Stage 5 | History

Depth Study 2: Australia and Asia Stage 5 Year 9 Duration 6 weeks

Topic 2a: Making a Nation
Detail 18 x 1 hour lessons

Overview of the Unit

Throughout this program of work, students will examine various contributing factors to the making of the Australian nation. In the first half of
the unit, students explore the European settlement in Australia, the experiences of non-European groups who lived and worked in Australia
prior to 1900 as well as the working conditions of Australians in the 20th century. The second half of the unit involves students investigating
the development of Australias self-governance/democracy (including the achievement of federation and establishment of the Australian
Constitution) as well as important legislation after this period (e.g. the Immigration Restriction Act) that had a large impact on Australian
society. After completion of this unit, students will have a great content knowledge regarding the key topics of this program and will also have
developed important historical and critical analysis skills.

1
Key Inquiry Questions
How did European settlement affect the landscape of Australia?
What were the experiences of Europeans and Aboriginal people
during this period? How were they similar and different?
Who were the non-European groups that came to Australia prior
to 1900?
What were the contributions of non-European groups to the
development of Australia?
How did living and working conditions change at the turn of the
twentieth century?
What are some of the key events that influenced Federation and
Australias democratic constitution?
Unit of work created by Fotini Tsirkas & Vincent Samuel
Focus Historical Skills
Comprehension: chronology, terms and concepts
Read and understand historical texts
Use historical terms and concepts in appropriate contexts (ACHHS165,
ACHHS18)
Sequence historical events to demonstrate the relationship between
different periods, people and places (ACHHS164, ACHHS182)
Analysis and use of sources
Identify the origin, content, context and purpose of primary and
secondary sources (ACHHS169, ACHHS187)
process and synthesise information from a range of sources as
evidence in an historical argument (ACHHS170, ACHHS188)
evaluate the reliability and usefulness of primary and secondary
sources for a specific historical inquiry (ACHHS171, ACHHS189)
Perspectives and interpretations
Identify and analyse the reasons for different perspectives in a
particular historical context (ACHHS172, ACHHS173, ACHHS190,
ACHHS191)
2
Framing Questions
Content questions
What was the effect of European settlement on Aboriginal
Australia?
What impact did Chinese migration have on Australia prior to 1900?
How did living and working condition affect individuals during the Research
turn of the twentieth century?
How did federation and the creation of the Australian constitution
influence the way society was governed?
Conceptual questions
In what way did European settlement affect Indigenous culture and
the move to federate Australia?
Contestable questions
Aboriginal people are not the original inhabitants of Australia.
Federating Australia achieved its aims on a united nation.
Racism towards Chinese people was warranted during the Gold
Rush.
Legislation created considered all individuals of Australian society.
Unit of work created by Fotini Tsirkas & Vincent Samuel
Empathetic understanding
Interpret history within the context of the actions, values, attitudes and
motives of people in the context of the past (ACHHS172, ACHHS173,
ACHHS190, ACHHS191)
Ask and evaluate different kinds of questions about the past to inform
an historical inquiry (ACHHS166, ACHHS167, ACHHS184,
ACHHS185)
Identify, locate, select and organise information from a variety of
sources, including ICT and other methods (ACHHS168, ACHHS186)
Explanation and communication
Develop historical texts, particularly explanations and historical
arguments that use evidence from a range of sources (ACHHS174,
ACHHS188, ACHHS192)
Select and use a range of communication forms, such as oral, graphic,
written and digital, to communicate effectively about the past for
different audiences and different purposes (ACHHS175, ACHHS193)
3
Key Events Key Terms

Settlement Capital
1788 British Settlement in Australia Expansion Epidemics
1851 Chinese migration to Australia due to the Gold Rush Indigenous Conservative
1881 Henry Parkes proposed a Federal Council to govern joint Colonisation Egalitarian
issues in the separate Australasian Colonies Basic wage
Landscape
1891 - First Australasian Convention held in Sydney Federation
Farming
1901 Federation in Australia Constitution
European
1901 Constitution of Australia becomes law Democracy
First contact
1901 Immigration Restriction Act introduced Minority groups State parliament
1907 Harvester judgement decided Federal parliament
Non-European
1908 Legislation introduced regarding Age and Invalid pensions Australian High Court
Chinese
Racism Bicameral parliament
Gold Rush The Crown
Eureka Alien races
Unsustainable Sectarianism
Middle class Segregation

Unit of work created by Fotini Tsirkas & Vincent Samuel 4

Outcomes
HT5-1 explains and assesses the historical forces and factors that shaped the Continuity and change
modern world and Australia
HT5-2 sequences and explains the significant patterns of continuity and
change in the development of the modern world and Australia
HT5-4 explains and analyses the causes and effects of events and
developments in the modern world and Australia
HT5-7 explains different contexts, perspectives and interpretations of the
modern world and Australia
HT5-9 applies a range of relevant historical terms and concepts when
communicating an understanding of the past
HT5-10 selects and uses appropriate oral, written, visual and digital forms to
communicate effectively about the past for different audiences
Unit of work created by Fotini Tsirkas & Vincent Samuel
Historical Concepts
What aspects of Australia changed and what aspects stayed the same
after European settlement? How did federating unite the nations?
Cause and effect
In what ways did European settlement effect the lives of Aboriginal
people? How did non-European minorities contribute to Australias
development to 1900? How has legislation during the time of federation
shaped Australian society?
Perspectives
How did Aboriginal people, Europeans and non-Europeans differ in their
views?
Empathetic understanding
How did racism affect Chinese migrants in Australia during the 1800s?
What were the consequences of voting rights on women and Aboriginal
people?
Significance
Why is federation important to Australian history? How did the Gold Rush
increase migration in Australia? How has voting rights for women and
Aboriginal people differed over time?
Contestability
Has there been any reconciliation between Aboriginal people and
European people since settlement? Was legislation created for the benefit
of all people and communities in Australia?
5
Resources Resources

Websites Books and Journal Articles

https://www.youtube.com/watch?v=Q1PLNK1bht0 Anderson, M., & Ashton, P. (2004). Australia in the 20th Century:
Working historically. Australia: MacMillan Education Australia PTY
http://www.migrationheritage.nsw.gov.au/exhibition/objectsthro LTD.
ughtime-history/1840-1900/index.html
Arnold, M. (2015). A Journey Travelled: Aboriginal-European
http://www.australianstogether.org.au/stories/detail/colonisation Relations at Albany and the Surrounding Region from First Contact
to 1926. Australia: UWA Publishing.
http://street-map.net.au/images/australia_map_states.gif
Benson, J. (1991). The effect of 200 years of European settlement
http://www.australia.gov.au/about-australia/australian- on the vegetation and flora of New South Wales. Cunninghamia,
story/european-discovery-and-colonisation 2(3), 343-370. Retrieved from
https://www.rbgsyd.nsw.gov.au/RoyalBotanicGarden/media/RBG/S
https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source cience/Cunninghamia/Volume%202%20-%201991/Volume-2(3)-
=web&cd=8&cad=rja&uact=8&ved=0ahUKEwjIoLbYv9jWAhW 1991-Benson_1e343-370.pdf
JmZQKHe_1CagQFghSMAc&url=http%3A%2F%2Fweb2.chel
tenham- Darlington, R., Greer, V., & Hospodaryk, J. (2004). History zone 2:
h.schools.nsw.edu.au%2Fmoodle%2Fmod%2Fresource%2Fvi stage 5 Australia since 1901. Australia: Harcourt Education.
ew.php%3Fid%3D2950&usg=AOvVaw3Di3NXXh3kREFXQkh
XZ0CA Cameron, K., Lawless, J., & Young, Carmel. (2000). Investigating
Australias 20th Century History. Australia: Nelson Thomson
http://www.nla.gov.au/ Learning.
Coupe, R. (2000). Achieving Nationhood: They story of
http://www.skwirk.com/p-c_s-14_u-179_t-524_c- Federation. Australia: New Holland Publishers.
1958/experiences-dispossession/act/experiences-
Unit of work created by Fotini Tsirkas & Vincent Samuel 6
dispossession/aboriginal-colonisation-and-contact/the-arrival- Darlington, R., & Spodaryk, J. (1999). A history of Australia since
of-the-british 1901. Australia: Heinemann.

http://aiatsis.gov.au/explore/articles/first-encounters-and- Dermody, K. (1997). A nation at last: The story of

frontier-conflict
http://www.aboriginalheritage.org/history/history/
https://australianmuseum.net.au/indigenous-australia-timeline-
1500-to-1900
https://www.westernsydney.edu.au/oatsiee/aboriginal_and_tor
res_strait_islander_employment_and_engagement/elders_on_
campus
https://www.youtube.com/watch?v=MFEbNtTf4l4
https://www.youtube.com/watch?v=jdBYd2znr2g
https://museumsvictoria.com.au/origins/history.aspx?pid=9
Federation. Canberra: Australian Govt. Publishing Services.
Freestone, R., & Veale, S. (2004). Sydney 1901: Federation,
National Identity and Arches of Commemoration. National
Identities, 6(3), 215-231. doi: 10.1080/460894042000312321
Jupp, J. (Ed). (2001). The Australian People: An Encyclopedia of
the Nation, Its People and Their Origins. United Kingdom:
Cambridge University Press.
Russell, R., & Chubb, P. (1998). One Destiny! The Federation
Story: How Australia became a nation. Victoria: Penguin Books.
Trainor, L. (1994). British Imperialism and Australian Nationalism:
Manipulation, Conflict and Compromise in the Late Nineteenth
Century. Australia: Cambridge University Press

https://www.sbs.com.au/gold/story.php?storyid=46

https://cv.vic.gov.au/stories/immigrants-and-
emigrants/chinese-australian-families/
https://www.youtube.com/watch?v=T-yvZ2Ps9Uw

http://www.abs.gov.au/AUSSTATS/abs@.nsf/7d12b0f6763c78
caca257061001cc588/db7193812e1efc92ca2570ec000e215a!
Unit of work created by Fotini Tsirkas & Vincent Samuel 7
OpenDocument
http://makingofaustralia.weebly.com/living-and-working-
conditions-in-australia-around-the-turn-of-the-twentieth-
century.html
https://prezi.com/uqr74mt-dked/living-in-australia-1900-1914/
http://www.australia.gov.au/about-australia/australian-
story/federation
http://splash.abc.net.au/home#!/media/1957410/federation
http://www.nma.gov.au/online_features/defining_moments/feat content/uploads/2013/12/Recognising-Aboriginal-and-Torres-
ured/federation
https://www.records.nsw.gov.au/archives/collections-and-
research/guides-and-indexes/federation-timeline
http://www.aec.gov.au/about_aec/Publications/Fact_Sheets/fa
ctsheet1.htm
http://www.australia.gov.au/about-government/how-
government-works
http://worksite.actu.org.au/the-harvester-judgement-and-
australias-minimum-wage/
http://www.nma.gov.au/online_features/defining_moments/feat
Unit of work created by Fotini Tsirkas & Vincent Samuel
Websites continued
https://www.parliament.nsw.gov.au/about/Pages/The-Roles-and-
Responsibilities-of-Federal-State-a.aspx
http://www.nma.gov.au/primeministers/edmund_barton
http://www.nma.gov.au/primeministers/alfred_deakin
http://primeministers.naa.gov.au/primeministers/barton/before-
office.aspx
https://www.reconciliation.org.au/wp-
Strait-Islander-people-in-the-Australian-Constitution.pdf
https://www.humanrights.gov.au/publications/constitutional-reform-
fact-sheet-recognising-aboriginal-torres-strait-islander-people
http://www.civicsandcitizenship.edu.au/verve/_resources/FQ3_Abo
riginal_People_and_Constitution.pdf
http://www.australia.gov.au/about-australia/australian-story/austn-
suffragettes
https://www.youtube.com/watch?v=yE4iVUhO2rM
https://www.youtube.com/watch?v=0qY3n06WoVM
8
ured/age_and_invalid_pensions http://www.nma.gov.au/online_features/defining_moments/featured

https://www.mentalhealthacademy.com.au/journal_archive/aifs http://www.multiculturalaustralia.edu.au/doc/yimei_1.pdf
0818.pdf
http://www.australia.gov.au/about-australia/australian-
http://www.naa.gov.au/collection/a-z/immigration-restriction- story/chinatowns-across-australia
act.aspx
http://www.aeta.org.au/uploads/4/7/7/1/47718841/the_chinese_ex
http://www.naa.gov.au/collection/explore/migration/index.aspx perience_in_australia.pdf

http://splash.abc.net.au/home#!/digibook/613054/the-white-
australia-policy
http://waves.anmm.gov.au/Immigration-Stories/Immigration-
history
http://www.schoolatoz.nsw.edu.au/homework-and-study/other-
subjects-and-projects/people-cultures-and-government/chinese-in-
australia

https://arrow.latrobe.edu.au/store/3/4/5/5/1/public/education/hi
story.htm

http://www.nma.gov.au/collections/collection_interactives/endu
rance_scroll/harvest_of_endurance_html_version/explore_the
_scroll/chinese_workers

Unit of work created by Fotini Tsirkas & Vincent Samuel 9

Assessment for learning Assessment as learning Assessment of learning
Mind maps Visit from Aboriginal elder Students will participate in an in-class
PowerPoint presentation YouTube videos examination which they will writing an
Class discussion Comprehension questions extended response worth 20 marks.
Reflection Video questions Students will be required to express
Timeline Documentaries their knowledge of the impact of
Close passage Journal entries legislation in Australian society
Group research Google doc activities between 1901-1914.
Source analysis Posters
Matching key terms Think, pair, share
Writing tasks Kahoot
Profiling Empathy tasks
Individual research
Critical thinking

Content Teaching and learning strategies Resources

Content Area 1: The extension of Lesson 1 The expansion of European

settlement, including the effects of settlement in Australia to 1900
contact (intended and unintended)
between European settlers in Australia Draw a mind-map on the whiteboard centered https://www.youtube.com/watch?v=Q1PLN
and Aboriginal and Torres Strait around the topic The expansion of European K1bht0
Islander peoples. settlement in Australia from 1788 to 1900. http://www.migrationheritage.nsw.gov.au/e
(5 lessons) Students will participate in a classroom xhibition/objectsthroughtime-history/1840-
discussion in which they will raise different 1900/index.html
Students: points about the topic from their own
Unit of work created by Fotini Tsirkas & Vincent Samuel 10

Outline the expansion of
European settlement on a map of
Aboriginal Australia to 1900.
Describe both the European
impact on the landscape and how
the landscape affected European
settlement.
Use a range of sources to
describe contact experiences
between European settlers and
Indigenous peoples.
knowledge whilst copying the mind-map into http://www.australianstogether.org.au/stori
their exercise books. After completing this es/detail/colonisation
mind-map, students will be shown a short
YouTube video detailing European settlement http://street-
in Aboriginal Australia from 1788 to 1900. map.net.au/images/australia_map_states.
Pause during brief intervals to explain certain gif
sections of the video. After this, give each
student an A4 map of Australia. Using Jupp, J. (Ed). (2001). The Australian
internet resources, students will label the People: An Encyclopedia of the Nation, Its
areas of the Australian map that Europeans People and Their Origins. United Kingdom:
settled (as well as the particular dates) from Cambridge University Press.
1788 to 1900.

Lesson 2 The Europeans impact on the

landscape as well as how it affected their
settlement

Utilising internet resources, students will http://www.australia.gov.au/about-

investigate the European impact on the
landscape as well as how the landscape
affected European settlement. A short
classroom discussion will follow this research
with students given an opportunity to share
their ideas. After researching, students will
choose one of the following two people and
write a one page journal entry based on the
scenario accompanying the person. The
journal entry should be written in first person,
australia/australian-story/european-
discovery-and-colonisation
https://www.google.com.au/url?sa=t&rct=j
&q=&esrc=s&source=web&cd=8&cad=rja&
uact=8&ved=0ahUKEwjIoLbYv9jWAhWJm
ZQKHe_1CagQFghSMAc&url=http%3A%2
F%2Fweb2.cheltenham-
h.schools.nsw.edu.au%2Fmoodle%2Fmod
%2Fresource%2Fview.php%3Fid%3D295

Unit of work created by Fotini Tsirkas & Vincent Samuel 11

 with students encouraged to be creative.
1. An Aboriginal man who is frustrated at
the ways in which the European
settlers are impacting the landscape
(e.g. their methods of farming and its
impact on the Australian flora/fauna).
2. A British person who is
circumnavigating Australia and looking
for a good place to settle
Lessons 3 and 4 Contact experiences
between European settlers and
Indigenous peoples
Throughout these two lessons, students will
develop a PowerPoint presentation based
on the Contact experiences between
European settlers and Indigenous peoples.
The activity will be completed in groups of
4, with students given Lesson 3 to complete
the PowerPoint with groups to present in
Lesson 4. Whilst students are encouraged
to be creative, PowerPoint presentations
should contain the following features as a
starting point:
- Minimum of 15 slides
Unit of work created by Fotini Tsirkas & Vincent Samuel
0&usg=AOvVaw3Di3NXXh3kREFXQkhXZ
0CA
Benson, J. (1991). The effect of 200 years
of European settlement on the vegetation
and flora of New South Wales.
Cunninghamia, 2(3), 343-370. Retrieved
from
https://www.rbgsyd.nsw.gov.au/RoyalBota
nicGarden/media/RBG/Science/Cunningha
mia/Volume%202%20-%201991/Volume-
2(3)-1991-Benson_1e343-370.pdf
http://www.nla.gov.au/
http://www.skwirk.com/p-c_s-14_u-179_t-
524_c-1958/experiences-
dispossession/act/experiences-
dispossession/aboriginal-colonisation-and-
contact/the-arrival-of-the-british
http://aiatsis.gov.au/explore/articles/first-
encounters-and-frontier-conflict
http://www.aboriginalheritage.org/history/hi
12
 - Length of 7-8 minutes
- Should utilise a range of different
sources (e.g. books, websites,
articles and images)
Along with these features, ALL students in
the group are expected to contribute and
participate in the production/presentation of
this PowerPoint.
story/
https://australianmuseum.net.au/indigenou
s-australia-timeline-1500-to-1900
Arnold, M. (2015). A Journey Travelled:
Aboriginal-European Relations at Albany
and the Surrounding Region from First
Contact to 1926. Australia: UWA
Publishing.

Lesson 5 Visit from Aboriginal Elder

Aunty Sandra is well-versed in the heritage https://www.westernsydney.edu.au/oatsiee

and culture of her family from the Darug /aboriginal_and_torres_strait_islander_em
nation. She has been invited to present her ployment_and_engagement/elders_on_ca
knowledge about European settlement, the mpus
impact that the settlers had on the
landscape (compared to traditional
Aboriginal methods of treating the land) and
some information about the contact
experiences between her ancestors and the
European settlers.

Unit of work created by Fotini Tsirkas & Vincent Samuel 13

Content
Content Area 2: The experiences of
non-Europeans in Australia prior to the
1900s (such as the Japanese, Chinese,
South Sea Islanders, Afghans).
(4 lessons)
Students:
Explain why ONE of the non-
European groups came to
Australia.
Describe how the chosen group
lived and worked in Australia.
Describe the contribution of non-
European workers to Australias
development to 1900.
Unit of work created by Fotini Tsirkas & Vincent Samuel
Teaching and learning strategies Resources
Lessons 6 and 7 Reasons for Chinese
migration to Australia prior to 1900
Draw a mind-map on the whiteboard centered https://www.youtube.com/watch?v=MFEb
around the topic Reasons for Chinese NtTf4l4
Migration prior to 1900. Students will
participate in a classroom discussion in which https://www.youtube.com/watch?v=jdBYd2
they will raise different points about the topic znr2g
from their own knowledge (e.g. for the Gold
Rush in the 1850s/other work-related https://www.sbs.com.au/gold/story.php?st
purposes) whilst copying the mind-map into oryid=46
their exercise books. After completing this
mind-map, students will be shown a short https://cv.vic.gov.au/stories/immigrants-
YouTube video presenting information about and-emigrants/chinese-australian-families/
Chinese migration to Australia prior to 1900
with a large focus on the Gold Rush of the Trainor, L. (1994). British Imperialism and
1850s. For the remainder of the lesson, Australian Nationalism: Manipulation,
students will work individually or in small Conflict and Compromise in the Late
groups to locate further information about the Nineteenth Century. Australia: Cambridge
experiences of Chinese migrants in Australia University Press
during the Gold Rush beginning in the year
1851. During Lesson 7, students will watch a
documentary about the Gold Rush in Australia
during the 1850s (titled Dirty Business How
mining made Australia). The documentary
has many references to the Chinese
14
 involvement during this significant event.
Students will be expected to write down dot
points in their exercise books regarding the
Chinese migration to Australia and their
subsequent involvement in the Gold Rush
including their experiences (e.g. racism they
experienced).

Lesson 8 Life and work for the Chinese

in Australia before 1900

Students will learn that whilst the Gold Rush https://museumsvictoria.com.au/origins/his

was the main reason for Chinese migration tory.aspx?pid=9
prior to 1900, there were other reasons as to
why Chinese people saw Australia as a great http://waves.anmm.gov.au/Immigration-
opportunity for both life and work. In a Stories/Immigration-history
classroom discussion, students will learn that
there were other aspects of life and work for
the Chinese in Australia before 1900 including https://arrow.latrobe.edu.au/store/3/4/5/5/1
import/export businesses, fishing businesses, /public/education/history.htm
cabinet-making, medicine and food-related
businesses (restaurants). Students will also http://www.nma.gov.au/collections/collecti
learn in a classroom discussion that Chinese on_interactives/endurance_scroll/harvest_
people experienced a large amount of racism of_endurance_html_version/explore_the_s
in Australia prior to the year 1900 due to the croll/chinese_workers
belief that they were exporting their earnings
back to China whilst Australians at the time
feared foreigners and their impact on their
culture. Laws were even passed in some

Unit of work created by Fotini Tsirkas & Vincent Samuel 15

 states to ensure that Chinese were prevented
from entering After these discussions,
students will complete a worksheet based on
the life and work of the Chinese in Australia
as well as the racism that they experienced
using Internet resources.

Lesson 9 The contribution of the Chinese

to Australias development to 1900

To begin this lesson, students will be tested http://www.multiculturalaustralia.edu.au/do

on their content knowledge attained in the first c/yimei_1.pdf
8 lessons of the unit through an in-class
Kahoot Quiz. After this, they will be informed http://www.australia.gov.au/about-
that they will be learning about the broader australia/australian-story/chinatowns-
contribution of the Chinese to Australias across-australia
development to 1900. The Chinese people
contributed greatly to Australias development http://www.aeta.org.au/uploads/4/7/7/1/47
up until 1900 through economic, social and 718841/the_chinese_experience_in_austr
cultural means. In the previous lesson alia.pdf
students learned about their economic
contributions (establishment of businesses) http://www.schoolatoz.nsw.edu.au/homew
however the Chinese were integral in ork-and-study/other-subjects-and-
contributing both socially and culturally to an projects/people-cultures-and-
early pluralistic Australian society. Students government/chinese-in-australia
will work together in groups of three to
research key contributions of the Chinese to
Australias development including:
- Introduction of new languages

Unit of work created by Fotini Tsirkas & Vincent Samuel 16

 - Chinese religious celebrations
- Cultural festivities (dragon dances, kite
flying, opera etc).
- Population (approximately 30000 living
in Australia by the turn of the 20th
century)
- Entertainment (e.g. Mah-jong
gambling)

Content Area 3: Living and working Lesson 10 Living and working

conditions in Australia around the turn of conditions around the turn of the
the twentieth century (that is 1900). twentieth century
(1 lesson)
Students will explore the living and working https://www.youtube.com/watch?v=T-
conditions in Australia during the twentieth yvZ2Ps9Uw
Students: century. Using a range of resources, students
will investigate housing, social problems, http://www.abs.gov.au/AUSSTATS/abs@.
Using a range of sources, health and working conditions of men, women nsf/7d12b0f6763c78caca257061001cc588
investigate the living and working and children. An introduction to this task /db7193812e1efc92ca2570ec000e215a!O
conditions of men, women and includes a short YouTube video which penDocument
children around the turn of the outlines the key features of the topic as well
twentieth century in Australia. as providing an insight into what students http://makingofaustralia.weebly.com/living-
should research. A short discussion will be and-working-conditions-in-australia-
conducted to consolidate ideas and there will around-the-turn-of-the-twentieth-
also be key points within each of the topics century.html
that will be given to students to guide their
research. In pairs, students will choose ONE https://prezi.com/uqr74mt-dked/living-in-

Unit of work created by Fotini Tsirkas & Vincent Samuel 17

 of the six topics, and create a PowerPoint australia-1900-1914/
presentation using various sources to
investigate their chosen condition influencing
Australia during the twentieth century.

Content Area 4: Key events and ideas in Lesson 11 and 12 Federation in Australia
the development of Australian self-
government and democracy, including Students will learn about the reasons that led http://www.australia.gov.au/about-
womens voting rights to federation in Australia including australia/australian-story/federation
(5 lessons) immigration, trade as well as defence. As in
introduction, a video will be used to touch on http://splash.abc.net.au/home#!/media/195
issues and the people that were involved in 7410/federation
Students: Australian federation. These matters were of
importance to the six colonies of Australia http://www.nma.gov.au/online_features/de
Explain how and why Federation therefore leading towards a united front. fining_moments/featured/federation
(1901) was achieved Students will be given an A-B timeline starting
Outline state and federal from 1849-1901 which explains how and why https://www.records.nsw.gov.au/archives/c
responsibilities under the federation occurred and will work in pairs to ollections-and-research/guides-and-
Australian Constitution complete the activity. Class discussion will be indexes/federation-timeline
Discuss the consequences of the used to go through answers as well as
introduction of the Australian highlighting key terms and events that led to http://www.aec.gov.au/about_aec/Publicati
Constitution for the rights of this occurrence. Using the results of the first ons/Fact_Sheets/factsheet1.htm
women and Aboriginal people and second constitutional referendums,
students are given a worksheet in which they
fill in and answer questions using the sources
provided. A PowerPoint presentation will then

Unit of work created by Fotini Tsirkas & Vincent Samuel 18

 be used to explain reasons that stalled moves
towards federation alongside reasons that
assisted federation. With this information, a
mind map will then be created to summarise
information providing a visual representation
of important points and issues that stalled and
assisted federation.

Lesson 13 The Australian Constitution

The Australian Constitution is presented to http://www.australia.gov.au/about-

students through a briefing of its creation and
purpose alongside the state and federal
responsibilities. Key terms will be given to
students with the definitions and they are to
match each term with the correct meaning.
Students will then create a profile on either
Edmund Barton or Alfred Deakin outlining
their contributions to the creation of the
Australian Constitution. Once completed
students write a reflection on the actions of
their chosen individual and how they
contributed to the creation of responsibilities
in the Australian Constitution.
government/how-government-works
https://www.parliament.nsw.gov.au/about/
Pages/The-Roles-and-Responsibilities-of-
Federal-State-a.aspx
http://www.nma.gov.au/primeministers/ed
mund_barton
http://www.nma.gov.au/primeministers/alfr
ed_deakin
http://primeministers.naa.gov.au/primemini
sters/barton/before-office.aspx

Unit of work created by Fotini Tsirkas & Vincent Samuel 19

 Lessons 14 and 15 - The consequences of
the introduction of the Australian
Constitution for the rights of women and
Aboriginal people

A google document will be created for https://www.reconciliation.org.au/wp-

students to access as they are introduced to content/uploads/2013/12/Recognising-
the consequences of the right to vote on a Aboriginal-and-Torres-Strait-Islander-
range of different groups. A map of Australia people-in-the-Australian-Constitution.pdf
will be shown to students with the dates of
voting rights in each state for both men and https://www.humanrights.gov.au/publicatio
women. Consequences of the introduction of ns/constitutional-reform-fact-sheet-
the Constitution for the rights of women and recognising-aboriginal-torres-strait-
Aboriginal people are outlined and discussed islander-people
as well as the strategies and organisations
that fought against inequality. On the google http://www.civicsandcitizenship.edu.au/ver
document, students answer the following ve/_resources/FQ3_Aboriginal_People_an
questions: What sort of organisation fought for d_Constitution.pdf
womens votes? When did women begin to
fight for the right to vote? What strategies http://www.australia.gov.au/about-
were introduced to get this vote? When did australia/australian-story/austn-
Aboriginal people gain the right to vote? How suffragettes
were the Aboriginal people treated during this
period? Empathy task: The constitution was https://www.youtube.com/watch?v=yE4iV
created with no recognition of Aboriginal UhO2rM
people, discuss the effects this has had on
our nation. Students will then research who https://www.youtube.com/watch?v=0qY3n
Vida Goldstein was and write about her 06WoVM
influence and views of womens voting in 300

Unit of work created by Fotini Tsirkas & Vincent Samuel 20

 words. Students then research the Australian
Womens National League and create notes
on who they were, what they did, their views
on womens votes and how they influenced
parliament. Empathy task: Imagine you were
a woman during this period, how would you
feel about being excluded to vote about
issues that affect your life?

Content Area 5: Legislation 1901-1914, Lessons 16 and 17 The Harvester

including the Harvester judgment, Judgement, Pensions legislation and the
pensions, and the Immigration Restriction Immigration Restriction Act
Act.
(3 lessons) Students learn and understand key features of http://www.nma.gov.au/online_features/de
the Harvester Judgement, Pensions fining_moments/featured/harvester_judge
Legislation, White Australia Policy and the ment
Students: Immigration Restriction Act. Each of the acts http://worksite.actu.org.au/the-harvester-
will be explained to students while allowing judgement-and-australias-minimum-wage/
Identify key features of the time to discuss, complete comprehension
Harvester Judgement, pensions questions, create a timeline of events as well http://www.nma.gov.au/online_features/de
as including the use of videos to break up fining_moments/featured/age_and_invalid
legislation and the Immigration
content. Sources analysis will be used to _pensions
Restriction Act and discuss what
they reveal about the kind of locate information and use prior knowledge
https://www.mentalhealthacademy.com.au
society the Australian government relating to the topic. Students will research
Edmund Barton, Alexander Paterson, John /journal_archive/aifs0818.pdf
aimed to create.
Watson and John Reid, write a summary of
Assess the impact of this
the individuals and include their views on the http://www.naa.gov.au/collection/a-
Unit of work created by Fotini Tsirkas & Vincent Samuel 21
 legislation on Australian society in Immigration Restriction Act. Were their views z/immigration-restriction-act.aspx
this period. similar or different? How/why. A poster is then
created on the advantages or disadvantaged http://www.naa.gov.au/collection/explore/
of the Immigration Restriction Act. A short migration/index.aspx
response will then be answered to the
question Discuss what these different acts of http://splash.abc.net.au/home#!/digibook/6
legislation revealed about the kind of society 13054/the-white-australia-policy
Australia aimed to create.

Lessons 18 Assessment on the impact of

this legislation on Australian society
between 1901-1914

Students will complete their end of unit in-

class examination. This exam will consist of
a 20-mark essay question. Students will be
given five minutes reading time and 45
minutes writing time. The essay question
that they will be answering is Assess the
impact of legislation on Australian society
during the period of 1901-1914.

Unit of work created by Fotini Tsirkas & Vincent Samuel 22