Upper Primary Themes - Series 1: Australian Identity by Teacher Superstore

RIC-6469 5.1/52

UPPER PRIMARY THEME – Australian identity (Ages 10+) Published by R.I.C. Publications® 2007 Copyright© R.I.C. Publications® 2007 ISBN 978-1-74126-672-6 RIC– 6469 Galah cover photograph courtesy of William Ophuis

Additional titles available in this series: Wet and dry environments (Ages 10+) Democracy (Ages 10+) Climate change (Ages 10+)

Published 2005

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Environmental issues (Ages 10+) Natural disasters (Ages 10+) Australian identity (Ages 10+) Rainforests (Ages 10+)

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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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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

AUSTRALIAN IDENTITY FOREWORD Australian identity is one of a series of eight titles designed specifically for upper primary students. Australian identity investigates geographical, historical, international, political and sociological factors which have contributed to the formation of Australia’s identity. Significant events, people, actions, beliefs and values are considered in reference to what makes Australians ‘Australian’. The widely-varied activities in this book cross all major learning areas but in particular connect to the key learning areas of English, Society and its Environment, Personal development/Physical Education/ Health and The Arts.

r o e t s Bo r e p ok u S • Antarctica • Natural disasters

• Democracy • Australian identity

• Climate change • Rainforests

CONTENTS

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Titles in this series: • Wet and dry environments • Environmental issues

Teachers notes..............................................................................................................................................................................................................iv – v Australian identity – overview........................................................................................................................................................................................vi – ix Quiz questions............................................................................................................................................................................................................. x – xix Quiz answers..............................................................................................................................................................................................................xx – xxi Introduction ................................................................................... 2–5

Being Australian ..................................................................................2–5 Being Australian ................................................................................. 2–4 Australian stereotypes .............................................................................5

Conflict and our identity .................................................................. 38–40 Conflict poetry........................................................................................41 Sport and our identity . ....................................................................42–45 Sport and our identity ..................................................................... 42–44 Sporting champion report.......................................................................45

‘Amazing Australia’ facts .....................................................................6–9 ‘Amazing Australia’ facts .................................................................... 6–8 The top 10: Australia’s most dangerous animals.........................................9 Natural features of Australia . ..........................................................10–13 Natural features of Australia . .......................................................... 10–12 A piece of Australia .............................................................................. 13

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Choose an Australian holiday ..........................................................14–17 Choose an Australian holiday ...........................................................14–16 Australia’s 17th World Heritage Site!........................................................17 Historical factors ....................................................................... 18–37

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Australians in art and music . ..........................................................50–53 Australians in art and music . .......................................................... 50–52 Art and music critic................................................................................53 Australians in literature, movies and acting .................................. 54–57 Australians in literature, movies and acting ..................................... 54–56 A dramatic performance.........................................................................57 Political factors . ........................................................................ 58–69 Federation ...................................................................................... 58–61 Federation ......................................................................................58–60 What a party! ....................................................................................... 61

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Indigenous Australians ................................................................... 18–21 Indigenous Australians . .................................................................. 18–20 Indigenous Australian portrait ................................................................ 21 Significant Indigenous Australians ................................................. 22–25 Significant Indigenous Australians ................................................... 22–24 Indigenous Australian music . ................................................................ 25 British convict settlement................................................................ 26–29 British convict settlement . .............................................................. 26–28 Convict love token ................................................................................ 29 Australian bushranger profiles ....................................................... 30–33 Australian bushranger profiles . ....................................................... 30–32 Wanted poster........................................................................................33 Immigration .................................................................................... 34–37 Immigration ................................................................................... 34–36 Immigration questionnaire.......................................................................37 International factors .................................................................. 38–57 Conflict and our identity ................................................................. 38–41 www.ricpublications.com.au

Inventive Australians........................................................................46–49 Inventive Australians . ..................................................................... 46–48 Invention press conference.....................................................................49

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Geographical factors ................................................................... 6–17

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Australian political parties . ............................................................ 62–65 Australian political parties ............................................................... 63–64 Let’s have a party! . .............................................................................. 65 Unions and our identity .................................................................. 66–69 Unions and our identity ................................................................... 66–68 Union glossary ..................................................................................... 69 Socialogical factors ................................................................... 70–81 Aussie language ............................................................................. 70–74 Bush poets . .................................................................................... 74–77 Bush poets .................................................................................... 74–76 Visions of the bush ................................................................................77 A diverse cultural identity................................................................ 78–81 A diverse cultural identity .................................................................. 78–80 Australian identity song lyrics.....................................................................81

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TEACHERS NOTES The book has been organised into six units—Introduction, Geographical factors, Historical factors, Political factors and Sociological factors—which incorporate 20 topics which follow a similar format. Each of the 20 topics is divided into groups of four pages: • a teachers page • a student information page • a student comprehension page • a cross-curricular activity.

Paul Hogan

An overview for teachers has been included on pages vi – ix with suggestions for activities to (Crocodile Dundee) further develop the theme with the whole class or as extension work for abler students. Note: Aboriginal and Torres Strait Islander students must be made aware that this book contains images of deceased persons.

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

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The teachers page has the following information:

Indicators state literacy outcomes for reading and comprehending the informational text and outcomes relating to the cross-curricular student page.

The title of the text is given.

Answers are given for all questions, where applicable. Open-ended tasks require the teacher to check the answers.

Worksheet information details any background information required by the teacher or presents specific details regarding the use of the worksheets.

Cross-curricular activities suggest further meaning to develop the topic in the same, or another, learning area.

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Page numbers for quiz questions relating to the section are given in the worksheet information section.

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Outcome links are given for the particular society and environment area relating to the topic, English outcomes are given for the comprehension pages and/or the cross-curricular student page; as well as those for activities which fall into other learning areas such as PD/PE/Health, Creative Arts, Science and Technology.

QUIZ QUESTIONS Quiz questions with answers are given for each section on pages x to xxi. The quiz questions are presented in a ‘half-page’ card format for ease of photocopying and may be: – given orally, with students answering on a separate sheet of paper, – photocopied and given individually as a written test, – combined with the other appropriate pages for the unit(s) as a final assessment of the topic, or – photocopied and used by pairs or groups of students as ‘quick quiz’ activities.

Australian identity

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TEACHERS NOTES The student pages follow the format below: • The first student page is an informational text, written at a student’s level of understanding. Illustrations and diagrams have been included where necessary to assist in student understanding of the topic being covered. • The second student page is a comprehension page to gauge student understanding of the text. A variety of activities are provided including answering literal, inferential and applied questions, compiling information for a retrieval chart and cloze activities.

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• The final student page is a cross-curricular activity. Sometimes these activities may fall within the same learning area, such as English.

Joan Sutherland

STUDENT PAGES

The title of the section is given. Informational text about the particular topic is provided. Diagrams or maps that assist in explaining the particular topic are included, if relevant.

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Fact file: An interesting fact is included on student pages 2 and 3 to extend knowledge.

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The title reflects the type of activity to be completed. Answers are provided for this page if needed.

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Comprehension activities are provided to gauge student understanding.

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Fact file: An interesting fact is included on student pages 2 and 3 to extend knowledge.

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Australian identity

OVERVIEW The cross-curricular activities suggested below may aid in further developing the theme.

AUSTRALIAN IDENTITY

English

Mathematics

• Consider characters from Australian movies, television shows and books and find examples of the typical ‘Australian larrikin’. What actions make them larrikins? Discuss.

• Research a holiday destination in Australia for you and your family. Create a budget for the holiday to include travel/transport; accommodation; meals and snacks; daily activities; entry fees etc.

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• Draw a picture of a stereotypical Australian. On the back of the sheet, create two columns with the headings ‘similar to’ and ‘different from’. Add notes to the columns relating to yourself.

‘Life is better for kids growing up in rural Australia than in the big cities’.

• Write a letter from a recently arrived emigrant, describing to relatives how different life is in Australia compared with ‘back home’. • Write descriptions for some of Australia’s native animals to be read during a catwalk parade. • Write a poem describing the beauty of Australia’s natural environments.

• Present statistics about the First Fleet. Include the number of ships, male and female convicts, soldiers, commanders etc.

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• Hold a mini-debate to argue the topic:

• On an A3 map of Australia, record famous landmarks. Find the actual distances between them and calculate and draw a scale to represent those distances on the map.

• Determine the population density of each state and territory. Present results graphically. • Dissect the scores of one week’s AFL matches to determine which team scored the most goals and the most behinds. Rank the teams based on the number of points scored that week. How does that ranking compare with where they currently stand in the AFL table?

• Collect data to represent in various graphs for comparison (pie graph, Venn diagram, bar graph, column graph). Suggestions: state and territory populations; capital city populations; average rainfall; hours of sunshine in capital cities; area of states and territories; top 10 migrant countries.

• Compile a glossary of colloquial ‘Aussie’ words and phrases; e.g. ‘mate’, ‘snagger on the barbie’, ‘g’day’, ‘moolah’, ‘back of Bourke’, ‘banana bender, ‘brekkie’, ‘prezzie’, ‘dole bludger’.

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• Write a letter to a child living in a different country explaining what living in Australia is like and why you think he or she would enjoy it.

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• Read a verse of Dorothea Mackellar’s poem, ‘I love a sunburnt country’ and use text innovation to express a personal view of Australia.

Australian identity

• Tally the number of class members born in Australia and in other countries. Use the information to construct a pie graph.

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• Describe Australia’s beach culture and suggest reasons why it is so important to many Australians.

• Identify the Australian animals on each coin. Note the minting date on the obverse. Also identify and list the people and images on each note. Observe and list the serial number and other security features to protect against counterfeiting.

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• Create a class booklet aimed at a specific age group containing interesting facts about Australian native animals. It could also include a quiz blackline for students to photocopy and complete.

• Calculate the percentage of Australians living in capital cities.

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OVERVIEW The cross-curricular activities suggested below may aid in further developing the theme.

AUSTRALIAN IDENTITY

Human society and its environment

Creative arts

• Look at pictures of Australian men shearing sheep. Make a list of characteristics a shearer may have which could come under the heading of a ‘typical Aussie’.

• Listen to the words of the song by Australian band Midnight Oil, ‘Beds are burning’. In small groups, interpret the meaning of the song. Present a modern dance (similar to a rock and roll eisteddfod performance) to the song. Consider backdrops, props, costumes and dance movements.

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• Write a report about the explorers Blaxland, Wentworth and Lawson. Include the significance of their discoveries.

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• Colour a map of Australia to show the different climatic regions. Describe each climate represented and present in a graphic organiser. List three species of flora and fauna typical to each area. • Locate cities and major towns on an outline map of Australia. Describe how they are distributed across the country and suggest reasons for this distribution.

• Create a class book of Australia’s natural wonders with pictures, descriptions and location information.

• Copy an Australian flag on to a large sheet of paper (an overhead projector is useful to do this). Cut out squares of red, blue and white paper. Glue just the top of each square to the sheet in the correct positions to create a 3-D Australian flag. Display in a common area in the school.

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• Choose an important date in Australia’s calendar such as ANZAC Day, Remembrance Day, Australia Day, NAIDOC Week etc. In a group, create a plan for how your school can celebrate it this year. Present your plan to the principal for review.

• Choose the floral emblem of any Australian state or territory. Lightly sketch the flower on to art paper then use watercolours to paint it. Frame and display your work.

• Choose a well-known Australian director (such as Jane Campion or Peter Weir) and present a fact file about him or her. • Present a catwalk parade to younger students of some of Australia’s native animals. Use music and movement and previously written descriptions to enhance the performance.

• Create a time line or table of Australian Prime Ministers since Federation in 1901. Include the party each represented and his dates and length in office.

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• Compile a list of names of major cities and towns in the students’ own or other states or territories and research to find out how each was named.

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• Interview an immigrant and record some of his or her positive and negative initial experiences in Australia.

• Study Aboriginal art and use different tools and natural dyes to reproduce the effect. (Caution: Cultural sensitivity is required.) • Create a ‘Top 10’ of Aussie songs to present to a visitor from abroad. Learn all the words and join in with a sing-song around a barbecue or sausage sizzle. • In small groups, create role-plays or dramatisations about famous songs, ballads or poems; e.g. ‘The man from Snowy River’, ‘Waltzing Matilda’, ‘Tie me kangaroo down sport’, ‘True blue’.

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• Read Aboriginal Dreamtime stories and discuss the message that is being delivered in each one. Read some stories to younger students and, after discussion with them, explain the message accurately.

• Use wash techniques to create Australian environment scenes such as land affected by bushfires, coral reefs in places like the Great Barrier Reef or the blue shimmer over the Blue Mountains.

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• Select an Australian explorer to research and prepare a short presentation to the class about when, how and where he explored the country.

• Learn about Aboriginal musical instruments and draw or make and play some. • Create a dot painting. (Caution: Cultural sensitivity is required.) • Learn a traditional Australian song.

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Australian identity

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OVERVIEW The cross-curricular activities suggested below may aid in further developing the theme.

AUSTRALIAN IDENTITY

Science and technology • Create a poster which shows how Australia’s location on the planet (including the tilt of the Earth) contributes to its climate and weather patterns.

• Create a recipe book of snacks and meals which use Vegemite™.

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• Choose a National Park in your state or territory and research: its location, the history of its name, its flora and fauna, activities for visitors and any costs. • Choose an Australian geographical marvel such as Wave Rock in Hyden, Western Australia. Find out which processes created it and how long ago it was formed. • Write an illustrated report on how cyclones occur.

• Describe to recently arrived emigrants from the Northern Hemisphere how day/night and the seasons in Australia are the ‘opposite’ to what they are used to. Use diagrams of the sun and Earth to illustrate your explanation. • Write a report for a prospective foreign mining company detailing the riches of the Mount Isa region. • Research to find out special adaptations of unique Australian animals.

• Create a book of traditional Australian recipes. Give each recipe a ‘healthy rating’ score. In small groups, decide how the score will be chosen (i.e. fat grams, sugar content, glycemic index etc.).

• Discuss how some people think the ‘Australian way’ is to make jokes at people’s expense rather than considering their feelings. Students write about a time this occurred to them and how it made them feel.

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Personal development, Health and Physical education

• Sit in a circle; students take turns to sit in the centre. Everyone around the circle must think of one positive thing to say about the person in the centre. A ‘scribe’ records the comments and gives them to the person in the centre to use for his or her own ‘identity’ poem. • Discuss what makes a person a ‘good citizen’. What can students do to help themselves become better citizens?

• Use a software program such as Publisher™ to create a time line showing immigration to Australia over the last 220 years.

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• Choose a building from the National Trust’s heritage list and use a software program such as Publisher™ to reconstruct either the floor plan of the building or the front design of the building.

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• Research when televisions (black and white and colour) were first able to be purchased in your town. How much did they cost?

• Hold a school Harmony Day in which all nationalities represented in the school share part of their culture through national flags, language, dress, food, songs, dances, art, craft etc.

• Download information from the Australian Government Health Department website on its ideas for improving the health of the nation. Discuss the ideas and, by these standards, determine the health of your class.

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• List the ingredients required and the method to make ‘Aussie’ foods such as damper, pavlova, lamingtons and Vegemite™.

• Create a healthy version of a typical ‘Aussie barbie’ menu. Hold an after-school ‘Healthy Aussie barbie’ with family and friends. • Devise a questionnaire and conduct an interview with a student, parent etc. in the school or a neighbour who has migrated from another country. Find out why he/she moved to Australia and positive and negative experiences encountered.

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• In a PowerPoint™ presentation, describe the levels of Australian government and present to the class

• Design and create an image suitable for a T-shirt that promotes our Australian identity.

• Students make suggestions for novelty events for various age groups to use in physical fitness times or on sports days or swimming carnivals. They should have an ‘Aussie’ theme; e.g. 25 metres Australian crawl, handballing or kicking an AFL football, throwing a boomerang, kangaroo hopping relay.

• Design a poster to promote Clean up Australia Day, held in March each year.

• Traditionally, Australians believe in ‘a fair go’. Explain what this means and how you feel about it.

• Design a hat that will protect the wearer from bush flies.

• Find out about Australian bush tucker and make and illustrate a class book about it.

• Design an outdoor patio area with several potted plants. In the design, consider practical ways in which you could give the plants sufficient water without wasting any.

• Construct a barbeque or an alternative means of cooking food in an open fire in the bush.

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CONNECTED OUTCOMES GROUP OVERVIEWS Pages

English

Human society and its environment

Science and technology

Creative arts

PD/PE/Health

Other

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Australian identity

Quiz — BEING AUSTRALIAN

Pages 2–5

1 Match the nationality to the main periods of immigration. Aborigines

•

• After 1980

British

•

• After 1945

Italians and Greeks •

• From 1788

Asians

• 40 000+ years ago

•

2 Fact or Opinion?

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(a) Australians are an easygoing bunch of people. ....................................................

(b) The warm Australian climate influences people’s lifestyle. ...................................

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(d) The sun’s rays cause the most damage between noon and 2 pm. . ......................

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3 List three stereotypes of Australian people. • • •

4 Another name for a ‘shrimp’ is a

1 Which two Australian mammals reproduce by laying eggs?

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2 The kangaroo, koala and wombat are three Australian marsupials. Name two more.

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3 Complete the sentence. Australia is unique because it is a country, an i and a c 4 Answer True or False.

(a) Perth’s closest capital city is Adelaide. ................................................................... (b) The thylacine became extinct about 40 000 years ago. . ........................................ (c) The world’s top ten deadliest snakes live in Australia. ............................................ (d) Australia was the second last continent to be explored by Europeans. ................... (e) The banksia is Australia’s national floral emblem. .................................................. 5 Australia is surrounded by three oceans. Name them. ,

Australian identity

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Quiz — NATURAL FEATURES OF AUSTRALIA

Pages 10–13

1 Match each feature to its correct state. (a) Daintree rainforest •

• South Australia

(b) Twelve Apostles

•

• Queensland

•

• Northern Territory

(d) Uluru

•

• Victoria

2 What is the approximate total length of the Australian coastline?

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3 Answer True or False. (a) Australia was settled by the Europeans in the 17th century...................................... (b) The most densely populated area of Australia is a coastal strip between Adelaide and Cairns.......................................................................... (c) Australia is the smallest and flattest continent......................................................... (d) Australia is a drier continent than Antarctica............................................................ (e) Lake Eyre is a freshwater lake................................................................................. 4 (a) How long is the Murray-Darling river? (b) In which mountain range does it rise? (c) At which city does it flow into the ocean?

1 Name two World Heritage Sites in Queensland.

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2 Which two states/territories do not have a World Heritage Site within their borders?

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3 To which state does the Lord Howe Island group belong?

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4 Name three non-food products that are harvested in Australia. 5 Answer True or False.

(a) Riversleigh and Naracoorte are mammal fossil sites................................................ (b) Macquarie Island is north of Australia...................................................................... 6 Uluru is situated in which national park? 7 In which state capital city will you find the Royal Exhibition Building and Carlton Gardens? 8 In which state will you find a mountain area, a rainforest and a lake region which are all on the World Heritage List? www.ricpublications.com.au

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Australian identity

Quiz — INDIGENOUS AUSTRALIANS

Pages 18–21

1 Answer True or False. (a) The group, Indigenous Australians, includes Torres Strait Islanders and Aboriginal Australians. . ................................................................................... (b) Indigenous Australians have always only lived in Australia. ................................... (c) Indigenous Australians were hunter-gatherers only. ............................................... (d) The population of Indigenous Australians thrived after European settlement. . ........ 2 Tick Yes or No.

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(a) Indigenous Australians used boomerangs, spears and woomeras........................................

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(b) The kinship structure of Indigenous Australians is very simple.............................................

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(c) The population of Indigenous Australians was greatly reduced by disease, famine and massacres......................................................................................................... (d) Evidence that Indigenous Australians were considered second-class citizens includes low pay rates, restricted movements and not being granted citizenship..................

Complete the sentences.

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(b) He had very little

(d) He died in

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(state) in

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1 (a) Senator Neville Bonner was born in

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and was honoured by

2 (a) Eddie Mabo was born on (b) He worked as

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. and was honoured by

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Quiz — BRITISH CONVICT SETTLEMENT

Pages 26–29

1 Complete the sentences. .

(a) Convicts were sent to America because British prisons were (b) Britain wanted to send convicts to Australia because of the War of with America. .

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(a) Convicts could be tranported for looking suspicious................................................. (b) Convicts were well looked after in all the penal colonies..........................................

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(d) All convicts were retrained to learn useful skills....................................................... (e) Convicts who behaved could be pardoned............................................................... (f) Convicts were no longer sent to Australia once the colony could sustain itself and grow...................................................................................

1 What were the proper names of Black Caesar and Ned Kelly?

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2 Why was Caesar labelled a ‘bolter’?

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3 What was the reward for capturing Caesar?

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4 List three things Ned did before 1878 that got him into trouble with the law.

5 Fill in the missing words.

and two friends were on the

Ned, his

Creek.

occurred at

from authorities when a tragic incident

police officers were shot and

self-defence (so Ned maintained). From then on the gang were branded

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Quiz — IMMIGRATION

Pages 34–37

1 Answer True or False. (a) Aboriginal Australians have never lived anywhere else. . ........................................ (b) The first Europeans migrated to Australia in 1770. . ............................................... (c) Many Chinese workers came to Australia to find gold. ........................................... (d) The White Australia Policy restricted migration by Pacific Islanders and Chinese migrants. ........................................................................................... (e) After World War II, the Australian government encouraged migration of British citizens only. ...........................................................................................

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2 Tick Yes or No.

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(a) Convicts came only from England........................................................................................ (b) The Chinese became very rich during the Gold Rush............................................................

(c) Cheap, non-European workers were encouraged in 1901.................................................... (d) Many non-British migrants came to Australia after WWII......................................................

(e) The 11 September 2001 terrorist attacks had a big impact on immigration policies.............

1 What do the letters in ‘Anzac’ stand for?

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2 List two conflicts where Australian troops went to stop the spread of communism.

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3 Complete the sentences by naming the correct countries or nationalities.

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(a) The Gulf War involved UN and Australian forces creating a blockade against

when it invaded

to help them rebuild and to protect

(b) Australia has a peacekeeping force in East

them from

troops.

to help the

(d) The most unpopular war so far has been the one in

try .

4 List three words or phrases that describe the ‘Spirit of the Anzacs’.

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Quiz — SPORT AND OUR IDENTITY

Pages 42–45

1 Fill in the missing words. is closely connected with sport.

(a) Australia’s sense of national

enables a wide

(b) Australia’s overall played or watched all year round.

of sports to

2 Circle two sports Australia has not won an Olympic medal in. cycling

handball

3 True or False?

hockey

basketball

fencing

baseball

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(a) Australia has excelled in water polo. ......................................................................

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(b) Australia is passionate about ice hockey. ...............................................................

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4 Australia has had enormous success at the Olympic and Paralympic Games. Why is this so remarkable?

5 What is the most highly attended club championship in the world?

1 Which small device gave David Warren the idea for his black box flight recorder?

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2 True or False?

(a) Penicillin is made from mould. ...............................................................................

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(b) Professor Graeme Clark invented the cochlear implant. .........................................

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(c) The black box flight recorder is not used today. ..................................................... (d) The cochlear implant is sometimes known as the ‘electric ear’. ............................. 3 Circle the correct decade in which each of these events took place. (a) The first cochlear implant was performed.

1950s

1960s

1970s

(b) The first black box was made.

1940s

1950s

1960s

1920s

1930s

1940s

4 What was penicillin primarily used for during World War II? www.ricpublications.com.au

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Australian identity

Quiz — AUSTRALIANS IN ART AND MUSIC

Pages 50–53

1 What major event happened to Albert Namatjira in 1957? 2 Circle the correct answer. What type of music did Nellie Melba sing? (a) jazz

(b) opera

(d) pop

3 Why did Nellie Melba change her surname from ‘Mitchell’ to ‘Melba’?

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(a) portraits

(b) oil

(d) horses

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4 Circle the correct answer. What type of paintings is Albert Namatjira best known for?

5 How did the saying ‘More farewells than Nellie Melba’ come about?

6 Namatjira was sent to jail because he brought

into an Aboriginal community.

1 Where was Paul Jennings born?

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3 Two characters Dame Judith Anderson was famous for playing were M

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and L

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2 For which movie did Cate Blanchett win an Oscar?

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4 Circle the correct answer. ‘Banjo’ Paterson got his pen-name from: (a) a poem (b) a horse (c) a magazine

(d) a town

5 Draw lines to match the person with a job he/she has worked in. (a) Cate Blanchett •

• war correspondent

(b) Banjo Paterson •

• movie extra

• actor on Broadway

•

(d) Judith Anderson •

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• teacher

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Quiz — FEDERATION

Pages 58–61

1 What were people in Sydney celebrating at midnight on the last day of 1900? 2 What did they do to celebrate? 3 Who was the Earl of Hopetoun?

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4 Who was Australia’s first Prime Minister?

5 How many states joined the federation in 1901? 6 Where did federal parliament first meet?

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7 Where does federal parliament meet now?

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8 Why did Australian politicians have to take the new constitution to London?

9 Who was the first Queen of Australia?

 Name two things the federal government was responsible for and took control of, after Federation.

Australian Democrats

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Liberal Party of Australia

Australian Greens

National Party

2 Of the parties listed above:

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ALP

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1 Tick the three Australian political parties below which are minor parties.

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• which is the oldest?

• which is the newest?

3 Which two Australian political parties form a coalition?

4 What does ‘ALP’ stand for?

5 Draw lines to match each party with one of its major or traditional interests. (a) ALP • • free enterprise (b) Australian Democrats • • the environment (c) Australian Greens • • people living in the country (d) National Party • • workers (e) Liberal Party of Australia • • allowing ordinary people to have a say on its policies www.ricpublications.com.au

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Quiz — UNIONS AND OUR IDENTITY

Pages 66–69

1 What is another word for an employee? 2 What were the first type of unions formed in Australia? 3 What kind of unions are common today?

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4 What do these letters stand for? (a) AWU (b) ACTU

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5 Rewrite this sentence so it is true. Union membership has remained the same over the past 200 years.

6 List three areas in which unions have helped to improve working conditions.

1 Why do you think people living in Australia in the early days needed to develop a sense of humour?

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2 What is ‘Strine’?

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3 Why do English speakers from other countries often find ‘Strine’ so difficult to understand?

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4 What are three examples of shortened words used by Australians?

5 What do these expressions mean? (a) ‘flat out like a lizard drinking’ (b) ‘as mad as a cut snake’

6 Give an example of Australian rhyming slang. 7 Explain these reversals: (a) Bluey (b) Pud (c) Lofty xviii

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Quiz — BUSH POETS

Pages 74–77

1 Name the poem by Henry Lawson which sparked the Bulletin Debate. 2 Name the poem by Banjo Paterson written in response to this poem. 3 Who wrote the short story, ‘The drover’s wife’? 4 For which Sydney newspaper was Banjo Paterson a special war correspondent?

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5 On which Australian banknote have both poets appeared?

6 Which poem by Banjo Paterson has become Australia’s unofficial national anthem?

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7 Which poet had a grim, realistic image of the Australian bush? 8 What was Banjo Paterson’s original profession? 9 (a) What type of very short story did Henry Lawson support? (b) In this type of story, what does the reader need to use?  Who wrote, ‘The animals that Noah forgot’?

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1 After European settlement, the Australian population was a mixture of British people.

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Write short word answers to complete the sentences.

2 Today, the Australian population is a mixture of Anglo-Celts, other Europeans and

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available in restaurants and

4 Other cultures have changed the variety of

activities Australians can participate in.

, commonly called the

5 Originally, Australia had close ties to

6 Australia is considering becoming a monarchy led by Queen Elizabeth II. 7 Australia has close ties to the United States because of the

instead of a constitutional Treaty and trade

investment.

and

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, hundreds of others are spoken in Australia.

3 Although English is the common

and

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QUIZ ANSWERS BEING AUSTRALIAN ........................... 2–5 2. South Australia and ACT

Australian bushranger profiles ..... 30–33

1. Aborigines – 40 000+ years ago; British – From 1788; Italians and Greeks – After 1945; Asians – After 1980

3. New South Wales

1. John Caesar and Edward Kelly

4. cotton, tobacco, pearls

2. Because he continually escaped from custody and fled into the bush.

2. (a) Opinion (b) Fact (c) Opinion (d) Fact

6. Kata Tjuta

5. (a) true (b) false

8. New South Wales

4. cattle rustling/supposedly being a bushranger’s apprentice/assault/indecent behaviour/horse theft/drunkenness

Indigenous Australians ................. 18–21

5. brother, run, Stringybark, Three, killed, outlaws, dead, alive

7. Melbourne

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4. Prawn

1. (a) True (b) False (c) False (d) False 2. (a) Yes (b) No (c) No (d) Yes

Immigration ................................... 34–37 1. (a) False (b) False (c) True (d) True (e) False

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3. Choose from: • Australian male resembles the ‘Mick Dundee’ character in the film Crocodile Dundee • wear Akubra hats • dislike authority figures • love Vegemite™ • love their ‘mates’

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3. five gallons (≈ 23 litres) of rum

2. (a) No (b) No ‘AMAZING AUSTRALIA’ FACTS ........... 6–9 Significant Indigenous (c) No Australians . ................................... 22–25 (d) Yes 1. platypus and echidna (e) Yes 1. (a) New South Wales; 1922 2. bettong, bilby, potoroo, numbat, dunnart, (b) formal education quoll Conflict and our identity . ...............38–41 (c) ... he was the first Indigenous 3. island, continent Australian Senator to sit in parliament. 1. Australian and New Zealand Army Corps 4. (a) True (d) 1999; ... having a Queensland 2. Korean War/Malaya/Vietnam (b) False electorate created and named after 3. (a) Iraq, Kuwait (c) False him; ... being named 1979 Australian (d) True of the Year, ... being made an Officer of (b) Timor, Indonesian (c) Afghanistan, US (e) False the Order of Australia. (d) Vietnam 2. (a) Mer Island in Torres Strait; 1936 5. Pacific Ocean, Southern Ocean, Indian 4. Possible answers: courageous, brave, Ocean (b) a pearler and railway worker ‘stick together’, show mateship’, loyal etc. (c) He fought for native title of his Natural features of Australia . ....... 10–13 traditional lands which ultimately led to Sport and our identity......................42–45 the ‘Mabo’ decision 1. (a) Daintree rainforest; Queensland 1. (a) pride (b) Twelve Apostles; Victoria (d) 1993; ... being given the traditional (b) climate, variety (c) Lake Eyre; South Australia burial of a king; ... being voted 1992 (d) Uluru; Northern Territory Australian of the Year by the Australian 2. handball, fencing newspaper 2. 60 000 km 3. (a) True 3. (a) false (b) true (c) true British convict settlement...............26–29 (b) False (c) False (d) false (e) false 1. (a) overcrowded 4. Our population of 21 000 000 is markedly 4. (a) 2200 km (b) Snowy Mountains (b) Independence smaller than nations such as China, (c) Adelaide (c) 1788 Russia and USA. 2. (a) True Choose an Australian holiday ....... 14–17 5. AFL Grand Final (b) False 1. Choose from: (c) False Inventive Australians . ................... 46–49 Great Barrier Reef, Wet Tropics, (d) False Fraser Island, Riversleigh/Naracoorte (e) True 1. The pocket recorder. Mammal fossil sites (f) True 2. (a) true (b) true (c) false (d) false

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QUIZ ANSWERS Australian political parties . .......... 62–65 6. Some possible answers include: dead horse (tomato sauce), trouble and strife 1. Australian Democrats, Australian Greens 4. To treat infections in soldiers. (wife), septic tank (Yank), apples and and National Party should be ticked. pears (stairs), dog and bone/Al Capone Australians in art and music . ....... 50–53 2. Oldest: ALP (phone), Captain Cook (a look), Joe Blake Newest: Australian Greens (snake) 1. He was granted Australian citizenship.

3. The Liberal Party of Australia and the National Party

2. (b)

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3. She changed it in honour of her birthplace, Melbourne.

4. Australian Labor Party

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Unions and our identity ................. 66–69

3. Medea, Lady Macbeth

1. worker

4. (b)

2. craft or trade unions

Bush poets.......................................75–76 1. Up the country 2. In defence of the bush 3. Henry Lawson

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5. (a) ALP – workers (b) Australian Democrats – allowing 5. She gave a lengthy series of farewell ordinary people to have a say on its concerts in Australia. policies (c) Australian Greens – the environment 6. alcohol (d) National Party– people living in the country Australians in literature, (e) Liberal Party of Australia – free movies and acting ......................... 54–57 enterprise 1. England 4. (c)

7. (a) a man with red hair (b) a very thin man (not like a pudding) (c) a short man

4. Sydney Morning Herald 5. $10

6. Waltzing Matilda 7. Henry Lawson 8. lawyer

9. (a) sketch story (b) imagination

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Federation ...................................... 58–61 5. Union membership has increased and decreased over the past 200 years. 1. The beginning of a new century and the 6. Possible answers: wages/annual leave/ Federation of Australia maternity leave/working hours/flexitime/ 2. They rang bells, sounded boat sirens, compassionate leave/overtime/penalty made lots of noise and danced and sang rates/wrongful dismissal in the streets.

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3. Australia’s first Governor-General 4. Edmund Barton 5. six

6. Melbourne 7. Canberra

Aussie language ............................ 70–73

10. Banjo Paterson

A diverse cultural identity...............78–81 1. Aboriginal 2. Asian 3. language

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5. (a) Cate Blanchett – movie extra (b) Banjo Paterson – war correspondent (c) Paul Jennings – teacher (d) Judith Anderson – actor on Broadway

4. foods, cultural (other answers may apply here also) 5. Britain, ‘mother-country’

6. republic 1. It helped them cope with the difficulties of 7. ANZUS, financial living in a harsh environment.

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8. The Constitution had to be passed by the British parliament.

2. A name used to describe Australia’s colloquial language.

3. The words used may be new to them or can have new and very different meanings.

4. Some possible answers include: bikkie, chocky, Chrissie, barbie, arvo, chook, compo, mozzie, chewie, sunnies, ute, sanger, brekkie, roo, G’day, Oz

9. Queen Victoria

10. Answers may include: trade with other countries, customs and excise, defence, currency and coins, banking, railways, 5. (a) very busy postal and telephone services, weights (b) crazy and measures, immigration, taxation, fisheries, the federal territories and public service

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BEING AUSTRALIAN (b) Answers will vary

Indicators • Completes a class survey to identify common stereotypes about a ‘typical Australian’.

5. Australia has a diverse society with people descending from all over Europe, Asia and other parts of the world. Australia has become a multicultural nation with a culture influenced by many different types of food, clothing, music and religion.

Worksheet information

6. (a) media, ‘soapies’ and movies

• Reads and answers questions about being Australian.

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Answers

40 000+ years

British

English, Irish, Greeks, Italians

1788

After 1945

Asians After 1980

Page 5 See ‘Worksheet information’ above.

Additional activities

• Present a speech which explains and give examples of Australia’s ‘Tall Poppy Syndrome’ (where people are criticised if they rise above their peers). Include your own opinions about it and whether you feel it occurs in your community, school and classroom.

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• Quiz questions relating to this section can be found on page x.

Page 4 1. Aborigines

(b) males resembling Mick Dundee from ‘Crocodile Dundee’, wearing akubras™, eating Vegemite™, disliking authority figures, loving your ‘mates’ etc.

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• A stereotype is a simplified idea about a group of people which usually doesn’t give a true picture of the group. A ‘typical’ Australian may be seen as a young male who spends a lot of time outside for work and leisure, so he is tanned and fit. He is very close to his friends (mates) and dislikes authority figures such as his boss, the police, politicians etc. A ‘typical’ Australian cares little for religion, is a ‘battler’ in life and he always barracks for the underdog. One stereotype of Australians is that they criticised those who rise above their peers. This is known as the ‘Tall Poppy Syndrome’.

• Find examples in the media, on television and in films of Australian stereotypes. Construct a table with two columns. In the first column, give a description of the example and in the second column add your opinion about it. Is it justified? Will it give people who have never met an Australian person the wrong impression?

2. Irritating sand, being stung by a jellyfish, dangers of sun’s rays between noon and 2:00 pm.

3. • The outback: ‘sunburnt’ country, magnificent scenery, peacefulness

• Use the Internet to find pictures of some unofficial Australian symbols such as the Big Lobster, the Big Pineapple, akubra™ hats, Vegemite™ etc. Print them out and create a display.

• Coastlines: spectacular coastlines and white, sandy beaches

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4. (a) Sport plays a major part in the Australian lifestyle. Whether football, rugby, cricket or something else, sport is an obsession for some Aussies, with many idolising their sporting heroes. Most Australians value good sportsmanship and respect the idea of giving everyone a ‘fair go’.

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SOSE

English

NSW

CUS3.2, CUS3.4, CCS3.1

RS 3.7

Vic.

SOHI0402, SOSE0301

ENRE0401

C 3.3, C 4.3, ICP 4.2

R 4.1, R 4.4

3.7, 4.5

4.11

Qld

CI 3.2

Refer to curriculum documents on http://0

Australian identity

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BEING AUSTRALIAN – 1 sand, the possibility of being stung by a jellyfish (or worse) and the real danger of the sun’s harsh rays between noon and 2.00 pm.

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Some 40 000 years ago or more, Australia’s first occupants travelled from islands in the north to reach the top of the continent. The Aborigines began adapting to their new environment, with some choosing to move inland.

The summer months give people the excuse to cook and eat outside. If films and tourism advertisements are to be believed, Australians are always ‘putting another shrimp on the barbecue’—which is interesting, considering rarely is a ‘shrimp’ seen on a barbecue and that Aussies call a ‘shrimp’ a ‘prawn’!

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The warm climate does allow many Australians to have an active lifestyle, enjoying sports such as fishing, camping and ball sports. Sport plays a major part in the Australian lifestyle. Whether football, rugby, cricket or something else, sport is an obsession for some Aussies, with some idolising their sporting heroes. Most Australians value good sportsmanship and respect the idea of giving everyone a ‘fair go’.

For people in the Northern Hemisphere, Australia is a far away place and much of what is known about it comes In 1788 the British arrived, bringing with them soldiers, from movies, ‘soapies’ and tourism advertisements. convicts and free men and women and their families. Some people may truly believe that the Australian Europeans continued to settle in Australia, including a male resembles the Mick Dundee character in the high number of English and Irish people and, after the film ‘Crocodile Dundee’, and that all Australians wear Second World War, many Italians and Greeks. In more akubra™ hats, dislike authority figures and love recent times, many Asians have immigrated to Australia. Vegemite™ and their ‘mates’. Perhaps stereotypes of Australians exist because much of the rest of the world With such a diverse society, Australia has become a knows so little about the country and its people. multicultural nation. Australia’s culture is influenced by many different types of food, clothing, music and Of course, a ‘typical Aussie’ can not be defined as every religion. Perhaps because Australia has such a diverse Australian is unique. However, it is widely accepted culture, it is seen by the rest of the world as an openthat Australians are proud of their country and feel very minded, friendly country. ‘Aussies’ are often thought lucky to be living in it. to be an easygoing bunch with a ‘She’ll be right, mate’ type of attitude.

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Some Australians are fiercely patriotic—taking great pride in their country. They celebrate the success of their fellow sportsmen and women and those who achieve international fame in cinema and music. They love their ‘sunburnt’ country, enjoying the magnificent scenery and peacefulness of the Outback. Warm temperatures give people the opportunity to appreciate the spectacular coastlines and white, sandy beaches. Many teenagers and adults alike race to the ocean before the sun rises to catch the ultimate wave on their boards. Of course, not all Australians love a day at the beach! Some spend the summer months avoiding the irritating www.ricpublications.com.au

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Australian identity

BEING AUSTRALIAN – 2 Use the text on page 3 to answer the questions. 1. Complete the time line showing patterns of immigration to Australia. (Note: Not to scale.)

40 000+ years ago

1788

After 1945

After 1980

2. List three reasons why people may not enjoy Australian beaches. • •

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3. Find the descriptive words and phrases in the text about two Australian landscapes. The Outback: Coastlines:

4. (a) Describe how many Australians feel about sport.

(b) Is this similar to how you feel about a particular sport?

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5. Explain why Australia is often seen as an open-minded, friendly country.

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6. (a) List three ways stereotypes are created about Australians.

(b) List some stereotypes of Australian people. Choose one to illustrate in the box.

As at the end of 2006, ‘Crocodile Dundee’ (made in 1986) is still the number one earning Australian movie at the box office. It made $47.7 million dollars. 4

Australian identity

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AUSTRALIAN STEREOTYPES 1. Discuss each question as a class. Record responses and ideas on the chart. 2. Survey the class to see who agrees or disagrees and record as a tally on the chart. Calculate the totals for each column. A TYPICAL AUSTRALIAN Question

What colour hair does he/ she have?

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Is he/she tall, medium height or short?

What clothes does he/she like to wear? What hats?

What are his/her favourite foods and drinks?

What is his/her occupation?

Disagrees

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What sport does he/she play? Is he/she good at it?

Does he/she love the beach? How often does he/she go?

10.

What is important to him/ her?

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Agrees

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Class responses

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3. (a) Do you think the stereotype of a typical Australian is very accurate? (b) Explain your answer. Continue on the back of the sheet.

From the end of World War II (1945) through to 1996, nearly 5.5 million immigrants settled in Australia. www.ricpublications.com.au

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Australian identity

‘AMAZING AUSTRALIA’ FACTS Indicators

Additional activities

• Reads and answers questions about Australian facts.

• Find a picture of Gondwana and trace it. Colour code the sections which broke off to become separate continents. Label them.

• Researches to write a report on one of Australia’s top ten dangerous animals.

Worksheet information

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Note: Students will need access to the library and Internet for the activity on page 9.

• On a map of Australia, shade different areas to represent where the main deserts, mountains, tropical rainforests and long beaches are located. Include a key. • Use the library to find out the origins of the names of the constellations the Southern Cross, Orion the Hunter and Scorpio. Choose one to write an imaginative story about.

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• Australia was once part of the southern super-continent Gondwana. This also included Africa, India, South America and Antarctica. About 140 million years ago, parts of Gondwana began to separate and Australia became an island. The flora and fauna had to adapt to the isolation and unique geology and climate of the country. Most of Australia’s marsupials are not found anywhere else in the world.

• Use the Internet to find a list of Australian marsupials. Design a survey to determine how many students have heard of each of the marsupials. Include pictures in your survey to see if students can identify certain marsupials. Present the results of your survey graphically and give a brief oral report summarising your findings.

• Quiz questions relating to this activity can be found on page x.

Answers Page 8 1. (a) True (b) True

(g) True

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2. The banksia plants are designed specially to germinate after a bushfire. Once flames have burnt the pod, the seeds are released into the nutrient-rich soil. 3. (a) What is Australia’s national floral emblem? (b) How far away is Perth’s closest neighbour capital city?

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(c) Name an animal that has become extinct since European settlement. (d) What do the platypus and the echidna have in common? 4. Teacher check

SOSE

English

NSW

CUS3.2, CUS3.4, CCS3.1

RS 3.7, RS3.6, WA3.9

Vic.

SOHI0402, SOSE0301

ENRE0401, ENRE0404, ENWR0401, ENWR0404

C 3.3, C 4.3, ICP 4.2

R 4.1, R 4.4, W4.1

3.7, 4.5

4.4, 4.8, 4.11, 4.12

Qld

CI 3.2

Refer to curriculum documents on http://www.qsa.qld.edu.au

Australian identity

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Perth is the only major city on the west coast of Australia and is the most isolated capital city in the world. Perth’s closest neighbour city is Adelaide— over 3000 km away!

Off the east coast of Queensland is the largest mass of coral in the world, the Great Barrier Reef. It is also one of Australia’s biggest tourist attractions.

Bushfires are common in Australia and the banksia plants are designed specially to germinate once flames have burnt the pod and released the seeds into the nutrient-rich soil.

It is estimated that about 80% of Australia’s native animals are not found anywhere else in the world.

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Australian fauna includes many well-known marsupials such as the kangaroo, koala and wombat, but have you heard of the quoll, dunnart, bettong, bilby, numbat or potoroo?

Australia’s isolation from other continents explains its unique plant and animal life. Some examples are the only egglaying mammals on Earth—the platypus and echidna—and the hundreds of different kinds of eucalyptus trees.

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‘AMAZING AUSTRALIA’ FACTS – 1

Australia is sometimes referred to as the ‘last of the lands’ because it was the last continent to be explored by Europeans (apart from Antarctica).

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Australia has a magnificent night sky which displays the Milky Way Galaxy. The constellations of the Southern Cross, Orion the Hunter and Scorpio shine brightly.

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The golden wattle is Australia’s national floral emblem. Hardy flowers such as the kangaroo paw and Sturt’s desert pea survive in the Australian Outback.

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Australia has no borders with any other country and is surrounded by three oceans— Southern Ocean, Indian Ocean and the Pacific Ocean.

Eighty percent of the flowers in the Australian rainforests are not found anywhere else in the world. www.ricpublications.com.au

Many Australian plant and animal species became extinct thousands of years ago once humans arrived. Other animals, such as the thylacine, have become extinct since European settlement.

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Australia is the only nation that is a continent. It is the smallest and flattest continent in the world and, with the exception of Antarctica, it is also the driest.

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Australia is unique as it is considered to be a country, an island (the world’s largest) and a continent!

It is believed Australia broke away from Antarctica about 40 million years ago. Of the top ten deadliest snakes in the world, six are found in Australia! Australian identity

‘AMAZING AUSTRALIA’ FACTS – 2 Use the text on page 7 to answer the questions. 1. Answer True or False. (a) Deserts and rainforests can be found in Australia. ........................................................... (b) More than half of the world’s deadliest snakes are found in Australia. . ............................ (c) The platypus and the echidna are two animals with nothing in common. .........................

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(d) Australia is the world’s largest continent and smallest island. .......................................... (e) Antarctica and Australia were once joined. . ..................................................................... (f) Most Australian cities are situated on the west coast of the country. ................................

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(g) Australia was the second to last continent to be explored by Europeans. .........................

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2. Describe the adaptations of the Australian banksia plant.

3. Write a question to match these answers.

Banksia coccinea

Question:

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(d) Answer: They are the only egg-laying mammals on Earth.

Question:

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4. Tick which of these Australian marsupials you have seen in the wild (or at the zoo) then choose one to draw. • quoll • numbat

• bettong

• bilby

• potoroo

The only Australian mammal known to be venomous is the platypus. The adult male has a 15millimetre pointed spur above the heel of each hind leg which can inject poison. 8

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art: any of THE TOP 10 – AUSTRALIA’S MOST DANGEROUS ANIMALS ten

1. Choose one of the top ten most dangerous Australian animals as the topic of your report. Use the framework to plan your report. 1 box jellyfish

2 Irukandji (jellyfish) 3 saltwater crocodile 4 blue-ringed octopus

5 stonefish

6 redback spider

7 brown snake

8 tiger snake

9 great white shark  funnel-web spider Research topic:

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What I would like to find out:

What kind of animal is it? Describe it.

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What I already know:

How is it dangerous?

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Other interesting facts.

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2. Use your plan to write the first draft of your report. Use the checklist to help you. A report … • is written in the third person

• includes detailed descriptions

• is written in the present tense • includes accurate facts

• is interesting

The giant Tasmanian crabs are among the largest crabs in the world. They live deep in the southern oceans of Australia and can weigh up to 15 kg and be 40 cm wide. www.ricpublications.com.au

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NATURAL FEATURES OF AUSTRALIA Indicators

Worksheet information

• Reads and answers questions about different features of Australia.

• Australia is the smallest and flattest continent, lying between latitudes 10º and 39º south. The highest peak on the mainland is Mount Kosciuszko (2228 m) in the Great Dividing Range.

• Completes a table of information about home state or territory.

• Quiz questions relating to this section can be found on page xi.

Answers Page 12 1. (60-36) ÷ 60 x 100 = 40%

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(b) Include: The interior is predominantly desert and less conducive to major urbanisation. 3.

Natural feature

Location

Great Barrier Reef

Queensland

Twelve Apostles

Victoria

Daintree

Queensland

Uluru

Northern Territory

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2. (a) Include: As Australia was an unknown island, all explorers came by sea and settled close to deep harbours where ships could easily berth. As the population increased, settlers spread along the coast rather than far inland as the interior was reportedly too hostile.

Queensland/South Australia/Northern Territory border

Lake Eyre

South Australia

Murray-Darling River

New South Wales/South Australia

4. Include: range of climates from temperate to tropical and the variety of flora and fauna endemic to each, the extensive coastline with its range of environments and subsequent plant and animal species, examples of natural features from Question 3.

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5. Include: The continent of Australia is isolated from the mainlands of the other continents and, within Australia, Perth is isolated from the majority of the population which lives on the eastern seaboard between Adelaide and Cairns.

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Cross-curricular activities • Complete another information table for a state or territory about which you know the least.

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• Choose one of the natural features mentioned in the text and research to present a project to the class or a younger audience.

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• Celebrate your state with an art project depicting, for example, the state flag, emblems, native plants and animals, natural features and significant built features. Use a range of art media for the project.

SOSE

English

NSW

ENS3.5, ENS3.6

RS 3.5, WS 3.9

Vic.

SOGE0401, SOGE0402

ENRE0401, ENRE0404

PS 4.1, PS 4.2

R4.1, R4.4

3.6, 4.6

3.5, 4.5, 3.7, 4.7, 3.8, 4.8

Qld

PS 4.1, PS 4.4

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Australian identity

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NATURAL FEATURES OF AUSTRALIA – 1

Australia is a vast island continent with an area of over seven and a half million square kilometres, making it the sixth largest country by land area. Because of its vast size, its climate varies greatly, from temperate in the south through to tropical in the north with much of the interior being desert. The mainland and Tasmania have a combined coastline of about 36 000 km. If all the coastal islands are included, that figure rises to almost 60 000 km.

© R. I . C.Pub l i ca i ons the series oft magnificent rock formations known as the Twelve Apostles, which rise up 100 m from the coastal waters close to Port Victoria. •f orr evi ew pur po se sCampbell, onl y •

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When Australia was settled by the Europeans in the 18th century, towns were established along the coast where deep, sheltered harbours for ships could be found. Exploration further inland brought reports of land unsuitable for farming and a more hostile environment for humans. As a result, as towns increased in size they spread along the coast rather than far inland.

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Within the continent of Australia, there are a number of important natural features, including:

• the Daintree rainforest in northern Queensland, a remnant of how the whole continent looked some 15 million years ago • Uluru in the Northern Territory, the tip of a large rock mass which is believed to extend many kilometres below ground

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Today, about 80% of the population live in major towns and cities within a 50-km strip along the coast between Adelaide in South Australia and Cairns in northern Queensland on the Pacific coast. It is for this reason that Australians are considered a nation of surf, sun and sand worshippers. As well as the urban areas, the coastal environments include rainforests and mangrove swamps, river estuaries, rocky and sandy beaches, cliffs and islands. The most spectacular of Australia’s coastal regions is the 2000-km stretch of the Great Barrier Reef in Queensland. It is the world’s largest reef and home to many varieties of coral and exotic sea creatures.

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Another interesting feature of the Australian coastline is

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With only 21 million people living in Australia, the population density at 2.6/km2, is very low compared with many other countries of the world, such as China at 125/ km2. But the population is not evenly spread throughout Australia.

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• the Simpson Desert, bordering Queensland, South Australia and the Northern Territory, with over a thousand individual sand dunes making it one of the world’s greatest dune deserts • Lake Eyre in South Australia, almost completely covered with a salt crust up to half a metre deep in places • the Murray-Darling River, a 2200-km waterway, rising in the Snowy Mountains of New South Wales and opening into the ocean at Adelaide. Although often regarded as a barren land, a delicate scratch of the surface reveals that Australia is blessed with a wealth of natural treasures. Australian identity

NATURAL FEATURES OF AUSTRALIA – 2 Use the text on page 11 to complete the following. 1. What percentage of Australia’s total coastline comes from the coastal islands? 2. (a) Why do you think the original settlements occurred along the coast?

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(b) Why, in modern times, do you think the major areas of population are on the coast?

Natural features

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3. Name seven of Australia’s natural features and give their locations

Location

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4. Give an argument against the statement, ‘Geographically, Australia is a boring country’.

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5. Explain why Perth, on the south-western coast of Western Australia, is considered one of the world’s most isolated capital cities.

Australia is the only country to cover an entire continent. It is the driest inhabited continent on earth. (Antarctica is the driest continent.) 12

Australian identity

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A SLICE OF AUSTRALIA It is important that we know about the place in which we live, but often we know more about the country as a whole rather than our own state or territory. 1. In the table, record information specific to your state or territory. Name of state: Capital city:

Known as:

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Other cities/major towns: Population:

Area:

State emblem:

State flower:

State premier:

Political party in power:

Local authority:

Mayor:

Major industries:

Areas of natural beauty/significance:

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Climate:

Density:

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Current political/environmental concerns:

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Significant events in history:

Australia is one of the world’s most urbanised countries. About 70% of the population live in the ten largest cities. www.ricpublications.com.au

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Australian identity

CHOOSE AN AUSTRALIAN HOLIDAY Indicators

Answers

• Reads and answers questions about two different ways in which to travel around Australia.

Page 16 1. Teacher check

• Creates an imaginary World Heritage Site based on the World Heritage Convention selection criteria.

2. Explanations may include reference to the weather and climatic conditions in each state at the time of travel.

Work sheet information

3. Reasons may include reference to the timing of harvesting of different products in different states, finding short-term accommodation and transport.

Allow time to explain:

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• the purpose of the World Heritage Convention

The convention has defined a number of criteria which a particular site must meet in order to be considered for inscription on the World Heritage List. With 16 such sites, Australia is recognised throughout the world for its leading role in promoting the convention. • the system of casual employment in rural Australia at harvest time

At harvest time, crops need to be picked and processed quickly. To achieve this, casual workers are employed on short-term contracts, to work long days and usually six days a week, until the work is complete.

4. Answers may include the cost in time and money spent on covering the vast distances between sites, and the inaccessibility of some sites.

Cross-curricular activities

• Write a report on one of Australia’s World Heritage Sites. Present to the class.

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The World Heritage Convention was established to maintain and protect areas of natural and cultural significance for future generations. Each site is of interest and concern to all people, regardless of the country in which it is located.

• Plan a realistic trip around Australia, working as a casual labourer. • Categorise Australia’s World Heritage Sites by their ease of access and proximity to each state’s capital city. Determine which sites are most/least likely to be adversely affected by human impact.

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Because of the range in climate across the country, it is possible, by starting in the warmer areas, to harvest crops for many months of the year. Also, different types of casual work are available at different times of the year; for example, harvesting in the autumn months, pruning after harvesting, sheep-shearing in late spring/early summer.

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The work is physically demanding and the conditions uncomfortable because of the heat. Accommodation provided may be adequate but it will not be of hotel standard. These disadvantages may be offset by the new life and learning experiences, earning money, travelling the country and meeting people from different walks of life. While the decision to work as a casual labourer in rural Australia may have been the same for everyone, the reasons behind that decision may be as varied as the people themselves.

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• Quiz questions relating to this section can be found on page xi.

SOSE

English

Creative arts

NSW

ENS3.5, ENS3.6

RS 3.5, WS 3.9

VAS3.1, VAS3.2

Vic.

SOGE0401, SOGE0402

ENRE0401, ENRE0404

ARAR0401, ARAR0402

PS 4.1, 4.2

R4.1, R4.4

ASP4

3.6, 4.6

3.5, 4.5, 3.7, 4.7, 3.8, 4.8

3.5

Qld

PS 4.1, PS 4.4

Refer to curriculum documents on http://www.qsa.qld.edu.au

4.2

Australian identity

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CHOOSE AN AUSTRALIAN HOLIDAY How will you spend your holiday in the great Australian outdoors? Circle the continent or follow the sun… as a tourist, visiting the country’s spectacular World Heritage Sites, or

If you’re interested in the natural and cultural wonders of our fair isle, a World Heritage Tour may be just the ticket for you!

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Victoria • Royal Exhibition Building and Carlton Gardens New South Wales • Greater Blue Mountains area • Central Eastern Rainforest reserves • Lord Howe Island group • Willandra Lakes region

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Tasmania • Tasmanian wilderness

Northern Territory • Kakadu • Uluru-Kata Tjuta National Park

Western Australia • Purnulu National Park (Bungle Bungles) • Shark Bay

Queensland • Great Barrier Reef • Wet tropics • Fraser Island • Riversleigh/Naracoorte mammal fossil sites

• Macquarie Island

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… as a casual worker, harvesting the resources each state has to offer.

If you’re strong and fit, there’s a seasonal job waiting for you!

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• orchard fruits • vegetables • sheep-shearing

• soft fruits • cotton • pruning

• citrus fruits • tobacco • egg packing

• bananas • seafood • cane cutting

o c . che e r o t r s The labour iss demanding and the days long, r u e p but the benefits abound!

• grapes • pearls

• healthy, active lifestyle • travel the country • enjoy life in rural Australia • establish friendships with people from all over Australia and around the world

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Australian identity

CHOOSE AN AUSTRALIAN HOLIDAY – 1 Use the text on page 15 to complete the following. 1. What type of holiday would you choose? Give reasons for your answer.

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I would choose the tourist/casual worker (circle) holiday because …

2. If you were taking the tourist holiday state by state, in what order would you visit each state/territory? Explain your answer 1. 4.

I would visit the states in this order because …

3. Which type of holiday do you think would be the harder to organise?

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The harder holiday to organise would be the tourist/casual worker (circle) holiday because …

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4. What do you think would be the greatest disadvantages of the tourist holiday? The greatest advantages of the tourist holiday would be …

Macquarie Island has one of the greatest concentrations of seabirds in the world, with an estimated breeding population of royal penguins in excess of 850 000. 16

Australian identity

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AUSTRALIA’S 17th WORLD HERITAGE SITE! 1. Look on the Internet to: • view international World Heritage Sites • read the criteria by which the World Heritage Convention selects sites to be inscribed on the World Heritage List. 2. Based on these criteria, describe an imaginary site which has been selected for its natural or cultural interest. Name of site:

Type of site (natural/cultural):

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Description of site:

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Why you believe this site should be preserved for future generations:

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3. (a) Using a range of art materials and techniques, create a model of the site. (b) From the description, write a bullet-point list of interesting features to display next to the model. Fraser Island, stretching 120 km along the southern coast of Queensland, is the largest sand island in the world, with an area of 184 000 hectares. www.ricpublications.com.au

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Australian identity

INDIGENOUS AUSTRALIANS Indicators

(b) restricted movement (c) not granted citizenship

• Reads and completes answers about Indigenous Australians. • Follows steps to create a portrait of the face of an Indigenous Australian.

Worksheet information • Taro — a tuberous herb, Colocasia esculenta, cultivated in the tropics for the root which, though poisonous, is made edible by boiling.

7. Teacher check Page 21 Teacher check

Cross-curricular activities

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• Research and discuss the artwork of Elizabeth Durack (1915– 2000) who painted pictures about her childhood spent in the Kimberley region of Western Australia with the Miriuwong people. Discuss also the controversy she caused when she entered an exhibition of Aboriginal art under the name Eddie Burrup.

• Marn Grook was the traditional game of the Djabwurrung and Jardwadjali people of western Victoria. (See Fact file page 20.)

• Read Yagan of Bibbulum and other works by writer, Mary Durack (1913–1994), sister of Elizabeth Durack.

• Quiz questions relating to this section can be found on page xii.

Note: Aboriginal and Torres Strait Islander students should be made aware that activities may involve images of deceased persons.

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• Most Indigenous Australians today live in urban areas but many live in remote settlements often associated with former church missions. They face issues such as poor health and lower standards of education and housing, unemployment, poverty, violence and crime, alcohol and other substance abuse, discrimination and cultural differences.

Answers

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• The Dreamtime relates to the creation of life on Earth and in the sky, told as a series of oral traditions.

• View and discuss the artwork of Australian Aboriginal artist Albert Namatjira, then research and write a biography of his life. Consider the amount of money he received as payment for his artworks.

Page 20 1. Torres Strait Islanders; Aboriginal Australians 2. between 40 000 and 45 000 years ago

3. (a) sugar cane, taro, sweet potato, wild food, pigs, cassowaries

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(b) fish, kangaroo, emu, wombat, goanna, snakes, birds, honey ants, witchetty grubs, nuts, fruit, berries 4. Answers should include: utilised tools such as boomerang, spear and woomera; nomadic form of living; participated in corroborees and other ceremonies; very complex kinship structure; strict rules for behaviour.

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5. Answers will include: spread of diseases; introduction of tobacco, alcohol and other drugs; land and water resources taken away; massacres and violent death. 6. (a) restricted pay rates

SOSE

English

Creative arts

NSW

CCS3.1, CUS3.2, CUS3.4

RS3.5, RS3.6, WS3.9

VAS3.1, VAS3.2

Vic.

SOHI0401, SOHI0402

ENRE0401, ENRE0404, ENWR0401, ENWR0402

ARAR0401, ARAR0402

ICP 4.1, C 4.1, C 4.2, C4.3, TCC 4.1, TCC 4.3

R 4.1, R 4.4, W 4.2

AI 4, ASP 4

3.1, 4.1, 3.2, 3.3, 3.7

3.3, 4.3, 3.4, 4.4, 4.11

4.1, 3.2, 4.2

Qld

TCC 4.3, TCC 4.4, CI 4.4

Refer to curriculum documents on http://www.qsa.qld.edu.au

VA 4.1, VA 4.2

Australian identity

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INDIGENOUS AUSTRALIANS food sources. Indigenous Australians participated in gatherings called corroborees and other ceremonies and had a very complex kinship structure and strict rules for behaviour.

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

Indigenous Australians (Aborigines) are generally believed to be the first inhabitants of the continent of Australia and its surrounding islands.

Towards the end of the 19th century, Indigenous Australians became dependent on the European settlers for survival. As European settlers deserted pastoral lands for the goldfields, Indigenous Australians became the primary source of labour. They became stockmen and workers in the pearl industry as well as unpaid labourers, surviving on food and clothing rations and basic necessities. Christian missions provided food, clothing, schooling and orphanages and helped some traditional Indigenous Australian lifestyles to survive. Aboriginal workers were restricted in their pay rates and movements, not generally granted citizenship and usually considered second-class citizens, even though many indigenous men fought alongside European Australians in World War II.

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Following European settlement in 1788 and up to 1900, the population of Indigenous Australians was reduced drastically as a result of the spread of diseases such as chickenpox, smallpox, influenza and measles, the introduction of alcohol and tobacco and other drugs, their traditional land and water resources being taken over and by massacre or violent death.

They are thought to have arrived between 40 000 and 45 000 years ago, either by boat across the Timor Sea, or via the land bridge which existed when Australia was joined to Papua New Guinea.

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gathered wild foods, hunted and fished. A typical diet consisted of kangaroo, emu, wombat, goanna, snakes, birds, honey ants and witchetty grubs, nuts, fruit and berries. They utilised tools such as the boomerang, spear and woomera (spear-thrower). Most Indigenous communities were nomadic, moving in a regular cycle over a defined territory and following seasonal www.ricpublications.com.au

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The group of Indigenous Australians includes Torres Indigenous Australians were granted the right to vote in Strait Islanders and Aboriginal Australians, who make up Commonwealth elections in 1963 and in state elections about 2.4% of the population of Australia. shortly afterwards. From 1971 onwards, a number of A variety of Indigenous Australian groups is found events brought attention to the rights of Indigenous across all states and territories of Australia. They speak Australians. These included the Yolngu injunction hundreds of different languages, practise various against Nabalco to cease mining on their traditional Christian religions and have the traditional belief system land, the establishment of the Aboriginal Tent Embassy of the Dreamtime as the basis of their culture. on the steps of Parliament House in Canberra, the establishment of the Aboriginal Lands Act in 1976, Before European settlement in Australia, there were between 250 000 and 1 000 000 Indigenous Australians the Mabo Case in 1992 which recognised the claim of Native Title over land in Australia and the institution living in Australia. The way of life of the Torres Strait of National Sorry Day in 1998, which recognised Islander included growing food such as sugar cane, taro and sweet potato, gathering wild foods and looking the forced removal of Indigenous children from their families. after pigs and cassowaries. Australian Aboriginals

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The treatment and influence of European settlement on the Indigenous Australians’ way of life shows an aspect of Australian identity which is not positive by international human rights standards. However, the unique cultural heritage of Indigenous Australians lends another layer to the diverse multicultural background of Australia. Australian identity

INDIGENOUS AUSTRALIANS – 2 Use the text on page 19 to complete the following. 1. What two groups of people comprise Indigenous Australians? •

•

2. When are Indigenous Australians believed to have arrived in Australia?

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3. What did the diet of each group consist of?

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(a) Torres Strait Islanders

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(b) Aboriginal Australians

4. What are three other interesting aspects about the Indigenous Australian way of life?

(c)

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5. What four things greatly reduced the population of Indigenous Australians after European settlement?

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6. What three factors showed that Indigenous Australians were considered ‘second-class’ citizens? (a) (b) (c)

7. Name two significant events which brought attention to the rights of Indigenous Australians. • • Marn Grook, a type of football played with a possum hide, is believed to have inspired Tom Wills to invent Australian Rules football. The Aboriginal word ‘mumarki’ meaning ‘catch’ may have been the origin of the term ‘mark’ in Aussie Rules. 20

Australian identity

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INDIGENOUS AUSTRALIAN PORTRAIT Follow and tick the steps below to create a portrait of an Indigenous Australian. 1. Use a search engine to find and print in colour an image of the face of a Torres Strait Islander or Aboriginal Australian.

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2. List the features which are predominant in the face and which make it distinctly Indigenous Australian.

3. Select and write the type of medium(s) and/or specific colours, tones or shades you will use. • medium(s)

• colours, tones, shades

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4. List any techniques or processes (such as shading or smudging to blend colours etc.) which you could employ to enhance, or bring ‘life’ and depth to your portrait.

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5. Collect your materials, including an A4 or A3 sheet of white paper.

6. Complete your portrait including the features, mediums and techniques and processes listed above. (If your medium allows, use a light pencil outline first.) 7. When your Indigenous Australian portrait is finished to your satisfaction, display it together with the original image. 8. Write and print an appropriate title using a computer program or an artistic heading and attach it to your artwork on display.

Aboriginal art is the most internationally recognised form of Australian art. This includes rock and bark painting, the watercolour paintings of Albert Namatjira and ‘dot art’ paintings. www.ricpublications.com.au

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Australian identity

SIGNIFICANT INDIGENOUS AUSTRALIANS Indicators

Worksheet information

• Reads and completes answers about important Indigenous Australians.

• Other significant Indigenous Australians include Senator Neville Bonner, Olympic athlete Cathy Freeman, tennis player Evonne Goolagong/Cawley, rugby league player Arthur Beetson, rugby union player Mark Ella, Australian Football League player Michael Long, actor Ernie Dingo, actor David Gulpilil, musician Jimmy Little, painter Albert Namatjira and singer Christine Anu.

• Researches and completes information about forms of Indigenous Australian music.

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• Quiz questions relating to this section can be found on page xii.

Answers Page 24

Eddie Mabo

Neville Thomas Bonner

Edward Koiki Sambo (later changed to Eddie Mabo)

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Full name

Neville Bonner

A small settlement near Tweed River, New South Wales; 1922

Mer Island in the Torres Strait; 1936

Education and occupations

very little formal education; farm labourer, stockman, Assistant Settlement Overseer

education not mentioned; worked on pearling ships and railway, gardener

Most significant contribution

Answers will vary. Teacher check

Year of death

1999

1992

Acts, memorials or recognition of achievement

• memorial service • Australian of the Year 1979 • given the traditional burial reserved for a king • Officer of Order of Australia • The Australian newspaper voted him Australian • Awarded an honorary doctorate by Griffith of the Year in 1992 University • The Queensland federal electorate of Bonner was created and named after him.

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Place and date of birth

Most interesting fact

Answers will vary. Teacher check

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Page 25 Teacher check

Cross-curricular activities

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• Research to find out if any (or how many) Indigenous Australian musical artists have written or performed songs relating to Neville Bonner and/or Eddie Marbo.

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• Visit <http://en.wikipedia.org/wiki/Blek_Bala_Mujik> and <http://www.kinemankarma.com> to listen to samples of music by Blekbala Mujik and Kineman Karma. • Research to list as many Indigenous Australian music artists as possible to appreciate the diversity and popularity of modern Indigenous music. • Find out who were the most recent winners of ‘The Deadlys’ Awards. SOSE

English

Creative arts

NSW

CCS3.1, CUS3.2, CUS3.4

RS3.5, RS3.6, WS3.9

MUS3.3, MUS3.4

Vic.

SOHI0401, SOHI0402

ENRE0401, ENRE0404, ENWR0401, ENWR0402

ARMU0403, ARMU0404

ICP 4.1, ICP 4.3, C 4.1, C 4.2, C 4.3

R 4.1, R 4.4, W 4.2

AR 4, AIS 4

3.1, 4.1, 3.2, 3.3, 3.7, 3.8

3.3, 4.3, 3.4, 4.4, 4.11

3.4, 3.5, 4.5

Qld

TCC 4.1, TCC 4.2, TCC 4.3, CI 4.1, CI 4.4

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

DMU 4.5

Australian identity

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SIGNIFICANT INDIGENOUS AUSTRALIANS – 1 Indigenous Australians have made significant contributions in various fields, including politics, sports and the arts. They have admirably represented their people, worked to make life better for Indigenous Australians, helped Australians of European descent to understand their people better and drawn attention to injustices applied to Indigenous Australians. Two examples are Senator Neville Bonner and Eddie Mabo. Edward Koiki Sambo (Eddie Mabo) was born on Mer Island in the Torres Strait in 1936. He worked on pearling ships and the railway. Later, he changed his name to Mabo.

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He had very little formal education but worked in various jobs including farm labourer, stockman and Assistant Settlement Overseer. He was an elder of the Jagera people.

In 1960, he joined the board of directors of the One People Australia League in Ipswich, Queensland where he lived at the time. This organisation worked to gain rights for Indigenous Australians. He became the Queensland president of the organisation in 1970. He joined the Liberal Party in 1967 and held local office.

At the age of 31, he started work as a gardener at the Townsville University where he often joined in lectures and read books written by European anthropologists about Indigenous Australians. He strongly felt that Europeans wrongly claimed legal ownership of Australia under the legal term terra nullius (meaning ‘no-man’s land’). He felt that as he and his ancestors were the original occupants, Australia could not be called ‘no-man’s land’.

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Neville Thomas Bonner was born in 1922 at Ukerabagh Island, a small settlement on the Tweed River in New South Wales.

In 1981, at a lands rights conference at James Cook University, Eddie made a speech which outlined his ownership and inheritance on Murray Island. A lawyer attending the conference began a ‘test case’ to claim Aboriginal land rights through the High Court. After ten years the judge declared that, as Eddie was adopted by his uncle, he had no legal claim on the land. Eddie challenged the court’s decision and continued his fight. Unfortunately, he died in January 1992 from cancer.

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In 1971, he became the first Indigenous Australian to hold the office of Senator and sit in the Australian Parliament. He was re-elected four times. He served on many committees but was dropped from the Liberal Senate in 1983 because of differences of opinions and pressure from younger candidates. He was then appointed to the board of directors of the Australian Broadcasting Corporation.

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On 3 June, 1992, five months after his death, in an historic decision, the High Court ruled that native title existed on Murray Island and it was up to the islanders to determine who owned the land. This decision became known as the ‘Mabo Decision’.

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In 1979, he was named Australian of the Year and, in 1984, he was made an Officer of the Order of Australia. He was a member of the Griffith University Council from 1992 until 1996 and, in 1993, the university awarded him an honorary doctorate. He was elected to the Constitutional Convention in 1998 as a delegate of Australians for a Constitutional Monarchy.

He died in 1999 at Ipswich due to lung cancer and is remembered for his efforts to reconcile Aboriginal Australians with other Australians. The Queensland federal electorate of Bonner was created and named in his honour in 2004.

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After the traditional three years of mourning for Murray Island people, a memorial service was held for Eddie Mabo and he was given the traditional burial ceremony of a king on Murray Island.

In 1993, The Australian newspaper honoured his work by voting him 1992 Australian of the Year. Australian identity

SIGNIFICANT INDIGENOUS AUSTRALIANS – 1

Full name

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

Eddie Mabo

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Use the text on page 23 to write relevant bullet points in each box.

Place and date of birth Education and occupations

Most significant contribution

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Date of death

Acts, memorials or recognition of achievement

Most interesting fact

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Neville Bonner was an Indigenous activist but a conservative politician.

Australian identity

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INDIGENOUS AUSTRALIAN MUSIC The folk music of the Australian Aborigines is the earliest known music of Australia. After European settlement, this music declined but, today, many forms are being revived and modernised. Groups such as Yothu Yindi and Blekbala Mujik and solo artists such as Troy Cassar-Daly and Christine Anu have made modern Indigenous music popular around the world. Many groups have used their music to protest against social injustice.

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Indigenous Australian music varies from traditional styles to reggae bands, country music, hip hop, popular and rock and roll. The Deadly Sounds Aboriginal and Torres Strait Islander Music Awards (commonly called ‘The Deadlys’) recognise achievement in this area.

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1. (a) Select one of the groups or forms of Indigenous Australian music listed below to research.

• bungaul/clan songs/storylines .......................

• reggae . .......................................................

• krill krill/kun-borrk/wangga ...........................

• country/folk ................................................

• didgeridoo .....................................................

• hip hop ........................................................

(b) Include the following information in your research report if possible.

• the area where it originated or can be found ....................................................................................

• Indigenous artists who perform this type of music ............................................................................

© R. I . C.Publ i cat i ons • how this type of music is performed, what it includes or is like . ....................................................... •f o rr e vi w this ptype ur oand se stheyoarenlikel y • • instruments which are used toe perform ofp music what . ...........................

2. (a) Select one of the Indigenous Australian artists or groups listed below to research.

• Coloured Stone ............................................

• Christine Anu . ...............................................

• The Pilgrim Brothers ....................................

• Troy Cassar-Daly ...........................................

• Blekbala Mujik .............................................

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• Mandawuy Yunupingu ...................................

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(b) Include the following information in your research report if possible.

• what form of Indigenous music they play . ........................................................................................

• background information such as were they come from etc. ..............................................................

• most popular or well-known hits or songs ........................................................................................

• any awards they may have won .......................................................................................................

3. Include any illustrations such as portraits of artists or instruments to compliment your work then present your report to the class. Eddie Mabo held many positions, including union representative, director of Black Community School, Townsville, member of the Aboriginal Arts Council and National Aboriginal Education Committee, Vocational Officer, member of the Australian Institute of Aboriginal Studies Education Advisory Committee and others. www.ricpublications.com.au

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Australian identity

BRITISH CONVICT SETTLEMENT Indicators

Answers

• Reads and completes answers about British convict settlement in Australia. • Reads information to design a convict love token.

Page 28 1. overcrowded prisons; unable to send convicts to America after the War of Independence

Worksheet information

2. 26 January 1788 3.

State

Date

Penal/Free colony

New South Wales

1788

penal

Tasmania

1803; 1825

penal

Queensland

1824

penal

Western Australia

1827; 1829

penal

Victoria

1803; 1834

free

South Australia

1836

free

Northern Territory

1824; 1869

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• Many Aboriginals also became convicts when they tried to defend their own country from European invaders, or as a result of cultural misunderstandings. • Crimes which were punishable by transportation included stealing anything worth more than one shilling (ten cents) as well as anything worth less than one shilling, receiving stolen goods, stealing letters, setting fire to undergrowth, stealing fish from a pond or river, stealing trees or plants, assaulting, cutting or burning clothes and stealing a shroud from a grave.

4. Teacher check Page 29 Teacher check

Cross-curricular activities

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• Among the convicts transported to Australia were Greeks who had committed piracy; Irish rebels; six men from a village named Tolpuddle who had tried to form a union; five Scottish men who promoted the ideals of liberty, fraternity and equality; rebels from Canada; a group called The Chartists who wanted changes to the political system (such as being allowed to vote etc.); black South Africans; pickpockets; orphans, sometimes as young as ten years old who had no family or homes so had to steal to survive; some aristocrats; women who deliberately stole so that they could accompany their husbands to the colonies; and servants who may have been blamed for theft by their employers;

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• Victoria and South Australia were never established as penal colonies but founded as ‘free colonies’, although Victoria accepted some convicts from Tasmania.

• Use local library and school library books, National Library resources and Internet resources to sketch clothing worn by convicts and write about meals ‘enjoyed’ by convicts and free settlers. • Use clay to create and fire a convict love token with an inscription and a simple design.

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• Women were usually sentenced to transportation after being found guilty of their first crime, whereas men could come before the courts many times before being transported.

• Research to find information about a Ticket of Leave, Certificate of Freedom, Conditional Pardon and Absolute Pardon.

• Transportation to New South Wales was officially abolished in 1850 and to Van Diemen’s Land in 1853.

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• Quiz questions relating to this section can be found on page xiii.

SOSE

English

Design and technology

NSW

CCS3.1, CUS3.2, CUS3.4, SS3.7

RS3.5, RS3.6, WS3.9

INVES3.7, DMS3.8, UTS3.9

Vic.

SOH0402

ENRE0401, ENRE0404, ENWR0401, ENWR0402

TEMA0402

ICP 4.1, ICP 4.2, ICP 4.3C 4.3, TCC 4.1, TCC 4.2, TCC 4.3

R 4.1, R 4.4, W 4.2

TP 4.2, I 4.1, I 4.2

3.1, 3.2, 3.3, 3.7

3.3, 4.3, 3.4, 4.4, 4.11

3.2, 4.2, 3.4, 4.4

Qld

TCC 4.3, TCC 4.4

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

TP4.1, TP4.2, INF 4.1, INF 4.2

Australian identity

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BRITISH CONVICT SETTLEMENT From the time North America was discovered, Britain was accustomed to sending convicts there to alleviate the problem of overcrowded prisons. Following the American War of Independence (1775-1783) with Britain, another colony had to be established to house convicts. The favourable reports sent back to England by Captain James Cook provided a solution to these problems.

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Gradually, other convict settlements and colonies were established: • Tasmania – Risdon Cove, Van Diemen’s Land (1803); a penal colony at Hobart (1825) • Western Australia – King George Sound (1827); the Swan River penal colony (1829)

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On 26 of January 1788, Captain Arthur Phillip arrived at Sydney Cove in Port Jackson to establish a settlement and penal colony. The First Fleet consisted of eleven ships, approximately 780 convicts and their children, 211 marines and their wives and children and 300 officers. Two more fleets arrived in 1790 and 1791 and the first free settlers arrived in 1793.

slaves from the Caribbean © R. I . C.Pub l i c at i o nsand others from the British outposts in India and Canada. Most convicts wereo those convicted •f orr evi ew pur po ses nl y•of thievery as • Victoria – Port Phillip District (1803); a ‘free’ colony a result of poverty. Other crimes included desertion, at Portland Bay (1834)

• Queensland – a penal colony at Redcliffe (1824)

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• Northern Territory – a free colony at Fort Dundas, Port Essington (1824); Darwin (1869). Convicts with trades or skills, such as stonemasons, carpenters, nurses and farmers, were in great demand. Others became domestic servants or factory workers or were assigned to work gangs to build roads, bridges or buildings such as hospitals and courthouses. Many convicts were assigned to free settlers who were responsible for feeding and disciplining them. Educated convicts were assigned tasks such as bookkeeping or record-keeping for the administration.

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mutiny, rebellion, trying to instigate political reforms or even looking suspicious. Serious crimes such as murder were punished with the death penalty (hanging).

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• South Australia – a British province in South Australia (1836)

Convicts who behaved well or performed a good service, such as informing on bushrangers, rarely served the full term of their sentence and were granted a Ticket of Leave, Certificate of Freedom, Conditional Pardon or an Absolute Pardon. This enabled them to earn their own living and be more independent. However, convicts were still under surveillance for the full term of their sentence and their ‘privileges’ could be withdrawn if they misbehaved. The Ticket of Leave licence, which originally had been initiated as a cost-saving measure, became the model for later systems of prisoner probation.

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Life for convicts was very harsh as they were subjected to cruelties such as leg-irons and whipping. The penal settlements at Port Arthur and Norfolk Island were considered the worst.

The total number of convicts transported to Australia was approximately 162 000. The final shipment of convicts arrived in Western Australia in 1868. By this time, the population of the colonies was about one million people. Convicts were predominantly from England but some This was considered a large enough workforce to enable also came from Ireland or Scotland. There were also the colony to sustain itself and continue to grow. Convicts Maoris from New Zealand, Chinese from Hong Kong, were no longer needed. www.ricpublications.com.au

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Australian identity

BRITISH CONVICT SETTLEMENT Use the text on page 27 to complete the following. 1. Give two reasons why convicts had to be sent to Australia. • •

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2. What was the date of the arrival of the first convicts in Australia?

3. Complete the table about the founding of British settlements in the states (colonies) of Australia. Date

New South Wales

Penal/Free colony

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State

Tasmania

Queensland

Western Australia Victoria

Northern Territory

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Countries of origin

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Convict occupations

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Crimes committed

Rewards given

On 26 January 1788, two French ships, led by Admiral Jean-François de La Pérouse, arrived off Sydney Cove in Port Jackson, showing a keen interest by the French in settling in Australia. There is a Sydney suburb named after La Pérouse. 28

Australian identity

R.I.C. Publications®

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CONVICT LOVE TOKENS – ‘LEADEN HEARTS’ Convict love tokens were common in the 1820s and 1830s as a farewell gift for the family, friends, husbands and wives of transported convicts. Usually made from copper coins such as pennies, they were engraved with inscriptions to help the convict’s family remember them as, more often than not, the convicts and their family would never see each other again. It is not known whether the convicts themselves filed down the coins and engraved them or whether they were made by enterprising tradesmen who had access to the prisons and hulks. Convict love tokens are highly prized by numismatists and, in official records of the time, are referred to as ‘leaden hearts’.

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1. Design a convict love token for your family, following the steps below.

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(a) Circle the type of ‘copper coin’ to be used. halfpenny (half ounce – approximately 14 grams) cartwheel penny (one ounce – approximately 28 grams) twopenny piece (two ounces – approximately 56 grams)

(b) Tick the type of inscription which will be included on the token from the list of those which were normally included.

(i) words of comfort to family members ...............................................................................................

(ii) short rhymes about being separated from loved ones . ....................................................................

(iii) details about the crime for which the convict was being transported ...............................................

© R. I . C.Pub l i cat i ons 3. Draw a design for the reverse side which gives some indication about your character – a favourite •f orr evi ew pur p osesonl y• pastime, pet, hobby or a symbol of becoming a

2. Write the short inscription below and include personal details, such as name, date of birth, date and place of transportation.

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convict, such as a chained bird.

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Convicts were usually sentenced from seven to fourteen years’ penal service or ‘for the term of their natural life’ for their crimes. The sentences covered ‘minor’ crimes, such as stealing something worth less than a shilling (ten cents). www.ricpublications.com.au

R.I.C. Publications®

Australian identity

AUSTRALIAN BUSHRANGER PROFILE Indicators

Answers

• Reads and answers questions about two Australian bushrangers.

P age 32 1. (a) 32

• Creates a ‘Wanted’ poster for an Australian bushranger.

2. He was a big man who repeatedly escaped and stole food to satisfy his hunger as rations were meagre.

Worksheet information • The birthdates of Black Caesar and Ned Kelly are approximate (c. – circa) as in many countries at this time, records of births were not compulsory. (It became compulsory in Australia in 1856.)

3. Teacher check

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• At one stage of his life in Australia, Caesar was considered a hero as he captured an aboriginal named Pemulwy, who had started a guerilla war against the British colonists. • A very brief profile of Ned Kelly’s life has been presented. There are many notable events and background incidents which have not been included. One of these was when Ned, aged 11, saved seven-year-old Richard Shelton from drowning in Hughes Creek, with considerable risk to his own life. He received a green silk sash fringed with gold from the family at a public ceremony. He kept this in his possession and later wore it under his armour at the Siege of Glenrowan.

4. Possible answer: He thought that poor settlers were harassed by the police and had no hope of justice. 5. The false report of a drunken trooper who was injured at the Kelly homestead led to Ned, his brother and two friends being on the run from authorities. Three of four police officers were shot and killed while searching for the gang, who from then were deemed outlaws.

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• Although Black Caesar stole firearms, he used them to try to shoot game and to threaten but did not injure any person. When Wimbow shot and killed Caesar, it was not considered murder, as the theft of firearms and food was a hanging offence and it was lawful for free settlers to use whatever was necessary to apprehend escapees.

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(b) 25

6. Teacher check P age 33 Teacher check

Cross-curricular activities

• Compile a class book of profiles of a variety of Australian bushrangers. Suggestions include Andrew George Scott (Captain Moonlight), Ben Hall, John Gilbert, Frederick Ward (Captain Thunderbolt) and John Donahue (Bold Jack Donahue), whose name was changed to Jack Doolan in the song ‘The wild colonial boy’.

• Students will need access to art equipment to complete the activity on page 33.

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• Quiz questions relating to this section can be found on page xiii.

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• Whether some people agree or not, Ned Kelly has become an Australian folk hero and a symbol of national pride. To date, he is the most written about Australian character and has featured in 11 movies and numerous songs. After his death, many changes occurred in the police force in the colony, as a result of a Royal Commission.

• Use the Internet or other resources to investigate the complex history of Ned Kelly’s life. Of particular interest would be to find out more about the Fitzpatrick and Stringybark incidents, to read the letters ( the Cameron and Jerilderie letters) Ned composed before their two bank robberies to attempt to justify and explain events, and to read details about the Glenrowan Siege where Ned made his ‘last stand’. Websites where students can find comprehensive information include: <http://www.en.wikipedia.org/wiki/Ned_Kelly> <http://www.nedkellysworld.com.au/index.html> <http://www.ironoutlaw.com/html/history_01.html> <http://www.bailup.com/index.htm>

SOSE

English

Creative arts

NSW

CCS3.1, CUS3.2, CUS3.4

RS3.5, RS3.6, WS3.9, WS3.10, WS3.11, WS3.12

VAS3.1, VAS3.2

Vic.

SOSE0302, SOHI0402

ENRE0401, ENRE0404, ENWR0401, ENWR0404

ARAR0401, ARAR0402

ICP 4.4, C 4.1, C 4.2, C 4.3, TCC 4, NSS 4.2

V 4.1, R 4.1, R 4.4, W 4.1

AI 3, ASP 3

3.1, 3.2, 3.3, 4.3, 3.7, 3.8, 3.10

4.3, 3.4, 3.7, 3.8, 3.11

3.1, 4.1, 3.2, 4.2, 3.3, 4.3,

Qld

TCC 3.4, TCC 3.5, TCC 4.3, TCC D4.6, TCC D4.8, CI 3.1, CI 3.5

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

VA 3.1, VA 3.2, DVA 3.4

Australian identity

R.I.C. Publications®

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AUSTRALIAN BUSHRANGER PROFILE Australia’s first bushranger – John ‘Black’ Caesar (c.1764 – 15 February 1796)

pot, provisions and a musket. He was caught, only to escape again. This continued over several years, sometimes bolting on his own and other times being joined by fellow ’bolters’.

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Although having a reputation as a hard worker, Caesar was also known for stealing food. He had a huge appetite as he was a big, well-muscled man and the meagre convict rations were not enough. Soon after he was tried for theft, Caesar ‘bolted’ (ran away from lawful custody) into the bush with an iron

When Caesar formed a gang of runaways in 1795, nearly all thefts were attributed to him and his gang, whether proven or not. In 1796, Governor John Hunter offered a reward of five gallons (≈23L) of rum for Caesar’s capture. A settler named William Blakehurst captured him without a struggle and received the reward. Caesar escaped once again and another five gallons of rum was put up for reward. He managed to evade capture until another settler, Wimbow, tracked him to a area of thick scrub called the Liberty Plains, where he shot Caesar, mortally wounding him.

Australia’s most famous bushranger – Edward ‘Ned’ Kelly

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Black Caesar was not only Australia’s first bushranger but one of the first people of African extraction to arrive in Australia. He was originally born in the West Indies—possibly Jamaica—and escaped slavery on a sugar plantation by fleeing to London. There he became a petty thief and a pickpocket to support himself. Eventually he was caught, tried and transported to Botany Bay on the First Fleet, arriving in 1788.

Ned’s mother and two others being sentenced to jail © R . I . C . P u b l i cat i oissued nsfor Ned (who was not even and warrants being The third of eight children, there at the time) and Dan’s arrest. While on the run Ned Kelly was born near with friends Joeo Byrne Steve f o rr evi ew pur ptheir os es nand l y •Hart, a tragic Melbourne • to Irish parents.

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After his father died when he was 11, Ned and his family moved to the Glenrowan district of Victoria near relatives, where they lived in difficult conditions.

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Although Ned and his younger brothers earned money for mustering, tree-felling and breaking in horses, they were forced to resort to some illegal activities such as cattle rustling for the family to survive. Ned was arrested and convicted several times up until 1878 for a variety of offences, including suspicion of being the bushranger Harry Power’s apprentice, assault, indecent behaviour, horse theft and drunkenness. Some of these cases were dismissed, some appeared that he was framed and others he was tried and sent to prison for. Ned and others like him believed they were targets of police harassment and that poor settlers had no hope of justice.

Numerous sympathisers who provided food, clothes and information on police whereabouts, along with two successful bank robberies, enabled the gang to stay on the run for nearly two years. During this time, the gang fashioned four sets of armour made from plough parts.

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In 1878, a drunken trooper, Fitzpatrick, was injured at the Kelly homestead while attempting to arrest Dan Kelly without a warrant. His version of events led to www.ricpublications.com.au

incident occurred at Stringybark Creek. Three of the four police officers searching for the pair were shot and killed. (Ned later maintained that it was not wilful, but in self-defence.) From then on, the four were known as the ‘Kelly Gang’, and were made outlaws, wanted dead or alive.

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(c.1855 – 11 November 1880)

R.I.C. Publications®

Ned was finally captured after what became known as the Glenrowan Siege. Knowing that a train load of police was headed for Glenrowan, Ned and the gang took about 70 hostages and holed up in the Glenrowan Inn. When the police stormed the Inn, Ned emerged in his suit of armour. His lower body was unprotected and he was shot many times in the legs, but survived to stand trial. The other gang members died in the siege. Ned was sentenced to death by hanging. Australian identity

AUSTRALIAN BUSHRANGER PROFILES – 2 Use the text on page 31 to answer the questions. 1. Approximately how old was each bushranger when he died? (a) Black Caesar

(b) Ned Kelly

2. What appears to be Black Caesar’s reason for repeatedly stealing and ‘bolting’?

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•

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•

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3. List three facts about Ned Kelly’s life before 1878.

4. What do you think Ned Kelly might say about the justice system of the time?

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6. Write keywords and phrases to describe your feelings on how both bushrangers met their deaths. Black Caesar

Ned Kelly

Some claim that Blakehurst, who first captured Black Caesar, went on a drinking spree with friends with the reward rum. After a fight, he axed one of them in the head, with a similar reward of rum then being offered for his capture! 32

Australian identity

R.I.C. Publications®

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WANTED POSTER Task In pairs or individually, create a wanted poster for Ned Kelly, Black Caesar or another bushranger you have researched. Plan your poster in the ‘parchment’ below. Use a large sheet of art paper for your actual poster. To make it look authentic you could use fancy type (handwritten or on the computer), age your paper by painting or daubing it with tea, scrunching and ironing it and making tears in the edges. (Experiment with scrap paper first.)

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DEAD OR ALIVE

Name:

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Last seen:

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At his trial, Ned and the judge, Sir Redmond Barry, verbally clashed several times. After the judge sentenced him to death, Ned is said to have replied, ‘I will go further than that, and say I will see you there when I go’. The judge dropped dead in his chambers 12 days later, from complications arising from a carbuncle on his neck. www.ricpublications.com.au

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Australian identity

IMMIGRATION Indicators

Answers

• Reads and completes answers about periods of immigration to Australia.

Page 36 1. Australian Aboriginals; 40 000 years ago

• Completes an immigration questionnaire.

2. Teacher check

Worksheet information

3. stricter regulations and restrictions were put in place; stricter border controls; careful monitoring of refugees, even those admitted for humanitarian reasons

• The convicts of the first fleets worked to build roads, homes, bridges and public buildings or in textile factories. After the first few decades, a growing number of freed convicts and settlers formed the basis of the population of the first settlements in Australia.

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• About 40 000 Chinese, mainly Cantonese, migrated to the goldfields from 1851 onwards. There was a lot of conflict between groups. The Chinese were considered by white prospectors to be ‘bad luck’. They were also tireless workers so were considered a great threat to other prospectors as easilyfound gold diminished. Most of the Chinese prospectors were under contract to Chinese and foreign businessmen who had paid their passage. The Chinese had to work on the goldfields until they had paid their debt. Riots by white prospectors resulted in restrictions being placed on Chinese immigration and taxes being imposed on Chinese residents.

Page 37 Teacher check

Cross-curricular activities

• Survey and graph countries of origins of parents and grandparents of class members (or entire grade/Year) who may have immigrated to Australia.

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• The British Empire spread over many years to incorporate outposts in Jamaica, Barbados, New Zealand, Canada, Africa, India, Hong Kong, Singapore, Malaya and United States of America.

4. Teacher check

• Write interview questions for an older person who may have migrated to Australia after World War II with his/her family as a child. • Investigate employment advertisements to find trades which may need skilled workers from overseas.

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• Pacific Islanders were recruited to work in the tropical environment of Queensland for the sugar industry. They worked as ‘indentured labourers’; i.e. they were under contract to work for an employer for a specific amount of time, usually four to seven years, to pay off their passage. Usually, the employers were responsible for accommodation, food and other basic needs but no wages were paid.

• In the 1901 census, the top ten countries of birth of immigrants to Australia were: (in order from 1 to 10) United Kingdom, Ireland, Germany, China, New Zealand, Sweden and Norway, India, USA, Denmark and Italy; but in the 2001 census the order was: United Kingdom, New Zealand, Italy, Vietnam, China, Greece, Germany, Philippines, India and the Netherlands.

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• Quiz questions relating to this section can be found on page xiv.

SOSE

English

NSW

CCS3.1, CUS3.3, CUS3.4, SS3.7

RS3.5, RS3.6, WS3.9

Vic.

SOH0402

ENRE0401, ENRE0404, ENWR0401, ENWR0402

ICP 4.3, ICP 4.4, C 4.3, TCC 4.1, TCC 4.2, TCC 4.3

R 4.1, R 4.4, W 4.2

3.1, 3.2, 3.3, 3.7

3.3, 4.3, 3.4, 4.4, 4.11

Qld

TCC 4.1, TCC 4.3, TCC 4.4

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Australian identity

R.I.C. Publications®

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IMMIGRATION When the Goldrush era began in 1851, thousands of people flocked to Australia in the hope of getting rich quickly. People from China, Germany, France, America, Poland, Hungary and more Britons migrated to Australia in droves. The largest group were the Chinese who were working on behalf of other businessmen. Life was difficult for the Chinese as little was known about them or their culture so other miners feared them. As a result they suffered discrimination and restrictions. Many returned to China after the goldrush but some were assimilated into the Australian population.

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Immigration to Australia has occurred throughout all stages of Australia’s development as a nation.

Upon Federation in 1901, the Commonwealth government instigated the Immigration Restriction Act mainly as a result of conflict with non-European migrants; in particular, Pacific Islanders and Chinese. People feared that cheap, non-white labourers would take away jobs from Europeans and lower wages and work conditions. This Act became known as the White Australia policy and Thousands of years ago, it is believed, Australia was remained in place until after World War II. joined to Papua New Guinea, and Tasmania to mainland Australia. Prehistorians believe that Australia’s first After World War II, Australian politicians became aware of indigenous people travelled to Australia from South-East Australia’s isolation in the Pacific region and its relatively Asia during the ice age some 40 000 years ago, while small population, so a slogan developed — ‘Populate or more of the islands of Indonesia were exposed above perish!’ Many refugees from Europe, Malaysia, Indonesia water. Aboriginal people ‘island-hopped’ by walking and and the Philippines settled in Australia. Over one million using rafts or canoes, where necessary, to the north- British citizens, who were the preferred migrants, took the west of Australia over time. Once the ice sheets melted opportunity to migrate to Australia. Migrants who settled over 10 000 years ago, the land bridges disappeared and in Australia were expected to abandon their culture, including their native language, and be assimilated into the first migrants settled in Australia. the population. However, by the 1970s, multiculturalism The first Europeans to migrate to Australia arrived with was recognised, and minority groups were able to retain the British First Fleet on 26 January 1788, now celebrated their own culture within the mainstream Australian as Australia Day. A new colony was settled in Sydney population. Cove rather than the unsuitable Botany Bay. Eleven ships from Portsmouth in England arrived, under the command Following the 11 September 2001 terrorist attacks in New of Captain Arthur Phillip, carrying mostly convicts from York, fears about the same thing happening in Australia England as well as marines and their wives. The first, resulted in increased restrictions and regulations and subsequent, fleets brought convicts from Scotland, regarding immigration. Stricter border controls were set Ireland and British outposts such as India and Canada, in place to combat illegal immigrants, including ‘boat Maoris from New Zealand, Chinese from Hong Kong people’, and careful monitoring of refugees accepted for and slaves from the Caribbean. From 1788 until 1868, humanitarian reasons was instigated, often with public approximately 162 000 convicts and thousands of free disapproval. settlers arrived in Australia. By then, it was felt that the The result today of the various immigration trends colony had enough workers and work to sustain itself and policies is that a multicultural nation is central to Australian society and identity. and grow, so convict transportation ceased.

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Australian identity

IMMIGRATION – 2 Use the text on page 35 to complete the following. 1. Who were the first people to migrate to Australia and when did this occur?

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2. Use the table to write information in note form about four important periods of immigration in Australian history. Your notes must include information about which country (or countries) migrants came from, why they came, what jobs they did and the impact these migrants had on the people who were already living in Australia at the time.

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3. What impact did the 11 September 2001 terrorist attacks have on immigration to Australia?

4. In your opinion, is immigration a good or bad thing? Give reasons for your answer.

The practice of bringing in cheap, non-white labour to Australia during the 1870s was called ‘blackbirding’. 36

Australian identity

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IMMIGRATION QUESTIONNAIRE Complete the following questionnaire as though you were a migrant planning to settle in Australia. AUSTRALIAN IMMIGRATION for a better Australia Name:

Date of birth:

Address (including country):

Telephone:

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English knowledge and competency:

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University degree, trade qualification or diploma and field:

Qualifications of spouse (degree, diploma, trade etc.):

Near relatives who are Australian residents or citizens:

Name of Australian business or employer who will nominate you:

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Net assets or funds to transfer to Australia:

Names and ages of dependent children:

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Immediate family members with a disability, medical or health problems:

Family members with a criminal record:

AUSTRALIAN IMMIGRATION QUESTIONNAIRE

Commonwealth of Australia

In 1901, migrants had to pass a Dictation Test before they could enter Australia. This allowed customs officers to exclude certain immigrants without it appearing as though entry was based on race. www.ricpublications.com.au

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Australian identity

CONFLICT AND OUR IDENTITY Indicators

Answers

• Reads and answers questions about Australia’s participation in international conflicts.

P age 40 1. Students’ answers should indicate that the manner in which the troops conducted themselves at Gallipoli, known as ‘The Spirit of the Anzacs’, has continued to be part of Australian culture.

• Chooses a style of poetry to plan and write a poem about his or her feelings about war/conflicts.

Worksheet information

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• The dates in brackets next to each conflict indicate when Australian forces were present during that conflict. They do not necessarily correspond to the length of the conflict.

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4. compulsory enrolment into the armed forces 5. Possible answers: helped keep out an invading force, helped rebuild the nation 6. For many years, the unpopular war meant troops in Vietnam were not generally acknowledged as worthy of being ‘Anzacs’. Even though the Iraq war is generally unpopular, this negative reaction is not generally present.

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• Before Federation in 1900 and for two years afterwards, Australia participated in the Boer War in South Africa (1899–1902). Those who went (16 000 men, mostly as mounted troops, and 60 women as nurses) were volunteers. The bravery, levelheadedness and toughness shown by the Australians was the beginning of what was to become ‘the Spirit of the Anzacs’ in World War I.

3. Korea, Malaya and Vietnam all involved communists trying to take over non-communist nations/people against their will.

• In Australia, as for many other nations, World War I was the most costly in deaths and casualties. Over 400 000 men enlisted from a population of fewer than 5 000 000. Of these, 60 000 were killed and more than 150 000 wounded, gassed or captured by the enemy. Besides Turkey (Gallipoli), Australian troops also fought in France, Belgium and the Middle East.

7. Teacher check

• Approximately 1 000 000 Australians served in World War II, with 39 000 losing their lives and a further 23 000 wounded.

• With a partner or individually, use the Internet or other resources to make a detailed report about one of the conflicts discussed or some aspect of one of the conflicts; e.g. conscription and conscientious objectors’ protests during the Vietnam War, the Gallipoli campaign during the World War I, the Kokoda Track/ New Guinea in World War II, the Battle of Long Tan in Vietnam. Share the reports orally to a small group or the whole class.

P age 41 Teacher check

Cross-curricular activities

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• Create an artwork that incorporates descriptive words about ‘The Spirit of Anzac’. Suggestions: courage, mateship, loyalty, ‘looking out for’, self-sacrifice, bravery, ‘stick together’, toughness, endurance, unselfishness.

• Suggestions for the poetry activity on page 41 could include: a narrative poem on the Gallipoli campaign, an acrostic poem using the letters in Vietnam, a lyric about a soldier’s feelings/ experiences in the trenches of World War I, a cinquain about what the student feels about war or a haiku about a specific war or conflict.

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• After World War I and until the late 1960s, Australia, like many other capitalist and democratic nations became increasingly concerned about the spread of communism through Asia and into South-East Asia. Australia signed treaties with other nations to create strong defensive alliances to feel better protected from the threat of communism. These treaties were: SEATO (South East Asia Treaty Organisation) in 1954, (dissolved in 1977), with France, UN, UK, NZ, Thailand, Pakistan and the Philippines; and ANZUS (Australia, New Zealand and United States) in 1951.

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• Quiz questions relating to this section can be found on page xiv. SOSE

English

NSW

CCS3.1, CUS3.2, CUS3.4

RS3.5, RS3.6, WS3.9, WS3.10, WS3.11, WS3.12

Vic.

SOSE0302, SOHI0402

ENRE0401, ENRE0404, ENWR0401, ENWR0404

ICP 4.4, C 4.1, C 4.2, C 4.3, TCC 4, NSS 4.2

V 4.1, R 4.1, R 4.4, W 4.1

3.2, 3.3, 3.7, 3.10

4.3, 3.4, 3.7, 3.8, 3.11

TCC 3.4, TCC 3.5, TCC 4.3,

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Qld

Australian identity

TCC D4.6, TCC D4.8, CI 3.1, CI 3.5

R.I.C. Publications®

www.ricpublications.com.au

CONFLICT AND OUR IDENTITY – 1 Australians have been involved in international conflicts many times in order to assist in the protection of freedom worldwide. These conflicts have played an important part in shaping our Australian identity. Here is a brief summary of some of them.

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World War II (1939–1945) Australian servicemen and women again fought courageously with our allies against the Germans and Italians in Europe, North Africa, the Mediterranean and the Middle East. When Japanese forces took control over much of south-east Asia and the Pacific, and began advancing towards Australia, they were finally stopped by Australian and American troops in the Coral Sea and New Guinea.

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World War I (1914–1918) This was the first conflict that Australia, as a whole nation, was involved in. It was during this war that, among other roles, Australian and New Zealand Army Corps troops (Anzacs) played a very important part in containing Turkish troops on the Gallipoli Peninsula. Although enduring terrible conditions over several months, the Anzacs ‘stuck together’ and courageously continued to fight. This attitude became known as ‘The Spirit of the Anzacs’.

The Gulf War (1990–1991) Royal Australian Navy ships helped UN forces blockade Iraq when it invaded Kuwait. Ground troops also helped drive Iraqis from Kuwait, after which Australians from all defence services assisted in rebuilding Kuwait.

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Malaya (1955–1962) Australian troops fought with the British in Malaya, a former British colony, against the Chinese communist Malays who wanted to make it a communist nation. The ‘emergency’ lasted for many years until the Malayan government declared it was over.

Afghanistan (2001) In support of the US, Australia sent SAS Regiment members into Afghanistan to try to capture those responsible for the terrorist attacks on the World Trade Centre and the Pentagon in the US, when 3000 innocent people were killed.

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Vietnam (1962–1973) Australian troops joined with American troops and other allies to try to prevent communist North Vietnam and its allies from taking over South Vietnam. This war became increasingly unpopular as many people did not agree with participating in it. Many of the Australians who served in Vietnam were conscripted and did not volunteer. They were chosen by ballot based on their birthdates. On return, many were not acknowledged as worthy of being ‘Anzacs’ until the late 1980s. www.ricpublications.com.au

Indonesia, Indonesian troops tried to prevent this from happening, causing widespread damage and loss of life. Along with other UN nations, Australia has a peacekeeping force to help the Timorese rebuild, protect the East Timorese from Indonesian troops and maintain their independence.

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When North Korea (a communist nation) invaded South Korea (mostly democratic) in 1950, the United Nations (UN) sent troops to support South Korea. Australia, as a UN member, contributed in a long and bitter war that ended in a ceasefire agreement.

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Iraq (2003–?) Australian troops joined the US-led invasion of Iraq, which was initially to find and eliminate Suddam Hussein’s ‘weapons of mass destruction’. These were not found but Australia has kept troops in Iraq to help stabilise the region. Although many people do not agree with Australia and other nations’ participation in Iraq, the reaction to the troops has not been as negative as was generally the case with the Vietnam veterans. Australian identity

CONFLICT AND OUR IDENTITY – 1 Use the text on page 39 to answer the questions. 1. Describe the part World War I played in shaping our Australian identity.

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2. What words describe the actions of Australian troops in World War II?

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3. Australian defence forces became involved in conflicts in Korea, Malaya and Vietnam for a similar reason. Briefly describe this reason.

4. Many of those who served in Vietnam were ‘conscripted’. Use a dictionary to help explain this term.

5. List one similarity between Australian involvement in the Gulf War and in East Timor.

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7. Which conflict do you consider to be the one which played the most important part in shaping our Australian identity? Explain your answer.

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6. What is the difference in attitude towards Australian troops who participated in Vietnam and Iraq?

During World War II, Australia came under direct attack by the Japanese. Darwin (NT) was repeatedly bombed, Broome (WA) was attacked by aircraft and midget submarines attacked a naval ship in Sydney Harbour (NSW). 40

Australian identity

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CONFLICT POETRY Conflicts, particularly those involving war, stir up many different emotions in us as we read about them, learn about them or even experience them. On one hand we may feel anger and disgust towards the conflict and on the other admiration and pride in the attitude of those involved. A good way to express these emotions is through poetry. 1. Read the poetry framework examples below. Tick the style you would like to use to write your own poem.

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An acrostic poem is based on a keyword. The first letter of each line in the poem is used to make up the keyword.

A cinquain is a five-line poem. Line 1: Title, one or two words describe the topic Line 2: two words or four syllables to describe the title Line 3: three words or six syllables to describe what the topic does Line 4: four words or eight syllables to describe the feeling or mood Line 5: one word or two syllables with a similar meaning to the topic

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A narrative poem tells a story. It can have a specific rhyming pattern or be free verse.

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A lyric is usually a short poem with two or three verses expressing the poet’s feelings about a particular topic. It can have a specific rhyming pattern or be free verse.

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A haiku is a three-line poem. Title Line 1: five syllables Line 2: seven syllables and states ‘where it is’ Line 3: five syllables and states ‘when or what is being felt’ or ‘what is happening’

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2. Decide what aspect of conflict you are going to write about. Make notes, a list of words etc. below. 3. Write and edit your poem on separate sheets of paper. When you have finished, practise reading it aloud, changing the volume, speed or pitch to make it sound interesting. Read to the class or a small group. The Vietnam War became so unpopular that on 8 May 1970, 100 000 people, led by member of parliament, Jim Cairns, protested against the war in the city of Melbourne. A further 100 000 protested in cities and towns throughout the country. www.ricpublications.com.au

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Australian identity

SPORTS AND OUR IDENTITY Indicators

Cross-curricular activities

• Reads and answers questions about Australia’s sporting identity.

• AFL is a uniquely Australian sport. Find out how this sport originated and developed in Australia.

• Researches and writes a report on an Australian sporting champion.

• Use a display board etc. to create a ‘Sporting Hall of Fame’. Label various sports on long strips of paper or card and list 20 to 30 Australian sporting champions in each sport that students feel are ‘worthy’ of inclusion.

Worksheet information

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• The blank box in the report table on page 45 is for students to sketch or attach a photograph from a magazine of their chosen sporting champion.

Answers

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• Quiz questions relating to this section can be found on page xv.

• Students work in pairs. One is an Australian and the other is an alien. They imagine they are going to watch a specific sport that the alien has never seen played before. The Australian has to give a simple and clear synopsis to the alien of what to expect, the rules etc.

P age 44 1. Possible answers: sense of national pride closely connected with sport, high levels of participation and as spectators, favourable climate encourages sport 2. Teacher check

3. AFL (Aussie Rules), Rugby League, Rugby Union, Football (soccer) 4. Teacher check

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5. (a) Emma Snowsill–triathlon (b) Lleyton Hewitt–tennis (c) Layne Beachley–surfing (d) Wayne Gardiner–500 cc motorcycle (e) Ian Thorpe–swimming (f) Cadel Evans–cycling (g) Cathy Freeman–athletics (h) Alisa Camplin–skiing 6. Teacher check P age 41 Teacher check

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SOSE

English

NSW

CCS3.1, SSS3.7

RS3.5, RS3.6, WS3.9, WS3.10, WS3.11, WS3.12

Vic.

SOHI0402

ENRE0401, ENRE0404, ENWR0401, ENWR0402, ENWR0404

ICP 3.4, ICP 4.4, TCC 3, TCC 4

R 4.1, R 4.4, W 4.1, WR 4.3

3.1, 3.2, 3.7

3.3, 3.4, 3.8, 3.11

Qld

TCC 3.4, TCC 4.3

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Australian identity

R.I.C. Publications®

www.ricpublications.com.au

SPORTS AND OUR IDENTITY – 1 Sport has played and continues to play a huge part in shaping Australia’s national identity. Our sense of national pride is closely connected with sport. The levels of participation in sport and as spectators are much higher than many other countries. Australia’s overall climate enables a vast range of sporting activities to be participated in or watched all year round. Read about some of our interesting sporting facts that help explain or have contributed to Australia’s sporting passion.

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Four out of the top five most watched broadcasts for 2006 were sporting programs.

At some level, sport is part of most Australia ns’ recreational or profes sional lives; by direct parti cipation, as an actual specta tor or as an ‘armchair’ follow er.

ntly being contested The only sports curre pic Games that at the Summer Olym a medal in are Australia has not won odern pentathlon, football, handball, m and table tennis. badminton, fencing

tries Australia is one of two coun to have competed at every Games modern Summer Olympic at and one of six to compete s. every Commonwealth Game

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Australia is so t sport passionate abou d as ‘a that it is describe . national religion’

Australia h as been fi rst o the medal tally for 11 n ou of the 18 C ommonwe t alth Games tha t have bee n held so fa r.

© R. I . C.P ubl i cat i ons At an international level, Australia ns have excelled in team national sports such as the men’s and wo ar have eso untrif r e v i e w p u r p o s e s o n l y • men’s Many co• cricket , hockey, ; e.g. water polo, basketball and wh for one or two sports

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ly Australia is the on ur fo country that has ll professional footba e si codes—AFL (‘Aus ague, Rules’), Rugby Le Rugby Union, and football (soccer).

Aussie Rules is a uniquely Australian game. It is the most highly attended spectator sport in the natio n. The AFL Grand Final is th e highest attended club ch ampionship in the world.

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Australia has been proud to have had numerous individual international sporting champions, covering a wide variety of sports. Past and present champions include Ian Thorpe, Dawn Fraser (swimming); Karrie Webb, Greg Norman (golf); Cathy Freeman, Herb Elliot (athletics); Layne Beachley, Mark Richards (surfing); Margaret Court, Lleyton Hewitt (tennis); Cadel Evans, Sarah Carrigan (cycling); Wayne Gardiner, Michael Doohan (500 cc motorcycle); Alisa Camplin, Michael Milton (skiing); Peter Robertson, Emma Snowsill (triathlon) and Sarah Fitz-Gerald, Geoff Hunt (squash). www.ricpublications.com.au

eelchair basketball; women’s netball and softball; men’s rugby league and rugby union and various team events in men’s and women’s rowing, canoeing, kayaking and sailing.

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passion , soccer— ice hockey—Canada a national Brazil. Australia has ited number— passion for an unlim , rugby union, cricket, rugby league s’, swimming, soccer, ‘Aussie Rule d netball to hockey, basketball an name a few.

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000 000 people, Considering our population of 21 cess at the Summer Australia has had remarkable suc Australia was ranked Olympic and Paralympic Games. ney 2000 and Athens fourth in the medal tally at the Syd USA, Russia and China, 2004 Olympic Games behind the s. In the Paralympic which have enormous population was ranked first and Games in those years, Australia fifth. Australian identity

SPORT AND OUR IDENTITY – 2 Use the text on page 43 to answer the questions. 1. Write keywords from Paragraph 1 to list three reasons why sport plays an important part in Australia’s identity.

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3. List the four professional football codes in Australia.

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2. List four team sports that Australia has excelled in.

4. Write one fact that shows how well Australia has done in the Olympic or Commonwealth Games.

5. Unjumble each sport then join each sporting champion to his or her sport.

•

• hatlorint • niksig

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(d) Wayne Gardiner •

• hatslicte

(e) Ian Thorpe

• ginfrus

(f) Cadel Evans

•

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(g) Cathy Freeman • (h) Alisa Camplin

•

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(b) Leyton Hewitt

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• 050 cc rcyclmtooe • nilcygc

6. Which fact do you consider the most interesting? Explain your answer.

Australians love to give their national sporting teams nicknames. Some include: Boomers–men’s basketball, Opals–women’s basketball, Kookaburras–men’s hockey, Hockeyroos–women’s hockey, Rollers–men’s wheelchair basketball, Gliders– women’s wheelchair basketball. 44

Australian identity

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SPORTING CHAMPION REPORT

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Choose an Australian sporting champion from an individual or team sport to write a report about. It can be one mentioned on page 43 or one of your own choice.

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Melbourne Cup Day is a world famous horse race held at Flemington Racecourse in Melbourne on the first Tuesday in November each year. It is described as ‘the race that stops a nation’ because it is said that Australians all over the nation stop to listen to or watch the race. www.ricpublications.com.au

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Australian identity

INVENTIVE AUSTRALIANS Indicators

Worksheet information

• Reads and answers questions about Australian inventions/ discoveries.

• Before the students begin the activity on page 49, discuss some possibilities for inventions/discoveries. Ask for unusual ideas to stimulate the students’ creativity. This activity should take place over a few sessions so the students have time to make some visual aids. These could include a ‘prototype’ of their invention. When they are completing Question 3, remind them to think carefully about how they can make their presentation memorable; e.g. beginning with a rhetorical question or poem, using their voices dramatically. They should also think about they can show or demonstrate their visual aids most effectively; e.g. using a pointer, having one person hold the visual aid while the other one describes its most interesting features.

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• Quiz questions relating to this section can be found on page xv.

Answers

Page 48 1. So it is easy to find among plane wreckage. 2. (a) An antibiotic made from mould which is used to treat bacterial infections. (b) A device that helps people to hear by using electrical impulses to stimulate nerves inside the cochlea.

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• Plans and presents a prepared speech with a partner.

3. Howard Florey

Graeme Clark

David Warren

ear, nose and throat specialist

engineer

cochlear implant

black box flight recorder

A paper written by Alexander Fleming

a surgeon who had used electrical impulses to enable a deaf person to have some sensation of hearing

jet aircraft crashes/the world’s first pocket recorder

Answers will vary

scientist penicillin

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4. Teacher check

5. It was used to fight infections in soldiers which would previously have claimed their lives.

Cross-curricular activities

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• Draw labelled diagrams of some Australian inventions.

• Write biographies of other Australian inventors. Include details of any difficulties they had to face in having their inventions recognised or valued.

SOSE

English

NSW

ENS3.5

RS3.5, RS3.6, WS3.9, TS3.1, TS3.2, TS3.4

Vic.

–

ENRE0401, ENRE0404, ENWR0401, ENSL0401, ENSL0402, ENSL0403

ICP4.2, PS4.2, NSS4.1

R4.1, R4.4, W4.1, LS4.1, LS4.2, LS4.3

4.6

4.2, 4.3, 4.6, 4.10, 4.11,

Qld

PS4.1, PS D4.6

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Australian identity

R.I.C. Publications®

www.ricpublications.com.au

INVENTIVE AUSTRALIANS – 1 Howard Florey penicillin Howard Florey was a scientist who worked with another scientist, Ernst Boris Chain, to develop the use of penicillin as an antibiotic—saving millions of lives. Penicillin is made from a mould called penicillium and is used to treat bacterial infections. It was discovered by Scottish scientist Alexander Fleming in 1928.

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Graeme Clark cochlear implant The cochlear implant, also known as the ‘bionic ear’, is a device which can help deaf or hearingimpaired people to hear. It uses electrical impulses to stimulate nerves inside the cochlea, a part of the inner ear. The cochlear implant is placed under the skin behind the ear of a patient. The person then uses a microphone and a speech processor, worn on the body, to hear sounds.

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In 1938, Florey read a paper written by Fleming and decided to investigate penicillin further. Eventually, he and his team were able to extract the active ingredient of penicillin so it could be mass-produced as a medicine. At first, it was primarily used to fight infections in soldiers during World War II. Many of these men survived illnesses that would have previously claimed their lives. In 1945, Florey, along with Chain and Fleming, won a Nobel Prize for medicine in recognition of his work.

David Warren black box flight recorder

On board all passenger aircraft today you will find devices called ‘black boxes’. These record instrument readings and the voices of the pilots during a flight. In the event of an air crash, black boxes can help investigators decide what went wrong. The casing of a black box is actually bright orange. ‘Black box’ is a scientific term for a gadget whose workings are not easily understood—but the nickname for this device has stuck!

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The cochlear implant was invented by Professor Graeme Clark, an ear, nose and throat specialist. In 1966, he read about a surgeon who had used electrical nerve stimulation to enable a deaf person to have some sensation of hearing. Inspired, Clark began researching the idea of a cochlear implant, despite criticism from many of his colleagues, who felt that such a device was not possible. However, in 1978, the first implant was performed on a patient and was a success. Today, tens of thousands of people worldwide use cochlear implants. www.ricpublications.com.au

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The black box was invented by Dr David Warren. In the early 1950s, he was working as an engineer in Melbourne. Around this time, some types of jet aircraft were involved in a number of disastrous crashes. With no survivors, no-one was sure why these accidents had occurred. Warren decided that a flight recorder strong enough to survive a crash was needed. He got the idea after seeing the world’s first pocket recorder at a trade fair. In 1957, Warren made his first ‘flight memory unit’. At first, aviation authorities were not interested in producing it. But then an English firm took on the idea, calling Warren’s gadget the ‘Red Egg’ due to its shape and colour. It gained its ‘black box’ nickname not long after.

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Modern black boxes can withstand very high temperatures and pressure, as well as lengthy immersion in seawater. They play a vital role in helping to make air travel safer. In 2002, Warren was awarded the Order of Australia for his invention. Australian identity

INVENTIVE AUSTRALIANS Use the text on page 47 to answer the questions. 1. Why do you think the casing of the ‘black box’ might be bright orange? 2. Define each of these things. (a) penicillin

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(b) cochlear implant

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3. Complete the table for each person. Name

Howard Florey

Graeme Clark

David Warren

Job

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What do you think would have been his proudest moment?

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initial interest in/idea for the invention/discovery?

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4. Which invention/discovery discussed in the text do you think is the most important or significant? Give reasons.

5. Why was penicillin so important during World War II? Some other inventions/discoveries credited to Australians include the Hills hoist washing line, the electric drill, the two-stroke lawn mower, spray-on skin for burns victims and polymer bank notes. 48

Australian identity

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INVENTION PRESS CONFERENCE The Australian inventions or discoveries you read about on page 47 involved medical breakthroughs in fighting disease, improving life for people with disabilities and transport safety. Find a partner to work with. Imagine you have just invented or discovered something important in one of the areas listed above. The media are waiting to hear all about it! Plan a speech about your invention or discovery by following the directions below.

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1. Decide on your invention/discovery. Be creative! Write details about it below. Our invention … Name of invention:

Helps people with disabilities

Makes a form of transport safer

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What it does:

Fights disease

2. Make some visual materials to help you show off your invention/discovery during your speech; for example, models, posters or pictures. Our visual material/s is/are:

3. Plan the structure of your speech. Use note-form. Remember to think about how/at what point you will show or demonstrate your visual materials.

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Introduction

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4. Practise your speech. Make sure you share the talking fairly. When you are ready, present your speech to the students in your class as if they are the members of the media. Professor Graeme Clark hopes that one day the cochlear implant may not be needed—he thinks that nerve growth hormones could be used to repair the inner ear of a hearing-impaired person! www.ricpublications.com.au

R.I.C. Publications®

Australian identity

AUSTRALIANS IN ART AND MUSIC listen to it once and write their first impressions. The recording could then be discussed as a class before it is played again a few more times, perhaps while the students are writing. After the students have finished their criticisms, teachers could reveal what the song was about. For the Namatjira artwork, allow the students to look at it briefly before writing their first impressions. Again, the painting could be discussed as a class before the students complete the rest of their criticisms. When the whole worksheet is finished, the students could share their answers with a small group or the class, noting similarities and differences between different students’ impressions of the two pieces.

Indicators • Reads and answers questions about some Australians involved in art and music. • Makes critical comments about a piece of music. • Makes critical comments about a piece of artwork.

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Worksheet information

Answers

• Quiz questions relating to this section can be found on page xvi.

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• A recording of Melba singing (an aria would be most appropriate) can be legally downloaded from the Internet. Reproductions of Namatjira’s artworks can be found in books about Australian art. In the case of the Melba recording, allow the students to

Page 52 1. Answers should include the following: Nellie Melba

Albert Namatjira

1861 1882 1886

1902 1934

1887 1902 1918 1928 1931

Born in Melbourne Marriage Travelled to London and took singing lessons from a famous teacher Appeared in her first opera ‘Rigoletto’ Toured Australia made a Dame of the British Empire Gave final concert in Geelong Death

1936 1957 1959

Birth Attended an art exhibition of Western-style paintings that inspired him to paint Took painting lessons from artist Rex Battarbee Granted citizenship by the Australian government Death

2. Teacher check 3. She had a flawless voice which could cover a huge range of notes.

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4. Nellie Melba Birth name: Helen Porter Mitchell Changed her last name to ‘Melba’ in honour of her birthplace, Melbourne Albert Namatjira Birth name: Elea Namatjira His first name was changed to Albert when his parents became Christians.

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Cross-curricular activities

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• Compare some of Albert Namatjira’s paintings with both traditional Aboriginal art and Western-style art of the same time period, noting similarities and differences. • Read children’s versions of the librettos of some operas in which Melba sang. Try to write your own operatic-style narrative.

SOSE

English

Creative arts

NSW

CCS3.1, CUS3.2

RS3.5, RS3.6, WS3.9

VAS3.4, MUS3.4

Vic.

SOHI0402

ENRE0401, ENRE0404, ENWR0401

ARAR0403, ARMU0403

TCC4.1, TCC4.2

R4.1, R4.4, W4.1

AR4

3.1

4.3, 4.11

3.4

Qld

TCC4.3

Refer to curriculum documents on http://www.qsa.qld.edu.au

MU4.1, DMU4.5, VA4.3

Australian identity

R.I.C. Publications®

www.ricpublications.com.au

AUSTRALIANS IN ART AND MUSIC – 1 Dame Nellie Melba (1861–1931)

Albert Namatjira (1902 – 1959)

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Dame Nellie Melba was the first internationally famous Australian opera singer. She was renowned for her flawless voice which could cover a huge range of notes. Her real name was Helen Porter Mitchell, but as an adult, she changed her last name in honour of her birthplace – Melbourne.

As a child, Namatjira loved to sketch scenes from everyday life. Then, in 1934, he attended an art exhibition which featured Western-style paintings of Australian landscapes. This inspired Namatjira to learn to paint and, in 1936, he took lessons from artist Rex Battarbee. In 1938, he held his first solo exhibition in Melbourne, which was a huge success. Over the next 10 years, he held other successful exhibitions and became very popular—Queen Elizabeth II was among his fans!

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Albert Namatjira was a famous Aboriginal Australian artist belonging to the Western Arrernte people of the Northern Territory. His birth name was ‘Elea’, but his parents later become Christians and his name was changed to Albert. Namatjira is best known for his desert landscapes. His work is considered to be very distinct, as he blended Aboriginal and Western styles of art.

© R. I . C.Publ i ca t i on s were not considered lifetime, Aboriginal Australians to be Australian citizens. This meant, among other things, that they notl vote • or build a house. Melba was• born intor a musical family. At school, f o r ev i ew pur p os e scould on y But in Namatjira’s case, public outcry caused the she received singing tuition, where her talent as

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government to grant him citizenship in 1957. As an Australian citizen, he was now allowed to buy alcohol. But he was soon accused of taking alcohol into an Aboriginal community (an illegal act) and was sent to jail for two months. After his release, he did not paint again. During his life, Namatjira painted about 2000 artworks. His art is displayed in many major art galleries in Australia.

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a soprano was first noted. After her marriage in 1882, she decided to become a professional singer. In 1886, she travelled to London and took lessons with a famous singing teacher. The following year, Melba appeared in her first opera, ‘Rigoletto’, in one of the lead roles. This was a huge success, and she went on to sing in major opera houses around the world.

Namatjira’s private life was full of tension. During his

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Now famous and regarded as one of the best sopranos of all time, Melba toured Australia in 1902 to a massive crowd of fans. She later returned to Australia for part of the First World War and helped to raise money for the war effort through fundraising concerts and other activities. She was made a Dame of the British Empire in 1918 in recognition of these efforts.

In 1928, Melba gave her final concert in Geelong. This had been preceded by a lengthy series of farewell concerts in Australia, sparking the saying ‘More farewells than Nellie Melba’. She died in 1931, making international front-page news. www.ricpublications.com.au

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Australian identity

AUSTRALIANS IN ART AND MUSIC – 2 Use the text on page 51 to answer the questions. 1. Create a time line of five important events in each person’s life. Use notes. Nellie Melba 1902

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1861

Albert Namatjira

2. (a) Do you think it was fair to send Namatjira to jail? Explain why/why not.

(b) Why do you think Namatjira may not have painted again after his release from jail?

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3. Why was Melba regarded by some to be the best soprano of all time?

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4. State what each person’s birth name was and why his/her name changed. Nellie Melba

Albert Namatjira

Albert Namatjira and his wife were the first Aboriginal Australians to be granted Australian citizenship. 52

Australian identity

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ART AND MUSIC CRITIC Listen to a recording of Dame Nellie Melba singing and view a reproduction of one of Albert Namatjira’s paintings. Comment on each one using the headings below. Use note-form. Title of Namatjira’s painting:

Title of Nellie’s Melba’s song:

r o e t s Bo r e p ok u S My first impressions:

Colours:

Mood (how it makes you feel):

Textures:

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My first impressions:

Describe Melba’s voice.

What do you like about this painting?

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What do you dislike about this recording?

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What do you dislike about this painting?

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If you had a talent for painting, would you choose to paint in this style? Explain why/why not.

If you had a talent for singing, would you choose to sing operatic music? Explain why/why not.

Dame Nellie Melba’s image appears on the Australian $100 note.

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Australian identity

AUSTRALIANS IN LITERATURE, MOVIES AND ACTING Indicators

Answers

• Reads and answers questions about famous Australians involved in literature, movies and acting.

Page 56 1. Answers will vary, but could include the following: They both began their careers as stage actors, they were both known for playing strong roles, they both won acting awards for their work and they both acted in movies.

• Plans and presents a script-based dramatic performance with a group.

Worksheet information

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• Quiz questions relating to this section can be found on page xvi.

2. (a) False (b) True (c) False (d) False

3. Teacher check 4. Teacher check

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• Each of the texts mentioned on page 57 can be easily found in a video library, public library or on the Internet. Teachers may like to select just a few of the texts (perhaps those with which they are more familiar) for the students to choose from. In the case of the movie, an appropriate scene will need to be found. Some of the texts could also be shortened (e.g. the Paterson poems) if necessary. Teachers can then decide how many students would be needed for performing each text and even allocate scenes if desired. Once all the texts have been decided upon, the groups can work through the questions on the worksheet. Extra paper may be necessary. Several sessions will be required to allow the students to rehearse their performances and/or prepare costumes, music or props.

5. They both wrote short stories, novels and children’s books and worked in careers other than writing.

Cross-curricular activities

• Write criticisms of a movie or work of literature by each of the people featured on page 55.

• Have the students, with a partner, hold mock television interviews of Paterson, Jennings, Anderson and Blanchett.

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SOSE

English

Creative arts

NSW

CCS3.1, CUS3.2

RS3.5, RS3.6, WS3.9, TS3.2, TS3.3

DRAS3.1, DRAS3.2, DRAS3.3

Vic.

SOHI0402

ENRE0401, ENRE0404, ENWR0401, ENSL0401

ARDR0401, ARDR0402

TCC4.1

R4.1, R4.4, W4.1, LS4.1

AI4, ASP4

3.1

4.3, 4.6, 4.7, 4.9, 4.11

3.2

Qld

TCC4.3

Refer to curriculum documents on http://www.qsa.qld.edu.au

DR4.1, DR4.2, DDR4.5

Australian identity

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AUSTRALIANS IN LITERATURE, MOVIES AND ACTING – 1 Many Australians have been famous for their successes in literature, movies and acting. Here are some facts about four of them. (1864–1931)

Dame Judith Anderson

(1898–1992)

• Born in Adelaide. Excelled at drama as a child. • Made professional stage debut in 1915 in the play ‘A royal divorce’. Soon after, moved to the USA. After many failed auditions, made her Broadway debut in 1922. Major Broadway star 1930s – 1950s. • Known for playing strong dramatic roles, including Medea (in ‘Medea’ by Euripides) and Lady Macbeth (in ‘Macbeth’ by Shakespeare). • Began acting in movies in 1930s, including roles in ‘Rebecca’ (1940), ‘Cat on a hot tin roof’ (1958) and ‘Star trek III’ (1984). • Won a Tony award for ‘Medea’ (1947) and an Oscar nomination for her role in ‘Rebecca’. Made Dame of the British Empire in 1960.

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• Born in NSW, near Orange. • His first literary success was having some of his poetry and short stories published in The Bulletin magazine. His pen-name, ‘The Banjo’, was taken from the name of a horse. • Worked as a solicitor and as an overseas war correspondent for the Sydney Morning Herald. • Most famous for poems about Australian rural life, including ‘The man from Snowy River’, ‘Mulga Bill’s bicycle’, and ‘The man from Ironbark’. • Other works include novels and a children’s book. Also wrote lyrics to ‘Waltzing Matilda’.

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Andrew ‘Banjo’ Paterson

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• Born in England. Moved to Melbourne as a child. • Worked as a teacher, speech pathologist and lecturer before taking up full-time writing. • Best-known for collections of humorous short stories for children, including ‘Unreal’, Uncanny’, and ‘Quirky tails’. Also written picture books, a children’s novel and a book for adults. • Some of his stories, including ‘The strap box flyer’, ‘Wunderpants’ and ‘The copy’ were adapted for the children’s TV series ‘Round the twist’. • Received numerous awards for his writing, including the ‘Young Australian’s best book award’ (YABBA) many times over. Awarded Order of Australia in 1995.

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• Born in Melbourne. • Studied economics and fine art at university. Later studied acting at the National Institute of Dramatic Art (NIDA) in NSW. • Began her career as stage actor. First major role in the play ‘Oleanna’. • First appeared in a movie as an extra while holidaying in Egypt. First movie role in ‘Paradise Road’ (1997). • Well-known for her strong roles as Katharine Hepburn in ‘The aviator’ (2004), Queen Elizabeth I in ‘Elizabeth’ (1998) and Galadriel in the ‘Lord of the Rings’ trilogy (2001 – 2003). Won an Oscar for ‘The aviator’ and a Golden Globe for ‘Elizabeth’.

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Paul Jennings

(1969– )

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Australian identity

AUSTRALIANS IN LITERATURE, MOVIES AND ACTING – 2 Use the text on page 55 to answer the questions. 1. List three similarities between the acting careers of Cate Blanchett and Dame Judith Anderson. • • •

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2. True or False?

(a) Anderson won an Oscar for her role in ‘Rebecca’. ............................................................

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(b) Jennings has won a YABBA more than once. . .................................................................. (c) Blanchett studied fine art and acting at NIDA. .................................................................. (d) Paterson wrote a poem called ‘The banjo’. . ..................................................................... 4. Although she was born in Australia, Dame Judith Anderson spent most of her life in the USA. Do you think she should still be called an Australian? Give reasons for your answer.

6. Aside from both being writers, name two things Paul Jennings and Banjo Paterson have in common.

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5. Which person from the text do you admire the most? Say why.

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•

Dame Judith Anderson also appeared on television and won two Emmy awards for playing Lady Macbeth in two separate television productions. 56

Australian identity

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A DRAMATIC PERFORMANCE The text on page 55 mentions character roles, works of literature and movies with which Paterson, Jennings, Blanchett and Anderson have been associated. 1. Form a small group to work with. Choose one of the suggestions below to present to the class as a dramatic performance. Highlight your choice. ‘Mulga Bill’s bicycle’ or ‘The man from Ironbark’ – AB Paterson

The witches’ spell from Act 4, Scene 1 of ‘Macbeth’ – Shakespeare

‘Jason and the golden fleece’ (featuring Medea) – Euripides

‘The strap box flyer’, ‘Wunderpants’ or ‘The copy’ – Paul Jennings

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A scene from ‘The Lord of the rings’ movie trilogy (2001–2004) – directed by Peter Jackson, based on the novels by JRR Tolkien

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2. Use the steps below to help you prepare your dramatic performance. Make notes under each step. Use extra paper if you need to. – Read the poem, story or scene carefully and decide who will play each character. List any vocabulary you find difficult and use resources such as the Internet or a dictionary to write any definitions.

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– Write details about your specific character or role.

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these? Will you use a narrator? Will you move around the stage space or stay still? Will you use mime?

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– List any costumes, music or props you need.

3. Practise your selection. When you feel it is ready, present it to the class. Banjo Paterson’s image appears on the Australian $10 note.

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Australian identity

FEDERATION Indicators

• Reads and answers questions about Federation.

(d) Canberra

• Plans and writes a letter.

4. It was a compromise because both Sydney and Melboune thought it should be in their city.

Worksheet information

5. (a) True (b) False

• Prior to Federation, the colonies could have been considered as almost separate countries, similar in some ways but very different in others. There was some trade between them but while some imposed customs duties to protect their primary producers, others didn’t. This caused huge problems, particularly with overseas trade. Defence and law and order were also important issues with each colony only able to support a small military and criminals often able to escape justice by fleeing to another colony.

6. (a) There were thunderstorms, rain and strong winds after midnight, then the sun came out in time for the celebrations and the parade.

• There was considerable conflict and the less populated colonies feared that the interests of the two with the biggest populations would prevail over theirs. NSW and Victoria constantly vied for power, each believing that the federal capital should be located in its largest city; that is, in Sydney or Melbourne. This was resolved by locating Canberra in the newly-created Australian Capital Territory in NSW (but not near Sydney). It was decided that parliament would meet in Melbourne, which it did until 1927 when it was relocated, as previously planned, to Canberra.

• Australia’s national flag was flown for the first time on 3 September 1901. Find out more about the flag, who designed it and what it represents. Make a drawing of the flag.

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(d) False

(b) The organisers wanted it to be fine so lots of people would attend the parade and celebrate the occasion.

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• Students should appreciate the significance of the date of Federation, being both the start of a new century and the beginning of Australia as a nation with a sense of its own cultural identity, instead of just a number of British colonial outposts.

Cross-curricular activities

• Research information and write a report about the sporting team that represented Australia in 1877 (before Federation) and defeated England.

Answers

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• Quiz questions relating to this section can be found on page xvii.

• Draw a map showing the six states and their capital cities. Add Canberra, the ACT and the Northern Territory and research to write a brief explanation about the political history of the Northern Territory and its status within the Commonwealth of Australia.

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Page 60 1. (a) Edmund Barton

(b) the Earl of Hopetoun (c) England

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(d) He was appointed Governor-General by Queen Victoria. 2. (a) Western Australia

(b) A referendum had not been passed in WA at that time. 3. (a) Sydney’s Centennial Park (b) 1 January 1901

SOSE

English

NSW

SSS3.8, CCS3.1, CUS3.3

RS3.6, WS3.9, WS3.13

Vic.

SOHI0402

ENRE0401 ENWR0401, ENWR0403

ICP 4.4, C 4.2, TCC 4.1, TCC4.2

R 4.1, W4.1, W 4.2, W4.3, W4.4

3.1, 3.2, 3.10

3.4, 3.8, 3.12

Qld

TCC 3.5, CI 3.3

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Australian identity

R.I.C. Publications®

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New Year’s Eve was celebrated in style in Sydney in the year 1900. At the stroke of midnight, whistles, gongs, church bells, musical instruments, rattles and even pots and pans joined the general noise made by the sirens of boats on the harbour. There were people everywhere dancing and singing in the streets. But shortly after midnight a thunderstorm with high winds and pouring rain struck the city. This caused great concern for the organisers of what was planned to be the biggest parade ever seen in Australia. They feared that many of Sydney’s population of 400 000 and the many visitors to the city would choose not to attend the carefully organised celebrations.

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FEDERATION

expensive to run. A series of national conventions was held between 1897 and 1899 to discuss the Constitution. Some changes were agreed to in January 1899 and it was decided that the federal capital would be in New South Wales but not within 160 kilometres of Sydney. After each state, except for Western Australia, had passed a referendum, Australian delegates were invited to London where, in July 1900, Australia’s constitution was passed by the British Parliament and Queen Victoria gave it her royal assent. Western Australian joined the other colonies after its referendum was won later that month.

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Federation had been discussed by the colonies for many years, but was not easily achieved. The leaders wanted to avoid the pitfalls of the ‘old world’ and to develop a harmonious, united and egalitarian society with progressive ideas about human rights and democratic procedures which included secret ballots. Some of the difficulties were that the rival colonies of New South Wales and Victoria were bigger and more powerful than the others, the colonies all had their own parliaments, policies about immigration, trade and customs duties and they realised that the federal government would be www.ricpublications.com.au

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But they need not have worried because the next morning the sun came out and Australians crowded along the 11kilometre parade route, to recognise that their six separate colonies were to become one nation, the Commonwealth of Australia, still with close ties to the British Empire. The ceremony was held in Centennial Park where the first Governor-General, the Earl of Hopetoun, was sworn in. The day concluded with an impressive fireworks display but the celebrations continued in Australia for about a week.

The first Australian Prime Minister, Edmund Barton, was sworn in on the first of January and the Commonwealth Government took control of trade with other countries, customs and excise, defence, currency and coins, banking, railways, postal and telephone services, weights and measures, immigration, taxation, fisheries, the federal territories and public service. The very first federal election was held in March that year. Adult men were able to vote in all states but women and Aborigines could not. Guns boomed and bells chimed when the first federal parliament was opened by the Duke of York in May, in Melbourne, where it continued to meet until 1927. It then moved to Parliament House in Canberra.

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Australia has retained its links to Britain as a member of the Commonwealth and can be described as a constitutional monarchy. Some Australians believe that Australia should sever these ties, change its Constitution and become a republic. This can only happen as the result of a referendum, but one has yet to be passed by the Australian people who are seemingly reluctant to make changes to a Constitution that they believe has served them well since 1901. Australian identity

FEDERATION 1. (a) Who was Australia’s first Prime Minister?

4. Why do you think the federal parliament wasn’t built in either Sydney or Melbourne?

(b) Who was the first Governor-General?

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2. (a) Which was the last colony to be included in Federation?

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5. Choose ‘True’ or ‘False’ after each sentence. New Years Eve was celebrated in style in Sydney in 1900 because: (a) It was the beginning of the new century.

(d) Explain why you think this.

(b) Sydney people always celebrated in style.

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(d) It was raining. © R . I . C . P ubl i cat i ons (b) Why wasn’t it included before the delegates 6. (a) Explain what the weather was like on 1 January went to London? 1901. •f orr evi ew pur p osesonl y•

3. (a) Where was the Commonwealth of Australia proclaimed?

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(b) What was the date?

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(b) Why was the weather important on that particular day?

In 1901 there were 3.8 million non-indigenous people living in Australia. The majority of them had come from England, Scotland or Ireland and about half of them lived in cities. There were also about 93 000 Indigenous inhabitants.

Australian identity

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WHAT A PARTY! Imagine you were in Sydney on 1 of January 1901. 1. Plan a letter to a family member in England telling about what you saw there and explaining what it was all about.

Choose some interesting events and use the chart below to organise your ideas and plan your letter. What happened

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Who was involved

Why it happened

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2. Write your letter on a separate sheet of paper.

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Remember: • Use your imagination. • Create a sense of excitement. • Describe what was happening. • Describe the people. • Describe what it looked like because the person you are writing to has probably never been to Australia. • Explain what the weather was like. • Try to provide interesting background information. • Explain why the event was so important. • Describe how you felt about it.

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New Zealand and Fiji were initially asked if they would like to join the Commonwealth. They took part in discussions at some of the conventions but decided not to be involved. www.ricpublications.com.au

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Australian identity

AUSTRALIAN POLITICAL PARTIES Indicators

Answers

• Reads and answers questions about major and minor Australian political parties.

Page 64 1. ALP, National party, Australian Liberal party, Australian Democrats, Australian Greens

• Discusses beliefs and values with a group to create a mock political party.

Worksheet information

• an organisation of workers that protects and aids them and helps them deal with employers

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• Students will require a comprehensive dictionary to complete Question 2 on page 64.

• a temporary alliance between political parties • the right for private businesses to operate and compete with each other with limited government control 3. (a) Robert Menzies wanted the non-Labor political parties to unite

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• For the activity on page 65, discuss each of the political parties from the text as a class first, outlining their beliefs, policies and objectives. Remark on how these are based on the values of the people who make up the party. The students can then form their groups (groups of two – four are recommended) and work through Question 1 with reference to the text. Teachers may also like to provide some examples for the students before they begin writing. The groups can then work through Questions 2, 3 and 4. Encourage them to keep their objectives for Question 2 succinct and easy to read. When the worksheet has been completed, the students can individually create posters that show all of their ideas—the name of the party, its logo and its objectives. Posters and/or worksheets could then be discussed as a class to find out what most students value/believe and wish for Australia’s future.

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2. • a course of action

(b) Members of different political parties and others wanted a new party where people could have a say on policies and directions 4. Teacher check

Cross-curricular activities

• Have the students write and present political speeches that support a particular party’s policies.

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• Quiz questions relating to this section can be found on page xvii.

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• For further information on the parties described in the text, visit their official websites. These are: – Australian Labor Party http://www.alp.org.au – Liberal Party of Australia http://www.liberal.org.au – National Party http://www.nationals.org.au – Australian Democrats http://www.democrats.org.au – Australian Greens http://www.greens.org.au

• Read about past Australian governments and list their achievements and failures.

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SOSE

English

PD/PE/Health

NSW

CCS3.1, SSS3.8

RS3.5, RS3.6, WS3.9

COS3.1, INS3.3, PSS3.5, V1, V2, V6

Vic.

SOHI0402, SOES0402

ENRE0401, ENRE0404, ENWR0401

HPSR0402, HPSR0403

C4.2, TCC4.3, NSS4.2

R4.1, R4.4, W4.1

IPS4

3.1, 3.7, 3.9, 3.10, 3.12

4.3, 4.11

3.3, 3.5

Qld

SRP4.5

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

EPD4.4

Australian identity

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AUSTRALIAN POLITICAL PARTIES Since the early years of Australian politics, two parties have dominated federal elections – the Australian Labor Party (ALP) and the Liberal Party of Australia (in coalition with the National Party). Of the many minor Australian political parties, two of the most influential in federal politics have been Australian Democrats and the Australian Greens.

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• Founded in 1944, largely due to Leader of the Opposition and ex-prime minister Robert Menzies, a member of the United Australia Party. He wanted the non-Labor political parties in Australia to unite.

Australian Labor Party (ALP)

• Founded in 1901 as a federal party. Prior to this, there were separate ‘labour’ parties in the colonies, which were strongly influenced by the trade union movement.

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Liberal Party of Australia

• The first Liberal government took office in 1949 and remained in power for 23 years. Federal Liberal governments have always governed in coalition with the National Party. • The party’s policies are based on individual freedom and free enterprise, as well as a belief in an equal opportunity for all Australians.

© R. I . C.Pub l c at i oministers nsto date include Robert • i Liberal prime Menzies, Harold Holt, John Gorton, William • The first ALP government took office in 1904 • f o r r e v i e w p u r p o ses on l y McMahon, Malcolm Fraser and• John Howard. and remained in power for about four months.

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• ALP prime ministers include Andrew Fisher, Ben Chifley, Billy Hughes, Gough Whitlam, Bob Hawke, Paul Keating and Kevin Rudd.

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• Founded in 1992 after a national conference of Greens activists. • The Australian Greens states that it wants a ‘fair, independent and sustainable Australia’. Its major concern is environmental issues but it also has strong beliefs in the areas of democracy and social justice.

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National Party (The Nationals)

• Founded in 1920, initially as the Australian Country Party.

• The National Party has been represented in federal parliament throughout its history. If there is a Liberal Prime Minister, then the Nationals leader is appointed Deputy Prime Minister.

• The National Party traditionally represents country voters. It states that it ‘upholds traditional values and fights for a better quality of service, opportunity and life for all people’. www.ricpublications.com.au

Australian Greens

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• The ALP’s policies are largely based on equality. A particular concern is promoting workers and the socially disadvantaged.

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Australian Democrats

• Founded in 1977 by members of different political parties and others who wanted a new party where ‘ordinary people could have a real say on policies and directions’. • One of its key objectives is to not be obligated to any ‘group or groups in the community but to serve the best interests of all Australians’.

Australian identity

AUSTRALIAN POLITICAL PARTIES – 2 Use the text on page 63 to answer the questions. 1. List the five political parties from the text in order from oldest to newest.

3. Explain the reason why each of these parties was formed. (a) Liberal Party of Australia

1 2 3

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• policy

• trade union • coalition

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(a) the one you would be most likely to join? Explain why.

4. If you were to join one of the political parties from the text, which would be:

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2. Write definitions for each of these terms from the text. Use a dictionary to help you.

(b) the one you would be least likely to join? Explain why.

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To date, Sir Robert Menzies has been Australia’s longest-serving Prime Minister. He served for 18 years in total—from 1939 to 1941 and again from 1949 to 1966. The shortest-serving Australian Prime Minister has been Francis Forde. He was prime minister in 1945—for only eight days! 64

Australian identity

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LET’S HAVE A PARTY!

FREE LUNCH

The text on page 63 discusses some of the current Australian political parties— but there is always room for new ones! Form a small group to work with to create your own political party. Follow the steps below. You can use ideas from the text to help you. 1. Discuss the questions below and write your answers as lists. In your discussion, you might like to think about issues like education, employment, the environment, security, health, families, workers and disadvantaged people.

PARTY

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What do you believe are Australia’s biggest problems?

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What do you think are the best things about Australia?

© R. I . C.Publ i cat i ons 2. Based on• yourf answers to Question 1, write the five most important things your party would• like to achieve for o r r e v i e w p u r p o s e s o n l y Australia and its people. •

• •

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3. Brainstorm a suitable name for your party. Write your final decision below.

4. Design a simple logo for your party. Use colours, shapes and images that reflect its main beliefs and objectives. Add labels that explain your choices. 5. Present your ideas in the form of a poster that promotes your party.

Political parties in Australia that wish to submit a candidate for an election must register their party with the Australian Electoral Commission. www.ricpublications.com.au

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Australian identity

UNIONS AND OUR IDENTITY Indicators • Reads and answers questions about how unions have shaped Australia’s identity. • Writes definitions for a variety of union-related words.

overtime: the time worked outside regular working hours industrial action: an organised disruption of work such as a strike

Worksheet information • The concept of unionism in Australia was brought by the convicts transported from Britain. From the late 18th and into the 19th centuries workers in Britain had begun pressing for better working conditions and higher wages. Many of them were actually transported to Australia for being involved in union-like movements concerning work reform. Australian authorities made attempts to prevent similar behaviour to that happening in Britain. For instance, in 1828 the Masters and Servants Act of NSW provided that ‘servants could be imprisoned and have their wages forfeited for refusal to work or for destruction of property and Masters found guilty of ill-usage should be liable to pay damages up to six months’.

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• Quiz questions relating to this section can be found on page xviii.

Answers

P age 68 1. An organisation of workers which helps deal with any work problems.

flexitime: an arrangement of starting and finishing working times sick leave: an entitlement of paid absence from work due to illness penalty rates: a higher rate of pay granted for work done outside usual working hours picket: to stand or march by a place of employment to protest

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P age 69 strike: a work stoppage to protest or demand changes in work conditions

annual leave: paid leave which is usually four weeks over one year industrial dispute: a disagreement between workers and employers RDO: rostered day off

wrongful dismissal: a worker who is fired in violation of his/ her contract, award or the law

2. In 1791, a group of convicts went on strike demanding daily rations, not weekly.

3. A craft union is one based on a particular craft or trade, while an industrial union is one based on those involved in some way in a particular industry.

job sharing: when two or more people share the same job and the wage is split up between/among them

• Log on to a website such as one of those listed below that shows a time line outlining the history of unions in Australia. <http://www.atua.org.au/atua_timeline.htm>

5. Teacher check

• List unions students’ parents/relatives might belong to and those they have noticed in the media. Make notes about what the unions have achieved, or are trying to achieve, any disputes etc.

6. Teacher check 7. Teacher check

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4. Answers should indicate that unions today generally extend across a range of industries.

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SOSE

English

NSW

CCS3.1, CCS3.2, SSS3.7, SSS3.8

RS3.5, RS3.6, WS3.9, WS3.10, WS3.11, WS3.12

Vic.

SOSE0302, SOSE0402, SOHI0402

ENRE0401, ENRE0404, ENWR0401, ENWR0402, ENWR0404

ICP 3.2, ICP 4.2, ICP 3.4, ICP 4.4, TCC 3, TCC 4, NSS 3.2, NSS 4.2

R 4.1, R 4.4, W 4.1, WR 4.3

3.1, 3.2, 3.3, 3.9

3.3, 3.4, 3.8, 3.11

Qld

TCC 3.4, TCC 3.5, TCC 4.3, TCC 4.4, SRP 3.3, SRP 3.4, SRP 4.4, SRP 4.5

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Australian identity

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UNIONS AND OUR IDENTITY – 1

A trade union is an organisation of employees (workers) unions. Today it is made up of approximately 45 unions, which helps deal with any work problems, particularly representing about twenty per cent of the full-time those involving their employers. workforce. Over the years, while unions have helped to improve © R. I . C.Pub l i cat i ons conditions for workers, they have also caused disharmony with members of the public and clashed •f orr evi ew pur pgovernment. oses on l yin • with Militant unions particular have

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The concept of unionism and improving working conditions grew and many trade unions were formed. The first were craft unions; i.e. those based on a specific craft or trade such as boatbuilding or carpentry. Later, industrial unions formed; i.e. those involved in some way in a particular industry such as those in mining or manufacturing. Today, many unions are not limited to just one industry but extend across a range, some of which are not related. They include manual (blue-collar) and non-manual (white-collar) workers. An example is the Australian Workers Union (AWU). It was originally formed in 1886 as the Amalgamated Shearers Union to represent shearers. The union expanded to become the AWU and now includes not only workers in the pastoral industry but those involved in diverse industries such as road and rail building, paper milling, mining, hairdressing and fish farming.

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Union membership in Australia has increased and decreased at various times over the past two hundred odd years. Today, the proportion of workers who belong to a union is about twenty-three per cent, compared with fifty per cent 30 years ago.

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In 1927, a national organisation—the Australian Council of Trade Unions (ACTU)—was established to represent www.ricpublications.com.au

caused disruption when they have voted to strike to try to achieve a pay rise, for example.

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Unions have always had a significant role in Australia and have helped shape our identity. You might be surprised to know that the first show of unionism occurred soon after the First Fleet arrived in 1788! Three years later, in 1791, a group of convicts went on strike, demanding that rations be issued every day, not every week.

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In the past, working conditions were quite different from what they are now. For example, some workers did not even receive what is now known as the minimum wage (and worked very long hours), women did not earn the same wage as men, even if they did the same job, and sick leave did not exist. Listed below are some of the areas in which unions have helped to improve working conditions. • wages • maternity leave • flexitime • overtime • wrongful dismissal

• annual leave • working hours • compassionate leave • penalty rates

Australian identity

UNIONS AND OUR IDENTITY – 2 Use the text on page 67 to answer the questions. 1. What is a ‘trade union’?

3. What is the difference between a craft union and an industrial union?

2. Describe the first display of unionism in Australia.

4. How would you describe the make up of many unions today?

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6. Write a positive and a negative statement about unions.

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Positive:

Negative:

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7. Use what you have read on page 67 and what you have learned from other people, TV and newspapers to write a paragraph telling what you think about unions. In 1822, James Straighter, a convict shepherd, was given 500 lashes, one month solitary confinement on bread and water and five years penal servitude for encouraging fellow servants to try to persuade their master to raise their wages and increase their rations. 68

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UNION GLOSSARY There are many words and terms in our vocabulary that have been created as a result of the actions of the trade union movement. Use a dictionary or a website such as <http:// www.worksite.actu.asn.au/showall.php3?secid=12> to explain the following terms. Use keywords and phrases. overtime:

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flexitime:

penalty rates:

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sick leave:

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picket:

industrial action:

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strike:

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job sharing:

On 21 April 1856, stonemasons and building workers in Melbourne marched on Parliament House to protest for an eight-hour day, which they achieved without loss of pay. They are credited as the first organised workers in the world to do this. www.ricpublications.com.au

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Australian identity

AUSSIE LANGUAGE Indicators • Reads and answers questions about colloquial Australian English. • Completes a crossword.

1. (a) After all their hard work in the country was finished the three friends decided to look for work in the city. (b) His wife told him that he was stupid when he dropped the tomato sauce.

Worksheet information • Colloquial language constantly changes and develops and although many expressions are used nationally, there are some regional differences. These were more common before radio and then television provided opportunities for communicating with a wider audience. However early Australian literature was and still is a rich source of uniquely Australian idiom and often irreverent and politically incorrect humour.

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(c) Dad said that his friend was such an uncouth Australian man that he would need to marry a woman with a good sense of humour. 2.

• Many Australian colloquial expressions can be found in the Macquarie Australian dictionary.

• Quiz questions relating to this section can be found on page xviii.

Answers

5 6 7

Page 72 Answers will vary but may include:

1. (a) a lazy person who avoids responsibility (b) a vagrant who looks unkempt (c) a fool (d) a stupid or slow-witted person (e) an obnoxious person (f) an incompetent person

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Cross-curricular activities

• Explain the meaning of any Australian colloquial words such as ‘billy’, ‘tucker bag’ and ‘jumbuck’ used in the song ‘Waltzing Matilda’.

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(d) When we were out Woop Woop where there was no dog and bone/Al Capone, my brother was bitten by a Joe Blake. I tried to help but my sister was as useless as an ashtray on a motorbike.

• Listen to some early Australian poetry or bush ballads and compile a list of ten different ‘Strine’ expressions to research and to explain to other class members.

SOSE

English

NSW

CS3.1, CUS3.3

RS3.6, RS3.7, TS3.3

Vic.

SOSE0301

ENRE0401 ENWR0403, ENSL0404

ICP 4.3, C 4.1, C 4.2, TCC 4.3

R 4.1, R 4.2 W 4.2

3.7

4.1 3.3 3.4, 3.5

Qld

TCC 3.5, CI 3.3

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Australian identity

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(b) His mate/cobber was cranky after eating dinner at the cafe because he was feeling crook.

(a) Dad is going to cook us some chook on the barbie this arvo.

3. Teacher check

2. Answers will vary but may include:

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Page 73 Answers will vary but may include:

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AUSSIE LANGUAGE –1 Over many years Australia has developed its own particular form of English which has been described as ‘colourful’. It often seems to reflect the ‘let’s get on with it’ approach to life and the humour that was so necessary in the early days for coping with the difficulties of living in an isolated environment. blowie

sunnies

mozzie

ute

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chook

barbie

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cocky

chook

chockies blowie

snags

looking like a stunned mullet (in complete astonishment) © R. I . C.Pub l i cat i ons and flat out like a lizard drinking (very busy). Reversals such as Bluey used as a • name for a man with •f orr evi ew pur p o s e s o n l y red hair, Pud (short for ‘pudding’) for a very thin man and

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Commonly used shortened words include: barbie, arvo, chook, compo, G’day, Oz, roo, sanger, ute, sunnies, bikkie, brekkie, mozzie, chewie, chocky, Chrissie.

Lofty for a short man are used to describe people in a humorous way. Australians can use Strine expressions to convey gentle insults in an amusing way that is not really intended to cause offence. Because being useful and resourceful was highly valued, particularly in the Outback, there are many different expressions used to indicate that someone or something lacks these qualities. Examples include, ‘as useless as an ashtray on a motorcycle’, ‘a chop short of a barbie’, ‘couldn’t blow the froth off a beer’ and ‘couldn’t find a grand piano in a one-roomed house’. Similarly, there are a number of expressions used to describe people who don’t do a fair share of the work or are not very useful members of society. These include bludger, derro, dill, drongo, drop kick and no-hoper. However these terms are often meant to be more insulting.

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Often known as Strine, Australia’s colloquial language shortens, substitutes or combines words. Australians seem to have great talent for doing this in imaginative, unique and interesting ways. Strine can be very confusing for speakers of English from other countries because they may not have heard the words before or they may have used them to mean something totally different. It is also difficult for some Australians who may not have heard the words and expressions very often and because colloquial language is constantly changing.

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Australians substitute words using rhyming slang in a way similar to Cockney English, which has been used in London for many generations. Some examples are, Captain Cook (have a look), trouble and strife (wife), septic tank (Yank), Joe Blake (snake), dog and bone or Al Capone (phone), apples and pears (stairs) and dead horse (tomato sauce). Other commonly used substitutions include: Woop Woop (any very remote location), bingle (motor vehicle accident), bloke (man or guy), brumby There are also commonly used expressions used to (wild horse), cobber (friend), cranky (in a bad mood), describe people living in different Australian states, crook (sick) and ocker (a typical Australian male). including sandgropers, banana benders, apple eaters Comparisons can often be very colourful and include and croweaters. phrases such as: as mad as a cut snake (really crazy), www.ricpublications.com.au

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Australian identity

AUSSIE LANGUAGE – 2 1. Describe in your own words the meaning of these Strine words. You may need to refer to an Australian dictionary. (a) bludger (b) derro (c) dill (d) drongo (e) drop kick (f) no-hoper

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2. Write these sentences using a shortened, more colloquial word to replace each highlighted word. (a) Dad is going to cook us some chicken on the barbecue this afternoon.

(b) His friend was in a bad mood after eating dinner at the cafe because he was feeling sick.

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(d) When we were out at a remote location where there was no phone, my brother was bitten by a snake. I tried to help but my sister was useless.

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3. Change these comparisons to one you have heard before or make up a suitable one with a similar meaning. (a) as mad as a cut snake

• as mad as a

(b) looking like a stunned mullet

• looking like a

• flat out like a

(d) as useful as an ashtray on a motorbike

• as useful as

The movement of the hand and arm to brush away annoying buzzing flies is called an ‘Aussie Salute’. It is sometimes also known as the ‘Barcoo Salute’. 72

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AUSSIE LANGUAGE – 3 1. Rewrite each sentence in more formal English. (a) After all their hard yakka in the bush was finished, the three cobbers decided to look for work in the big smoke.

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(b) His trouble and strife told him that he was a drongo when he dropped the dead horse.

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2. Complete the crossword by answering the clues using more colloquial Australian words. 1

Across 1 Wild horse 3 Dead (tomato sauce) 6 Friend 7 Crocodile 9 Sunglasses 11 As mad as a cut 13 Motor vehicle accident 15 A remote location 16 Someone from Queensland 18 Man with red hair

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Down 2 Breakfast 4 Australian colloquial English 5 Mosquito 7 Sick 8 In a bad mood 9 Person from Western Australia 10 Sandwich 12 Someone who doesn’t do his fair share of work 14 Barbecue 17 Fool

In ‘Strine’ a ‘Joe Blake’ is a snake, but a ‘Joe Blow’ is somebody you don’t know.

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Australian identity

BUSH POETS Indicators

Answers

• Reads and answers questions about two Australian bush poets.

Page 76 1. (a) any positive, optimistic adjectives and phrases

• Analyses the meaning of a bush poem and re-writes it as a modern day letter.

(b) any negative and pessimistic adjectives and phrases

Worksheet information

(a) not really true to life, viewed through rose-tinted spectacles

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• Provide some examples of the work of each poet to illustrate the difference of opinions and perceptions of the bush. • Completing the comprehension as a class activity will provide more ideas and greater stimulation for the students’ answers and understanding.

• It is intended that in the ‘Visions of the bush’ activity, students write a letter to a friend describing their dismal trip to the bush. They use the focus of each verse for each paragraph of the letter but are not expected to include every detail. • When the letters are displayed next to Lawson’s poem, an observer should be able to see the link between the two but not see the letters as a modern English version of the poem.

• Some works of Henry Lawson: ‘The romance of the swag’, ‘Children of the bush’, ‘The city bushmen’, ‘The iron-bark chip’, ‘Send around the hat’, ‘The country I come from’, ‘While the billy boils’, ‘On the track’.

(b) the tough existence that many endured without any creature comforts (c) the climatic conditions, severe heat with long periods of drought (d) how the environment blossoms when the rains and cooler weather come

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2. Answers such as:

3. people who live in the city and think they know and understand what life is really like in the bush

4. positive words such as: happy, sociable, interesting, exciting, satisfying

5. It may have caused them to seriously consider that the bush is not just a pleasant change from city life, seen only when at its best but that the climate and environment are not ideally suited to human habitation and those who live there do have to endure major discomfort and conditions.

• Some works of Banjo Paterson: ‘Clancy of the Overflow’, ‘An outback marriage’, ‘The shearer’s colt’, ‘Three elephant power and other stories’.

• A number of Paterson’s works are featured in albums by the Australian group, Wallis and Matilda.

• Use Banjo Paterson’s ‘In defence of the bush’ to write a reply to the letter written in the ‘Visions of the bush’ activity.

• Quiz questions relating to this section can be found on page xix.

• Choose a poem or story by either poet to illustrate.

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• Complete a time line which shows the major events in the life of Henry Lawson. Repeat for Banjo Paterson.

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SOSE

English

NSW

CCS 3.1

RS 3.5, RS 3.7, WS 3.9

Vic.

SOHI 0402

ENRE 0401, 0402, ENWR 0403

PS 4.3

R4.1, R4.2, W4.2

3.1/4.1, 3.6/4.6

3.3/4.3, 3.5/4.5, 3.6/4.6 3.7/4.7

Qld

–

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Australian identity

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BUSH POETS – 1 Much of Australia’s past has been recorded in song and verse and passed down through the generations. Each generation has a story to tell about the lives of individuals, groups and communities as they helped to develop the identity of the Australian nation.Two of the most famous bush poets are Andrew Barton Paterson, better known as Banjo Paterson, and Henry Lawson. The two men lived in the late 19th and early 20th centuries and, among other things, both wrote about Australian country life during colonial times. The major difference between their works is that Banjo Paterson portrayed a positive, romantic image of the times whereas Henry Lawson painted what is believed to be a more accurate account of the era’s harsh realities.

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Henry Lawson

Banjo Paterson

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In 1892, the appearance of Henry Lawson’s poem ‘Up the country’ in the Weekly Bulletin magazine, sparked what was to become known as the Bulletin Debate. Lawson’s poem created a very grim picture of the bush and he criticised ‘city bushmen’ for their fanciful image and lack of understanding of the environment’s harsh and unyielding nature. Banjo Paterson responded in the next issue with his poem, ‘In defence of the bush’ which focuses on the positive aspects of the landscape’s natural beauty in the changing seasons. The debate continued for many weeks with the writers responding to each other in verse.

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Paterson’s most famous poem is Australia’s unofficial national anthem, ‘Waltzing Matilda’ which is sung with great enthusiasm at major sporting events and other times when the spirit of national pride is strong.

Born in a tent on a New South Wales goldfield, Lawson learned from a young age of life’s hardships. His stories and poems reflect his experiences of the bush and often had recurring characters and themes woven into his tales of rural life.

‘The man from Snowy River’ and ‘The animals that Noah forgot’ are the most recognised of his other works.

‘The Drover’s wife’,’ Freedom from the wallaby’ and ‘The babies of Walloon’ are among his numerous works which give vivid accounts of colonial life in the bush.

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Paterson also worked as a lawyer and later a journalist. He travelled to South Africa and China as a special war correspondent for the Sydney Morning Herald. At the time of his death, Banjo Paterson was regarded as Australia’s greatest bush poet, an honour which he still holds today.

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Lawson was also a great supporter of the sketch story, which is a very short story with only a little detail. This allows the reader to use his/her imagination to complete the story in a way he/she chooses. By the time he died, Henry Lawson was a national celebrity and was given a state funeral. Australian identity

BUSH POETS – 2 Use the text on page 75 to complete the following. 1. List words you might use to describe the works of: (a)

Banjo Paterson

(b)

Henry Lawson

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2. Explain the phrases from the text.

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(a) romantic/fanciful image

(b) harsh realities

(d) landscape’s natural beauty in the changing seasons

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(b) Why do you think he felt it was important to write about the bush in such a depressing way?

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4. What adjectives do you think might describe Banjo Paterson’s experiences of the Australian bush?

5. What do you think the Bulletin Debate taught city people about life in the bush?

Henry Lawson appeared on the paper $10 note issued on the introduction of decimal currency in 1966. Banjo Paterson appears on the current polymer $10 note which was issued in 1993. 76

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VISIONS OF THE BUSH 1. Type ‘Up the country’ and ‘In defence of the bush’ into an Internet search engine to read the two poems by Lawson and Paterson. Can you recognise Paterson’s impatient response to Lawson’s grumbles? 2. (a) With a partner, read ‘Up the country’ and discuss the meaning of each verse. (b) For each verse, write a maximum of three sentences to rewrite the poem as a letter in modern English. Note: It is important that you capture the meaning of each verse rather than try to translate each line. Verse

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3. Write a final copy of the letter and display it beside a copy of Henry Lawson’s poem. At the age of nine, Henry Lawson was left partially deaf following an ear infection. By the age of fourteen, he was completely deaf. www.ricpublications.com.au

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Australian identity

A DIVERSE CULTURAL IDENTITY Indicators

Answers

• Reads and completes answers about aspects of Australian cultural identity.

Page 80 1. (a) 74%

• Writes lyrics using poetry frameworks for a song chorus about Australian culture.

2. 90%, 7 million

Worksheet information

(b) 4.5%

3. 43%, 20 million 4. Teacher check

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5. Australia becoming a more independent nation, republic debate

• There is no doubt that there are many similarities between the USA and Australia. Both were first settled by the British. Both have English as the most common language, as well as other languages. Both are a mixture of ethnic groups and cultures. Both have indigenous people who were displaced and whose cultures need to be preserved. Both have similar constitutions and governments and a basic belief in the same humanitarian rights.

Page 81 Teacher check

6. allies in wars and conflict; ANZUS treaty; trade and financial investment; spread of fast food outlets and fashion; influence of media such as television and radio; influence of American music

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• Many people feel that America has too much influence on Australian politics, beliefs, opinions, fashion, musical choices and lifestyle. American advertising and marketing is widespread. There is the issue that any knowledge about the American way of life is biased by what can be seen on television and that Australians know even less about their own country and way of life. Others feel that as the USA is a ‘superpower’ it is important for Australia to be on good relations.

7. Teacher check

Cross-curricular activities

• Hold a class debate on the topic ‘Australian daily life is influenced too much by aspects of American culture’. • Students create a travel advertisement for television, radio or a magazine which encourages people to visit Australia. Ensure that the advertisement focuses on the true ‘Aussie’ identity.

• The United States is Australia’s fourth largest export market and the largest import source for services. The United States is the largest investor in Australia and one of the top five sources of visitors.

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• A string poem describes a keyword and follows a pattern and a cinquain is a five-line poem that describes something. Other forms of poetry which students may wish to try include a haiku, a describing poem and a syllable poem. (Refer to ‘Poetry frameworks’ written by Rosalba Bottega and Yolande Colwell and published by R.I.C. Publications®.) • Quiz questions relating to this section can be found on page xix.

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

NSW

CCS3.1, CUS3.3, CUS3.4, SS3.7

RS3.5, RS3.6, WS3.9

Vic.

SOH0402

ENRE0401, ENRE0404, ENWR0401, ENWR0403, ENWR0402

ICP 4.3, ICP 4.4, C 4.3, TCC 4.1, TCC 4.2, TCC 4.3

R 4.1, R 4.2, R 4.4, W 4.2

3.1, 3.2, 3.3, 3.7

3.3, 4.3, 3.4, 4.4, 3.11, 4.11

Qld

TCC 4.1, TCC 4.2, TCC 4.3, TCC 4.4, CI 4.4

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Australian identity

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A DIVERSE CULTURAL IDENTITY – 1 From the beginnings of Aboriginal migration to the present day, Australia has changed greatly under the influences of other cultures. religious and cultural activities are evident. Restaurants provide a diverse range of foods and influences can be seen in fashion and architecture.

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Since World War I, Australia has had close ties to the United States of America, having been allies in all significant wars and conflicts. In 1951, Australia, New Zealand and the United States signed a security treaty (ANZUS Treaty). The aim of this treaty was to enable each to help the other in times of conflict. The treaty was invoked for the first time after the 11 September 2001 terrorist attacks.

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In the recent past, Australia has loosened its ties to Britain, ‘the mother-country’, and become a more independent nation. There is continuing debate about becoming a republic rather than having Queen Elizabeth II as the head of state and how another former British settlement, the United States, is having a greater influence on Australia.

The United States is also a prominent partner for trade © R. I . C.Pub l i c at i onsunder the Australia-United and financial investment States Free Trade Agreement. Similar cultural and historical backgrounds and •f orr evi ew pur pos eso ndemocratic l y•values have also solidified relations.

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and Torres Strait Islander people. Although English is the common language, over 200 other languages are spoken in Australia. Different ethnic groups are involved in media, international and national business and the arts. Various www.ricpublications.com.au

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US icons such as MacDonalds™, CocaCola™ and KFC™ can be found in nearly all Australian towns. Fashion designers such as Calvin Klein and Ralph Lauren have goods in all major Australian stores. And where would Once Australia was a country populated totally by we be if Levi Strauss had not invented the first pair of Aboriginal people. After European settlement, the blue jeans? majority of the population was British. More than two hundred years later, Australia is a mix of approximately American culture dominates television, radio, movie 74% Anglo-Celtic, 19% other Europeans and about theatres, fashion and magazines. Words and phrases 4.5% Asian. At the end of World War II, the population of from television shows such as The Simpsons and South Australia was just over 7 million, with about 90% born Park are common in Australian speech. Singing stars such in Australia. Today the population is over 21 million with as Gwen Stefani, Christine Aguilera and Pink influence almost 43% of Australians either born overseas or having musical tastes and fashion. Actors and directors feel they have been successful if they are well-known in the US. at least one parent who was born overseas. As a result of the ethnic diversity of the Australian Being a major power in the world, it is hardly surprising culture, many political, economic and social changes that American influence should creep into everyday have occurred. Legislation was passed to preserve the Australian life, as well as make an impact on other culture and improve the living conditions of Aboriginal countries around the world.

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Because of these influences, Australia is proud to be seen as a tolerant, inclusive society which fosters individual and cultural diversity while upholding the ideals of a cohesive unit. Australian identity

A DIVERSE CULTURAL IDENTITY – 2 Use the text on page 79 to answer the questions. 1. What percentages of each make up the Australian population? (a) Anglo-Celtic (b) Asian (c) other Europeans

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2. What percentage of Australians were born in Australia at the end of World War II and what was the total population?

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3. What percentage of Australians today were either born overseas or have at least one parent born overseas? What is the total population?

4. In your opinion, what are the advantages of having different ethnic groups in the population?

5. What are the reasons for Australian culture being influenced less by Britain?

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7. Complete the table below and then write the country of origin. Favourite designer Favourite singer Favourite group or band Favourite fast food

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6. What three main reasons exist for the US having more influence over Australia than other countries?

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Favourite television program Favourite actor or actress Favourite saying/expression People from more than 200 different countries around the world make up the Australian population. 80

Australian identity

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AUSTRALIAN IDENTITY SONG LYRICS 1. Use the two poetry formats below to write the words for the chorus of a song about the diverse nature of Australian culture. Your lyrics must include reference to the many different ethnic groups and cultures which make up the Australian population. (a) String poem

Line 1:

Line 2:

Line 3:

Line 4:

Line 5:

Line 6:

r o e t s Bo r e p ok u S (The keyword is written three times.)

(Describes the size.)

(Describes what it does/they do.)

(Describes something interesting.)

(The keyword is written three times.)

(b) A cinquain

(One word or two syllables to describe the topic.)

Line 2:

Line 3:

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(Two words or four syllables to describe the title.)

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Teac he r

(A visual description is given.)

Line 4: Line 5:

(Three words or six syllables to describe what the topic does.)

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(Four words or eight syllables to describe the feeling or mood.)

o c . che e r o t r s super (One word or two syllables with a similar meaning to the topic.)

2. Select a well-known tune or song to sing your words with. Practise both and select the one which fits best to perform for the class. 3. Rate your lyrics by colouring the flags below. (One being the worst and five being the best.)

The MacDonalds Corporation is the world’s largest fast-food chain. It was founded in 1940 by brothers Dick and Mac MacDonald in California and now has restaurants in over 120 countries around the world. www.ricpublications.com.au

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Australian identity