Australia in the 20th Century: Working historically · Teachers can use Australia in the 20th...

Australia in the 20th Century:

Working historically

Teacher support - Programming for Stage 5 History - Sample teaching program

Available at www.macmillan.com.au

Mark Anderson

Paul Ashton

ISBN: 0 7329 9271 0

Australia in the 20th Century Teaching Program Page 2

Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.

Programming Stage 5 History Australia in the 20th Century: Working historically Teachers can use Australia in the 20th Century: Working historically to cover the mandatory syllabus requirements in two ways: chronologically or thematically. The scope and sequence for each of these approaches is shown below. It is assumed that mandatory Stage 5 History is taught for an average of 12 hours each term over 8 terms or 4 semesters. The site study can be integrated into any of the topics or themes. Approach 1: Chronological

Year 9 Year 10 Chapter / Topic Term 1 Term 2 Term 3 Term 4 Term 1 Term 2 Term 3 Term 4

Chapter 1 Australia to 1914

1.1 What was life like in Australia at the turn of the century? • How did people live in Australia around the turn of the century? Page 4 • Working conditions in Australia around the turn of the century. Page 9 • Social legislation 1901 – 1914. Page 14 1.2 How and why did Federation occur? • The reasons for Federation. Page 23 • The Australian Constitution. Page 31 1.3 What were the voting rights of various groups in Australia at Federation? • The composition of the Australian population at Federation. Page 34 • Voting rights of different groups in Australia at Federation. Page 35 • Women and the vote. Page 36 1.4 How and why was the Immigration Restriction Act 1901 introduced? • The origins and implementation of the Immigration Restriction Act. Page

38 • Australia’s view of Indigenous and Asian peoples. Page 41

Chapter 2 Australia and World War I

2.1 Why did Australia become involved in World War I? • Australia as a member of the British Empire. Page 46 • Australia’s regional context. Page 47 • Australia’s involvement in World War I. Page 49 • Why did individual Australians become involved? Page 52 • Where did Australians fight during World War I? Page 55 2.2 What were the experiences of Australians in the Gallipoli campaign? • Background to the Gallipoli campaign. Page 60




2.2 (continued) • The campaign begins. Page 62 • The Gallipoli campaign: May to July. Page 66 • The Gallipoli campaign: August to December. Go to

www.macmillan.com.au • Gallipoli virtual site study. Go to www.macmillan.com.au 2.3 How and why was the Anzac legend created? • Source-based inquiry. Pages 72 - 76 2.4 What was the impact of World War I on the Australian homefront 1914-1918? • How and why the conscription debate divided Australian society. Page

78 • What were the experiences of women during World War I? Page 86 • What were the experiences of Indigenous peoples during World War I?

Page 89 • What were the experiences of people of German descent during World

War I? Page 91 Chapter 3

Australia between the Wars At least ONE study to be chosen from EACH of Sections A, B, C and D in EITHER the 1920s AND/OR the 1930s 3.1 What were the differing experiences of various groups during the interwar period? Section A • Returned soldiers. Page 97 • Women: The modern girl. Page 103 • The unemployed. Page 104 • The wealthy. Page 107 • Stolen children. Page 107 3.2 What was the contribution and significance of at least one Australian, one important event and one political development during the interwar period? Section B • Individuals in the 1920s: Dame Nellie Melba. Page 110 • Individuals in the 1920s: Rev John Flynn. Page 112 • Working historically: Researching Charles Kingsford Smith. Page 112 • Individuals in the 1930s: Sir Donald Bradman. Page 122 • Individuals in the 1930s: Margaret Preston. Page 124 • Working historically: Researching Sir Isaac Isaacs. Page 126




3.2 (continued) Section C • Events of the 1920s: The construction of Canberra. Page 113 • Events of the 1920s: The Coniston massacre. Page 113 • Working historically: Researching the introduction of ‘talkies’. Page 114 • Events of the 1930s: The death of Phar Lap. Page 127 • Events of the 1930s: The opening of the Sydney Harbour Bridge. Page

129 • Events of the 1930s: The Aboriginal Day of Mourning. Page 132 Section D • Political developments of the 1920s: Compulsory and preferential voting.

Page 115 • Political developments of the 1920s: Founding of the Country Party.

Page 117 • Political developments of the 1920s: The growth of unionism and the

ACTU. Page 120 • Political developments of the 1930s: The dismissal of Jack Lang. Page

137 • Political developments of the 1930s: Responses of governments to the

Great Depression. Page 140 Chapter 4

Australia and World War II 4.1 Why was Australia involved in World War II? • Background to World War II. Page 148 • Where did Australians fight in World War II? Page 151 4.2 What were some of the experiences of Australians as a result of their involvement in the war? • The Rats of Tobruk. Page 153 • Prisoners of war. Page 155 • The Kokoda campaign. Go to www.macmillan.com.au • Australian nurses serving in the war. Page 160 4.3 What was the impact of the war on Australian civilians? • The bombing of Darwin. Page 164 • The Japanese submarine attacks on Sydney. Page 166 • The internment of ‘enemy aliens’. Page 168 • What wartime government controls were imposed on civilians during

WWII? Page 170 • Conscription. Page 175 • Censorship. Page 179




4.3 (continued) • The changing roles of Australian women in World War II. Page 183 4.4 How did Australia’s relationship with Britain and the USA change during World War II? • Australia looks to America. Page 187 Chapter 5

Australia in the Vietnam War Era 5.1 How and why did the Australian government respond to the threat of communism after World War II? • Communism, capitalism and the Cold War. Page 192 • The Korean War. Page 194 • The ANZUS Treaty. Page 196 • SEATO. Page 198 • The response to communism within Australia: attempts to ban the

Communist Party. Page 199 • The Petrov Affair. Page 204 5.2 Why did Australians become involved in the Vietnam War? • Why Australia became involved in the Vietnam War. Page 208 5.3 How did various groups respond to Australia’s involvement in the Vietnam War? • How various groups responded. Page 213 • The end of involvement. Page 217 5.4 What was the impact of the war on Australia and neighbouring countries? • Vietnam veterans. Page 219 • Indochinese refugees. Page 222 • Australian culture. Page 224 • Australia’s relations with Asia. Page 226

Chapter 6 Changing Rights and Freedoms

6.1 is compulsory AND choose either 6.2 (migrants) OR 6.3 (women) 6.1 How have the rights and freedoms of Aboriginal peoples in Australia changed during the post-war period? • Change over time: The paternalistic view. Page 232 • Group: The stolen generations. Page 244 • Events/issues: The 1967 referendum. Page 246 • Land rights and native title. Page 248




6.2 How have the rights and freedoms of migrants in Australia changed during the post-war period? • Change over time: Changing patterns of migration. Page 256 • Group: A post-World War II migrant group–Indians. Page 258 • Group: Enemy aliens in World War I. Page 260 • Events/issues: The Snowy Mountains Scheme. Page 263 6.3 How have the rights and freedoms of women in Australia changed during the post-war period? • Change over time: Achievements of the Women’s Liberation movement.

Page 270 • Group: Women in the Great Depression. Page 271 • Group: Women’s liberation post-World War II. Page 272 • Events/ issues: Women’s suffrage. Page 275 • Events/ issues: Women in parliament. Page 277 • Events/ issues: Equal pay for women. Page 279 Chapter 7

People Power and Politics in the Post-war Period 7.1 What role has Australia played in international affairs in the post-war period? • Australia as a global citizen. Page 285 • Australia’s role within the UN in East Timor. Page 289 • What was the purpose of Australia’s regional agreements? Page 293 7.2 What have been some of the important political developments in post-war Australian history? Select one Prime Minister from: • Robert Gordon Menzies. Page 299 • Joseph ‘Ben’ Chifley. Page 301 • Holt, Gorton, McMahon and Whitlam. Page 307 • Malcolm Fraser. Page 312 • Bob Hawke. Page 314 • Paul Keating. Page 316 • John Howard. Page 317 7.3 How have significant individuals and groups exercised their democratic rights in the post-war period? Select one from: • The Freedom Ride. Page 319 • Working historically: Researching Women’s liberation and Germaine

Greer. Page 322 • Working historically: Researching Green Bans and Jack Mundey




7.3 (continued) • The Whitlam dismissal. Page 323 • ICT: Green politics and Bob Brown. Page 328 • Republicanism. Page 328 • ICT: One Nation and Pauline Hanson. Page 337 Chapter 8

Australia’s Social and Cultural History in the Post-war World 8.1 What have been the major social and cultural features of a post-war decade–changing technology? • Housing. Page 340 • Home appliances. Page 350 • Entertainment. Page 351 • Transport. Page 353 • Communications. Page 355 8.2 What have been the major social and cultural features of a post-war decade–the 1960s? • The ‘swinging sixties’. Page 356 • Fashion. Page 357 • Music. Page 359 • Entertainment. Page 362 • Sport. Page 366 • American influences on popular culture. Page 367



Approach 2: Thematic Theme Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8

Year 9 Semester 1

Social and Cultural History

1.1 What was life like in Australia at the turn of the century? Page 4

2.4 What was the impact of World War I on the Australian homefront 1914-1918? Experiences of women Page 86 2.3 How and why was the Anzac legend created? Page 72

3.1 What were the differing experiences of various groups during the interwar period? Page 96

4.2 What were some of the experiences of Australians as a result of their involvement in the war? Changing roles of women Page 183

5.3 How did various groups respond to Australia’s involvement in the Vietnam War? Page 213 5.4 What was the impact of the war on Australia and neighbouring countries? Page 219

8.1 What have been the major social and cultural features of a post-war decade–changing technology? Page 340 8.2 What have been the major social and cultural features of a post-war decade–the 1960s? Page 356

Year 9 Semester 2

Changing Rights and Freedoms

1.3 What were the voting rights of various groups in Australia at Federation? Page 34

2.4 What was the impact of World War I on the Australian homefront 1914-1918? Experiences of people of German descent Page 91

4.3 What was the impact of the war on Australian civilians? Internment of enemy aliens Page 168

5.1 How and why did the Australian government respond to the threat of communism after World War II? Page 192

6.1 How have the rights and freedoms of Aboriginal peoples in Australia changed during the post-war period? 6.2 Migrants Page 256 6.3 Women Page 269

7.3 How have significant individuals and groups exercised their democratic rights in the post-war period? Page 318



Theme Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Year 10

Semester 1 Australia’s International Relationships

1.4 How and why was the Immigration Restriction Act 1901 introduced? Page 38

2.1 Why did Australia become involved in World War I? Page 46

4.1 Why was Australia involved in World War II? Page 148 4.4 How did Australia’s relationship with Britain and the USA change during World War II? Page 187

5.2 Why did Australians become involved in the Vietnam War? Page 208 5.4 What was the impact of the war on Australia and neighbouring countries? Page 219

7.1 What role has Australia played in international affairs in the post-war period? Page 284

Year 10 Semester 2

Australia’s Political Developments

1.2 How and why did Federation occur? Page 23

2.4 What was the impact of World War I on the Australian homefront 1914-1918? The conscription debate Page 78

3.2 What was the contribution and significance of at least one Australian, one important event and one political development during the interwar period? Compulsory and preferential voting Page 115 Founding of the Country Party. Page 117 The dismissal of Jack Lang. Page 137

4.3 What was the impact of the war on Australian civilians? Wartime government controls Page 170

5.1 How and why did the Australian government respond to the threat of communism after World War II? Referendum to ban Communism Page 199

7.2 What have been some of the important political developments in post-war Australian history? Page 299



Sample Program based on Australia in the 20th Century: Working historically Topic: Australia to 1914 Students learn about: • how people lived in Australia around the turn of the century • working conditions in Australia around the turn of the century • the reasons for Federation • the Australian Constitution • voting rights of different groups in Australia at Federation • the composition of Australia’s population at Federation • the origins and implementation of the Immigration Restriction Act 1901 • social legislation 1901–1914, including – Harvester Judgement: basic wage – invalid and old-age pension schemes – maternity allowance scheme

Students learn to: • use primary sources to describe features of lifestyle of a variety of social groups • identify the working conditions of men, women and children • explain the arguments for and against Federation • describe the main features of the Australian Constitution • identify the voting rights of Aboriginal peoples, women and other groups at Federation • identify the ethnic composition of Australia at Federation • outline the reasons for the introduction of the Immigration Restriction Act 1901 • explain how the Immigration Restriction Act 1901 was used to restrict immigration • outline the major social legislation of the new Federal Government that affected living and working conditions in Australia

Australia in the 20th Century: Working historically references 1.1 What was life like in Australia at the turn of the century? • How did people live in Australia around the turn of the century? Page 4 • Working conditions in Australia around the turn of the century. Page 9 • Social legislation 1901 – 1914. Page 14 1.2 How and why did Federation occur? • The reasons for Federation. Page 23 • The Australian Constitution. Page 31 1.3 What were the voting rights of various groups in Australia at Federation? • The composition of the Australian population at Federation. Page 34 • Voting rights of different groups in Australia at Federation. Page 35 • Women and the vote. Page 36 1.4 How and why was the Immigration Restriction Act 1901 introduced? • The origins and implementation of the Immigration Restriction Act. Page 38 • Australia’s view of Indigenous and Asian peoples. Page 41

Focus outcomes: A student: 5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life 5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia 5.5 identifies, comprehends and evaluates historical sources 5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry 5.9 uses historical terms and concepts in appropriate contexts

Working historically and ICT skills integrated into this topic: • identify different types of sources • comprehend and use historical sources • use historical language, terms and concepts appropriately to engage in historical inquiry • locate, select and organise historical information from a variety of sources • select the appropriate form of communication for specific purposes. • comprehend and use historical sources, including a website • locate, select and organise historical information from a variety of sources, including ICT



Topic: Australia and World War I Students learn about: • Australia as a member of the British Empire and Australia’s regional context • Australia’s involvement in World War I • the Gallipoli campaign • the creation of the Anzac Legend • the conscription issue in WWI • the experiences of ONE of the following during World War I in Australia: – persons of German descent – women – indigenous peoples • Australia’s commemoration of World War I

Students learn to: • describe Australia’s relationship with Britain in 1914 • explain the reasons for Australia’s involvement in World War I • identify the places where Australians fought in World War I • describe the experiences of Australians in the Gallipoli campaign using a variety of sources, including a database or website • explain how and why the Anzac Legend was created • explain how and why the conscription debate divided Australian society • describe the experiences of a particular group during World War I in Australia • outline the ways that Australia has commemorated World War I over time

Australia in the 20th Century: Working historically references 2.1 Why did Australia become involved in World War I? • Australia as a member of the British Empire. Page 46 • Australia’s regional context. Page 47 • Australia’s involvement in World War I. Page 49 • Why did individual Australians become involved? Page 52 • Where did Australians fight during World War I? Page 55 2.2 What were the experiences of Australians in the Gallipoli campaign? • Background to the Gallipoli campaign. Page 60 • The campaign begins. Page 62 • The Gallipoli campaign: May to July. Page 66 • The Gallipoli campaign: August to December. Go to www.macmillan.com.au • Gallipoli virtual site study. Go to www.macmillan.com.au 2.3 How and why was the Anzac legend created? • Source-based inquiry. Pages 72 - 76 2.4 What was the impact of World War I on the Australian homefront 1914-1918? • How and why the conscription debate divided Australian society. Page 78 • What were the experiences of women during World War I? Page 86 • What were the experiences of Indigenous peoples during World War I? Page 89 • What were the experiences of people of German descent during World War I?

Page 91 Focus outcomes: A student: 5.2 assesses the impact of international events and relationships on Australia’s history 5.4 sequences major historical events to show an understanding of continuity, change and causation 5.5 identifies, comprehends and evaluates historical sources 5.6 uses sources appropriately in an historical inquiry 5.7 explains different contexts, perspectives and interpretations of the past 5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences

Working historically and ICT skills integrated into this topic: • sequence events within the time period • identify perspectives of different individuals and groups • interpret history within the context of the actions, values, attitudes and motives of people from the past • identify, comprehend and use historical sources as part of an historical inquiry • select and use appropriate text forms to communicate effectively about the past • identify, comprehend and use historical sources, including a database/website, as part of a historical inquiry



Topic: Australia between the Wars – the 1920s Students learn about: 1920s Section A: Group • the varying experiences of at least ONE of the following: – returned soldiers – women – workers Section B: Individual • the contribution and significance of at least ONE significant individual from the 1920s eg: – Rev John Flynn – Dame Nellie Melba – Sir Charles Kingsford Smith Section C: Event • the significance of at least ONE important event eg: – construction of Canberra – the Conniston massacre – introduction of ‘talkies’ Section D: Political Development • the significance of ONE of the following for Australia’s political development: – compulsory and preferential voting – founding of the Country Party – growth of unionism and establishment of ACTU

Students learn to: • describe the experiences of the chosen group/s • outline the achievements of the chosen individual • explain the contribution and significance of the chosen individual to Australian history • outline the main features and/or developments of the chosen event • explain the significance of the event to Australian history • outline the main developments and/or features of the chosen study • assess the significance of the chosen study to Australia’s political development

Australia in the 20th Century: Working historically references At least ONE study to be chosen from EACH of Sections A, B, C and D in EITHER the 1920s AND/OR the 1930s 3.1 What were the differing experiences of various groups during the interwar period? Section A • Returned soldiers. Page 97 • Women: The modern girl. Page 103 3.2 What was the contribution and significance of at least one Australian, one important event and one political development during the interwar period? Section B • Individuals in the 1920s: Dame Nellie Melba. Page 110 • Individuals in the 1920s: Rev John Flynn. Page 112 • Working historically: Researching Charles Kingsford Smith. Page 112 Section C • Events of the 1920s: The construction of Canberra. Page 113 • Events of the 1920s: The Coniston massacre. Page 113 • Working historically: Researching the introduction of ‘talkies’. Page 114 Section D • Political developments of the 1920s: Compulsory and preferential voting. Page 115 • Political developments of the 1920s: Founding of the Country Party. Page 117 • Political developments of the 1920s: The growth of unionism and the ACTU. Page 120



Focus outcomes: A student: 5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life 5.4 sequences major historical events to show an understanding of continuity, change and causation 5.5 identifies, comprehends and evaluates historical sources 5.6 uses sources appropriately in an historical inquiry 5.7 explains different contexts, perspectives and interpretations of the past 5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry

Working historically and ICT skills integrated into this topic: • sequence events within the time period • identify, comprehend and evaluate a range of sources • identify perspectives of different individuals or groups • plan historical research to suit the purpose of an inquiry • select appropriate forms of communication for specific purposes. • identify, comprehend and evaluate a range of sources, including ICT



Topic: Australia between the Wars – the 1930s Students learn about: 1930s Section A: Group • the varying experiences of at least ONE of the following: – the unemployed – the wealthy – stolen children Section B: Individual • the contribution and significance of at least ONE individual from the 1930s eg: – Sir Donald Bradman – Margaret Preston – Nancy Walton – Roy Rene – Sir Isaac Isaacs Section C: Event • the significance of at least ONE important event eg: – the death of Phar Lap – opening of Sydney Harbour Bridge – the Aboriginal Day of Mourning Section D: Political development • the significance of ONE of the following for Australia’s political development: – dismissal of Jack Lang – the responses of governments to the Great Depression

Students learn to: • describe the experiences of the chosen group/s • outline the achievements of the chosen individual • explain the contribution and significance of the chosen individual to Australian history • outline the main features and/or developments of the chosen event • explain the significance of the event to Australian history • outline the main developments and/or features of the chosen study • assess the significance of the chosen study to Australia’s political development

Australia in the 20th Century: Working historically references At least ONE study to be chosen from EACH of Sections A, B, C and D in EITHER the 1920s AND/OR the 1930s 3.1 What were the differing experiences of various groups during the interwar period? Section A • The unemployed. Page 104 • The wealthy. Page 107 • Stolen children. Page 107 3.2 What was the contribution and significance of at least one Australian, one important event and one political development during the interwar period? Section B • Individuals in the 1930s: Sir Donald Bradman. Page 122 • Individuals in the 1930s: Margaret Preston. Page 124 • Working historically: Researching Sir Isaac Isaacs. Page 126 Section C • Events of the 1930s: The death of Phar Lap. Page 127 • Events of the 1930s: The opening of the Sydney Harbour Bridge. Page 129 • Events of the 1930s: The Aboriginal Day of Mourning. Page 132 Section D • Political developments of the 1930s: The dismissal of Jack Lang. Page 137 • Political developments of the 1930s: Responses of governments to the Great Depression.

Page 140



Focus outcomes: A student: 5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life 5.4 sequences major historical events to show an understanding of continuity, change and causation 5.5 identifies, comprehends and evaluates historical sources 5.6 uses sources appropriately in an historical inquiry 5.7 explains different contexts, perspectives and interpretations of the past 5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry

Working historically and ICT skills integrated into this topic: • sequence events within the time period • identify, comprehend and evaluate a range of sources • identify perspectives of different individuals or groups • plan historical research to suit the purpose of an inquiry • select appropriate forms of communication for specific purposes. • identify, comprehend and evaluate a range of sources, including ICT



Topic: Australia and World War II Students learn about: • Australia’s involvement in WWII • the experiences of Australians serving in WWII, with particular emphasis on ONE of the following: – Kokoda or another New Guinea campaign – prisoners of war – a campaign in another theatre of war – Australian nurses serving in the war • the impact of the war on Australian civilians with a particular emphasis on ONE of the following: – the bombing of Darwin – the Japanese submarine attack on Sydney – the internment of ‘enemy aliens’ – a significant local event or issue • wartime government controls including – conscription – manpower controls – rationing – censorship • the changing roles of Australian women in WWII • Australia’s changing relations with Britain and the USA during WWII

Students learn to: • explain the reasons for Australia’s involvement in WWII • identify the places where Australians fought in WWII • describe the experiences of Australians serving in WWII, with emphasis on the chosen study • explain the impact of the war on Australian civilians with a particular emphasis on the chosen event or issue • describe the controls on civilian life imposed by the wartime government • outline the arguments for and against such controls in wartime. • describe the changing roles of women during WWII • explain how and why Australia’s relationship with Britain and the USA changed during WWII

Australia in the 20th Century: Working historically references 4.1 Why was Australia involved in World War II? • Background to World War II. Page 148 • Where did Australians fight in World War II? Page 151 4.2 What were some of the experiences of Australians as a result of their involvement in the war? • The Rats of Tobruk. Page 153 • Prisoners of war. Page 155 • The Kokoda campaign. Go to www.macmillan.com.au • Australian nurses serving in the war. Page 160 4.3 What was the impact of the war on Australian civilians? • The bombing of Darwin. Page 164 • The Japanese submarine attacks on Sydney. Page 166 • The internment of ‘enemy aliens’. Page 168 • What wartime government controls were imposed on civilians during WWII?

Page 170 • Conscription. Page 175 • Censorship. Page 179 • The changing roles of Australian women. Page 183 4.4 How did Australia’s relationship with Britain and the USA change during World War II? • Australia looks to America. Page 187

Focus outcomes: A student: 5.2 assesses the impact of international events and relationships on Australia’s history 5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia 5.4 sequences major historical events to show an understanding of continuity, change and causation 5.5 identifies, comprehends and evaluates historical sources 5.7 explains different contexts, perspectives and interpretations of the past

Working historically and ICT skills integrated into this topic: • sequence major events within the relevant period of time • explain different perspectives of individuals and groups • recognise that historians may interpret events differently • use and evaluate historical sources for an historical inquiry. • create a formatted, multi-paged document as part of an historical inquiry



Topic: Australia in the Vietnam War Era Students learn about: • Australia’s response to the threat of communism in Asia after WWII including: – Korean War – ANZUS Treaty – SEATO Alliance • the response to the threat of communism within Australia including: – referendum to ban the Communist Party – the Petrov Affair • Australia’s involvement in the Vietnam War • differing views of Australia’s involvement in the Vietnam War eg: – supporters of the war – conscientious objectors – the moratorium movement • the impact of the war on ONE of the following: – Vietnam veterans and families – Indo-Chinese refugees – Australian culture – Australia’s relations with Asia

Students learn to: • sequence the key events in Australia’s response to the threat of communism in Asia after WWII • explain the purpose of the treaties Australia contracted during this period • outline the key developments in Australia’s response to communism within Australia • explain the reasons for Australia’s involvement in the Vietnam War • explain the reasons why different groups within Australia supported or opposed Australia’s involvement in the Vietnam War • select appropriate sources that reflect different perspectives about Australia’s involvement in the Vietnam War • assess the impact of the war on the chosen study

Australia in the 20th Century: Working historically references 5.1 How and why did the Australian government respond to the threat of communism after World War II? • Communism, capitalism and the Cold War. Page 192 • The Korean War. Page 194 • The ANZUS Treaty. Page 196 • SEATO. Page 198 • The response to communism: attempts to ban the Communist Party. Page 199 • The Petrov Affair. Page 204 5.2 Why did Australians become involved in the Vietnam War? • Why Australia became involved in the Vietnam War. Page 208 5.3 How did various groups respond to Australia’s involvement in the Vietnam War? • How various groups responded. Page 213 • The end of involvement. Page 217 5.4 What was the impact of the war on Australia and neighbouring countries? • Vietnam veterans. Page 219 • Indochinese refugees. Page 222 • Australian culture. Page 224 • Australia’s relations with Asia. Page 226

Focus outcomes: A student: 5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life 5.2 assesses the impact of international events and relationships on Australia’s history 5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia 5.4 sequences major historical events to show an understanding of continuity, change and causation 5.5 identifies, comprehends and evaluates historical sources 5.7 explains different contexts, perspectives and interpretations of the past

Working historically and ICT skills integrated into this topic: • sequence key events in Australia’s military response to the threats of communism in Asia after WWII • draw conclusions about the usefulness of sources for a specific historical inquiry • identify perspectives of different groups • interpret history within the context of the actions, values, attitudes and motives of people from the past • recognise that historians may interpret events differently. • select suitable software to present a research task using ICT



Topic: Changing Rights and Freedoms Students learn about: Section A is compulsory AND choose either migrants OR women. Section A: Aboriginal Peoples Change over Time • changing government policies towards Aboriginal peoples over time, including: – protection – assimilation – integration – self determination Group • the varying experiences of: – the stolen generations Events/Issues • the role of the following in the struggle of Aboriginal peoples for rights and freedoms: – 1967 Referendum – Land Rights and Native Title AND Section B: Migrants • the changing patterns of migration 1945–2000 • the experiences of ONE of the following: – a migrant group in post-WWII period – ‘enemy’ aliens in WWI or WWII • the role of ONE of the following in the history of post- WWII migration: – Snowy Mountains Scheme – 1970s boat people – multiculturalism OR Section C: Women • the achievements of the women’s movement in the post-WWII period • the experiences of ONE of the following: – women during the Great Depression – women’s liberationists in post-WWII period • the role of ONE of the following in the changing rights and freedoms of Australian women: – women’s suffrage – women in parliament – equal pay for women

Students learn to: • account for continuity and/or change over time in the relevant study • examine the experiences of the chosen group/s using a range of sources • outline the important developments in a key event/issue relating to the chosen study • explain the significance of the event/issue for the changing rights and freedoms of the chosen study

Australia in the 20th Century: Working historically references 6.1 How have the rights and freedoms of Aboriginal peoples in Australia changed during the post-war period? • Change over time: The paternalistic view. Page 232 • Group: The stolen generations. Page 244 • Events/issues: The 1967 referendum. Page 246 • Land rights and native title. Page 248 AND 6.2 How have the rights and freedoms of migrants in Australia changed during the post-war period? • Change over time: Changing patterns of migration. Page 256 • Group: Post-World War II Indian migrants. Page 258 • Group: Enemy aliens in World War I. Page 260 • Events/issues: The Snowy Mountains Scheme. Page 263 OR 6.3 How have the rights and freedoms of women in Australia changed during the post-war period? • Change over time: Achievements of the Women’s Liberation movement. Page

270 • Group: Women in the Great Depression. Page 271 • Group: Women’s liberationists. Page 272 • Events/ issues: Women’s suffrage. Page 275 • Events/ issues: Women in parliament. Page 277 • Events/ issues: Equal pay for women. Page 279



Focus outcomes: A student: 5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life 5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia 5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry 5.9 uses historical terms and concepts in appropriate contexts 5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences

Working historically and ICT skills integrated into this topic: • use historical terms and concepts appropriately • explain continuity and change over time in the chosen topic • interpret history within the context of the actions, values, attitudes and motives of individuals or groups • identify and explain perspectives of different individuals and groups • sequence key events / developments in each study. • locate, select and organise historical information from relevant websites for the purpose of an historical investigation • select appropriate computer-based applications, eg Publisher, PowerPoint, to communicate the results of an historical inquiry.



Topic: People Power and Politics in the Post-war Period Students learn about: Section A is mandatory. A choice of ONE event/individual from Section B and ONE Prime Minister in Section C. Section A: Australia as a Global Citizen Australia’s role in the following: – United Nations, including UNESCO, and UN conventions – regional agreements, including Colombo Plan, APEC Section B: People Power Events / Issues Individuals – Freedom Rides – Charles Perkins – Women’s Liberation – Germaine Greer – Green bans – Jack Mundey – Whitlam dismissal – Sir John Kerr – Green politics – Bob Brown – Republicanism – Paul Keating – One Nation – Pauline Hanson Section C: Prime Ministers and Policies – one Prime Minister in the post-war period

Students learn to: • outline key developments in Australia’s role within the UN in the post-war period • assess an achievement of Australia in its role within the UN • explain the purpose of Australia’s regional agreements • examine the role of the significant individual in the chosen study • assess the significance of the chosen study for Australia in the post-war period • outline and explain a major policy or issue of the term of office of the chosen Prime Minister • assess the contribution of the chosen Prime Minister to Australia’s post-war development

Australia in the 20th Century: Working historically references 7.1 What role has Australia played in international affairs in the post-war period? • Australia as a global citizen. Page 285 • Australia’s role within the UN in East Timor. Page 289 • The purpose of Australia’s regional agreements. Page 293 7.2 What have been some of the important political developments in post-war Australian history? Select one Prime Ministership from: • Robert Gordon Menzies. Page 299 • Joseph ‘Ben’ Chifley. Page 301 • Holt, Gorton, McMahon and Whitlam. Page 307 • Malcolm Fraser. Page 312 • Bob Hawke. Page 314 • Paul Keating. Page 316 • John Howard. Page 317 7.3 How have significant individuals and groups exercised their democratic rights in the post-war period? Select one from: • The Freedom Ride. Page 319 • Working historically: Researching Women’s liberation and Germaine Greer.

Page 322 • Working historically: Researching Green Bans and Jack Mundey • The Whitlam dismissal. Page 323 • ICT: Green politics and Bob Brown. Page 328 • Republicans. Page 328 • ICT: One Nation and Pauline Hanson. Page 337



Focus outcomes: A student: 5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life 5.2 assesses the impact of international events and relationships on Australia’s history 5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia 5.7 explains different contexts, perspectives and interpretations of the past 5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry 5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences

Working historically and ICT skills integrated into this topic: • outline key developments in Australia’s role within the United Nations • interpret history within the context of the actions, values, attitudes and motives of people from the past • locate, select and organise information from a variety of sources • distinguish between fact and opinion. • use knowledge, understandings and relevant evidence to create an appropriate historical text, using ICT



Topic: Australia’s Social and Cultural History in the Post-war World Students learn about: Post-war Australia • The impact of changing technology on everyday life in post-war Australia: – housing – home appliances – entertainment – transport – communications Decade Study • The social and cultural features of ONE postwar decade including: – fashion – music – entertainment – sport – British or American influences on popular culture

Students learn to: • outline the impact of the main technological changes over time on everyday life in postwar Australia, based on a selection of sources • describe the main social and cultural features of the chosen decade • outline the main influences of Britain or the USA on Australian popular culture of the chosen decade • assess the impact of the chosen decade in shaping Australian identity

Australia in the 20th Century: Working historically references 8.1 What have been the major social and cultural features of a post-war decade– changing technology? • Housing. Page 340 • Home appliances. Page 350 • Entertainment. Page 351 • Transport. Page 353 • Communications. Page 355 8.2 What have been the major social and cultural features of a post-war decade–the 1960s? • The ‘swinging sixties’. Page 356 • Fashion. Page 357 • Music. Page 359 • Entertainment. Page 362 • Sport. Page 366 • American influences on popular culture. Page 367

Focus outcomes: A student: 5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life 5.2 assesses the impact of international events and relationships on Australia’s history 5.4 sequences major historical events to show an understanding of continuity, change and causation 5.5 identifies, comprehends and evaluates historical sources 5.6 uses sources appropriately in an historical inquiry 5.7 explains different contexts, perspectives and interpretations of the past

Working historically and ICT skills integrated into this topic: • identify different types and varieties of sources • use and evaluate historical sources for the purpose of an historical inquiry • plan historical research to suit the purpose of an historical inquiry • locate, select and organise information from a variety of sources • locate, select and organise information from a variety of sources, including internet / websites • present research as a formatted, multi-paged document • demonstrate knowledge of ethics regarding use of technology to communicate information.

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