making a nation - pearson australia

Pearson History New South Wales 9 Teaching Program 10–12 weeks (Based on a full year History program) Chapter 5: Making a Nation

Copyright © Pearson Australia 2014 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4860 1398 2

1

Overview The making of the Modern World and Australia.

The Stage 5 curriculum provides a study of the history of the making of the modern world from 1750 to 1945. It was a

period of industrialisation and rapid change in the ways people lived, worked and thought. It was an era of nationalism

and imperialism, and the colonisation of Australia was part of the expansion of European power. The period culminated in

World War I (1914–1918) and World War II (1939–1945).

NSW

Syllabus

Stage 5

Depth Study 1: Australia and Asia

Making a Nation

Historical

content

The extension of settlement, including the effects of contact (intended and unintended) between European settlers in

Australia and Aboriginal and Torres Strait Islander peoples

Students:

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 of range of sources to describe contact experiences between European settlers and Indigenous peoples

The experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders,

Afghans)

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 Australia’s development to 1900



2

Living and working conditions in Australia around the turn of the twentieth century (that is 1900)

Students:

using a range of sources, investigate the living and working conditions of men, women and children around the

turn of the twentieth century in Australia

Key events and ideas in the development of Australian self-government and democracy, including women’s voting rights

Students:

explain how and why Federation (1901) was achieved

outline state and federal responsibilities under the Australian Constitution

discuss the consequences of the introduction of the Australian Constitution for the rights of women and Aboriginal

people

Legislation 1901-1914, including the Harvester Judgment, pensions, and the Immigration Restriction Act

Students:

identify key features of the Harvester Judgment, pensions legislation and the Immigration Restriction Act and

discuss what they reveal about the kind of society the Australian government aimed to create

assess the impact of this legislation on Australian society in this period

Historical

Skills

Comprehension: chronology, terms and concepts

read and understand historical texts

use historical terms and concepts in appropriate contexts

sequence historical events to demonstrate the relationship between different periods, people and places



3

Analysis and use of sources

identify different types of sources

identify the origin, content, context and purpose of primary and secondary sources

process and synthesise information from a range of sources as evidence in an historical argument

evaluate the reliability and usefulness of primary and secondary sources for a specific historical inquiry

Perspective and interpretations

identify and analyse the reasons for different perspectives in a particular historical context

recognise that historians may interpret events and developments differently

Empathetic understanding

interpret history within the context of the actions, values, attitudes and motives of people in the context of the past

Research

ask and evaluate different kinds of questions about the past to inform an historical inquiry

plan historical research to suit the purpose of an investigation

identify, locate, select and organise information from a variety of sources, including ICT and other methods

Explanation and communication

develop historical texts, particularly explanations and historical arguments that use evidence from a range of

sources

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



4

Unit 1 European settlement by 1900

NSW Syllabus Stage 5


Suggested teaching and learning strategies

Pearson History

NSW 9 resources

Historical content

Historical skills

The extension of settlement,

including the effects of contact

(intended and unintended)

between European settlers in

Australia and Aboriginal and

Torres Strait Islander peoples

Students:

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 of range of sources to

describe contact experiences

between European settlers and

Indigenous peoples

Comprehension: chronology, terms

and concepts

read and understand historical

texts


process and synthesise

information from a range of

sources as evidence in an

historical argument

Expanding the empire

Look at the settlement of

Australia by Britain. Understand

terra nullius and land ownership

of Australia.

Pearson History NSW SB9

Page 120

The spread of European

settlement

Understand that the original

penal settlement spread along

the coast as new farmland was

opened up.


Page 120

Moving westward

Learn about the spread of British

settlement over the Blue

Mountains and establishment of

other penal settlements across

the continent.


Pages 120–121

Convicts and free settlers

A worksheet.

eBook 3.0 Pearson History

NSW9

Settling in

A worksheet covering locations

of early colonies and different

present-day perspectives on

British colonisation.

Pearson History NSW AB9

Pages 49–52

Terra nullius?

Consideration of whether

Australia was terra nullius at the

Pearson History NSW TC9

Pages 120–121



5

Perspectives and interpretations

identify and analyse the reasons

for different perspectives in a

particular historical context


interpret history within the

context of the actions, values,

attitudes and motives of people

in the context of the past

Research

plan historical research to suit

the purpose of an investigation

identify, locate, select and

organise information from a

variety of sources, including ICT

and other methods


develop historical texts,

particularly explanations and

historical arguments that use

evidence from a range of

sources

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

time of British settlement.

Develops historical skills in

research, explanation and

communication.

Crossing the Blue Mountains

An extension activity on the

explorers and an evaluation of

the exploration from different

points of view. Suited to bodily-

kinaesthetic, verbal-linguistic

and intrapersonal learners.


Pages 120–121

KEY TERMS

Introduce and explain the key

terms

Assisted passage—scheme

whereby the British government

paid for people to travel to settle

in the colonies of Australia,

partly to alleviate poverty and

unemployment in Britain

Empire—a group of countries

under the power of one country

Pastoral land—land used for

grazing or farming

Smallpox—a highly infectious

and often fatal disease

Terra nullius—empty land

Treaty—a formal agreement,

often between countries, and

often relating to peace or trade


Pages 120–121

Unit Assessment Check student answers to selected questions and worksheets.



6

Unit 2 European settlement and the environment



Suggested teaching and

learning strategies

Pearson History

NSW 9 resources

Historical content

Historical skills







Students:







European settlement




Indigenous peoples


and concepts


texts

use historical terms and

concepts in appropriate contexts




Europeans and the

environment

The species introduced by

Europeans and their impact on

the environment.


Pages 122–123

The causes and costs of

extinction

Research species that are

endangered and extinct.



communication.


Pages 122–123

The damage caused by

introduced species

An extension activity to research

introduced plants. Suited to

visual-spatial and verbal-

linguistic learners.


Page 122–123

KEY TERMS


terms

Extinct—no longer in existence

Flora—plants

Grazing—feeding on grasses in

a field

Habitat—the natural home of a


Pages 122–123



7



Research






and other methods






sources






audiences and different purposes

plant or animal

Pastoral land—land used for

grazing or farming

Predator—an animal that

naturally hunts and feeds on

other animals




8

Unit 3 Source study: Contact between Indigenous people and settlers




learning strategies

Pearson History

NSW 9 resources

Historical content

Historical skills







Students:







European settlement




Indigenous peoples


and concepts


texts



sequence historical events to

demonstrate the relationship

between different periods,

An empty land

Understand the beliefs that led

to Australia being viewed as

terra nullius.


Page 124

Aboriginal resistance

Understand why there was

resistance.


Page 124

Impact of European

settlement

Understand the consequences of

contact. Become aware of the

different perspectives regarding

European settlement.


Pages 124–125

True or false?

An interactive activity.


NSW9

A case study of contact: the

Wiradjuri War

Begin with a source and conduct

further research on this conflict.


empathetic understanding,


communication.


Pages 124–125



9

people and places


identify different types of

sources

identify the origin, content,

context and purpose of primary

and secondary sources




historical argument





recognise that historians may

interpret events and

developments differently






Research






and other methods

The Myall Creek Massacre


the events of the massacre and

its impact. Suited to visual-

spatial and verbal-linguistic

learners.


Pages 124–125

KEY TERMS


terms

Terra nullius—empty land

Reprisal—an act of revenge or

payback

Martial law—temporary rule by

military authorities

Massacre—killing of a large

number of people or animals


Pages 124–125



10






sources










11

Unit 4 The experiences of non-Europeans in Australia




learning strategies

Pearson History

NSW 9 resources

Historical content

Historical skills

The experiences of non-Europeans

in Australia prior to the 1900s

(such as the Japanese, Chinese,

South Sea Islanders, Afghans)

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 Australia’s

development to 1900


and concepts


texts






people and places



sources


Gold rush immigrants



NSW9

The experiences of

Australians of non-European

descent

A worksheet looking at and

comparing experiences of non-

European migrants.


Page 53

Chinese migration to

Australia

A worksheet on the Lambing Flat

Riots.


Page 54

Japanese pearl divers

Investigate a source to learn

about the pearl divers. Develops

historical skills in analysis and

use of sources, explanation and

communication.


Pages 126–129

Blackbirding

A research task to learn about

blackbirding. Develops historical

skills in empathetic

understanding, research,

explanation and communication.


Pages 126–129



12






historical argument

evaluate the reliability and

usefulness of primary and

secondary sources for a specific

historical inquiry






Research

ask and evaluate different kinds

of questions about the past to

inform an historical inquiry






and other methods






sources


Mind map

An extension activity drawing

together all information in this

unit.


Pages 126–129

KEY TERMS


terms

Kanakas—workers from a range

of Pacific Islands employed in

the Australia, often in the sugar

cane industry

Mass exodus—departure of a

large number of people from an

area

Pigtail—a gathered bunch of

hair, held back with elastic,

either at the back of the head or

the sides

Sandalwood—tropical Asian

tree

The bends—decompression

sickness that can affect divers

and can result in illness or death


Pages 126–129



13









14

Unit 5 Living and working conditions before federation




learning strategies

Pearson History

NSW 9 resources

Historical content

Historical skills

Living and working conditions in

Australia around the turn of the

twentieth century (that is 1900)

Students:

using a range of sources,

investigate the living and

working conditions of men,

women and children around the

turn of the twentieth century in

Australia


and concepts





sources




historical argument






Living in the city

Look at the development of the

major cities, especially in the

boom times after the gold rush.

Consider the advantages and

problems of living in cities.


Pages 130–131

Working in the city and

country

Look at Henry Lawson’s writing

to understand rural conditions.


Page 131

The eight hour day

movement

An interactive case study that

includes a worksheet and

interactive activity.


NSW9

Shearers and squatters

A worksheet with sources for

analysis.


Pages 55–57

Living conditions

Compare city and country living

conditions. Develops historical

skills in analysis and use of

sources and empathetic

understanding.


Pages 130–131



15

Research






and other methods






sources







purposes.

Investigating the worker’s

paradise

An extension activity to review

the unit and reflect upon

whether Australia was a

paradise for workers.


Pages 130–131

KEY TERMS


terms

Bubonic plague—highly

contagious and often fatal

disease carried from person to

person by the bite of fleas or

rats

Slums—heavily populated urban

areas with substandard housing

and poor living conditions


Pages 130–131




16

Unit 6 Developments leading to federation




learning strategies

Pearson History

NSW 9 resources

Historical content

Historical skills

Key events and ideas in the

development of Australian self-

government and democracy,

including women’s voting rights

Students:

explain how and why Federation

(1901) was achieved


and concepts


texts






people and places





historical argument





The emergence of self-

government

Explore the move from

governors ruling colonies to the

gradual establishment of

governments in colonies.


Page 132

Campaign for women’s

suffrage

Define suffragettes. Understand

the movement to achieve the

vote for women.


Page 132

Joining the colonies together

Understand what the

commonwealth of Australia is

and arguments in favour of and

against federation. Look at

events leading to federation.


Pages 132–135

Federation



NSW9

A new nation- rights for all?

A worksheet looking at

influential suffragettes.


Page 58

Uniting the colonies-

federation

Consider the arguments for and


Page 59



17






Research









and other methods






sources







purposes.

against federation. Learn about

the design of the Australian flag.

Differing views of federation

Look into two of the arguments

that arose in the federation

debate. Understand

protectionism and free trade.


Pages 132–135

Suffrage around the world

An extension activity looking at

suffragettes in other countries.


Pages 132–135

KEY TERMS


terms

Governor-general—

representative of the crown in a

state of the Commonwealth

Monarch—one who rules over a

state or territory, usually

someone who has gained the

position by hereditary means

Penal colony—institution where

prisoners are exiled

Tariff—a tax to be paid on

items imported or exported

Telegraph—communication

system that is connected by

wires and uses electronic

impulses


Pages 132–135




18

Unit 7 The Australian Constitution




learning strategies

Pearson History

NSW 9 resources

Historical content

Historical skills





Students:


(1901) was achieved

outline state and federal

responsibilities under the

Australian Constitution


and concepts


texts





historical argument







Rules governing the new

nation

Understand what a constitution

is. Learn about the Australian

Constitution. Understand what

a referendum is and its

connection with changing the

Constitution.


Page 136

State and federal roles

Understand the roles and

responsibilities of state

governments and the

commonwealth government.

Look into the role of the

Governor-General.


Page 137

The Australian Constitution



NSW9

State and federal powers

Look at the Constitution in

detail. Develops historical skills

in research, explanation and

communication.


Pages 136–137

Evaluating the referendum

process



Pages 136–137



19




Research






and other methods






sources







how the Constitution can be

changed.

KEY TERMS


terms

Constitution—a body of rules

by which a country is to be

governed.

Governor-General—

representative of the crown in a

state of the Commonwealth

Monarch—one who rules over a

state or territory, usually

someone who has gained the

position by hereditary means

Referendum—a vote by all

voters on a single issue


Pages 136–137




20

Unit 8 The Australian Constitution: rights of women and Indigenous people




learning strategies

Pearson History

NSW 9 resources

Historical content

Historical skills





Students:


(1901) was achieved

outline state and federal

responsibilities under the


discuss the consequences of the

introduction of the Australian

Constitution for the rights of

women and Aboriginal people


and concepts


texts







historical argument



A constitution for all

Australians

Think about whether the

constitution united the whole

population?


Page 138

Aboriginal People and the


Look at how Aboriginal people

were treated in the constitution.

Learn that the position of

Aboriginal people began to

change through laws in the mid

1900s.


Page 138

Women and the new nation

Consider when women gained

voting rights and women in

parliament.


Page 139

The 1987 referendum



NSW9

Aboriginal activism: the

freedom rides and the Wave

Hill strike

A research activity. Develops

historical skills in perspectives

and interpretations, research,

explanation and communication.


Pages 138–139



21








Research









and other methods






sources







From little things

An extension activity looking

into the Paul Kelly song.


Pages 138–139

KEY TERMS


terms

Census—an official count of the

population which usually also

collects a range of personal data

Enfranchised—given the right

to vote.


Pages 138–139




22

Unit 9 White Australia and the Immigration Restriction Act




learning strategies

Pearson History

NSW 9 resources

Historical content

Historical skills

Legislation 1901-1914, including

the Harvester Judgment,

pensions, and the Immigration

Restriction Act

Students:

identify key features of the

Harvester Judgment, pensions

legislation and the Immigration

Restriction Act and discuss what

they reveal about the kind of

society the Australian

government aimed to create

assess the impact of this

legislation on Australian society

in this period


and concepts


texts





sources



The White Australia policy

Understanding what the laws

were and the reasons behind

them. The impact the laws had

on migration.


Pages 140–141

White Australia



NSW9

Dictation Test

Understand the role of the

dictation test and experience it

as immigrants would have.


empathetic understanding.


Pages 140–141

Tracing the White Australia

Policy

Learn more about this policy by

conducting research.


Pages 140–141

KEY TERMS


terms

Alliance—close association of

nations or groups, for their

mutual benefit

Dictation—speaking (or reading

aloud) in order for the words to


Pages 140–141



23





historical argument




historical inquiry






Research









and other methods






sources



be written down by another

person

Discriminatory—making an

unfair distinction between

groups of people



24








25

Unit 10 Social legislation: Harvester Judgement and pensions




learning strategies

Pearson History

NSW 9 resources

Historical content

Historical skills

Legislation 1901-1914, including

the Harvester Judgment,

pensions, and the Immigration

Restriction Act

Students:

identify key features of the

Harvester Judgment, pensions

legislation and the Immigration

Restriction Act and discuss what

they reveal about the kind of

society the Australian

government aimed to create

assess the impact of this

legislation on Australian society

in this period


and concepts


texts







historical argument



Protecting workers

Social legislation by the federal

parliament, with a focus on

industrial disputes.


Page 142

The Harvester Judgement

The details of this particular

industrial dispute and the court

judgement.


Pages 142–143

Social legislation

Examples of some of the social

legislation of the early federal

parliament.


Page 143

Making a nation crossword

An interactive crossword of key

terms in this chapter.


NSW9

Shaping the nation

A worksheet on some major

laws


Page 60

The Harvester Judgement

Re=enact the courtroom scene

of the judgement. Develops

historical skills in

comprehension, empathetic

understanding, explanation and

communication.


Pages 142–143



26


historical inquiry






Research









and other methods






sources







Winners and losers

An extension activity looking at

who gained and who lost out

from federation.


Pages 142–143

KEY TERMS


terms

Excise tax—a tax measured on

the amount of business done

Industrial dispute—a

disagreement between workers

and their employer, often about

pay or conditions

Landmark decision—turning

point

Mediating—resolving or settling

a dispute by working with the

opposing sides

Pension—a regular payment of

money to a person by the

government, on retirement or

because of disability or illness


Pages 142–143




27

Chapter review

Suggested teaching and learning strategies Pearson History New South Wales 9 resources

Complete the chapter investigating history task/s at the end of the

chapter. There are three tasks:

Celebrating settlement

The suffragette movement

Newspaper report

Pearson History NSW SB 9

pages 144–145

Complete the chapter multiple choice interactive quiz eBook 3.0 Pearson History NSW9

Complete the chapter test eBook 3.0 Pearson History NSW9

making a nation - pearson australia

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