-torres-strait-islander-peoples-program/self-determination-program/> • Indigenous land rights <http://www.creativespirits.info/aboriginalculture/land/ aboriginal-land-rights> • Native title <http://www.creativespirits.info/aboriginalculture/land/native-title> • Coniston Massacre <http://www.nma.gov.au/exhibitions/first_australians/resistance/ coniston_massacre>

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A catalyst for change – 1

Within 150 years of the British claim on Australia, the Indigenous population who have lived here for almost 50 thousand years, were reduced to second-class citizens, dominated by the laws of the white people.

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It excluded them from the national census.

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The federal government took no responsibility for Aboriginal affairs but left them to the individual state governments.

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It denied them the right to vote in federal elections.

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By these three acts, it was publicly declared that the Indigenous population was not a part of the Commonwealth of Australia. In the years after World War I I , while ‘white Australia’ was overflowing with hope and prosperity, how did ‘Aboriginal Australia’ compare? •

There was little or no access to the formal education needed for success in white Australia.

•

There was little or no access to essential medical facilities. Land, which for centuries had provided the ingredients for traditional medicines, had been taken for agriculture, mining and urban development.

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There was high unemployment. Reserves were located on poor land which could not always provide enough food. Many people were starving. There was no financial assistance from the state government.

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Democratic rights were denied. People lived on reserves, on land that was good for little else. State laws governed many aspects of their lives; for example, when and where they could travel and who they could marry.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

The Constitution of the new nation reinforced their inferior status in three ways.

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Communities were neglected by the state and yet their children were taken from them if the state believed they were being neglected by their families. Children of mixed parentage were removed from communities to have their Aboriginal culture ‘cleansed’ from them.

Most white Australians, cocooned in their comfortable communities,either did not know or did not care about the lives of the descendants of the first Australians, so they received an enormous shock when they saw the movie Manslaughter, shown in cinemas across the country in 1957. Manslaughter showed the plight of Aboriginal people in the Warburton Ranges area of Western Australia. This movie created a public outcry and set in motion a series of events that would eventually lead to equal rights for Aboriginal people. www.ricpublications.com.au

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DEMOCRACY

My name is Cooper. I am proud to be an Australian, but there is one part of my country’s history I am not proud of. As I learn about it in school, I thank William Grayden and Doug Nicholls who made the movie that helped the unaware citizens of Australia realise what was happening in their own backyard.

A catalyst for change – 2 Read the text on page 27. In a group, discuss the activities before writing your own answers.

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With individual states making laws for Aboriginal Australians, how might this have affected those who wanted to travel interstate?

What factor(s) do you think affected the decision to exclude Aboriginal people from the national census in the constitution of 1901 that would not apply if it had been written in the 1950s?

What do you think was the flaw in the argument that neglected children should be removed from their homes?

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How do you think it was possible for white Australians to be unaware of the plight of the Aboriginal people?

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How do you think the white Australian opinion towards Aboriginal Australians may have changed between Federation and 1957?

Almost 2000 Indigenous Australians took part in World War II, but they were rewarded with less pay and no war pension on their return to Australia.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

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DEMOCRACY

Write words to describe how the three parts of the original Constitution might have made Aboriginal Australians feel.

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The road to reconciliation

DEMOCRACY

• • • • • •

citizenship for all Aboriginal people equal rights and pay self-determination an end to racial discrimination recognition of Indigenous land rights an apology for the Stolen Generations.

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Teac he r 1.

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On many occasions, they have had the support of the non-Indigenous population who had realised that Australia was guilty of civil rights offences similar to those of the United States and South Africa. As a class, research each event. Day of Mourning (1938)

Yirrkala Bark Petition (1963)

Wave Hills Walk-off (1966) © R. I . C.Publ i cat i on •f o r r evi ew pur poses on l y(1982) • Tent Embassy (1972) Mabo Case Freedom Rides (1965)

Amendment of Commonwealth Electoral Act (1918)

Australian Referendum (1967)

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

Since the Coniston Massacre in 1928, Aboriginal Australians have used petitions, demonstrations and heartfelt speeches to protest against their unfair treatment by the white Australian government. Their demands have included:

(a) Use the ‘Events’ resource sheet to record the purpose and outcome of each event.

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(b) Prepare a Powerpoint™ presentation using the ‘Slide chart’ to record the key points of each event.

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In a group, choose one event to investigate further.

(a) Create an explosion chart of questions to ask about your event. (b) Use the ‘Questions’ resource sheet to record your questions and research notes. (c) Dramatise the story of your chosen event to present to the class. Devise a script for a narrator and each character to set the scene and highlight the key points. Established in 1925 in New South Wales, the Aborigines’ Progressive Association (APA) was the first political activist group. Its aim was to promote citizenship for all Aboriginal Australians and to end discrimination against them.

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To you, we say,‘Sorry’ Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children (ACHHK114)

Events related to the Stolen Generations and the Forgotten Australians

1897-1915 All colonies/states appoint a Chief Protector who is the legal guardian of every Aboriginal and ‘half-caste’ child under 18/21 years

1994

Going Home Conference is held in Darwin, NT

1995

National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families is established Report of the above inquiry, the Bringing them home report, is published

1997

Individual state governments make formal apologies to the Aboriginal people and Torres Strait Islanders

1998

Australians for Native Title (ANT) launches the Sorry books campaign

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2008

How did Australian society change throughout the 20th century? Who were the people who came to Australia and why did they come?

Historical skills

• Sequence historical people and events (ACHHS117) • Use historical terms and concepts (ACHHS118)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Historical concepts • Cause and effect • Significance • Perspectives

Background information

• Empathy

• Contestability

• The apology of 13 February 2008 refers to the lack of rights of Indigenous parents and children forcibly separated by the authorities. The apology of 16 November 2009 refers to all children, including the Stolen Generations, who suffered abuse and neglect in institutions. Many were told lies about their families.

1997

2004

Key inquiry questions

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British social worker Margaret Humphreys, receives a letter from a woman claiming to have been sent to Australia by the British government at four years of age

The Child Migrants Trust is founded in Britain by Margaret Humphreys

2002

Investigating the loss of basic human rights of children of the Stolen Generations and the Forgotten Australians.

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1987

1998

Elaboration

Inaugural National Sorry Day is held on May 26

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A movie about child migration is suggested

• An estimated 500 000 children were in care in Australia during the 20th century. About 50 000 were Stolen Generations and 7000 were child migrants from Britain and Malta. The rest were non-Indigenous Australians

Teaching notes • Discuss the title of page 33. The feelings of the children were disregarded.

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1986

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DEMOCRACY

1869-1911 Aborigine Protection Boards are established in all mainland colonies/states

Teacher information

• Consider why the authorities acted as they did, even though they were denying children and their families basic human rights.

Additional activities

• Use the information acquired from activities on page 33 to write narratives based on real events.

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A memorial to the stolen generations is established in Canberra

Kevin Rudd, on behalf of the Australian government, apologises to the Stolen Generations and their families

2009

Kevin Rudd, on behalf of the Australian government, apologises to the Forgotten Australians and their families

2010

British Prime Minister, Gordon Brown, apologies to the child migrants on behalf of the British government

2010

Oranges and sunshine, the movie about child migration, is released

Australian Curriculum History: Australia as a nation

• Write an argument in defence of the authorities’ policy of putting children into care. Write a counter argument on behalf of the Forgotten Australians.

Resources

• Home to mother by Doris Pilkington Garimara • The rabbit-proof fence – movie • The burnt stick by Anthony Hill • Audrey’s big secret by Christine Harris • Stolen Girl by Trina Saffioti • Who am I?: the diary of Mary Talence by Anita Heiss • Saying sorry to the stolen generations – the apology by Marji Hill • Stories of the stolen generations – Marji Hill

• Stolen Generations <http://www. creativespirits.info/aboriginalculture/ politics/stolen-generations-stories> • Indigenous Australia <http://www. aiatsis.gov.au/lryb/> • Empty cradles by Margaret Humphreys • Oranges and sunshine – movie • The Forgotten Children: Fairbridge Farm School and its betrayal of Australia’s child migrants by David Hill • Alliance for Forgotten Australians <http://www.forgottenaustralians.org. au/activities_afa.html>

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To you, we say,‘Sorry’ – 1

The Forgotten Australians

These were mostly the children of mixed, white and Indigenous, parentage who were forcibly removed from their homes and placed in mission schools or adopted by white families.

These were the children who grew up in Australian children’s homes in the middle years of the 20th century. Deprived of affection, they endured the hardship of child labour rather than being allowed to enjoy school and play. Cruel punishments for even minor offences were commonplace.

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Some children were orphans or had been abandoned, but most were placed in care against their parents’ wishes because the authorities believed they were being neglected. Children of the Stolen Generations are also included as Forgotten Australians.

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Teac he r

Parents and children knew they would never be allowed to see each other again.The distress caused by the separation was intense. Siblings were often deliberately separated so they could not remind each other of home. The children lived in a harsh world, deprived of love and dominated by fear. The happy days of childhood were lost.

A large number of children were migrants from British children’s homes. They had been promised a new life, full of sunshine and happiness with adopted families in Australia, but the reality was very different.

Although the children were given some education, they were expected to become labourers and servants. They were forbidden to speak in their own language and were forced to learn English instead.

© R. I . C.PubChildren l i ca t i othenages sof three and 14 travelled between The authorities wanted to remove all traces of to the other side of the world with only adults from •f orWhen r ev i e w p ur pchildren’s ose so l y• the homes forn company. their Indigenous culture. they were older, the

British children’s homes were overcrowded and costing the country a lot of money. If children were sent to Australia, this would relieve the overcrowding and help boost the Australian population.

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children were expected to have their own children by white Australian partners so that the Indigenous blood would eventually disappear. Life would be easier for their descendants, living as white people in white Australia.

Although some were orphans, many child migrants were sent reluctantly by their parents who genuinely believed Australia would give them a better life. In other cases, children were told their parents had passed away, and parents were told their children had been adopted.

The threads of Indigenous Australian cultures and practices are passed down through the generations in stories, songs and dances. Without their children, how could their cultures that had thrived for thousands of years before colonisation, survive?

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Apology ~ 16 November 2009

Apology ~ 13 February 2008

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DEMOCRACY

The Stolen Generations

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

There are two unpleasant chapters in the history of Australia that involve children who were powerless to fight against authority. The injustices endured by them were publicly recognised by the Commonwealth of Australia when former Prime Minister, Kevin Rudd, apologised to them. These groups of children are known as the Stolen Generations and the Forgotten Australians.

To you, we say,‘Sorry’ – 2 Read the text on page 31. In a group, discuss the activities before writing your own responses. Write one similarity and one difference between the children of the Stolen Generations and other Forgotten Australians. Difference

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In your own words, explain how the authorities denied the children and their families basic democratic rights.

Imagine yourself as a child of either the Stolen Generations or a different group of Forgotten Australians.

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(a) Write words and phrases to describe your emotions from being taken from home to your arrival at the mission or children’s home.

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Similarity

(b) Arrange the words and phrases as a message for help.

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Although the removal of Indigenous children from their families was government policy from 1909 to 1969, there are reports that it began as early as the 1890s and continued into the 1970s.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

Unheard voices 1.

Read a selection of personal recounts from reliable internet sites describing how Indigenous children were taken from their families by the authorities.

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Responses of the Stolen Generation

Read a selection of personal recounts of life in a children’s home in Australia at that time. (a) Record your responses to the recounts and the responses of the people to their lives in care.

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Responses of the Forgotten Australians

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My personal responses

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

My personal responses

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(b) Record the facts the recounts give you about life in the children’s homes.

Child migration to the British colonies of Canada, Rhodesia (Zimbabwe) and Australia began in the late 19th century. The last group of child migrants to Australia arrived by air in 1967.

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DEMOCRACY

Record your responses to the recounts and the responses of the people who had those experiences.

A woman’s right to vote Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children (ACHHK114)

Significant events in the history of women’s suffrage and emancipation

Elaboration Investigating the campaign for women’s suffrage and emancipation.

Key inquiry questions How did Australian society change throughout the 20th century? What contribution have significant individuals and groups made to the development of Australian society?

1884 First Australian Women’s Suffrage Society, Victoria

Historical skills

1888 Women’s Suffrage League is established in South Australia

• Use historical terms and concepts (ACHHS118)

1889 Australian Women’s Suffrage Society is established

• Identify and locate a range of relevant sources (ACHHS120)

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1891 Victorian Parliament receives petition from supporters of women’s suffrage containing 30 000 signatures 1894 SA Parliament receives petition from supporters of women’s suffrage containing 11 600 signatures

1895 Women’s Suffrage Act, South Australia 1899 Women’s Suffrage Act, Western Australia

• Sequence historical people and events (ACHHS117)

• Identify questions to form an historical inquiry (ACHHS119)

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Historical concepts • Cause and effect

• Significance

• Perspectives

Background information

1902 Commonwealth Franchise Act

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• Empathy

1903 First Australian women stand for election for Federal Parliament

• From 1856, the colonies began to enfranchise some men over the age of 21 so that with self-governance, their newly-formed governments could be elected democratically.

1904 Women’s Suffrage Act, Tasmania

• Women demanded recognition and the right to vote, and so the suffrage movements were born.

1909 Women’s Suffrage Act, Victoria

• The suffrage movements were open to all women, bridging the gap between the classes.

1921 Perth, WA, Edith Cowan is the first woman to be elected to an Australian parliament

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1925 The first female MP speaks in the NSW Parliament 1943 Dame Enid Lyons is the first woman elected to the Federal Parliament

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1966 The South Australian Council of Aboriginal Women is founded by Gladys Elphick

• Australian suffragettes focused mainly on having the right to vote so that their representatives in parliament would consider the female perspective of any new laws. Their counterparts in Britain were also determined to stand for parliament. This caused great disruption to the traditional status of women in the home. Because Australian women were initially less concerned with this aspect, their demands were considered more favourably.

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1827 The first female workers riot occurs at Parramatta Female Factory over poor conditions and lack of food

Teacher information

• The Woman’s Christian Temperance Union of Australia was formed in May 1891. Its main objectives were to improve the social and moral state of the colonies, but it had a significant role in the campaign for women’s suffrage from the 1880s.

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1969 Australian women win the right to equal rates of pay as men

• Ensure students understand the terms, ‘suffrage’, ‘suffragette’, ‘suffragist’, ‘enfranchisement’ and ‘emancipation’.

1972 Women’s Electoral Lobby is established

• The attitudes of people living in the colonies was less strangled by the traditions of British society. A new nation was developing and the time was right to effect social change.

1975 The first national conference agrees to celebrate International Women’s Day annually

1983 Australia signs the United Nations Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) 1989 The National Foundation for Australian Women is established 2000 The annual Women’s History Month, Australia, is launched Australian Curriculum History: Australia as a nation

Additional activities • Research to compare the dates when women were allowed to vote in federal and colonial/state parliaments. • Present a class debate on women’s suffrage.

Resources • Australian suffragettes <http://www.australia.gov.au/about-Australia/Australianstory/austn-suffragettes> • Edith Cowan <http://adb.anu.edu.au/biography/cowan-edith-dircksey-5791>

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In the early days of the Australian colony, women had little or no say in how their lives or their colony were run. Ruled by their fathers until they were married, they simply changed masters and were ruled by their husbands. Although they were expected to work hard, take responsibilities and pay taxes, they received no recognition for their efforts. In the mid-1880s, some spirited women decided to take action and the suffrage movement was born.

I also believe that I have the right to stand for election to Parliament. Surely, in a democratic society, when bills are being passed that affect women, some women should be involved in their making!

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I understand politics as well as any man and I am able to form my own opinions. I do not need a man to tell me what to think and say. I am intelligent enough to listen to the speeches of politicians and to judge their actions. I believe I have the right to choose who represents me in parliament. If I'm expected to pay taxes and obey laws, then I want to be given suffrage.

We are suffragists. We support the suffragette movement and understand how these women feel. We agree that something should be done to give women equal status in society. We believe the social and moral status of the colony would improve if there was a little female influence in parliament.

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physical activities.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

Let me tell you why I am a suffragette.

I think it's a disgrace! How can any of these women call themselves ladies? A woman's role in life is to make her husband look good and raise his children. All this political nonsense is an embarrassment to our fair sex.

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Women in Parliament? How absolutely absurd! What do they know of political affairs, of trade and the economy? They wouldn't be able to make any rational decisions or judgements. They'd be far too emotional. Besides, who's going to run their homes and look after their children? More importantly, whose going to look after the man of the house when he gets home from a hard day's work?

In 1894, the first national suffrage group was established and the women worked hard to gain support for enfranchisement, being given the right to vote and stand for election. In 1902, the Commonwealth Franchise Act gave non-Indigenous women over the age of 21 the right to vote in federal elections. However, at this stage most women still did not have the right to vote at state level. www.ricpublications.com.au

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DEMOCRACY

A woman’s right to vote – 1

A woman’s right to vote – 2 Read the text on page 35. In a group, discuss the opinions and the speakers before writing your own answers. 1.

Do you think women in the Australian colony had a better chance of being enfranchised than women in Britain? Explain your answer.

DEMOCRACY

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Although the two speakers opposed to women’s suffrage give their reasons, what do you think their personal, unspoken reasons for being against it might be?

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Complete the table of reasons given for and against women’s suffrage. For

Against

Women in the Australian colonies were enfranchised before those in Britain and the United States, but in 1893, New Zealand women were the first in the world to be granted suffrage.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

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Women also wanted emancipation, freedom from oppression. In what ways were they oppressed?

Campaigning for suffrage

Among these women, a number stand out as being spirited leaders of the movement who used their status, education and experience to create social and political reform.

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(a) As a group, research to deliver a ‘Who’s who’ presentation of each suffragette. Summarise her role and achievements in the campaign for women’s suffrage. Record the information for each one on a ‘Research sheet – People’.

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(b) Create a time line of events of each woman’s politically active career.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

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Mary Lee

Rose Scott

Catherine Helen Spence

(a) On a ‘Research sheet – Questions’, record the questions you would like to ask any one of these women about their lives as activists for women’s suffrage. (b) Present your questions as a television interview in which you and a partner take the roles of interviewer and suffragette. Make a video of the interview if possible. Although all non-Indigenous women had the right to vote in federal elections from 1902, only those in NSW, SA and WA could vote in state elections. Women in other states were enfranchised in Tasmania–1903, Queensland–1905, and Victoria–1908.

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DEMOCRACY

The Australian suffrage movement involved many thousands of women across the colonies who worked hard to promote enfranchisement for all women.They organised meetings, petitions and demonstration marches and distributed leaflets outlining their demands and giving reasons why they should be accepted.

Wartime internment Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children (ACHHK114)

Significant events in the history of internment and detention in Australia

Teacher information Elaboration

1914 First World War begins

Key inquiry questions

1914 National Precautions Act 1914

How did Australian society change throughout the 20th century? Who were the people who came to Australia? Why did they come?

1915 Enemy aliens in Australia are rounded up and interned 1918 First World War ends

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• Use historical terms and concepts (ACHHS118)

• Identify questions to form an historical inquiry (ACHHS119)

1939 Second World War begins

• Identify and locate a range of relevant sources (ACHHS120)

1940 British troop ship Dunera arrives in Australia with 2500 internees

• Locate information related to inquiry questions in a range of sources (ACHHS121)

1942 20 members of the Australian First Movement are arrested by security services

• Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)

1943 507 political prisoners are moved to Australia from West New Guinea by Dutch authorities 1945 World War I I ends

• Compare information from a range of sources (ACHHS122) • Identify points of view in the past and present (ACHHS123)

Historical concepts • Cause and effect

• Significance

• Perspectives

Background information

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• Empathy

• In World War I , almost 7000 people were interned in Australia. More than half were of German origin.

1946 The last internees in Australia are released

1980s The issue of WW I I internees is highlighted with a view to a public apology

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1990 John Panizza, Liberal senator, presents a motion for the wrongful internment of Italian migrants to be acknowledged. The motion is rejected 1992 Mandatory detention is introduced

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2001 Tampa Affair and ‘Pacific Solution’

2001 Thousands of islands are excised from Australia’s migration zone

2001 Migration Amendment Act 2001 allows indefinite detentions

• In World War I I , internment was introduced for three reasons: to prevent ‘enemy aliens’ from helping Australia’s enemies, to satisfy the demands of the Australian community who had turned against ‘enemy aliens’, to accommodate POWs and other internees brought to Australia by the British authorities.

• At the beginning of World War I I , only those ‘enemy aliens’ considered to be a threat to national security were interned. As hostilities escalated, Germans and Italians were often interned based on their nationality. • Over 20% of all Italians living in Australia were interned.

Teaching notes

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Investigating the reasons why some people in Australia’s history have lost their democratic and human rights.

• ‘The very ink with which history is written is merely fluid prejudice.’

• This quote from Mark Twain, the American novelist, reminds us that history books and articles are written from one point of view. To gain a better understanding of historical events, always study every point of view.

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• Research and dramatise the story behind the ‘children overboard affair’.

• Hold a class debate on the statement, ‘The Australian government was right to intern foreign migrants during World War I ’.

2003 Woomera Detention Centre is closed 2005 Official inquiry finds prolonged detention can lead to mental illness 2011 Tony Piccolo, Labor MP, presents a motion for the wrongful internment of Italian migrants to be acknowledged. The motion is accepted Australian Curriculum History: Australia as a nation

Resources

• Children in detention centres <http://www.mapw.org.au/about-mapw/policies/childrendetention> • Civilian internment <www.bbc.co.uk/history/ww2peopleswar/timeline/factfiles/nonflash/ a6651858.shtml> • Refugee: the diary of Ali Ishmail by Alan Sutherland • The forgotten children in Australian detention centres before 2005.(Author abstract): An article from: Australian Journal of Early Childhood [HTML] [Digital] by Susanne Garvis and Lindy Austin • The bitter shore by Jacquie Everitt • From under a leaky roof: Afghan refugees in Australia by Philip John Sparrow

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Wartime internment – 1

The Commonwealth of Australia is a representative democracy. Today, citizens are free to vote for who represents them in government and everyone enjoys the freedom of speech, actions and movement, within the law. The laws of equal opportunity protects people from any kind of discrimination.

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To begin with, ‘enemy aliens’ were those born in countries at war with Australia. But later, even those whose families originally came from enemy nations but who had been born in Australia, were given this tag. The government was concerned that during hostilities, ‘enemy aliens’ would sympathise with their old home countries and be a threat to national security.

The war on our streets June 1940

Enemy alien restrictions

June 1940

We are at war with Germany and her allies. For national security, anyone of German or Italian origin is to be subjected to surveillance and restrictions.

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Shops and other businesses owned by people of German and Italian origin have been the target of many violent scuffles in our towns and cities in recent weeks. Windows have been smashed, premises set alight and occupants attacked. Overnight, friends and neighbours have become enemies. People whose families have lived in this country for generations are being treated as spies and traitors.

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Aliens will be restricted in their movements around the country and within cities. Aliens will not be allowed to own or use firearms, any communication or recording devices or any form of transport. Individual aliens who are believed to be a greater risk to security will be interned in camps for the duration of the war, unless they can prove their allegiance to Australia.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

But during the two world wars, there were people who lost their democratic rights and were victims of discrimination. These people were classed as ‘enemy aliens’.

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•

Japanese internment

May 1941

With the threat of Japanese invasion of our poorly protected shores, all Japanese aliens will be interned. The risk to our nation’s freedom is too great to allow them the freedom of movement allowed by surveillance and restrictions alone.

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DEMOCRACY

Australia’s attitude to migrants has changed a great deal since the early days of British colonialism. The nation has grown from a ‘white Australia’, keen for migrants to lose their cultural identities and assimilate into the Australian way of life, to a ‘multicultural Australia’, which embraces the cultures and traditions of the 200 nations it includes.

Wartime internment – 2 Read the text on page 39. In a group, discuss the questions and conduct further research before writing your own answers. 1.

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Write arguments for and against the enemy alien surveillance, restrictions and internment that were in force during World War I I. Arguments for

Arguments against

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Why do you think the government saw the Japanese living in Australia as a greater threat than the Germans or Italians?

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For all ‘enemy aliens’, many of whom had lived and worked in Australia for generations, how do you think they would have viewed their treatment by the Australian government during the war?

From March 1942, all enemy aliens were required to do work, for which they were paid. Their work projects included road building, construction sites and forestry work.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

What reasons do you think ‘British’ Australians might have given for attacking people of German, Italian and Japanese origin, many of whom had been born and raised in Australia?

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DEMOCRACY

The two main opponents in World War I I, were alliances of nations. The ‘Allies’ included Australia, Britain and the United States. The ‘Axis’ powers were Germany, Italy and Japan.

Mandatory detention

DEMOCRACY

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Since 1992, refugees from other nations who have come to Australia in search of political asylum, have been held in mandatory detention. They are forced to live in prison-like accommodation while the immigration department decides their fate. Can they stay or will they be forced to return home, to an uncertain future? The government will argue that the detention centres are not prisons, but living behind high fences and razor wire, the refugee inmates may not agree. The detainees are not free to leave and they have no idea how long they will have to remain there. Will it be for just a few weeks or for many years? This uncertainty creates great physical and emotional stress. Under various international conventions, Australia is obliged to protect the human rights of

Refugees in detention desperate for a life of freedom.

all refugees, with or without visas. This includes the right not to be detained indefinitely with no knowledge of how their application for asylum is progressing.

When the first political refugees came to Australia seeking political asylum, they were not held in detention centres. Today, political refugees can be held in detention for years while they wait for clearance to remain in Australia.

© R. I . C.Publ i cat i ons Being held in captivity for so long can create great stress for people of all ages. Until they •f orr evi ew pur posesonl y• hear the verdict of the immigration authorities, they can not dream of their new lives in 1.

(a) Research to discover what life is like in a detention centre. Create an explosion chart of questions to find out what life is like in a detention centre. Use the following headings to help you.

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Accommodation

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Australia.

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Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women and children. (ACHHK114)

The plight of political refugees

Recreation

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(b) Use the information to write a narrative describing your life as a child refugee in a detention centre.

Food

Religion/Culture

Clothes

Medical support

Education

Protection

As an introduction, include where you have come from and why you needed to leave y your home, how y you travelled to Australia and who came with y you. In conclusion, state your hopes for the future. Australia has offshore detention centres on Christmas Island in the Indian Ocean, Manus Island north of Papua New Guinea and on Nauru in the South Pacific Ocean.

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Italians in Australia Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

Teacher information

Time line

Elaboration

1881 Census records just under 2000 Italians living across Australia

Examining why different waves of emigrants came from Italy to Australia, and how they settled into Australian society.

Key inquiry questions: How did Australian society change throughout the twentieth century?

1883

Who were the people who came to Australia and why did they come?

What contribution have significant individuals and groups made to the development of Australian society?

Historical skills:

1891

• Use historical terms and concepts (ACHHS118)

1920s

Italians dominate the sugar cane industry in north Queensland and establish fruit orchards in the state’s south. 1921

• Identify questions to inform an historical inquiry (ACHHS119)

• Locate information related to inquiry questions in a range of sources ( ACHHS121) • Identify points of view in the past and in the present (ACHHS123)

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Hundreds of immigrants arrive from Italy to work in Queensland’s sugar plantations

Teac he r

• Develop texts particularly narratives and descriptions, which incorporate source materials (ACHHS124) • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Historical concepts: • Cause and effect

Italians emigrate to Australia when US immigration quotas are reduced

• Perspectives

• Significance

late 1920s–early 1930s

Poor and illiterate Italians from farming backgrounds become successful in agriculture and viticulture 1925

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The first Italian-Australian association is formed in Brisbane

Background information

• At different times in history, the economic and political climate in Italy pushed Italians to emigrate. The opportunities created by Italians who had settled in Australia built a pull factor for those at home. • Initially, there was animosity towards Italian migrants because of differences in culture. This later intensified as the Italians, who had come from poverty, were prepared to work very hard to make a better life for their families and future generations. • Italians from the north of the country were more readily accepted than those from the south, as they were fairer skinned. • The extended family (grandparents, aunts, uncles, cousins) was the focal point of any Italian’s life.

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Treaty between Italy and Britain allows Italians more freedom and rights in Australia

1930s–1950s

Italians revive Australia’s tobacco industry and eventually control 75% 1939

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About 38 000 Italians are living in Australia 1945–1970s Italians continue to migrate to Australia

Teaching notes

• Give students opportunities to present what they have learnt as persuasive text or a play or interview script in which all points of view are considered.

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• Present the fortunes of Italian migrants in Australia on a display. Trawl the internet for detailed information, including statistics on numbers of migrants over time and where they settled. Look at the general picture and individual stories. • Conduct a study on the role of Italians in the Queensland sugar industry.

1970–1980 Improved economic conditions in Italy halt migration to Australia

Resources • <http://www.migrationheritage.nsw.gov.au/belongings/?culturalbackground=italian> • <http://www.history-timelines.org.uk/places-timelines/27-italy-history-timeline.htm> • <http://www.italianlegacy.com/italian-migration-to-australia.html> • <http://www.italianaustralians.com/> • <http://www.immi.gov.au/media/publications/statistics/federation/federation.pdf> • <http://www.qhatlas.com.au/content/italians-queensland> • Bonegilla <http://www.youtube.com/watch?v=p3uPGo-08JI>

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Italians in Australia – 1 Today, Italian restaurants and cafes are as much a part of Australian life as the beach and AFL. The number of Australians with Italian ancestry is second only to those from Britain and Ireland. So when did Italians migrate to Australia and why?

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Some craftsmen, such as carpenters and marble sculptors, realised their skills would be very useful in the new colony, in projects such as the construction of government buildings, theatres and homes for the wealthy. So they left their homes, bound for Australia and, hopefully, a more fruitful, peaceful life.

In 1861, Italy became a nation but unlike Australia, it did not happen peacefully. Many well-educated, professional people from northern Italy feared political persecution. In Australia, they hoped to find a more peaceful life.

being sent back home. Unskilled Italians were prepared to take their place and work for the same low wages. This made them very unpopular with the Queenslanders who wanted the jobs but also wanted to be paid more money and to work fewer hours. In time, Italians bought a number of sugar plantations and thriving Italian communities were established.

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Italians earned a reputation for being hardworking and clean-living. They lived together in communities and believed in the importance of the church and family life. Although they still dreamed of home, they were determined to succeed in the new colony.

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Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

During the gold rush years of the 1850s, another wave of Italians came to Australia. They all had the same dream: to make their fortunes and live prosperous lives.

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In 1883, an agreement was made between Britain and Italy, allowing Italians to buy land and set up businesses. The British government recognised that the Italians had the positive attitude and characteristics necessary for developing the young colony. They saved most of their earnings and lived frugally so they could afford to buy land and build their own homes.

Some Australians worried that the Italians would ‘take over’ the nation, especially with the introduction of ‘chain migration’, in which Italians living in Australia could afford to sponsor other migrants from Italy.

During World War I I, because Italy was at war with Britain, Italians living in Australia were considered ‘enemy aliens’ and interned in camps for the duration of the war. But after the war, thousands more emigrated to Australia, eager to escape the poverty of life in postwar Italy.

In response to the White Australia policy,the Pacific Islanders who had been working on sugar plantations in Queensland, were www.ricpublications.com.au

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MIGRANT GROUPS

In the first half of the 19th century, while Australia was still a very young colony, Italy was not a country. Like Australia, it was a group of separate states ruled by other countries. It was a time of political instability and great economic hardship.

Italians in Australia – 2 Read the information on page 43 and discuss the questions with a partner. Before writing your answers, conduct an internet search to find additional information.

Answer each question as if you were an adult male Italian.

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You have come to Australia without your family. You will send for them when you have found a decent place to live. How do you live your life in Australia?

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You are living in Australia at the outbreak of World War I I. You have been working in Australia for ten years but you are to be arrested and interned in a camp for the duration of the war.

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Write notes for a two-minute appeal you will give to the authorities on your arrest. Explain how you feel and why you think you should not be arrested.

In the 1960s and 1970s, the economy of Italy was struggling so badly that the government actively encouraged citizens to emigrate to Argentina, Canada and Australia. Because of the ‘White Australia’ policy, southern Europeans, including Italians, were not favoured by the Australian authorities because of their darker skins, until it was clear that their numbers were needed.

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Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

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You have just had an argument with an Australian. He said,‘Italians are not welcome in Australia’. How would you stand up for yourself and your countrymen?

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Explain why you have come to Australia.

Memories of migrating to Australia Use the link to find the Belongings website on the internet. http://www.migrationheritage.nsw.gov.au/belongings/?culturalbackground=italian Read through a selection of stories and record information from three of them to complete the table.

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Key points about migration history

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Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

Year of migration

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Work with a partner and choose one story to study in more detail. Your task is to present the information from the story as answers to questions asked in an interview. (a) Write a series of questions that an interviewer would have to ask to get the information. (b) Write a script for the answers the migrant would give, considering the emotions he or she would be feeling. (c) Present your interview to the class. Make it as realistic as possible. In 1951, migrants at Bonegilla hostels around the country rioted and demanded the government pay their passage back to Italy. Although promised jobs by the Australian government, many Italian migrants were unemployed and still living in migrant hostels. Their contract prevented them from seeking work independently.

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MIGRANT GROUPS

Place in Italy

Name

World War I I displaced people Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

Teacher information

Time line 1947

Elaboration

Australia agrees to settle displaced people from camps in Europe

Examining why people were displaced by the war and how they became a part of Australian society.

Key inquiry questions How did Australian society change throughout the twentieth century?

1968

Hungarian revolution

What contribution have significant individuals and groups made to the development of Australian society?

Historical skills

• Use historical terms and concepts (ACHHS118)

• Identify questions to inform an historical inquiry (ACHHS119) • Identify and locate a range of relevant sources (ACHHS120)

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1956

Eastern Europeans fleeing from Communism arrive as refugees

Who were the people who came to Australia and why did they come?

• Locate information related to inquiry questions in a range of sources (ACHHS121) • Compare information from a range of sources (ACHHS122) • Identify points of view in the past and present (ACHHS123) • Develop texts particularly narratives and description, which incorporate source materials (ACHHS124) • Use a range of communication forms (oral, graphic, written and digital technologies (ACHHS125)

Invasion of Czechoslovakia by Warsaw Pact nations

Historical concepts

Almost 200 Asians expelled by Idi Amin in Uganda, arrive in Australia

• The people were displaced for a number of reasons; for example, fleeing their home countries now under communist rule.

Refugees from Chile arrive in Australia after the military coup deposes the Allende government

• Before being accepted by host countries, refugees had to pass a series of medical tests.

• Cause and effect

• Significance

• Perspectives

Background information

1972

1974

1975

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1973

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Cypriot refugees arrive in Australia after the Turkish invasion of northern Cyprus

Fall of Saigon and the beginning of mass immigration of Asians from Vietnam, Laos and Cambodia

• About 8 million people were displaced during the war and of these about 6 million either returned home or made their way in life independently. This still left 2 million people with nowhere to go.

Teaching notes

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1953-1973

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About 180 000 refugees from Czechoslovakia, Estonia, Hungary, Latvia, Lithuania, Poland, Ukraine and Yugoslavia settle in Australia

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1947-1953

• Encourage students to consider the range of emotions the displaced people would have felt after their wartime experiences and about their uncertain future.

o c . che e r o t r s super • Revise the terms ‘communism’ and ‘democracy’.

Additional activities

• Find out the 30 countries nationalities of the Snowy Mountains scheme workforce. On an outline of a world map, draw a line from each country to New South Wales in Australia. As a class, research the different reasons why people left or were unable to return to their home country. Include this information on the map. • Research to present a ‘Who’s who?’ of famous Baltic nation Australians.

East Timor declares its independence from Portugual but is invaded by Indonesia nine days later, marking the beginning of Timorese people in Australia

Australian Curriculum History: Australia as a nation

Resources • <http://museumvictoria.com.au/discoverycentre/websites-mini/journeys-australia/> • <http://www.cooma.nsw.gov.au/recreation/avenue-of-flags/747.html> • <http://www.powerhousemuseum.com/hsc/snowy/impact.htm> • <http://www.australianhistory.org/snowy-mtns> • <http://aso.gov.au/titles/sponsored-films/snowy-hydro-men-mountain-meet/clip1/>

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World War I I displaced people – 1

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The International Refugee Organisation took up their plight and attempted to find countries that would open their doors to these victims of war. Between 1947 and 1951, almost 180 000 people came to Australia under the ‘Displaced Persons Program’. The Immigration Minister, Arthur Calwell, chose to accept the fair-skinned people from the Baltic nations before others because he believed they would be more acceptable to the Australian people.

Australia wanted foreign migrants to ‘assimilate’ into Australian society. ‘New’ Australians were expected to abandon their native languages and cultural practices. The hope was that, in time, there would be no differences between ‘old’ and ‘new’ Australians. This made life very hard for the migrants who had already lost family and personal possessions. They did not want to lose their identities as well. They lived in camps where they were taught English and how to blend into the Australian way of life.

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light industry such as clothes-making and food production.

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Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)

Teac he r

Thousands had lost their homes in bombing raids. Others who had been liberated from camps were unable to return home. Yet more were fleeing their homes to escape the newly-established communist regimes. Hundreds of thousands of people were on the move without access to food, fresh water, warm clothes, a place to sleep, shower or even go to the toilet. They had nowhere to call home.

The attempts to assimilate ‘new Australians’ into the Australian culture were not very successful. They were determined to hold on to their culture. Grocery stores and restaurants selling European foods sprang up and before long ‘old’ Australians were experiencing the delights of international cuisine.

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To pay for their passage and settlement in Australia, the refugee migrants had to agree to work for two years on a government project. The government was committed to developing facilities in towns and cities and to major engineering projects, such as the Snowy Mountains Hydro-electric Scheme. Displaced men were employed as labourers on these projects. Women were employed in domestic service or in www.ricpublications.com.au

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Although initially sympathetic to their plight, ‘old’ Australians were not always welcoming to the new migrants and racism was common. Migrants preferred to live in national groups so they could enjoy the familiarity of their own languages and customs. In their communities, they found the support that helped them through the struggles of life in a country thousands of kilometres from home.

Australian Curriculum History: Australia as a nation

MIGRANT GROUPS

The end of World War I I should have been a time of great hope and excitement for everyone. But for many people in Europe, where cities had been turned into battlefields, the aftermath of war was just a different kind of nightmare.

World War I I displaced people – 2 Read the information on page 47 and discuss the questions with a partner. Before writing your answers, conduct an internet search to find additional information.

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You are Arthur Calwell, the Minister for Immigration. Please explain why you think people from the Baltic nations are more acceptable to the Australian people.

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In all major cities, there are suburbs dominated by different ethnic communities. Why has this happened?

The Baltic nations are Estonia, Latvia and Lithuania. South of Russia, they lie across the Baltic Sea from Finland and Sweden. The people from the Baltic nations were known as the ‘Beautiful Balts’.

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You are a displaced person from Poland, a country now under communist rule. You have endured six years of war.You possess nothing but the clothes you are wearing. Describe how you feel about your present circumstances and your hopes for the future.

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MIGRANT GROUPS

Teac he r

What were the main reasons why so many people were displaced by the war?

The Snowy Mountains scheme

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People from over 30 countries worked together on the scheme at a time when Australia was keen to expand its population. In total, about 100 000 people worked on the scheme. Of those, two-thirds were displaced persons.

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When construction began, foreign migrants were expected to blend into Australian society and immerse themselves in its Anglo-Irish culture. Within the quarter-century, the differences between nations were celebrated and accepted as powerful additions to the multicultural society that Australia had now become. In 1959, to mark the first ten years of construction, the Avenue of Flags in Cooma’s main street was unveiled. It was a tribute to all nations that were a part of the ‘Snowy family’ at that time.

•

Prepare questions to help you with your inquiry; for example:

Present a report on what life was like for migrants working on the scheme and how the Snowy Mountains Authority helped them to settle in Australia.

– Did their families live with them? – What did they do in their spare time?

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– What type of work did they do?

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– What were the working conditions like? •

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– Where did the workers live?

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Remember to list all sources used.

The town of Cabramurra, constructed for the workers of the Snowy Mountains scheme, is the highest town in Australia at 1488 m above sea level.

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The Snowy Mountains scheme in New South Wales is a massive plant for generating electricity using water power. It also provides irrigation for land to the west of the Great Dividing Range. Construction began in 1949 and took 25 years to complete. It is recognised as being the birthplace of Australian multiculturalism.

British migrants Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

Teacher information

Time line

Elaboration

1942

Japanese air raids on Darwin

1945

£10 Pom Assisted Passage Scheme is introduced

Examining the experiences of British migrants and how they compared with their dreams of life in Australia.

Key inquiry questions

1952

Australia operates a scheme to assist selected migrants from Greece and West Germany

1957

‘Bring out a Briton’ campaign is launched in Australia to encourage sponsorship of new migrants

1959

‘Nest-Egg’ scheme is introduced in Britain to encourage those of independent means to emigrate to Australia

1969

• Use historical terms and concepts (ACHHS118)

• Identify and locate a range of relevant sources (ACHHS120) • Compare information from a range of sources (ACHHS122)

• Identify points of view in the past and present (ACHHS 123)

Historical concepts • Cause and effect

• Significance

• Perspectives

Background information

• Many British migrants had unrealistic expectations of their lives in Australia. The advertising only showed the positive aspects of the country. • For many £10 Poms, the pull of home proved too great and many returned to Britain. The homesickness was often felt more severely by women who were usually ‘stay-at-home-mums’. It is possible that if they had work as a distraction and an opportunity to make more friends, they may have fared better.

Australia operates a scheme to assist selected migrants from Turkey

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1967

Historical skills

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Australia operates a scheme to assist selected migrants from the Netherlands and Italy

Who were the people who came to Australia and why did they come?

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Peak year for British migration with almost 80 000 migrants settling in Australia

1972

Cost of assisted passage is increased to £75

1973

Residence requirement for migrants to take up citizenship extended from one to three years

1982

Assisted Passage Scheme ends

Teaching notes

• Encourage students to research for stories of £10 Pom immigration to give them an insight into how great a step the migrants were taking.

Additional activities • You are about to leave Britain for a new life in Australia. Design a poster to illustrate all the things you are looking forward to that you have been told to expect from the advertising material. Design a second poster illustrating your early life in Australia.

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1951

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400 000 Britons register for the scheme at Australia House, London

Teac he r

MIGRANT GROUPS

1947

How did Australian society change throughout the twentieth century?

• You have been in Australia for a year and your family is settled. Write a letter to someone at home telling them of your life and your dreams for the future.

o c . che e r o t r s super Resources • <http://tenpoundpom.com/index.php> • <http://www.youtube.com/watch?v=Rq0yib40Kcl>

1984

Residence requirement for migrants to take up citizenship reduced from three to two years

Australian Curriculum History: Australia as a nation

• <http://www.abc.net.au/gnt/history/Transcripts/s1071227.htm> • <http://museumvictoria.com.au/immigrationmuseum/discoverycentre/your-questions/tenpound-poms/>

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British migrants – 1 The Japanese attacks on Australia during World War I I made the government realise that a population of just seven million was not big enough to stand against possible invasion from an enemy force. Something had to be done to encourage people, preferably British and definitely white, to emigrate to Australia.

ENQUIRIES FOR MIGRATION

r o e t RALIA s RETURN PASSAGES TO AUST Bo r e p ok u S

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Are you under 45 years old

Are you in good health?

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Two years later, the ‘Nest Egg’ scheme offered assisted passage to British migrants who had at least £500 savings and would be able to find their own work and accommodation.

Migrants stayed in hostels until jobs were found for them and they could find alternative accommodation. Although R.I.C. Publications®

✔ ✔ ✔

The ‘Bring out a Briton’ campaign launched in 1957, was aimed at the Australian community. It encouraged people to persuade family and friends living in Britain to emigrate, and to look after them until they could find their own homes.

Britain and Australia shared the cost of transporting thousands of people to different cities in Australia. Advertising posters showed images of wonderful beaches and beautiful suburban homes that kept the migrants excited during the long sea voyage to Australia. But when they arrived, they discovered the reality was rather different.

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you

Are you white?

For a long time, British people had been known as ‘Poms’. Those who emigrated to Australia between 1947 and 1972 are known as ‘£10 Poms’ because they only paid £10 for the fare that usually cost £120.

✔

Tick one box only.

To be accepted for migration, applicants had to ‘tick a few boxes’.

In 1945, the Department of Immigration was established in Australia. Arthur Calwell, the Minister for Immigration, was a supporter of the White Australia Policy. Having agreed to accept white refugees from war-torn Europe, Calwell assured the Australian public that for every one refugee, there would be ten British migrants. And so, the £10 Assisted Passage Scheme was born.

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The one condition of the £10 assisted passage was that migrants worked in Australia for at least two years. If they did not, they had to repay the balance of the fare. Although most stayed and settled in Australia for life, many returned home after the two years were up. Of these, some became known as ‘boomerang Poms’, because they realised they had made a mistake and soon headed back to Australia!

Australian Curriculum History: Australia as a nation

MIGRANT GROUPS

the living conditions were poor, and the jobs not immediately available, many migrants struck up lasting friendships and enjoyed the camaraderie of the migrant community.

British migrants – 2 Read the information on page 51 and discuss the questions with a partner. Before writing your answers, conduct an internet search to find additional information. You are an adult male ‘£10 Pom’ being interviewed by an Australian news reporter. (a) Why is the Australian government so keen for Britons to emigrate here?

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(b) What made you want to leave your home and travel to the other side of the world?

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(d) How do your children and your wife feel about being uprooted from their home and all that is familiar to them?

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(e) Tell us about the posters in Britain, advertising the great things about Australia. Were they realistic?

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(f) Would you encourage friends and family back home to come and join you out here? Why?

1.6 million British and Irish migrants came to Australia under the £10 Pom scheme, but about 250 000 went back home again. Of these, almost half soon returned to Australia. These were the Boomerang Poms.

Australian Curriculum History: Australia as a nation

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Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

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MIGRANT GROUPS

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Britons across Australia The ships carrying the postwar British migrants docked in Fremantle, Adelaide, Melbourne and Sydney. Some people were being met at the docks by friends or family already living here. Others were heading into their adventure alone.

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On the internet, read stories of the experiences of some £10 Poms.

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Record some of their positive and negative opinions about life in Australia. Positive

Negative

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In a group, discuss the opinions you have collected. Discuss and record what might have been the Australian response to their opinions.

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Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

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Remember to list all sources used.

Julia Gillard, who became Australia’s prime minister in 2010, came to Australia from Wales under the £10 Pom scheme when she was just five years old. Her parents had to pay £10 each but as they were children, Julia and her sister travelled for free.

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Australian Curriculum History: Australia as a nation

MIGRANT GROUPS

Life on the other side of the world was bound to different from ‘back home’ even if everyone did speak the same language.

Vietnamese ‘boat people’ Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

Teacher information

Time line 1975

1975

Elaboration

Operation Babylift. More than 3000 children are rescued from South Vietnam and flown to new homes in Australia, France, Canada and the United States

How did Australian society change throughout the twentieth century?

1980

Key inquiry questions

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

What contribution have significant individuals and groups made to the development of Australian society?

Historical skills

• Use historical terms and concepts (ACHHS118)

• Compare information from a range of sources (ACHHS122) • Identify points of view in the past and present (ACHHS123)

Australia accepts refugees who have been processed in Malaysia, Singapore, Thailand and Philippines

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Historical concepts • Cause and effect

Nearly 13 000 Vietnamese refugees arrive in Australia

• Significance

Background information

• Perspectives

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1979

Examining how and why people took the treacherous sea journey from Vietnam to Australia.

Who were the people who came to Australia and why did they come?

First fishing boat of Vietnamese refugees lands in Darwin

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• Many South Vietnamese and their supporters were sent to ‘reeducation camps’. It was believed that hard labour and deprivation of rights would help them see the error of their ways and change their views.

1981

The last refugee boat arrives in Australia

1982

Orderly Departure Program is established between Australia and Vietnam allowing many Vietnamese to be reunited with family already settled in Australia

• Saigon was renamed Ho Chi Minh City in honour of the revolutionary leader.

Census shows that 185 000 Vietnam-born people are settled in Australia

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2011

Resources

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• Cuc Lam’s suitcase <http://dl.nfsa. gov.au/module/663/> • Sea of memory <http:// www.youtube.com/ watch?v=YNe897ereaY> • <http://www.abc.net.au/ news/2012-06-20/timelineof-vietnamese-immigration-toaustralia/4080074> • <http://www.abc.net.au/news/ specials/the-luckiest-refugees/> • <http://www.myplace.edu.au/ TLF_resources/R8404/description. html> • <http://www.multiculturalaustralia. edu.au/library/media/Document/ id/843.The-Vietnamesecommunity>

• Australia supported the South Vietnamese for 13 years, fighting against communism. Granting asylum to refugees, gave them the chance to live as a democracy, which is what they had been fighting for.

Teaching notes • When answering the interview questions on page 56, encourage students to think of the social, economic and political climate at the time.

Additional activities

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1976

April, Saigon falls to Communist forces. End of Vietnam War

• You are a refugee from Vietnam. In a table, write the good and bad things about being in Australia. With a partner, write the script for a documentary about how your life has changed.

o c . che e r o t r s super

Australian Curriculum History: Australia as a nation

• Research the history of the Vietnam War and why so many people needed to leave the country. Present your information in an illustrated diagram that will allow you to explain the details to others.

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Vietnamese ‘boat people’ – 1 The war in Vietnam (1962–1975) was an attempt to stop the spread of communism in Asia. Communist North Vietnam wanted to take control of the whole country. Australia supported South Vietnam. The war ended when Saigon, the capital city of South Vietnam, fell to the Viet Cong, the military forces of North Vietnam.

Vietnam

Thailand

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In the five years from 1976 to 1981, only 56 boats carrying just over 2000 refugees, reached Australia’s north coast. Most people only made it to Malaysia,Thailand, Singapore or the Philippines. Here they lived in refugee camps, sometimes for years.

South China Sea

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Laos

Australia offered permanent settlement to some refugees. The government paid for them to be flown from the camps to Australia. Many had family still living in Vietnam. Eventually, an agreement between the governments of Australia and Vietnam allowed them to settle in Australia too, allowing many families to be reunited.

Cambodia Ho Chi Minh City

Gulf or Thailand

the first group of Asian immigrants to settle in Australia after the abolition of the ‘White Australia Policy’. Australia was a nation with a predominantly British heritage. There were still many people who wanted to ‘keep Australia white’.

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To avoid living under communist rule, hundreds of thousands of south Vietnamese attempted to leave the country. They made their escape in small overcrowded boats that left ports and small jetties under the cover of darkness. They were the first people to be given the name, ‘boat people’. There were many dangers for the refugees travelling south across the open South China Sea. With no bathroom facilities in the crammed boats,the spread of infection was common. If the unseaworthy vessels were adequate while the seas remained calm, in wild, stormy weather with no safety jackets, the chances of survival were greatly reduced. Inadequate food and water supplies meant that people suffered great hunger and dehydration before they reached land. But by far the greatest threat to the refugees were pirate attacks.

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Most Vietnamese people preferred to live in large communities. This gave them a sense of community and helped them to maintain their culture, traditions and a sense of history to pass on to future generations.

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Today, Vietnamese communities thrive in all of Australia’s major cities. Their language continues to be spoken at home and customs and traditions are still practised. The people have integrated into all areas of Australian society while proudly maintaining their heritage. Their cuisine has been adopted and is a great favourite among many Australians of different cultures.

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had, were easy prey for pirates. There is no record of the numbers who lost their lives to these evil predators but there were many survivors who lived to retell the horrific tales.

China

Vietnamese ‘boat people’ – 2 Read the information on page 55 and discuss the questions with a partner. Before writing your answers, conduct an internet search to find additional information. 1.

You are an elderly Vietnamese person taking part in a TV documentary about the Vietnamese boat people. When you arrived in Darwin in 1976, you were in your early twenties.

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(b) Why do you think the Australian government allowed so many of your people to live in this country?

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(d) Did you leave any family in Vietnam?

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(e) Have you noticed any changes in Australian society since you arrived here?

In the last days of the Vietnam War, over 3000 babies and children under 10 years old were airlifted from orphanages in Saigon. The aim was to protect them from the advancing Viet Cong army and a life under communist rule. The children were flown to Australia, Canada, France and the US.

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(a) Explain why you and your family took such great risks to leave your country.

Multicultural Australia

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

The arrival of the refugees from Vietnam was a great leap forward in Australia’s move towards multiculturalism. It changed the mostly British culture forever. Although some people still believed in ‘keeping Australia white’, many recognised the benefits of mixing with people of different races and nationalities.

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MANAGER

Since 1999, Harmony Day has celebrated the cultural diversity of our nation. Visit the Harmony Day website <http://www.harmony.gov.au/>

What is the purpose and value of Harmony Day? Include this year’s theme and the general message.

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By the end of the decade, Australian newspapers were being printed in 100 languages and there were many foreign language radio stations. Restaurants and grocery stores established by people of different nationalities were enjoyed by everyone.

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In 1977, the government declared that multiculturalism was the official immigration policy. All Australians were entitled to equal opportunities regardless of race or culture and equal rights to keep their cultures alive without fear of prejudice.

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•

Record ways in which the Vietnamese community has contributed to Australian society.

•

Design a Harmony Day poster that illustrates this contribution.

Vietnam was colonised by France from the early 19th century until 1954. In July of that year, the country was divided into two parts, north and south. North Vietnam was controlled by the communists and South Vietnam by a republic government.

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Australia is known throughout the world as a ‘multicultural nation’. People from all countries around the globe have settled in Australia and now call it home. This was made possible by Gough Whitlam’s Labor government of 1972–1975. Al Grassby, the Minister for Immigration, introduced reforms that made it illegal to deny anyone rights and opportunities because of their colour. He became known as the ‘Father of Multiculturalism’. During his time in office, Albert Grassby laid to rest the ‘White Australia Policy’ and encouraged immigration of people of different races from nonEnglish speaking nations.

Immigration from Africa Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war (ACHHK115)

Teacher information

Time line Apartheid is established in South Africa

1951

The Bantu Homelands Act strips blacks of their South African citizenship by declaring their enforced homelands as independent nations

1970s

Elaboration Examining why people of many African nations have become refugees and how they became a part of Australian society.

Key inquiry questions How did Australian society change throughout the twentieth century?

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‘Derg’ socialist government assumes power in Ethiopia. Political persecution ensues

Who were the people who came to Australia and why did they come?

Historical skills

• Use historical terms and concepts (ACHHS118)

• Identify and locate a range of relevant sources (ACHHS120) • Compare information from a range of sources (ACHHS122) • Develop texts particularly narratives and descriptions, which incorporate source materials (ACHHS124)

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Teac he r

1976

Soweto riots in South Africa

1980

Republic of Zimbabwe declared

1980s

International boycott of South Africa

1990

Apartheid ends in South Africa

• By the start of the First World War, the African continent had been divided into 40 colonies by a number of European nations. This effectively separated and mixed different groups of people.

1991

Civil war begins in Somalia

• When independence was granted, the groups were present in different proportions in different countries. This led to unrest as they fought for political dominance.

1993

Eritrea gains independence from Ethiopia

• Many rebels involved in civil wars today do not have a specific ideology for which they are fighting. This makes it difficult to negotiate peace terms.

1994

Rwandan genocide of Tutsis by Hutus

1995

Historical concepts • Perspectives

• Cause and effect

Background information

• Significance

• Perspectives

Nelson Mandela elected President of South Africa

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1994

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Somali Cultural Association is established in Australia

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late–1990s Government seizes white-owned farms in Zimbabwe

Resources • <http://www.tutor2u.net/blog/ index.php/geography/comments/ study-note-push-and-pull-factorsbehind-migration>

Teaching notes • Ensure students understand that Africa is not a single country but a continent of 53 different nations whose histories have been largely affected by European colonisation.

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1948

• Students need to understand the concept of push and pull factors to complete the exercises on page 60.

Additional activities

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• Write a report on the refugees from one African nation. Include the situation in their home country, where in Australia they have settled and the ups and downs of their new life. • Study the culture of one African nation. Describe some of the foods, festivals and traditions that might be enjoyed by the Australian communities in which they settle. Present your information in a pamphlet.

• <http://www.bbc.co.uk/schools/ gcsebitesize/geography/ migration/migration_trends_rev1. shtml> • <http://history1900s.about.com/ od/rwandangenocide/a/RwandaGenocide.htm>

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Immigration from Africa – 1

The Europeans saw all Africans as the same people, without considering their ethnic, religious or political cultures. As colonial boundaries were drawn, different groups of people were joined together and governed by the colonial power.

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When the colonies gained their independence from the European nations, the newly independent countries were a mix of different groups. Tension between the groups has led to civil wars in many countries as each group strives to be the dominant force.

In the 1960s, the Special Commonwealth African Assistance Plan was established. This allowed students from African nations to study overseas in other countries. Most of those who studied in Australia came from Ghana or Nigeria in West Africa. When they finished studying, over 70% of the students remained in Australia because of political unrest in their own countries.

was a politically unstable country, prone to violence. After years of white minority rule, thousands of white people felt they would be safer if they left their African homes.

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Since the 1980s, people from several nations across Africa have come to Australia as civil war refugees under the Humanitarian migration program. The countries include Burundi, Eritrea, Ethiopia, Rwanda, Sierra Leone, Somalia and Sudan.

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The same thing had happened in Zimbabwe when Canaan Banana was elected president. Many white farmers lost their land and businesses and chose to come to Australia. There had been no apartheid in Zimbabwe, but the majority black one-party government wanted the black people to be in total control.

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In 1948, apartheid laws were enforced in South Africa by the white minority government. People were separated by their colour. The black people were treated very badly while the white people had all the advantages. Many white people disagreed with apartheid and didn’t want to live with it, so they chose to emigrate. Some came to Australia.

Africa is a continent of many nations with a variety of cultures and traditions. In the last half-century, thousands of people have chosen or been forced to leave their African homes and start again in a new country. Whatever their reasons, their presence in Australia has enriched its multicultural flavour.

In 1994, white minority rule ended in South Africa and Nelson Mandela was elected the country’s first black president. The effect of such a huge change in society www.ricpublications.com.au

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MIGRANT GROUPS

Towards the end of the 19th century, a mass invasion by European nations took place across the African continent. It became known as the ‘Scramble for Africa’. Only a small part of the whole continent escaped colonisation. This meant that most of the vast land was governed by white Europeans who took control of all the natural resources it had to offer.

Immigration from Africa – 1 Read the information on page 59 and discuss the questions with a partner. Before writing your answers, conduct an internet search to find additional information. Most African refugees have been forced to leave their homes because of civil unrest. What is a common cause of this unrest?

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Most African nations experienced between 60 and 100 years of European colonial rule. How might this have affected the culture of each nation?

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Record the differences you might expect between the immigration of black and white Africans to Australia. Consider push and pull factors and settling in Australian society.

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Black Africans

White Africans

Sudanese refugees have left their homes not only to escape the violence of war but also drought and famine caused by desertification. This environmental problem is caused by a number of factors, including climate change.

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What were the similarities and the one major difference between the minority white governments of Zimbabwe and South Africa?

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MIGRANT GROUPS

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Leaving one’s home country Leaving one’s home country can be voluntary or involuntary. When people have the choice, the decision to leave is voluntary and they are known as migrants. When people have no choice and they are forced to leave, they are known as refugees.

Emigrating is a huge step, not to be taken lightly. Leaving family, friends and a familiar environment and culture can be a great wrench. As in a tug-of-war, if the force of the push or pull factors is great enough, the decision to emigrate will be made.

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When refugees leave their homes, it is because they have been pushed out by circumstances. The push factors may include war, poverty, drought and famine.

Usually, refugees have to rely on international humanitarian aid to help them find a new home country or to survive in their own country.

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Research to find examples of push and pull factors that have made black and white Africans leave their countries and come to Australia.

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©R . I . C.Publ i cat i onsPull Push •f orr evi ew pur posesonl y•

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List all sources used.

In 1993, Nelson Mandela, who had spent 27 years in prison, and President F W de Klerk, shared the Nobel Peace Prize for their efforts in creating the constitution for the post-apartheid South Africa. In the election of 1994, Nelson Mandela became the country’s first black president.

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MIGRANT GROUPS

For migrants, the decision to leave can be based on push factors, reasons for wanting to leave their home country, and pull factors, reasons for wanting to live in a new country.

Making a difference The contribution of individuals and groups, including Aboriginal and Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport (ACHHK116)

Teacher information

Time line 1961 Lowitja O’Donoghue leaves Royal Adelaide Hospital, having qualified as a charge nurse

Examining the positive role of Indigenous people to the development of today’s Australia.

Key inquiry questions How did Australian society change throughout the twentieth century?

1962 Lowitja O’Donoghue begins work as an Aboriginal Liaison Officer with the Education Department of South Australia

What contribution have significant individuals and groups made to the development of Australian society?

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

1965 Lowitja O’Donoghue works as a welfare officer in the Department of Aboriginal Affairs

1977 Shirley Smith is made a Member of the Most Excellent Order of the British Empire (MBE) for her services to the Aboriginal community

• Identify questions to inform an historical inquiry (ACHHS119)

• Identify and locate a range of relevant resources (ACHHS120)

• Locate information related to inquiry questions in a range of sources (ACHHS121) • Compare information from a range of sources (ACHHS122)

• Identify points of view in the past and in the present (ACHHS123) • Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124) • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Historical concepts • Cause and effect

• Perspectives

• Significance

1983 Lowitja O’Donoghue is made a Commander of the Order of the British Empire

Background information

1999 Lowitja O’Donoghue is made a Companion of the Order of Australia (AC)

• To acknowledge the value of her work, Shirley is the only woman in Australia to have been given unrestricted access to prisons in New South Wales.

2000 Lowitja O’Donoghue is inducted into the Olympic Order

• Lowitja O’Donoghue is the daughter of Irishman Tom O’Donoghue and Lily of the Yankunytjatjara group in South Australia.

2005 Lowitja O’Donoghue is made Dame of the Order of St Gregory by Pope John Paul II

• As a qualified nurse, Lowitja travelled to Assam in India where she worked as a relief nurse for missionaries who were taking leave.

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1985 Shirley Smith is made a Member of the Order of Australia (AM)

• Shirley Smith was brought up by her grandparents on a mission near Cowra. Epilepsy kept her away from school but her grandfather, with whom she had a special bond, taught her many things.

Resources

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• Mum Shirl: an autobiography by Shirley Smith, Roberta Sykes • Shirley Smith <www.abc.net.au/ schoolstv/australians/smith.htm>

• Shirley was a deeply religious woman who drew great strength and comfort from her faith.

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1976 Lowitja O’Donoghue is inducted into the new Order of Australia

• Sequence historical people and events (ACHHS117)

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1975 Lowitja O’Donoghue becomes the Director of the Department of Aboriginal Affairs

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Elaboration

• After eight years in the Department of Aboriginal Affairs in Adelaide, Lowitja was made Director.

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• Lowitja O’Donoghue <http:// www.filmaust.com.au/programs/ teachers_notes/4599ausbio_ odonoghuenotes.pdf> • Lowitja O’Donoghue <http://www. slsa.sa.gov.au/women_and_politics/ abor1.htm> • Honoured Australians <http:// www.itsanhonour.gov.au/honours/ honoured/index.cfm>

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Teaching notes

• When choosing an Indigenous person to research, ensure students understand that they are looking for someone who has made a positive contribution to society, not just someone who is famous. • Although students have been asked to find an Indigenous philanthropist, there have been a number of white people who have helped the Indigenous Australians; e.g. Fred Hollows, the eye surgeon. • Although Shirley Smith received fewer prestigious accolades than Lowitja O’Donoghue, this does not diminish the contribution she made to the Aboriginal community. • Students will need a copy of page x to complete page 64.

Additional activities • Place Shirley Smith’s and Lowitja O’Donoghue’s working years on a time line. Add significant events in Indigenous affairs to appreciate the social climate of the time. • Create an honour board for Shirley Smith and Lowitja O’Donoghue, including copies of all the accolades each has received.

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Every society has its ‘unsung heroes’, people who by their selfless actions make a difference to the lives of others, without expecting the rewards of fame and glory. But sometimes, those deeds have a positive effect on the lives of so many people that they do not go unnoticed.

Shirley Smith

Lowitja O’Donoghue

Shirley Smith, known by those she cared for as, ‘Mum Shirl’, was visiting her brother in prison when she noticed that many prisoners never had any visitors. She thought how sad it was that no-one on the ‘outside’ cared enough to come and see them.

Lowitja’s Aboriginal heritage became very important to her and she became actively involved in Aboriginal politics. She spent time working as an Aboriginal liaison officer with the Education Department of South Australia and later as a welfare officer in the state’s Department of Aboriginal Affairs.

Lowitja held many important © R. I . C.Publ i c at i on positions in s public service that allowed her to work for the benefit of •f o r e vi ew p po seso nl y• Shirley began tor visit the inmates at u herr indigenous Australians. In 1992, she

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When Shirley realised that people responded positively to her help, she began to spread it wider. She worked hard, caring for Sydney’s poor and homeless Aboriginal people, finding them shelter and providing food. Over the years, she looked after more than 60 children in her own home. Caring for others was Shirley’s life, even though at times it meant that she had to go without.

was the first Aboriginal Australian to speak to the United Nations General Assembly during its launch of the International Year of Indigenous People.

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brother’s prison and later at other prisons around New South Wales. She did not judge them for the crimes they had committed. She simply became a person they could talk to and share their problems, hopes and fears with.

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With a number of other caring professionals, Shirley helped to form the Aboriginal Medical Service in 1971. The AMS is still going strong today. Its main goal is to improve the health of Aboriginal people and Torres Strait Islanders in communities across the country. www.ricpublications.com.au

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DEVELOPING AUSTRALIAN SOCIETY

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As a child, Lowitja O’Donoghue was taken from her family and placed in a children’s home where she was lucky to receive a good education. Later, while working as a children’s nanny, Lowitja was encouraged to train to become a nurse.

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The contribution of individuals and groups, including Aboriginal and Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116)

Making a difference – 1

Read the information on page 63 then look on the internet to find additional information about each woman before completing the activities. 1.

(a) In the table, record six interesting facts about each woman. Lowitja O’Donoghue

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(b) In the table, write words or phrases that describe the characteristics of each woman that allowed her to work as she did.

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Shirley Smith

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Shirley Smith

Lowitja O’Donoghue

As a magazine reporter, you are going to interview one of the many people who have been helped by Shirley Smith. Use the ‘Questions research sheet’ to write your interview questions and the answers you might expect to receive. Shirley Smith was unable to go to school because she suffered from epilepsy. Although she could not read or write, she could speak 16 different Aboriginal languages.

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Making a difference – 2

(a) Research to find an Indigenous Australian whom you would nominate for the award that recognises how the actions of an individual have benefited the wider community. Use the template to help you record information about your chosen person and the reasons why you would nominate him or her.

Date and place of birth

Summary of early life

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Summary of work/actions

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Reasons why you wish to nominate this person

(b) Choose a way to present your nomination so your chosen person has the best chance of winning the award. After the 1997 Bringing them home report, Lowitja declared she would prefer the word ‘removed’ rather than ‘stolen’ to be applied to her personal situation.

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Name of nominee

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Citizens award

Surf Life Saving Australia The contribution of individuals and groups, including Aboriginal and Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport (ACHHK116)

Teacher information

Time line 1907

Harness and reel is first used on Sydney’s beaches Surf Bathing Association of NSW is established

1910

1921

Examining the contribution made by surf lifesavers to the development of today’s Australia.

Key inquiry questions How did Australian society change throughout the twentieth century?

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First Bronze Medallions are awarded. Meritorious award system for acts of bravery is introduced

Surf Life Saving ‘qualifying’ and ‘proficiency’ certificates are introduced

What contribution have significant individuals and groups made to the development of Australian society?

Historical skills

• Sequence historical people and events (ACHHS117)

• Identify questions to inform an historical inquiry (ACHHS119)

• Identify and locate a range of relevant resources (ACHHS120)

1935

Red and yellow diagonal flags are introduced

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

1938

‘Black Sunday’ at Bondi Beach

Historical concepts

1950

Use of quick-release Ross belt is compulsory for all lifesavers

1952

1957

1960s 1966/7

Holger-Nielson method of resuscitation replaces the Schaeffer method Powercraft used by lifesavers for the first time on Queensland beaches

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1960

• Develop texts particularly narratives and descriptions, which incorporate source materials (ACHHS124)

EAR (mouth-to-mouth) is adopted as method of resuscitation

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Helicopter surveillance and rescue service is trialled on Gold Coast

1973

National Junior Association is formed

1980

Women are active patrolling members of SLSAA

• Continuity and change

• Perspectives

• Significance

Background information

• Surf lifesaving has become a key aspect of Australian culture since the ban on daylight surf swimming was lifted. • The main goals of SLSA are to save lives and to recommend safe swimming areas on local beaches. • There is conflict over which club, Bondi or Bronte, was the first surf lifesaving club in the world. Each has evidence to support its claim.

Teaching notes

• For activity 1 on page 69, revise methods of inquiry with students; e.g. creating a brainstorm mind map, developing questions to answer through interview, book or internet research. Encourage students to cite all reference material.

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• Although most Australians live close to the coast, there is a significant minority that live inland. For activity 2 (a) on page 69, students can research to find possible answers to their interview questions.

Additional activities

• Research the history of surf lifesaving in your state or territory. Include a time line to show when each club was established and a map to show the location of each club. • Choose a research method to determine how Australia’s beach culture developed in the 20th century.

Red and yellow horizontal flags are introduced as the standard symbol for water safety 1991

• Cause and effect

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1923–24 Blue and white flags for safety and red for danger are introduced

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1919

Elaboration

SLSAA changes its name to SLSA, Surf LIfe Saving Australia

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Resources • Modern lifesaving equipment <http://surf.realviewtechnologies.com/#folio=1> • Original ‘harness and reel’ <http://www.pittwateronlinenews.com/surf-reels-collectorscorner.php> • Original ‘harness and reel’ <http://www.powerhousemuseum.com/australia_ innovates/?Section_id=1050&article_id=10061&behaviour=view_article> • Surf Life Saving Australia <http://sls.com.au//>

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Australia is famous across the globe for its beach culture which includes the popular sport of ‘Ironman’ and ‘Ironwoman’. Today, this sport is a combination of swimming, board paddling, ski paddling and running. It was originally created as a way to keep lifesavers fit and develop their rescue skills. Surf Life Saving Australia includes thousands of men and women who volunteer their time to keep us safe at the beach. Over the years, more than 600 000 people have been rescued from our oceans. The most famous operation took place on 6 February 1938.

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Thanks to 80 members of the Surf Bathing Association of New South Wales, using eight ‘reel and harness’ reels, it took just 20 minutes to clear everyone from the water. Some life savers were on duty but most just happened to be at the beach, taking part in a club competition.

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After the day’s events at Sydney’s Bondi Beach, 6 February 1938 will go down in history as ‘Black Sunday’. Never before have conditions changed so quickly, requiring such a massive rescue operation. Almost 300 people had been swept out to sea by an unexpected series of freak waves.

© R. I . C.Publ i cat i ons The day will be remembered with sadness for those who perished, but it is a • tribute to the surf lifev savers who responded sop quickly f o r r e i e w p u r osesonl y• and with such strength and proficiency that so many were saved. Sadly, five lives were lost but the death toll would have been much higher without the incredible efforts of these amazing men.

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For over one hundred years, thousands of volunteers have patrolled stretches of beach, keeping a keen eye on all swimmers. Since 1910, generations of lifesavers have trained hard to achieve the Bronze Medallion award, proving they have reached the required standard of skill and fitness to be a part of a rescue operation. Surf-bathing became popular in the first decade of the 20th century when laws which had banned daylight bathing were lifted. At that time, not many people were good swimmers but the dangers of the ocean were just as they are today.

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As more people took to the water, it was inevitable that tragedy would eventually strike. The number of drownings and unsuccessful rescue attempts highlighted the need for competent, efficient rescuers to look out for people in distress and to work together as a rescue team. The first surf lifesaving clubs were established on the beaches around Sydney in 1907. At the end of that year, the Sydney clubs and other groups from further afield, formed the association which today is known as Surf Life Saving Australia. In the summer of 1923–24, patrolled beaches were first marked – blue and white flags for safe areas, red for dangerous areas. Since 1980, all SLSA-patrolled beaches in Australia have used the horizontally divided yellow and red flags we know today. Everyone in the surf lifesaving community, from the 6-year-old Nippers to the seasoned competitors and regular lifesavers, has contributed to the vibrant beach culture that much of the Australian population can enjoy today. www.ricpublications.com.au

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DEVELOPING AUSTRALIAN SOCIETY

Black Sunday r o e t s Bo r e ok up

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Surf Life Saving Australia – 1

Read the text on page 67 then look on the internet to find information about Surf Life Saving Australia before completing the activities. 1.

(a) Record similarities and differences between life at the beach now and in 1910. Same

Different

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(a) How do you think the presence of lifeguards would have affected the numbers of people visiting the beach?

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(b) What do you think would have been the major factors leading to drownings in the early 20th century?

In what way do you think Nippers (6–13-year-olds) contribute to Australia’s beach culture?

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How do you think Ironman, the sport, motivates lifeguards today?

To coincide with the association’s centenary and to recognise its valuable contribution to society, the Australian government declared 2007, the ‘Year of the Surf Life Saver’. It was the first time a community-based group received such distinction.

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Surf Life Saving Australia – 2

Conduct an investigation into how different elements of surf lifesaving have changed since 1907. Use the table headings to direct your inquiry and make notes.

Membership

(a) Write a series of questions to ask an active member about the benefits of joining a lifesaving club. Use the table headings to direct your questioning.

Social Skill

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Health

Community

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(b) Use the responses you get to write a persuasive text on why people should join surf clubs. It is said that as an eight-year-old, the famous aviator Charles Kingsford-Smith was the first person to be rescued by a lifesaver using a reel and harness.

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DEVELOPING AUSTRALIAN SOCIETY

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Training and qualifications

Rescue equipment

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How has surf lifesaving changed?

Australians clean the way! The contribution of individuals and groups, including Aboriginal and Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport (ACHHK116)

Teacher information

Time line 1987

Ian witnesses the plastic pollution of the oceans

1989

The first Clean Up Sydney Harbour Day

1990

The first Clean Up Australia Day

1991

Ian is awarded the medal of the Order of Australia (OAM)

1998

1999

2005

Historical skills

• Identify and locate a range of relevant resources (ACHHS120)

• Locate information related to inquiry questions in a range of sources (ACHHS121) • Compare information from a range of sources (ACHHS122)

Ian is made a United Nations Environment Programme (UNEP) Global 500 Laureate for leadership in the local and global environment

• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

Ian is voted Australian of the Year

• Identify points of view in the past and in the present (ACHHS123)

Historical concepts • Continuity and change

• Cause and effect

• Significance

Background information

• Since implementing the annual Clean Up Australia and Clean Up the World campaigns, Ian Kiernan has added more environmental problems to his list.

Ian is made an Officer of the Order of Australia (AO) Ian is awarded the United Nations Environment Programme Sasakawa Environment Prize

The World Association of Girl Guides nominates Ian for the Building World Citizenship Award

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Ian is awarded the Centenary Medal

Poland votes Ian a Companion of the Order of the Smile

2006

Ian is awarded a Doctor of Science Honoris Causa by the University of New South Wales

2011

Ian is recognised by Readers Digest as the 4th Most Trusted person in Australia

2011

What contribution have significant individuals and groups made to the development of Australian society?

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2003

How did Australian society change throughout the twentieth century?

• These projects include; Clean Up Mobile Phones, Clean Up Our Climate, Business Clean Up Day, Schools Clean Up Day, Clean Up the Alps, Clean Up the Kimberley, protection of marine parks, electronic waste recycling, ban on one-use water bottles, container deposit scheme, ban on plastic bags and various projects related to the conservation of the environment..

Teaching notes • Although the focus of Ian Kiernan’s work is ongoing, his role in changing the attitudes of people about what has occurred in the past is relevant in an historical context.

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Key inquiry questions

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1994

Examining the contribution made by environmentalists to the development of today’s Australia.

The first Clean Up the World Day

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1993

Elaboration

• How did the attitudes and (lack of) knowledge and understanding of environment in the past, create the problems of today?

Additional activities

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• Write a profile on an individual or group who has contributed to Australian society by motivating others to care for the environment. • Write a report on how environmentalists have changed people’s attitudes to the environment since Federation. Note: The radio ‘interview’ is imaginary. The facts contained within it are all correct and from media reports.

Ian receives a Lifetime Achievement Award from the National Trust of Australia (NSW)

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Resources • Plastic ocean by Charles Moore with Cassandra Phillips • Tracking trash by Loree Griffin Burns • Plastic pollution in the oceans <http://www.plasticoceans.net/> • Ian Kiernan <http://www.facets.org.au/ian-kiernan-ao/> • Ian Kiernan <http://www.cleanup.org.au/au/>

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Kerry Denton:

Good evening and welcome to Environment Australia, the weekly radio show in which you, the public, have the chance to ask questions about issues of environmental concern. This week’s guest is Ian Kiernan, co-founder, with Kim McKay, of ‘Clean Up Australia’. Welcome, Ian.

Ian Kiernan:

Thank you, Kerry. It’s good to be here ... another opportunity to stand on my soapbox!

Kerry Denton:

Ian, it’s been about a quarter of a century since the ‘Clean Up Australia’ campaign began. For many of our listeners, it’s always been a part of their lives. Tell them how it started.

Ian Kiernan:

In 1987, while I was living my life’s dream, competing in the ‘Round the world’ yacht race, I was appalled at the massive islands of rubbish I saw scattered across our oceans. I knew I had to do something to wake people up to the refuse tip we are making of our world.

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Kerry Denton:

Quite remarkable, Ian. Now that inspired you to greater things, didn’t it?

Ian Kiernan:

We believed that if such an event could be so successful in one city, then why not in all cities, towns and communities across the country. So, in 1990, we launched ‘Clean Up Australia’.

Kerry Denton:

I have some figures here, Ian. Through your campaign, Australians have volunteered approximately 25 million hours and collected 250 000 tonnes of rubbish. That’s roughly one million hours and 10 000 tonnes each year! That is truly amazing, but rubbish collection isn’t all you do, is it?

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• No, Kerry. It’s a great start but we also have the problem of water pollution and this needs to be attacked at its source. In Sydney alone, the pressure we have applied on local and state governments has resulted in a number of positive steps being taken. These include, a ban on the use of toxic paint on boats, which has brought oysters back to Sydney Harbour, and a water recycling plant at Taronga Zoo so that waste water from animal enclosures and toilets is not being dumped into the harbour anymore.

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Kerry Denton:

Having conquered Australia, Ian, you were then ready to take on the world. Tell us about that.

Ian Kiernan:

Yes, indeed. It is marvellous to know that we have the Australian people on side to do what we can for our country but we need to look at the health of the whole planet, not just our little bit. We took our case to the United Nations and gained the support of its environment program, UNEP, and ‘Clean Up the World’ was launched in 1993. The first event involved 30 million people from 80 countries and now, more than 35 million from 120 countries take part.

Kerry Denton:

Ian, I’m sure I speak for all Australians when I say we are very proud that it is a group of Australians, captained by you, who are the engine behind this global machine.Your work with communities, businesses and governments, helps to provide practical solutions to pollution problems. Ian, thank you for coming on the show.

Ian Kiernan:

Thank you, Kerry. We enjoy every success but we are always thinking,‘Ok, we’ve got that project underway, what’s our next target?’

Kerry Denton:

The lines are now open for you to pose your own questions to Ian ...

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DEVELOPING AUSTRALIAN SOCIETY

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When I returned to Sydney, I gathered a group of friends, including Australian environmentalist Kim McKay, and together, we organised a ‘Clean Up Sydney Harbour Day’ in January 1989. The response was overwhelming—40 000 people signed up to join us!

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Australians clean the way! – 1

Read the text on page 71 then look on the internet to find information about Ian Kiernan and his ‘Clean Up’ campaigns before completing the activities. 1.

What does the massive support for Ian Kiernan’s ‘Clean Up’ campaigns say about how people feel about the environment?

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Write three questions that you would ask Ian Kiernan. •

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Write words and phrases to describe Ian Kiernan’s ability to lead the ‘Clean Up’ campaigns and encourage people to take part.

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In your own words, explain how Ian Kiernan and his team have contributed to the development of Australian society.

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Clean Up Australia Day is held annually on the first Sunday of March but Ian Kiernan wants people to think of every day as a clean up day.

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Australians clean the way! – 2

There are a number of people who have contributed to the development of Australia as an environmentally aware society. These include the community of Coles Bay in Tasmania, which banned the use of plastic checkout shopping bags in 2003. This action was the start of a movement across Tasmania that led to an outright government ban on plastic check-out shopping bags in 2013. 1.

ES L O C AY B

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Research to discover more about the Coles Bay shopping bag ban. Use the questions in the table to help you with your inquiry.

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Who was involved?

How did they do it?

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do it?

What was the result?

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How were people affected?

Who else heard about the ban?

What have been the long-term effects of the ban? Ian Kiernan has been decorated with many awards for his contribution to the health of the environment, but he says his greatest reward is that the Australian people took his simple idea to heart in such a big way.

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Teac he r

Choose a way to present your research to the class.

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Plastic bag-free shopping

Australia’s multicultural pearling industry The contribution of individuals and groups, including Aboriginal and Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport (ACHHK116)

Teacher information

Time line trading links between Indigenous people and Indonesia

1850s

Pearling begins in Shark Bay, WA

1862-68

Indigenous Australians are employed in ‘dry shelling’, collecting shells when the tide has gone out

1865

Elaboration Examining the contribution made by divers in the pearling industry, to the development of today’s Australia.

Key inquiry questions How did Australian society change throughout the twentieth century?

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Indigenous Australians are employed in naked diving 2 km offshore

What contribution have significant individuals and groups made to the development of Australian society?

Historical skills

• Identify and locate a range of relevant resources (ACHHS120)

• Locate information related to inquiry questions in a range of sources (ACHHS121) • Compare information from a range of sources (ACHHS122)

• Identify points of view in the past and in the present (ACHHS123)

1868

Pearling begins in the Torres Strait

1877

16 firms are operating from Thursday Island in the Torres Strait

• Continuity and change

1879

Torres Strait Islands are annexed by Queensland

• The slumps in the pearling industry allowed the oyster stocks, which had been over-harvested in shallower waters, to replenish.

1890s

Torres Strait Islands supply over half of the world’s demand for pearl shell

• After World War I I , the pearling industry was limited by regulations on shell size and quotas in an effort to ensure sustainability.

1896

James Clark’s business in the Torres Strait grows to £31 500 worth of shell against only £5000 worth of pearls

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Kokivhl Mikimoto produces the first cultured, semi-spherical pearl

1908-35

1916

1950s

• Cause and effect

Background information

• Significance

• Perspectives

1893

1912

Historical concepts

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4 cyclones hit pearling fleets destroying 100 luggers and killing 300 men European pearl industry requests that London and Paris do not recognise Japanese cultured pearls as real pearls Jacques Cartier buys a New York jewellery store for the price of two pearl necklaces

• Many employees of the European pearling masters were indentured labour, working to pay off debts. As diving was so dangerous, many people did not live long enough to pay off their debts. • In 1910, Broome was at its peak and the pearling capital of the world. The industry employed 3500 people operating 400 luggers. By 1940, having never fully recovered from the effects of WW I , there were fewer than 600 employees operating 73 luggers.

• Cultured pearls, made by a process introduced by Mikimoto of Japan, rescued the industry after WW I I .

Teaching notes

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• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

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1730s

• The focus of this topic is related to the people involved in the pearling industry, not the industry itself.

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• How did the attitudes and (lack of) knowledge and understanding of environment in the past create the problems of today?

Additional activities

• Investigate how the introduction of cultured pearl farms has changed the working conditions of people in the industry. Present your information in a ‘Then and Now’ chart. • Write a narrative, either as a naked diver or a helmet diver. Describe your feelings as you prepare to make your dive. How do you feel about the dive and its dangers? How do you feel when you surface safely?

Cultured pearls are accepted as genuine

Resources • Claw of the dragon: the diary of Billy Shanghai Hamilton (Snatched by pirates) by Patricia Bernard • Development of diving equipment <http://library.thinkquest.org/10236/equ.htm> • Preparing for a dive <http://aso.gov.au/titles/sponsored-films/through-centre/clip1/>

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In the 1860s when the industry began, European pearling masters employed Aboriginal Australians and Torres Strait Islanders to collect the oyster shells from the shallow waters. They were paid for how much they collected and it wasn’t long before the shallow water supplies disappeared. It was then necessary for them to dive into deep water for their bounty. This was called ‘naked diving’ as they wore no mask or snorkel, nor did they have an air supply.

to stay underwater for too long, to collect as many shells as possible, and there was always the risk of a shark attack. Deep-sea divers often suffered from eye and ear infections as well as the ‘bends’. In the early days of pearling, the effects of rising too quickly from deep water were not realised. If caught out on the open sea, the small luggers stood no chance of withstanding the force of a cyclone and the lives of all on board could be lost.

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Indigenous women, who had a greater lung capacity than men, were able to remain underwater for longer. But reluctant to work for the European masters, the women were often kidnapped and held captive on luggers from which they were forced to dive for shells. A statue has been erected on the foreshore of Roebuck Bay, WA, to acknowledge the women’s contribution to the pearling industry.

The cemetery in Broome, Western Australia has large Japanese and Chinese sections indicating how many people from these nations perished in this high-risk industry.

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Since the end of World War I I, the dangers of pearl shell diving have all but been eliminated with the advent of cultured pearls.

When diving suits were introduced, the divers could search in deeper water and spend much longer underwater. As they would not wear the suits, the Indigenous people were no longer of interest to the pearling masters. Instead, divers from Japan, Malaysia, China, the Philippines, Indonesia and Greece were employed. The Japanese became known as the most successful ‘helmet’ divers.

The division between the wealthy pearling masters and the poor Asian divers was noticeable by their accommodation. The Europeans lived in spacious bungalows nestled in landscaped gardens, while their employees were mostly confined to overcrowded temporary dwellings of corrugated iron construction. Today, the town of Broome is a living testament to the industry’s multicultural past.

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Like a phoenix rising from the ashes, Australia’s pearling industry has survived the Great Depression of the 1930s, the disastrous cyclone of 1935, the fallout of two world wars and the invention of the plastic button. Producing 60% of the world’s South Sea cultured pearls, the industry now plays a significant role in the country’s economy. But who have been the faces behind this exclusive business?

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Australia’s multicultural pearling industry – 1

Read the text on page 75 then look on the internet to find information about the history of Australia’s pearling industry before completing the activities. 1.

How do you think World War I I would have had a major impact on the pearling industry?

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How would the invention of the plastic button affect the pearling industry?

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Helmet diver

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To find a pearl within a shell was great bonus, but shells were harvested mainly for the material ‘nacre’ or ‘mother-of-pearl’, that was formed on the inside of the shells. This material was used for many things, including buttons, jewellery, handles for umbrellas, brushes, combs and walking sticks, and decorating ornaments, musical instruments and furniture.

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Why do you think Broome is a ‘living testament to the industry’s multicultural past’?

Pearling is an ancient industry. Pearls were worn by people of the Middle Eastern and Asian societies as early as 3500 BC.

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Australia’s multicultural pearling industry – 2

New technology, in the form of a diving suit, helmet, boots and an air supply changed the nature of pearl shell diving. Draw a labelled diagram of a diver’s helmet or hard hat. Describe how the diver was attached to the lugger and how he could communicate with the crew on board.

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In the table, record the advantages and disadvantages of deep-sea diving over naked diving. Advantages

Disadvantages

Just like fingerprints and blades of grass, every pearl is unique. No pearl is a perfect sphere – all have some imperfection.

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The changing face of Australia’s pearling industry

Eddie Mabo and the Native Title Act The contribution of individuals and groups, including Aboriginal and Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport (ACHHK116)

Teacher information

Time line

Elaboration Examining the contribution of Eddie Mabo for all Indigenous Australians in their right to claim native title on land.

1976 Aboriginal Land Rights Act, Northern Territory

What contribution have significant individuals and groups made to the development of Australian society?

1981 Eddie Mabo makes a speech at a land rights conference explaining land ownership on Mer Island

Historical skills

Key inquiry questions How did Australian society change throughout the twentieth century?

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1982 Eddie Mabo and four others make a legal claim for ownership of Mer Island land 1985 The Queensland Coast Islands Declaratory Act states that the title to the islands was transferred to the colony of Queensland when the islands were annexed in 1879

• Use historical terms and concepts (ACHHS118)

• Identify and locate a range of relevant resources (ACHHS120)

• Locate information related to inquiry questions in a range of sources (ACHHS121) • Compare information from a range of sources (ACHHS122)

• Identify points of view in the past and in the present (ACHHS123) • Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)

Historical concepts • Continuity and change

• Cause and effect

Background information

• Significance

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• ‘Native title’ and ‘land rights’ are similar in that they both recognise the traditional rights of Aboriginal people and Torres Strait Islanders to their land.

1988 The 1985 act is declared invalid as it contravenes the Federal Racial Discrimination Act of 1975

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1992 The High Court of Australia rejects terra nullius as it was applied to the Australian colony in 1788, and accepts the Meriam people of Mer Island as its native title holders 1992 Prime Minister Keating makes the Redfern address, acknowledging that non-Indigenous people are to blame for the plight of Indigenous Australians

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1993 After 111 hours of debate, the Native Title Bill is passed through parliament 1996 The Wik Decision: The High Court decides that statutory leases do not completely extinguish native title rights 1998 John Howard’s ‘10 Point Plan’ is introduced in the Native Title Amendment Bill, making it more difficult for Indigenous people to claim native title

• The difference between them is that native title relates to traditional ownership of land and waters while land rights is a response by parliament, through legislation, to native title. • With the increase of equal rights demonstrations in support of Indigenous people in the 60s and 70s, federal and state governments started to legislate to return Crown land to the Indigenous people and to agree to claims to other Crown land; e.g. the 1976 Aboriginal Land Rights Act for the Northern Territory. • In a land rights claim, the Indigenous people want legal ownership of Crown land. • In some states and territories, Indigenous people can claim compensation if the native title to their land is extinguished.

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1974 Eddie Mabo realises he and his people on Mer Island do not own their land

Teaching notes

• The politics of native title and land rights are complicated for students of this age. Focus on the importance of the decision to the Indigenous population in terms of their rights being publicly and legally recognised.

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• Consider the negative responses that would have arisen after the decision, not only by the current landowners but also by Indigenous people whose native title over their land had been extinguished, or whose experiences at the hands of the government had removed them from their original land.

Additional activities

• Make notes outlining the main features of the Wik case and the negative responses from the current landowners that followed. • Write a narrative, as an Indigenous person at the time of the Wik decision, describing how you feel about your people’s role in Australian society.

Resources • Mabo’s life <www.curriculumsupport.education.nsw.gov.au/secondary/hsie/aboriginal6/assets/ pdf/mabostudguide.pdf> • Mabo-the native title revolution <http://www.mabonativetitle.com/> • Land bilong islanders movie (1989) • Mabo-life of an island man movie (1997)

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Eddie Mabo, born Edward Koiki Sambo, is one of Australia’s most famous Torres Strait Islanders.

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So what is ‘native title’? Native title means ‘continuous ownership of the land by the Indigenous population’. If Indigenous people can prove they have always had a connection with an area of land, and the land has not been taken by the spread of towns, farming and other industries, then it is possible that native title still exists on that land.

If the land is ‘Crown land’, that is, owned by the Commonwealth, and Indigenous people can show a continuous bond with it, the native rights will be returned either in full or in part. If the rights are returned in part, the Indigenous people are obliged to allow non-Indigenous people access to the land on the understanding that the laws and traditions of the owners are respected.

The decision in favour of Eddie Mabo and the Meriam people was the first of its kind in Australia. Sadly for Eddie and his family, he died a few months before the decision was given. But he will always be remembered by the ‘Mabo Decision’, which is written into the history of Australia.

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What is the difference between ‘native title’ and ‘land rights’? ‘Land rights’ refers to Crown land that was given to the Indigenous people if they could prove a long connection with it. ‘Native title’ acknowledges that such land originally belonged to the Indigenous people and was not Crown land.

The ‘Mabo Decision’ acknowledged that at the time of European settlement, the continent of Australia was not ‘terra nullius’ and control of the land of Murray Island was returned to the Meriam people.

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How does the ‘Mabo Decision’ affect present-day Indigenous people?

All Indigenous people are now recognised as the original owners of the land and therefore have the right to claim native title to land. But native title is not given automatically. If the land in question is privately owned or commercially developed, the native title of that land is said to be ‘extinguished’; it is lost and cannot be retrieved.

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Why is Eddie Mabo so famous? In June 1992, after a ten-year struggle, Eddie and some of his fellow Islanders won a legal battle against the state of Queensland. The High Court of Australia ruled that native title still existed on Murray Island, the British name for Mer Island, where Eddie Mabo was born.

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Eddie Mabo and the Native Title Act – 1

Read the text on page 79 then look on the internet to find information about the ‘Mabo Decision’ before completing the activities. 1.

When the Mabo Decision was first handed down, some non-Indigenous people thought they were going to lose their properties. Explain why they didn’t.

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What was the most significant result of the Mabo Decision for all Indigenous people?

(a) Explain the meaning of ‘extinguished native title’.

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What difficulties do you think the Indigenous people would face in trying to prove their continuous connection with the land?

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(b) How do you think the Indigenous people might be compensated if the native title to their traditional lands had been extinguished?

In 1913, the Queensland government bought land from the Meriam people because it wanted to build a police station. Eddie Mabo argued that if the land already belonged to the Crown, why would the government have to pay for it? Australian Curriculum History: Australia as a nation

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Eddie Mabo and the Native Title Act – 2

Eddie Mabo was an interesting man who had a varied life from his childhood on Mer Island to his different jobs on the mainland and his role as a political activist. 1.

(a) Research to learn about all aspects of Eddie Mabo’s life. Write notes in the table to help you build a more complete image of the man. Personal life

Work life

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Political life

His attitude

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His dreams

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(b) Use the information to write a paragraph to describe Eddie Mabo and his life, that could be written as an introduction to his autobiography.

The Torres Strait islands were not a part of the Australian colony until 1872 when some of the islands were annexed by Queensland. In 1879, the rest were included.

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What he did

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Who was Eddie Mabo?

Quiz questions Australia before Federation

The path to Federation

Quiz questions pages 2–5

Quiz questions pages 6–9

Before federation, Australia was made up of how many colonies? (a) six (b) seven (c) eight

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Australia was a colony of which country? (a) France (b) Germany (c) Great Britain

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The ‘Tenterfield Address’ was given in: (a) 1889. (b) 1893. (c) 1899.

Adding taxes to imported goods is called: (a) taxation. (b) free trade. (c) protectionism.

Dr John Quick’s three-step plan is known as the: (a) Tenterfield Address. (b) Constitution. (c) Corowa Plan.

Pacific Islanders were employed in Queensland’s sugar industry because they: (a) liked the hot weather. (b) worked for low wages. (c) did a great job.

Which colonies did not take part in © R. I . C.Publ i ca i onsreferendum in the firstt constitution 1898? •f orr evi ew pur p os eSouth so nl y (a) New Wales and• Victoria (b) Queensland and Western Australia (c) South Australia and Tasmania

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People travelling into Victoria were checked by customs officials at the border to make sure they weren’t: (a) smuggling taxable goods into the colony. (b) escaped convicts. (c) carrying more than their weight allowance.

It was agreed that the nation’s capital would be located in: (a) Sydney. (b) Melbourne. (c) New South Wales.

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Which colony did not take part in the second constitution referendum in 1899? (a) New South Wales (b) Western Australia (c) Queensland

‘Australian natives’ were: (a) Aboriginal people. (b) freed convicts. (c) white Australian-born males.

The Constitution of the Commonwealth of Australia received royal approval from: (a) Queen Elizabeth I. (b) Queen Elizabeth II. (c) Queen Victoria.

The Chinese immigrants came to Australia: (a) as convicts. (b) for the gold rushes. (c) to work on sugar plantations.

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Quiz questions

Fathers of Federation

Representing the people

Quiz questions pages 10–13

Quiz questions pages 14–17

The Tenterfield address was given by : (a) Edmund Barton. (b) Alfred Deakin. (c) Henry Parkes.

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The politician most closely associated with the Corowa Conference was: (a) Alfred Deakin. (b) Andrew Inglis Clark. (c) John Quick.

Because federal parliament has an upper and a lower house, it is: (a) bicameral. (b) bicaramel. (c) bicentennial.

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Which level of government in Australia has responsibility for defence, immigration and taxation? (a) local (b) state (c) federal

Which affable politician was known for his belief in compromise? (a) Edmund Barton (b) Alfred Deakin (c) John Quick

Electoral divisions are based on: (a) area. (b) population. (c) density.

For a new bill to be passed in © R . I . C . P u b l i c a t i ons Parliament, it must have the Following the model of the US approval of the Governor-General Constitution was suggested by: and the o majority approval of: •Edmund f orBarton. r evi ew pur pos e s n l y • (a) (a) the House of Representatives. (b) Andrew Inglis Clark. (c) Henry Parkes.

(b) the Senate. (c) the House of Representatives and the Senate.

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The politician who gave up his self-indulgent lifestyle to work for Federation was: (a) Edmund Barton. (b) Henry Parkes. (c) John Quick.

The population of each electoral division is approximately: (a) 5000. (b) 50 000. (c) 500 000.

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Henry Parkes and Edmund Barton were both from: (a) New South Wales. (b) Tasmania. (c) Victoria.

The minimum number of MPs representing the people of each state in the House of Representatives is: (a) 5 (b) 7 (c) 9

Alfred Deakin and John Quick were both from: (a) New South Wales. (b) Tasmania. (c) Victoria.

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The concerns of each state are represented by: (a) the prime minister (b) MPs. (c) senators.

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Quiz questions A democratic system of government

The loss of land and freedom Quiz questions pages 22–25

Quiz questions pages 18–21 1.

Another name for parliament is the: (a) legislature. (b) executive. (c) judiciary.

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Britain gained possession of the colony by it. (a) paying for (b) fighting for (c) taking

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Australia’s democratic system of government follows the system. (a) US (b) British Westminster (c) colonial

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Britain declared Australia terra nullius because no-one: (a) lived there. (b) cultivated the land. (c) else wanted it.

When Australia was colonised, the Indigenous population became British: (a) subjects. (b) citizens. (c) prisoners.

A political system in which the executive government is accountable to parliament, is called government. (a) separate (b) dependent (c) responsible

Living on government reserves, © R. I . C.Publ i cat i o nswere: Aboriginal people (a) free to hunt anywhere. Cabinet• ministers are not f o r r e v i e w p u r p os ened so nl y • (b) confi to hunt within the members of the: reserves. (c) banned from hunting.

(a) legislature. (b) executive. (c) judiciary.

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Aboriginal children who in the eyes of the British law had committed a crime were sent to: (a) a reformatory. (b) an industrial school. (c) a reserve.

Shadow ministers are only members of the: (a) legislature. (b) executive. (c) judiciary

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The white settlers believed the Aboriginal people were them. (a) interior (b) inferior (c) superior

The leader of the Cabinet is the: (a) Queen. (b) Governor-General. (c) Prime Minister. The Judiciary (a) enforces (b) interprets (c) introduces

the law.

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Aboriginal people died from white people’s disease because they had no: (a) medicine. (b) doctors. (c) immunity.

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Quiz questions A catalyst for change

To you, we say,‘Sorry’

Quiz questions pages 26–29 William Grayden and Doug Nicholls were famous for the they made. (a) speech (b) law (c) movie

Child migrants from Britain were sent to: (a) Australia, Canada or Rhodesia. (b) Australia or Canada. (c) Australia only.

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Most children of the Stolen Generations had parents. (a) Indigenous (b) white (c) mixed white and Indigenous

Indigenous Australians were the national census. (a) excluded from (b) excused from (c) included in

The Stolen Generations were taken from their families so they could: (a) learn a trade. (b) forget their cultures. (c) get a good education.

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For Indigenous Australians, the right to vote in federal elections was: (a) introduced. (b) denied. (c) given.

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Quiz questions pages 30–33

In the new nation, Indigenous affairs were the responsibility of the government. (a) state (b) federal (c) British

(b) tough. (c) boring.

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In the missions, the Stolen Generations were to speak their own languages. (a) allowed (b) encouraged (c) forbidden

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The British government kept taking more Aboriginal land because it: (a) wanted it for the crown. (b) didn’t want the indigenous people to have it. (c) wanted it for development.

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For the Indigenous people, life on the reserves was ruled by: (a) the state. (b) themselves. (c) Britain.

Child migrants were sent away because children’s homes in Britain were: (a) falling down. (b) overcrowded. (c) not very good.

When white people saw the movie Manslaughter, they were angry at the: (a) Aboriginal people. (b) government. (c) movie-makers.

The memories most Forgotten Australians have of their childhoods are: (a) miserable. (b) happy. (c) unusual.

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Quiz questions Wartime internment

Quiz questions pages 34–37

Quiz questions pages 38–41

The word that means ‘right to vote’ is: (a) emancipation. (b) enfranchisement. (c) suffrage.

The third ‘Axis’ nation with Germany and Italy was: (a) USA. (b) Russia. (c) Japan.

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Keeping a check on ‘enemy aliens’ who were not interned was called: (a) surveillance. (b) registration. (c) security.

Men didn’t want women in parliament because they thought they would be too: (a) emotional. (b) irresponsible. (c) talkative.

Some ‘enemy aliens’ were interned to prevent them from: (a) leaving Australia. (b) working for Australia’s enemies. (c) working.

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In the colonies, women were given men. the right to vote (a) before (b) after (c) at the same time as

Teac he r

A woman’s right to vote

The Australian people were often towards guilty of being ‘enemy aliens’. (a) aggressive (b) sympathetic (c) indifferent

It took almost years of campaigning for all nonIndigenous women to be able to vote in state and federal elections. (a) 15 (b) 20 (c) 25

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It is true that support female suffrage. (a) some men did and some women did not (b) all women did (c) all men did not

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Refugees say that detention centres are like: (a) holiday camps. (b) prison camps. (c) sports camps.

Men were concerned that women in parliament would disrupt men’s: (a) work life (b) home life. (c) social life.

Refugees can stay in detention camps for: (a) weeks. (b) months. (c) years.

Women wanted the vote so they would be: (a) equal with men. (b) represented in government. (c) politicians.

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Quiz questions

Italians in Australia

World War I I displaced people

Quiz questions pages 42–45

Quiz questions pages 46–49

Italy became a unified nation in: (a) 1850. (b) 1861. (c) 1883.

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Italians in Australia earned the reputation for being: (a) lazy. (b) rude. (c) hardworking.

Arthur Calwell preferred people from the Baltic nations because they were: (a) fair-skinned. (b) attractive. (c) more deserving.

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Many people fled their countries because after the war they were ruled by: (a) Britain. (b) Australia. (c) Communists.

Skilled migrants in the early 19th century came to Australia from Italy for: (a) employment. (b) gold. (c) peace.

At this time, the Australian policy on migration was: (a) multiculturalism. (b) assimilation. (c) integration.

After 1883, Britain allowed Italian migrants to buy land and set up businesses because they were other settlers. (a) an example to (b) bullied by (c) ignored by

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Unskilled Italians were unpopular for working in the Queensland sugar plantations because they: (a) took work from the islanders. (b) worked for low wages. (c) bought the plantations.

Refugee migrants had to agree to work: (a) for at least two years. (b) until the job was completed. (c) for no wages.

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‘Chain migration’ means: (a) sponsoring others to migrate. (b) the migration of prisoners. (c) the migration of jewellers.

When new European food was introduced, ‘old’ Australians: (a) refused to try it. (b) hated it. (c) enjoyed it.

Italians in Australia were interned in camps during the war because they were: (a) scared. (b) conscientious objectors. (c) enemy aliens.

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Refugees lived in national groups to: (a) prevent racism. (b) celebrate their culture. (c) hide.

Australian Curriculum History: Australia as a nation

Quiz questions

British migrants

Vietnamese ‘boat people’

Quiz questions pages 50–53

Quiz questions pages 54–57

£10 Poms came from: (a) Britain. (b) Japan. (c) USA.

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Australia’s population at the end of World War I I was: (a) 70 million (b) 17 million (c) 7 million

To leave Vietnam, the refugees had to sail across the: (a) Arafura Sea (b) South China Sea (c) Timor Sea

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The cost of transporting the £10 Poms was paid by the government(s) of: (a) Australia (b) Britain (c) Australia and Britain

The boats the people sailed in were: (a) cruise ships. (b) large fishing vessels. (c) leaky and unequipped.

The refugees greatest fear on the open sea was: (a) sharks. (b) pirates. (c) drowning.

The advertising material encouraging people to emigrate was: (a) truthful. (b) exaggerated. (c) authentic.

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Life at the migrant hostels was: (a) luxurious. (b) basic. (c) unbearable.

The refugees were welcome in Australia because: (a) the government felt sorry for them. (b) ‘multiculturalism’ was now the official immigration policy. (c) Australians enjoy Vietnamese food.

Australians who encouraged family and friends in Britain to emigrate were answering the call of the: (a) ‘Bring out a Briton’ campaign. (b) ‘£10 Pom’ scheme. (c) ‘Nest egg’ scheme.

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The £10 Pom scheme ended with the introduction of as the policy for immigration. (a) assimilation (b) integration (c) multiculturalism

Australian Curriculum History: Australia as a nation

The Vietnamese were the Asian people to settle in Australia after the ‘white Australia’ policy was abolished. (a) first (b) only (c) last

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Quiz questions

Immigration from Africa

Making a difference

Quiz questions pages 58–61

Quiz questions pages 62–65

In the ‘Scramble for Africa’, different regions of Africa were colonised by countries from: (a) Europe. (b) Asia. (c) South America.

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

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Shirley Smith began her caring crusade in Sydney’s: (a) hospitals. (b) prisons. (c) schools. Lowitja O’Donoghue trained to become a: (a) dentist. (b) teacher. (c) nurse.

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The special Commonwealth African Assistance Plan allowed people from African nations to overseas. (a) emigrate (b) study (c) holiday

Shirley Smith helped to establish the Service. (a) Aboriginal Medical (b) Flying Doctor (c) Public Health

The first black president of South Africa was: (a) Canaan Banana. (b) Albert Grassby. (c) Nelson Mandela.

Lowitja O’Donoghue’s enabled her to help the Aboriginal community. (a) wealth (b) family connections (c) career

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Shirley Smith’s work has helped Indigenous people: (a) just in Sydney. (b) just in NSW. (c) across Australia.

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(a) there are fewer white people in the population but they govern the country for the benefit themselves. (b) the white people in the population govern the country for the benefit of the white people. (c) white people are better than non-white people.

Lowitja O’Donoghue preferred to be referred to as a child. (a) removed (b) stolen (c) kidnapped

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Most black African refugees have come to Australia to escape: (a) violence. (b) apartheid. (c) white minority rule.

Caring for others was Shirley Smith’s: (a) job. (b) life. (c) hobby.

People have been migrating to Australia from the African continent for about years. (a) 50 (b) 100 (c) 150

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Australian Curriculum History: Australia as a nation

Quiz questions

Surf Life Saving Australia

Australians clean the way

Quiz questions pages 66–69

Quiz questions pages 70–73

In the late 19th century, bathing had been banned. (a) Sunday (b) daytime (c) night-time

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The response to the ‘Clean Up Sydney Harbour’ campaign was: (a) poor. (b) reasonable. (c) inspiring.

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In the early days of surf swimming, rescue attempts by members of the general public were often unsuccessful because the rescuers were: (a) poor swimmers. (b) too slow. (c) impatient.

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Ian Kiernan organised the ‘Clean Up Sydney Harbour’ campaign: (a) on his own. (b) with a partner. (c) with a team.

Ian was motivated to act by the rubbish he saw in: (a) the oceans. (b) Sydney streets. (c) Sydney Harbour.

The first surf lifesaving clubs were established in: (a) Perth. (b) Melbourne. (c) Sydney.

After the success of ‘Clean Up Sydney Harbour’, Ian established: (a) ‘Clean Up School’. (b) ‘Clean Up Australia’. (c) ‘Clean Up the World’.

© R. I . C.Publ i cat i ons When ‘safe area’ flags were first introduced ono Australian beaches, • f r r e v i ew pur posesonl y• they were: After their initial success, the ‘Clean Up’ campaigns have: (a) continued to grow. (b) struggled to keep going. (c) collapsed.

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(a) red and yellow diagonal (b) red and yellow horizontal (c) blue and white Since surfbathing began, ocean conditions around Australia have: (a) stayed the same. (b) changed a lot. (c) changed a little.

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Ian’s contribution to Australian society has been widely: (a) ignored. (b) recognised. (c) criticised.

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The Bronze Medallion is an award for: (a) bravery. (b) skill. (c) swimming speed.

Ian has contributed to Australian society because he has: (a) done a lot to help the environment. (b) motivated people to care for the environment. (c) received a lot of prestigious awards.

In the early days of surf lifesaving, the only rescue equipment was the: (a) inflatable rescue boat. (b) harness and reel. (c) helicopter.

Australian Curriculum History: Australia as a nation

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Quiz questions Eddie Mabo and the Native Title Act

Quiz questions pages 74–77

Quiz questions pages 78–81

The pearling industry has been around for: (a) decades (b) centuries (c) millennia

Eddie Mabo was a Australian. (a) Aboriginal (b) Asian (c) Torres Strait Island

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The first people to be employed as shell collectors were the: (a) Indigenous Australians. (b) Europeans. (c) Japanese.

Native title of privately owned land is said to be: (a) put out. (b) extinguished. (c) Crown.

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The world’s first cultured, semispherical pearl was produced by a person. (a) Chinese (b) Japanese (c) European

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Australia’s multicultural pearling industry

Diving suits allowed the divers to: (a) be more comfortable. (b) see more clearly. (c) work in deeper water.

(a) Common (b) government (c) Crown

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The people who became wealthy in the pearling industry were the: (a) pearling masters. (b) shell collectors. (c) captains of the luggers.

Deep sea divers suffered from ‘the bends’ if they: (a) surfaced too quickly. (b) surfaced too slowly. (c) dived too deeply.

All Torres Strait islanders were British citizens by: (a) 1788. (b) 1872. (c) 1879.

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Diving for shells was: (a) free of risks. (b) dangerous. (c) easy.

In 1992, the High Court rejected ‘terra nullius’ which means the Commonwealth of Australia now accepts the owners of the land are: (a) the Indigenous people. (b) the Crown. (c) all Australian people.

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The British name for the island on which Eddie Mabo was born is: (a) Mer (b) Murray (c) Thursday

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Australian Curriculum History: Australia as a nation

Quiz answers 5. (a) legislature 6. (c) Prime Minister 7. (b) interprets

Federation Australia before Federation six Great Britain protectionism worked for low wages smuggling taxable goods into the colony 6. (c) white Australian-born males 7. (b) for the gold rushes The path to Federation

The loss of land and freedom

r o e t s Bo r e p ok u S 1. (b) 2. (c) 3. (a) 4. (b)

cultivated the land taking subjects confined to hunt within the reserves 5. (a) a reformatory 6. (b) inferior 7. (c) immunity

1889 1891 Corowa Plan Queensland and Western Australia 5. (c) New South Wales 6. (b) Western Australia 7. (c) Queen Victoria

A catalyst for change 1. (c) 2. (b) 3. (a) 4. (a) 5. (c)

movie denied excluded from state wanted it for development 6. (a) the state 7. (b) government

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Henry Parkes John Quick Alfred Deakin Andrew Inglis Clark Edmund Barton New South Wales Victoria

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Representing the people 1. (c) 2. (a) 3. (b) 4. (c)

federal bicameral population the House of Representatives and the Senate 5. (b) 50 000 6. (a) 5 7. (c) senators

1. (b) 2. (c) 3. (a) 4. (a) 5. (b) 6. (a)

1861 hardworking employment an example to worked for low wages sponsoring others to migrate 7. (c) enemy aliens

1. (a) Australia, Canada or Rhodesia 2. (c) mixed white and Indigenous 3. (b) forget their cultures 4. (a) wonderful 5. (c) forbidden 6. (b) overcrowded 7. (a) miserable

World War I I displaced people

1. (c) 2. (a) 3. (b) 4. (a) 5. (a) 6. (c) 7. (b)

Communists fair-skinned assimilation just immigrated for at least two years enjoyed it celebrate their culture British migrants

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A democratic system of government 1. (a) 2. (b) 3. (c) 4. (c)

Italians in Australia

Fathers of Federation 1. (c) 2. (c) 3. (b) 4. (b) 5. (a) 6. (a) 7. (c)

Migrant groups

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1. (a) 2. (a) 3. (c) 4. (b)

Democracy

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1. (a) 2. (c) 3. (c) 4. (b) 5. (a)

Wartime internment

legislature British Westminster responsible judiciary

Australian Curriculum History: Australia as a nation

A woman’s right to vote

1. (c) 2. (b) 3. (a) 4. (c) 5. (a)

suffrage after emotional 25 some men did and some women did not 6. (b) home life 7. (b) represented in government

1. (a) 2. (c) 3. (c) 4. (b) 5. (b) 6. (a)

Britain 7 million Australia and Britain exaggerated basic ‘Bring out a Briton’ campaign 7. (c) multiculturalism Vietnamese ‘boat people’ 1. (c) 2. (b) 3. (c) 4. (b)

1976 South China Sea leaky and unequipped pirates

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Quiz answers 6. (b) recognised 7. (b) motivated people to care for the environment

5. (a) a few 6. (b) ‘multiculturalism’ was now the official immigration policy. 7. (a) first Immigration from Africa

1. (c) 2. (b) 3. (a) 4. (c) 5. (a) 6. (b) 7. (a)

1. (c) Torres Strait Island 2. (a) 1982 3. (b) extinguished 4. (c) Crown 5.(a) the Indigenous people 6. (c) 1879 7. (b) Murray

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prisons nurse Aboriginal Medical career across Australia removed life

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Surf Life Saving Australia 1. (b) 2. (a) 3. (c) 4. (c) 5. (a) 6. (b) 7. (b)

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Eddie Mabo and the Native Title Act

Developing Australian society

1. (b) 2. (c) 3. (a) 4. (c) 5. (c) 6. (a) 7. (b)

millennia Japanese Indigenous Australians work in deeper water pearling masters dangerous surfaced too quickly

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Europe 1948 study Nelson Mandela there are fewer white people in the population but they govern the country for the benefit of themselves 6. (a) violence 7. (a) 50

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1. (a) 2. (c) 3. (b) 4. (c) 5. (a)

Australia’s multicultural pearling industry

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daytime poor swimmers Sydney blue and white stayed the same skill harness and reel

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Australians clean the way! 1. (c) 2. (c) 3. (a) 4. (b) 5. (a)

with a team inspiring the oceans ‘Clean Up Australia’ continued to grow

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Australian Curriculum History: Australia as a nation

Answers of people in positions of power and wealth.

Federation Australia before Federation

(b) It gave the people the chance to vote for a parliamentary candidate who would represent their opinions and needs.

Pages 2–5 Page 4

3. Self-governance: WA had self-governance for barely ten years after being under the control of NSW for over 60 years. It was not willing to give up control so soon.

1. Answers may include: Free trade: Similar goods would be cheaper in NSW than in Victoria but if VIctorians wanted to buy them, they would have to pay duty at the border. This would have led to smuggling, which was illegal.

Page 17 Teacher check

r o e t s Bo r e p ok u S Discovery of gold: WA was reluctant to share its wealth with the other poorer colonies.

2. Answers may include: They would also feel the threat of invasion and try to muster a (strong) defensive force but against such strong military nations, they would have realised they would stand little chance. They may go to the aid of the colony being attacked but time and distance would work against them and their own colonies would be left undefended.

4. NSW considered itself the most important and influential of the colonies. It wanted to ensure that the vast majority of voters were prepared to shoulder the responsibility of supporting the weaker colonies.

5. They had both been colonised by European nations at about the same time. They were both large countries divided into smaller states.

Page 9

A democratic system of government

Pages 18–21

Page 20

1. (a) To ensure the government of the day in the executive is accountable to parliament. The judiciary ensures that the executive and parliament act only within their powers.

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Protectionism: To trade their goods in Victoria, NSW merchants would have had to pay duty on them, thus increasing their price unless they could afford to cover the excess cost and trade at a loss.

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5. The party that holds a clear majority of seats in the House of Representatives can form a government. If necessary, parties can combine to form a coalition government.

(b) The government of the day is elected from the House of Representatives in parliament. To remain in office, it must retain the support of the majority of MPs in the lower house. 2. The ministers of the shadow cabinet critically analyse the actions of government ministers to ensure they are working in the best interests of the Australian people.

4. For: They worked harder, for longer hours and less pay. They put up with poor working and living conditions.

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Against: They were given jobs in preference to white Australians who wanted better pay and conditions. The white people feared they would soon be outnumbered by non-whites.

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5. Although cultural traditions may still have been celebrated, those born in Australia would not have known the homeland and so feel a greater allegiance to Australia.

Page 5 Teacher check

Fathers of Federation

3. (a) For the safety and security of the country, the police force and armed forces need to be unaffected by the differences in agendas of political parties.

Page 12 Teacher check Page 13 Teacher check

Representing the people

Pages 14–17

(b) For the legal system to remain stable and unbiased, the judiciary needs to remain above the differences of political parties. It must implement laws made by elected governments of all parties.

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3. At the borders of colonies, there was no longer a need to stop for customs. But because of the different rail gauges. they had to stop. This often caused great annoyance.

Teacher check

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The path to Federation

Pages 6–9 Page 8 1. They all wanted to restrict numbers of non-white immigrants because they all believed in a ‘white Australia’. 2. (a) It reflected the opinions and requirements of a privileged minority

Australian Curriculum History: Australia as a nation

1. The people wanted local and state issues to be addressed by a state government that was aware of its unique needs.

2. One MP was assigned to a division of approximately 50 000 people. Victoria and NSW were more populous states and therefore had more MPs in parliament.

4. As the MPs represent the people, if the MPs give the government their support, it has the support of the people. If they do not, the government is not representing the majority of the Australian population.

Page 21

Teacher check

3. In WA, which has a vast area but which had a small population, the people in each division would be represented by more than one MP per 50 000. In Victoria, where the reverse is true, each MP would represent far more than 50 000 people. 4. Senators consider the overall needs of the state in Parliament. As each state is represented by the same number of senators, the less populous states are protected from being outvoted on any issue by more heavily populated states. 94

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Answers Democracy The loss of land and freedom

Pages 22–25 Page 24 1. The land boundaries of different language groups were natural features. The Aboriginal people belong to the land, taking what they needed and moving on. The land provided for them and they understood it.

3. Answers may include: Older woman: Women aren’t as smart as men;she may feel slightly jealous because she would like to support the movement but she’s too entrenched in her society she’s afraid to do anything so outrageous. Man: Women may show the men up by doing a better job. Women might take away the jobs of men.

4. Answers may include: If children appeared to be neglected, it was because their families had nothing to give them as they had been driven from their homes. If men could not get work, how could they support their families. There was no welfare aid.

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To the British settlers, land ownership meant marking out a specific plot and saying ‘this is mine’.

2. (a) They showed their lack of respect for the Aboriginal people by regarding them as ignorant savages and they stole their land.

(b) They might have bargained or traded with them to buy some land or they may have fought to conquer them as invaders. (c) It cost them nothing financially or in manpower, which was already limited.

4. Support—younger men and women Opposition—older men and women

5. For: a right to vote for parliamentary representative because they pay taxes; in a democratic society, they should be involved in making laws that affect them; they deserve equality; the colony’s social and moral status would improve with their influence

5. Answers may include: The Aboriginal people who lived in towns lived on the edge of town. The white people may not have witnessed their state. The Aboriginal people did not usually feature in the media.

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3. In 1901, it would have been difficult to compile an accurate record of the Indigenous population because the Outback is so vast and communications were poor.

6. Answers may include: They may have become more sympathetic towards them as their own social standing improved.

Against: an embarrassment to their sex; know nothing of politics, trade or finance; irrational and emotional; who would perform domestic duties while they were at work?

Page 29 Teacher check

Page 37 To you, we say,‘Sorry’

Teacher check

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4. Answers may include: The British authorities should allow the Aboriginal people to look after their own or, as the colony now belonged to Britain, it was the duty of the British authorities to intervene. The Aboriginal people were turning to crime, as the British saw it, because they had been dispossessed of all they owned. The children may have looked neglected because their families had no resources to make them look better. This did not have to been that they were not loved.

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Page 32

1. Answers may include: Similarity: deprived of love, endured hardship, placed in care against parents’ wishes, similar ages Difference: Stolen generations children were forcibly taken from their families because of their mixed parentage, forgotten Australians were mostly white

2. Teacher check 3. Teacher check

Page 33

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A woman’s right to vote

Page 36

Teacher check

A catalyst for change

Pages 26–29 Page 28 1. Teacher check 2. Laws that allowed the Indigenous people to do something in one state might not apply in another. it would be necessary for them to know what the laws were in all the states they might travel to, to prevent them from getting into trouble with local people and the law. www.ricpublications.com.au

1. Answers may include: They may have thought they would have allegiance to their home nations rather than to Australia. They were spies. In Europe, their countrymen were destroying homes and killing the families of people living in Australia. 2. For: to ensure they were not involved in any covert spying operation; for their own safety, against partisan Australians

Pages 34–37

Page 25

Page 40

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3. Because the Aboriginal people have such a strong connection with the land and feel a part of it, taking it from them was like removing a part of themselves. Without it, they felt they had nothing. Where could they hunt, fish, find medicines, resources for crafts and building shelters?

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1. Answers may include: In Australia, women were involved in developing the colony and were involved in some decision-making about their future. In Britain, women were used to not being involved in making decisions, allowing men to take responsibility.

2. Answers may include: How they were expected to dress and behave in public. They were limited in things they were allowed to do and where they could go.

Against: They were Australians just the same as other migrants. They had worked hard and contributed to Australia’s economy and to society. They came from families that had lived in Australia for generations.

3. They were a superior military force based just an ocean away from Australia which, not having a large military force, was an easy target.

4. Teacher check

Page 41 Teacher check

Australian Curriculum History: Australia as a nation

Answers Immigration from Africa

Migrant groups

Pages 58–61

Italians in Australia

Page 60

Pages 42–45

1. Groups of people from different ethnic cultures who had been living together under a foreign regime now have independence but each is vying for political control.

Page 44 Teacher check

Page 45 Teacher check

1. Homes were lost in bombing raids and on battlefields, many were liberated from camps, many were fleeing the newly established communist regimes in their homelands.

3. Similarities: Although in the minority, the governing white people had all the wealth and advantages while the black people suffered. Major difference: There was no official apartheid in Zimbabwe.

2. Teacher check

3. North Europeans such as the Baltics are generally fair-haired and skinned. They would suit the white Australian population and assimilate more easily into the culture.

4. Black Africans: more likely to be political refugees escaping civil unrest in their countries or humanitarian refugees escaping famine. They would be leaving their homes because they have to. In Australia, they may find it more difficult to settle because of greater cultural differences and language problems.

2. Teacher check

Page 65

Teacher check

Surf Life Saving Australia

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Page 48

Lowitja O’Donoghue: Although she had a fortunate upbringing, having been a ‘removed’ child, she understood the plight of her people and the injustices they had experienced.

r o e t s Bo r e p ok u S 2. The white Europeans were a dominant minority who forced their culture on the black majority. This would have led to European influences of language, cuisine, religion and the arts among the different black ethnic groups in addition to their own traditional cultures.

World War I I displaced people

Pages 46–49

Pages 66–69 Page 68

1. (a) Answers may include: Similarities: having fun in and out of the water, wearing clothes designed for swimming, getting into difficulties through carelessness and/or not understanding the conditions. Differences: lifeguards patrolling the beach now, using surfboards and boogie boards

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White Africans: most likely to be economic refugees who want a similar lifestyle to that which they had under a white government. They would be leaving their homes because they choose to. In Australia, they would find it easier to settle because they speak English and have a similar culture.

Teacher check

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Pages 50–53 Page 52 Teacher check Page 53 Teacher check

2. (a) More people would have visited the beach, knowing there was someone there to help them if they got into difficulties.

Page 61

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Developing Australian society Making a difference

Pages 62–65

Vietnamese ‘boat people’

(b) In 1910, only a small percentage of the population could swim because swimming was not a common activity as it is today. If anyone got out of their depth in the water, there was a greater likelihood that they would drown. Also, there was little understanding among the majority of people about water conditions such as rips and tides.

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4. When they originally arrived in Australia, same nationality migrants lived close to each other to maintain their culture and enjoy the company of those who knew their homelands. This helped them to overcome homesickness and the sometimes racist experiences they had in the wider community.

Page 64

Pages 54–57 Page 56 Teacher check

Page 57 Teacher check

Australian Curriculum History: Australia as a nation

1. (a) Teacher check (b) Answers may include: Shirley Smith: generous, caring, selfless, strong, courageous, tireless, gifted, sympathetic Lowitja O’Donoghue: smart, determined, strong, outspoken

(b) Teacher check

3. Answers may include: They are the next generation of lifesavers being trained in the skills and knowledge necessary to help people in the water. 4. Answers may include: It is a competition of the skills of lifesaving so all lifeguards are potential champions. All lifesaving clubs take part in intraclub and interclub competitions. Those of a competitive nature may be motivated to train that much harder to reach an elite level where they compete for the individual glory rather than for the club.

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Answers Page 69

3. Teacher check

1. Rescue equipment: From the reel line and belt to all-terrain vehicles (ATV), 4-wheel drives (4WD), rescue tubes, rescue boards, inflatable rescue boats (IRB), rescue water craft (RWC), offshore rescue boats (ORB), jet rescue boats (JRB), helicopters: also, warning signs, information signs, safety signs, regulatory signs

Teacher check

Membership: to clubs in the Nipper program now open to everyone from the age of 6 to 13. From just 9 clubs in 1907 to over 300 around Australia today

2. Teacher check

Australians clean the way!

Pages 70–73

Eddie Mabo and the Native Title Act

Pages 78–81

Page 80

1. The act stated that if lands were privately owned, its native title was said to be extinguished, which meant that it could not be taken from the present owner.

2. Answers may include: since colonisation, Aboriginal people on mainland Australia had been moved off their traditional lands and many were from the stolen generations. Not only would it be difficult for subsequent generations to know exactly where their language group’s land was, but as nothing was written down, how could it be proved?

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Page 77

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

Training and qualifications: training for 6–13 year-olds in board rescues, 14 years+ can train for the Surf Rescue Certificate (SRC) and the Bronze and Silver medallions which incorporate increasing levels of first aid, resuscitation and spinal management

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• 3. It rejected the idea of terra nullius. This was an acknowledgement by the government that when the British colonised the land from 1788, the land did belong to someone. They took the land from the Aboriginal people.

2. Answers may include: He is charismatic, strong, encouraging and motivational. He is passionate about the cause. He feels anger towards those who don’t care.

4. (a) Extinguished title means that the original owners of the land do not have any means, in law, to retrieve the land that is now owned by someone else or is used for public infrastructure.

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1. Answers may include: A huge number of people want to live in a clean, rubbish-free environment and they are prepared to do something about it. But the fact that there is always rubbish to clean up means that there’s an equally large number who don’t care about the environment.

3–4.Teacher check

Page 73

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4. It is a vibrant multicultural community with a population that originates from many countries, contributing to its diverse culture.

o c . che e r o t r s super (b) They may be given other land instead.

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Teacher check

Australia’s multicultural pearling industry

Pages 74–77 Page 76

1. The Japanese divers were a huge part of the success of pearling before the war. As they were considered the enemy and interned for the duration of the war, the pearling industry would have slowed down and even stopped without them. 2. Plastic buttons would have been easier and cheaper to make in their thousands. This would have taken a huge portion of the mother-of-pearl market away.

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Australian Curriculum History: Australia as a nation