Making - A - Nation HISTORY

Achieve!
Instant Lessons
Quality ready-to-use resources
Each book in the Achieve! series has been designed and written for secondary
students who have low-level literacy skills and require modified classroom
activities to fully participate in the curriculum. Students will experience success
as they work alongside their classmates in the same subjects with material that is
tailored for their literacy needs.
Key features
Mature-look page layout and illustrations

Topics that will interest teenagers
An emphasis on literacy skills
Clear learning objectives
Starter activities, background information and ideas for summarising a lesson
The work sheets in this series are ideal for group or individual study and are easy
for classroom helpers to implement in one-on-one lessons. You can also use the
photocopiable pages for revision, assessment and home study.
Achieve! History
Making a nation – Australia 1750 –1918
While very suitable for the regular classroom, the Achieve! series of History titles has been written
at a literacy level that is appropriate for secondary school students who, because of poor reading
skills, may struggle with regular classroom materials.
This title explores the experiences of Indigenous Australians and European colonists since
the late 1700s. Topics such as the impact of European colonisation on Indigenous Australian
people and their rights at the time of Federation in 1901 are explored. Major moments in the
nation’s development are included such as the Eureka Rebellion, Federation and times of increased
non-European migration. Students are also provided with a scaffolded activity that will assist them
to prepare an essay about the Australian identity.
The CD-ROM contains all the pages that are featured in the book, as well as a file of illustrations
that can be used in other work sheets. These files can be easily edited to suit the needs of students.
Topics include
Land Federation
Indigenous Australian peoples Australian identity
1750 – 1918
The goldfields Cultural expression
Non-European immigration Laws
Life in 1900 Money
Associated titles in the Achieve! Instant Lessons series

Achieve! History series
• The Industrial Revolution 1750–1914 • The ancient world – Rome 1
Rachel Towns
• The ancient to the modern world • The ancient to the modern world – Vikings 1
– Medieval Europe 1 • The ancient world – Greece 1
Instant Lessons
An imprint of Blake Education Pty Ltd
ABN 50 074 266 023
108 Main Rd Clayton South VIC 3169
+61 3 9558 4433
www.blake.com.au
This book was commissioned by Jennifer Gough
Editing and layout by Ruth Schultz
Proofreading by Helen Willoughby
Cover design by Jo-Anne Ridgway/Polar Design
Rachel Towns is the Assistant Learning Area Leader – Humanities at St John’s Regional College,
Dandenong. She has been teaching history for ten years. She is also the Vice President of the
Victorian Association for the Teachers of Text and Traditions. Rachel has been a judge for the
Premier’s Spirit of Anzac Prize and for the National History Challenge. She has completed a
Bachelor of Arts, Bachelor of Letters (Honours in History), Graduate Diploma of Education
(Secondary), Master of Arts (Theology) and a Graduate Diploma in Arts (Writing). Rachel works
hard to create engaging and accessible material to make students passionate about history.
© Rachel Towns and Blake Education 2017
Blake Education owns all copyrights in the literary and the artistic works in this book.
Cover: Front page of The Suffragette, 13 June 1913, commemorating the death of Emily Davison who died from injuries
after falling under the king’s horse at Epsom racecourse in England, as a part of a suffrage protest.
All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the
Australian Curriculum, Assessment and Reporting Authority 2013.
For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.
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material is reproduced with the permission of ACARA.
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Printed by Markono Print Media
Instant Lessons
An imprint of Blake Education Pty Ltd
ABN 50 074 266 023
108 Main Road
Clayton South VIC 3169
Ph: +61 3 9558 4433
info@blake.com.au
www.blake.com.au
ISBN 978 0 99542 751 8
Contents Achieve!
Introduction 4
1 Land 5 6 Federation 35
Map of Australia 6 Colony to country 36
Indigenous Australians and their land 7 Reasons for Federation 37
Timeline of Australia 8 Suffragettes 38
Homes in New South Wales 9 Suffering for suffrage 39
Penal colony or pastoral settlement 10 Healthy nation 40
2 Indigenous Australian peoples 11 7 Australian identity 41

The treatment of Indigenous Australians 12 Ideas that shaped Australia 42
Coranderrk 13 Exploring the ideas that shaped Australia 43
History wars 14 Australian identity 44
Stolen Generations 15 Essay plan 45
Perspectives on the Stolen Generations 16
8 Cultural expression 49
3 The goldfields 17 Louisa Lawson and The Dawn 50
Immigration in the gold rushes 18 Different views 51
Life on the goldfields 19 The Never Never 52
Eureka Rebellion 20 Deadly desert 53
Women of Eureka 21 The Story of the Ned Kelly Gang 54
Marvellous Melbourne 22
9 Laws 55
4 Non-European immigration 23 Immigration nation 56
Chinese immigration 24 Immigration Restriction Act 57
Mongolian Octopus 25 Indigenous Australian people in 1901 58
Racism in Australia 26
Afghans in Australia 27 10 Money 59
Blackbirding 28 Minimum wage 60
Impact on Australia 61
5 Life in 1900 29 Pensions and maternity allowance 62
Sanitation and health 30 Food and money 63
Homes 31 Comparing costs 64
Working class men, women and children 32
Plan a story 33
Tall tales 34
© Rachel Towns and Blake Education 2017 ACHIEVE! History: Making a nation – Australia, 1750–1918 3
Introduction Achieve!
The Achieve! series of History titles has been developed for teachers who require modified, curriculum-focused
activities for secondary school students who struggle to read and comprehend regular classroom materials because
of poor literacy skills. Many of the pages will also be suitable as supplementary material for regular classes.
Making a nation – Australia 1750–1918 explores ideas about the experiences of our Indigenous populations since
the late 1700s, including how European colonists and Indigenous Australian peoples interacted with the land and
how historians can hold conflicting views about history. Major moments in the nation's development are included,
such as the Eureka Rebellion, Federation and times of increased non-European migration. Students are also
provided with a scaffolded activity that will assist them to prepare an essay about the Australian identity.
The CD-ROM contains all the pages that are featured in the book, as well as a file of illustrations that can be used
for other work sheets. These documents can be easily edited to suit the individual needs of students.
This book is divided into ten units, containing photocopiable Resource sheets and Activity sheets. This will allow
teachers to use the material in a variety of ways. For example, the unit could be taught as a lesson with students in
groups of varying sizes. Alternatively, a single Resource sheet and related Activity sheets can be used as support
material, for individual homework, assessment or revision.
The teacher’s notes provide valuable guidance about using each unit, and contain the following elements.
Objectives – These are the key skills and knowledge Starter activity – Warm-up activities are provided to put
learnt through using the work sheets. the content into proper context and to gain student
interest and attention.
Prior knowledge – This refers to the skills and
knowledge required for students to complete the Resource and Activity work sheets – The Resource
tasks. Some activities are more challenging than sheets do not always contain activities and are used
others, however, as a rule, students should have a either to stimulate discussion or as a part of the
reading comprehension age of six to nine years to be unit’s activities. The Activity sheets may be used
able to attempt the activities. sequentially or as stand-alone tasks, depending on
the needs of the students.
Background – This section provides additional guidance
to help teachers to present a successful lesson. It Extension ideas – Additional tasks are suggested to recap
may include definitions or further background notes the main skills or knowledge taught in the lesson, or to
about the subject matter. extend, assess or include technology in the lesson.
The Australian Curriculum alignment Unit

1 2 3 4 5 6 7 8 9 10
The extension of settlement, including the effects of contact (intended
and unintended) between European settlers in Australia and 3 3 3 3 3 3 3
Aboriginal and Torres Strait Islander Peoples (ACDSEH020)
Experiences of non-Europeans in Australia prior to the 1900s (such as
3 3 3
the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089)
Living and working conditions in Australia around the turn of the
3 3 3
twentieth century (that is 1900) (ACDSEH090)
Key people, events and ideas in the development of Australian
self-government and democracy, including, the role of founders,
key features of constitutional development, the importance of British 3 3 3 3 3 3 3 3
and Western influences in the formation of Australia’s system of
government and women’s voting rights (ACDSEH091)
Laws made by federal Parliament 1901-1914 including the Harvester
3 3
Judgment, pensions, and the Immigration Restriction Act (ACDSEH092)
Every effort has been made to also address the specific curriculum requirements of the states and territories.
4 ACHIEVE! History: Making a nation – Australia, 1750–1918 © Rachel Towns and Blake Education 2017
Teacher’s notes – Land Achieve!
Starter activity
Objectives
With the class, brainstorm ideas about what Australia
• Learn about the Australian landscape
was like in the year 1788. This is an opportunity to test
• Consider how European colonists and pre-knowledge of the topic. Ask questions such as:
Indigenous Australian peoples interacted with
• Who were the first British people to come to
the land
Australia? Why did they come here?
• Identify key events that shaped the
development of Australia • What was life like for Indigenous Australian people
before European settlement in 1788?
• How did Indigenous Australian people use the
Prior knowledge land?
Students need no prior knowledge for this unit. • How did British settlers use the land?
Background Resource and Activity sheets

Australia was settled by Indigenous Australian people The Activity sheet, ‘Map of Australia’, asks students to
40,000–60,000 years ago. They established effective use maps as a focus for considering Australia from the
processes of hunting and gathering that rarely perspectives of two groups: Indigenous Australian
left them without food. Europeans are descended people and the first British settlers.
from people in the Fertile Crescent in Iran and Iraq, The Activity sheet, ‘Indigenous Australians and their
approximately 10,000 years ago. They focused on land’, extends the previous task by considering how
agricultural practices, which meant they alternated Indigenous Australian peoples managed the land and
between famine and plenty. comparing this to the traditional British use of land.
The British often saw Indigenous Australian people as The Activity sheet, ‘Timeline of Australia’, identifies
barbaric and ignorant, believing their own society was some key events from 1788 to 1918. Students are asked
a superior civilisation. Their racist attitudes made it easy to show these events on a timeline, and then research
to decide that land without familiar rows of houses, three more key events from this time.
cities and farms was ‘empty’. They declared Australia On the Activity sheet, ‘Homes in New South Wales’,
terra nullius (empty land) and felt fully justified in students annotate primary source images to compare
invading and colonising Australia. The racist attitudes the temporary homes of Indigenous Australian people
of the British also led them to assume that Indigenous with the more permanent homes in the towns of British
Australian people were one homogenous group. In settlers.
reality there were at least 250–300 groups who spoke The Activity sheet, ‘Penal colony or pastoral settlement’,
numerous languages (300–700 distinct languages). This looks at the changing use of land by the British in
misunderstanding led to significant social problems Australia.
that persist today.
The first British people who came to Australia did so Extension ideas
under duress, as soldier guards and unwilling convicts, • Have students explore the interactive map of
transported to create a penal colony. Moving to Aboriginal languages at:
Australia was so unthinkable that many convicts did http://www.abc.net.au/indigenous/map/
whatever they could to get out of it. However, Australia
• Students could use the above website to choose
quickly moved from being a penal colony for criminals
one language or group to research. Ask them to
to a place of opportunity for settlers who were willing
find out about the place this group lived, how they
to work hard. Many settlers moved to Australia to grow
lived and their cultural practices and beliefs.
crops or raise sheep and cattle. They wanted to make
a land for themselves; something they couldn’t do in
their home country. Web addresses were functional at the time of
publication but teachers should check them for
inappropriate content and to ensure that they
are still functional before use with students.
Activity sheet – Land Achieve!
Map of Australia
It is easy to think that Australia has always been organised into six states – Victoria, New South
Wales, Queensland, South Australia, Western Australia and Tasmania – and two mainland
territories – Northern Territory and Australian Capital Territory. However, these divisions have
only existed for about 100 years. By looking at older maps, we can see that the way Australia is
organised has changed, depending on the time and the people.
+ 1 List two similarities and two differences for the maps below.
Hint: Look for things like size, shape, names, time and understanding of Australia.
Similarities
Differences
Indigenous Australian language groups, Australia, 1788

before 1788
New Holland New South Wales
Note: indicative map only
Each section represents a different Australia was divided into two areas:
Indigenous Australian group. Each group New South Wales claimed by Britain and
spoke a unique language and had New Holland claimed by the Netherlands.
distinctive cultural practices.
2 What do these two maps tell you about Australia in 1788?
Indigenous Australians and their land
Terra nullius is a Latin term that means ‘empty land’. The British used terra nullius as a legal
excuse for invading Australia. Because Indigenous Australian peoples were not settling and
farming the land in the same ways that Europeans did, the British simply took over by settling
first in Sydney Cove and, later, in other parts of Australia.
+ 1 Complete these sentences.

a Terra nullius means
b British settlers used this term because

It is hard to know exactly how many Indigenous people lived in Australia before 1788 because
they didn’t keep written records of their populations, and many died after colonisation. Some
historians believe there were 750,000 Indigenous Australians speaking 300–700 languages. In
many ways, Indigenous Australia was like a continent of many countries, not just one country.
2 How many Indigenous Australians were there before 1788?
3 How many different Indigenous Australian languages were there?
4 What do you think life in Australia was like before European settlement?

Indigenous Australians didn’t produce food in the ways that Europeans were used to. Groups
hunted and gathered food or trapped animals using techniques such as ‘fire-stick farming’.
This involved setting fire to areas so kangaroos could use the land for grazing and travelling.
Hunters used sophisticated tools and trapping techniques to gather the meat they needed.
Some groups used techniques that Europeans recognise as agriculture. The Wiradjuri in
New South Wales collected the grains of millet grasses to make bread, and the Gunditjmara in
Victoria built a series of canals and fences to farm eels.
5 What farming techniques have Indigenous Australian people used?

Timeline of Australia
+ rite each event in the correct place on the timeline.
W
Use the underlined keywords for your labels. One has been done for you.
1788: The First Fleet lands at Botany Bay in 1901: The Immigration Restriction Act
what is now New South Wales. is passed, restricting non-white
immigration.
1838: There is a massacre of Indigenous
Australians at Myall Creek, resulting in 1907: The minimum wage that men
the first trial of British men for killing could be paid is decided in the
Indigenous Australians. Harvester Judgement court case.
1894: South Australia becomes the first 1854: Miners rebel at Eureka Stockade,
Australian colony to allow women to vote. fighting for better rights.
1901: Australia becomes a Federation. 1914–1918: Australia enters World
War I on the side of the British.
1780
1800
1820
1840
1860
1880
1894: South A ustralia
women vot e 1900
1920
Extra activity: Use your textbook or the internet to find three more key events in the
development of the Australian nation. Add them to your timeline. For example: James Cook’s
discovery of Australia, first cricket or football match, first Melbourne Cup, choosing Canberra as
the capital city, start of the gold rush or the opening of Sydney Harbour Bridge.
Homes in New South Wales
+ 1 Label each type of housing to show:
• who lives there • how many people can fit • advantages
• construction style • materials used • disadvantages.
Thomas Medland, View of a hut in New South Wales, 1789,

National Library of Australia, nla.obj-135910348.
GW Evans, Sydney from the western side of the cove, 1803,

State Library of New South Wales, XV1/1803/1.
2 Which type of housing best suits its environment? Why?

Penal colony or pastoral settlement
Britain colonised Australia to use it as a place for British criminals to serve their sentences.
Over time, European settlers saw the possibilities in growing crops and raising stock. These
first settlements were often called pastoral settlements because most had sheep and cattle.
Pastoral means using land for the grazing of sheep and cows.
New South Wales was the first area settled. Originally this colony covered half of Australia. The
other half was called New Holland. Over time, these colonies became the states and territories
we know today: Victoria, New South Wales, Western Australia, South Australia, Tasmania,
Queensland and Northern Territory.
State or Territory Penal colony Founded as a colony Ruled by

New South Wales 1788 1823 NSW
Tasmania (called Van 1803 1825 TAS
Diemen’s Land before 1856)
Western Australia (called 1849 1827 WA
New Holland originally)
Victoria ---- 1835 NSW until 1851
Queensland 1824 1824 NSW until 1859
South Australia ---- 1836 SA
Northern Territory ---- 1823 NSW until 1863,
SA until 1911
+ Copy these sentence starters into your workbook and complete them.
1 Australia was settled as a penal colony, but early settlers also used it for
2 The first colony was
3 The two states and one territory that were never penal colonies are
4 The state of became a penal colony after it was a colony for settlers. I think this
was because (Hint: Think about the location and features of the state.)
5 The state that ruled over Victoria for at least 15 years is
6 The states that ruled over the Northern Territory are
Activity sheet – Indigenous Australian peoples Achieve!
* Make sure students understand that ‘half‑caste’ is
Objectives
a historical term and very much outdated in usage.
• Learn about the experiences of the Indigenous Today, it is highly offensive, especially to Indigenous
peoples of Australia Australian peoples. It is linked to the historical belief
• Consider how European colonists and that people of different racial groups should not
Indigenous peoples interacted marry nor have children.
• Identify key events that impacted on the
development of Australia such as the Stolen
Starter activity
Generations and the settlement at Coranderrk
Ask the students to work in small groups to make a
Venn diagram comparing:
Prior knowledge • Indigenous Australian life before settlement (1700s)
Students need a basic understanding of the settlement • Indigenous Australian life in the first years of
of Australia. European settlement (1800s–1850s).
Background Resource and Activity sheets
The treatment of Indigenous Australian people by the The Activity sheet, ‘The treatment of Indigenous
European settlers was often problematic. It was rare Australians’, explores the conflict between the
that the two groups made treaties. The treaty John Wiradjuri people and Europeans in New South Wales.
Batman made in Victoria in 1835 with the Wurundjeri This concept is further explored in the Activity sheet,
Elders may be the only one of its kind in Australia. ‘Coranderrk’, which outlines issues between settlers
The settlers’ permanent usage of land destroyed the and the Wurundjeri people in Victoria.
semi-nomadic lifestyles of the Indigenous Australian The Activity sheet, ‘History wars’, provides an overview
peoples. Settlement in Victoria was quicker than of two key issues historians have with Indigenous
in other states as the land was so flat, unlike New Australian history: the validity of oral history and
South Wales with the mountains beyond Sydney, or focusing on positive or negative events.
South Australia with the swamps around Adelaide. The Resource sheet, ‘Stolen Generations’, gives
Indigenous Australian peoples struggled to survive information about the Stolen Generations through
after their lands were taken away. They suffered from speech bubbles. People with a first and last name are
the introduction of diseases like influenza and smallpox real people, with text referring to their lives. People
and the massacres, violence and sexual attacks from with initials as surnames are fictionalised characters
settlers. whose dialogue is based on historical facts.
In some areas Indigenous Australian people fought It is paired with the Activity sheet, ‘Perspectives on the
back, like the Wiradjuri in the Blue Mountains. In Stolen Generations’, where students consider the views
other places like Coranderrk, an Aboriginal Reserve and aims of different groups.
in Victoria, Indigenous Australians responded by Extension ideas
following European methods of dispute resolution:
Have students further research Coranderrk and the
petitions, deputations and court hearings.
difficulties faced in the first fights for Indigenous
The European settlers often had negative views about Australian civil rights. Useful websites:
the Indigenous Australian peoples, seeing them initially
http://ergo.slv.vic.gov.au/explore-history/fight-rights/
as ‘vermin’, and later as a ‘dying race’. Some people felt
indigenous-rights/coranderrk-mission
that ‘half‑caste’* children (children of both Indigenous
Australian and European parentage) should be http://coranderrk.com/
removed from their homes and raised in reserves and http://www.minutesofevidence.com.au/the-
missions. Often this was done by religious or charity coranderrk-story/
groups. The intention was to assimilate these children
into the white community. Members of these Stolen Web addresses were functional at the time of
Generations often experienced physical and sexual publication but teachers should check them for
abuse and treatment as second class citizens, as well as inappropriate content and to ensure that they
the loss of family and culture. are still functional before use with students.
The treatment of Indigenous Australians
+ 1 Cross out the incorrect word in each set of brackets.
In the Blue Mountains in New South Wales, settlers (was / were) originally treated well by the
Indigenous people. But (this / they) changed as more settlers arrived. The Europeans settled
the land by cutting down trees, putting up fences and (built / building) houses.
Many Indigenous Australian peoples were nomadic, which meant they (stayed / moved)
from place to place. However, (their / they’re) travel was not random – they regularly returned
to locations for specific foods, water, hunting and sacred duties. The European settlements
(helped / stopped) Indigenous people from using the land the way they had for thousands
of years.
The warriors of the Wiradjuri in the Blue Mountains (fought / liked) the Europeans. They killed
livestock and destroyed buildings in an effort to make the settlers (leaf / leave). The Wiradjuri
leader Windradyne was captured in 1824, and the Wiradjuri attacks (slowed / slowing) until he
was released a month later.
2 Use the information above to complete the questions.
What did the European settlers want? What did the Wiradjuri want?

What did the Europeans do? What did the Wiradjuri do?

Why do you think they did that? Why do you think they did that?

In August 1824, Governor Thomas Brisbane declared martial law. This meant that Europeans
could shoot Wiradjuri people without being punished for it. It is believed that 100 Wiradjuri
were killed during this time. In December 1824, Windradyne and Thomas Brisbane organised
peace between the peoples.
3
Sometimes to fix a bad situation people have to make difficult choices. How do you think
Governor Brisbane and Windradyne agreed to make peace? What compromises could
they have made? Discuss your ideas with a friend then write them in your workbook.
Coranderrk
+ 1 Use the word banks to complete the information.
Victoria
Europeans begin to settle in in 1835. At the time, Word bank
there were around Indigenous Australian people in Victoria. • 1859
Because so much of the land in Victoria was , settlers spread • 60,000
quickly throughout the area. By the 1860s, only 2000 Indigenous people • flat
lived in the area. The others died from , illness and • leader
starvation. Simon Wonga was the ngurungaeta or of • Victoria
the Wurundjeri. In , he asked the Aboriginal Protector for land. • violence
Coranderrk
In 1863, the were given land called Coranderrk,
Word bank
near Healesville. Here, Indigenous Australians were encouraged to hunt and
• good
gather in ways for one or two days each week. The
rest of the time, they worked as stockmen or artists. John and Mary Green • reserves
were the superintendents at Coranderrk. They allowed Indigenous Australians • voice
at Coranderrk to have a in decisions, which did not • traditional
happen at most of the other . In 1869, the Greens were • Wurundjeri
forced to resign when the Aboriginal Board took control of Coranderrk. The
Board believed that the land was too for Indigenous people.
Problems in paradise
In the , William Barak was the Wurundjeri ngurungaeta.
Word bank
He walked the kilometres to Melbourne several times to ask
for better treatment. In 1878, Reverend Strickland became Manager of • 1870s
Coranderrk and treated the Indigenous Australians poorly. In 1881, • 50
hearings were held to investigate the • court
of Indigenous Australians at Coranderrk. People • removing
testified about their treatment, but their views and arguments were often • significant
seen as less than those of Europeans. However, they • treatment
were successful in Reverend Strickland as manager.
2 Draw a timeline in your workbook. Put five key dates from the information above on
your timeline. Explain why each date is important.
History wars
+
1 Historians can hold conflicting views about history. Read these two views of
history that some Australian historians have held and then complete the table.
Views of history
Black Armband view of history Three Cheers view of history
Focuses on the mistreatment and prejudice Focuses on the achievements, values and
in Australia, and the negative elements of successes in Australia; all became perfect
settlement: massacres, abuse and death. when the penal colonies were closed.
Is this view helpful for understanding the
• •
Is this view helpful for understanding the
past? Explain. past? Explain.
Keith Windschuttle and Bain Attwood are historians who have written about Indigenous
Australian history. Here are their views on oral history.
Historian views on oral history

Keith Windschuttle: Oral histories can’t be Bain Attwood: When there is no historical
trusted if they are recorded years after the material, oral history can be important. You
event. Historians can lie about oral testimony can’t say an event didn’t occur just because
and statistics to help prove their point. there is no written evidence.
2 Do these historians value oral history? Why?

3 How do you think these historians’ views affect the way that Indigenous Australian
history is studied?

Resource sheet – Indigenous Australian peoples Achieve!
Stolen Generations
My mum didn’t want T he Nat ive W elfare lady came
them to take me, but by our camp. I saw her looking
she didn’t have a choice. at my daught er Joyce. I told
T he A boriginal Board Joyce, ‘You’ll have to run or
sent police for me and they’ll catch you up. A nd if they
I couldn’t ever go home grab you they’ll never let you go.’
again. I have to go to I was lucky. She ran and ran.
school and I get hit if I A nd when the Nat ive W elfare
don’t speak English. Some lady left, we moved to a
of them have done bad Ada Injie, 1930s dif ferent stat ion. Lat er I heard
things to me. But nobody that lady came back and took
list ens to an A boriginal girl. two other kids from our camp.
Nugi, who was

renamed To leave half-cast e* A boriginal children
‘Martha S.’ , 1930s with their parents is not good for them
or their parents. It is only by removing
children from the parents and taking
them to missions that we can uplift the
Nat ive race.
I believe that their new situat ion in the
Maka, who was missions is far more sat isfactory than
the living condit ions that they resided in
renamed
before and no-one can convince me that
‘Edward L.’ , 1870s
I am wrong in this matt er.
F ull-blooded* A borigines will surely become
I was taken from my mum to live ext inct soon and if we don’t help the
in a dormitory on the mission. T he half‑cast es*, the same thing will happen
older kids used to t ell me stories to them.
of when this country was our land
but I try not to think about it.
I mean, I’m thirt een – I’ll be
working next year. Auber Neville,
Chief Protector
of Aborigines in
* The terms ‘half‑caste’ and ‘full-blooded’ were once
commonly used. Today, they are highly offensive, especially Western Australia,
to Indigenous Australian peoples. These terms are linked 1930s
to the historical belief that people of different racial groups
should not marry nor have children – a racist idea that is
considered completely unacceptable in today’s society.
Perspectives on the Stolen Generations
+ Use the Resource sheet, ‘Stolen Generations’, to help you complete the table.
What was their agenda?

What did they feel or think
Groups Hint: ‘Agenda’ means the reasons
about ‘half-caste’* children?
for their actions.
* The term ‘half‑caste’ was once commonly used. Today, it is highly offensive, especially to Indigenous Australian
peoples. It is linked to the historical belief that people of different racial groups should not marry nor have
children – a racist idea that is considered completely unacceptable in today’s society.
Indigenous
Australian parents
of the children,
usually the
mother
White parents
of the children,
usually the father
Australian
Government
Indigenous
Australian children
Teacher’s notes –The goldfields Achieve!
The goldfields also proved to be a useful landscape
Objectives for developing political thought. The Eureka Rebellion
• Learn about the experiences of the people on was held on the goldfields of Ballarat as miners sought
the goldfields political representation in the government.
• Consider the impact of the Eureka Rebellion on The goldfields were also a place of disturbing acts
the Australian nation of racism, particularly against Chinese miners. There
• Discover how the gold rush led to the were riots and attacks at a number of goldfields. In
development of ‘Marvellous Melbourne’. the Lambing Flat riots in New South Wales, many
of the 200 Chinese miners were savagely beaten.
Xenophobic actions and attitudes led to restrictions in
Chinese immigration in the different colonies. These
Prior knowledge
attitudes were later expressed in federal law with the
Students need a basic understanding of the settlement Immigration Restriction Act of 1901.
of Australia.
Starter activity
Background
Many students will have prior knowledge of the gold
The gold rush in Australia started in 1851, only rush from primary school studies. Work with the class
three years after the Californian gold rush in 1848. to create a mind map of what they already know
The mid-1800s was a period of great movement as about the Australian gold rush. This can help you to
people migrated first to America and later to Australia identify the extent of their knowledge and correct any
in the hope of finding gold. This had a large impact misconceptions about the time period.
on Australia, especially in Victoria as the two main
goldfields in the 1850s were Bendigo and Ballarat. Resource and Activity sheets
These population changes contributed to the: The Activity sheet, ‘Immigration in the gold rushes’, asks
• construction of the Australian national identity as a students to answer questions about a timeline and a
‘working man’s paradise’ where poor men and their graph.
families could live a reasonable life On the Activity sheet, ‘Life on the goldfields’, students
• expansion of the city of Melbourne into ‘Marvellous examine a primary source image to find out about how
Melbourne’, allowing it to compete with European people lived and worked in the goldfields.
cities for size and grandeur The Activity sheet, ‘Eureka Rebellion’, introduces key
• development of racialised policies in the newly information about this event, and students complete
federated Australia – the Immigration Restriction Act. comprehension tasks.
Living on the goldfields was difficult. Miners often The Activity sheet, ‘Women of Eureka’, provides primary
struggled to buy food and mining gear, the possibility sources that students respond to by writing a first
of finding gold was limited and the fee for the mining person account of life during Eureka.
licence at 30 shillings a month (£18 a year) to rent an The Activity sheet, ‘Marvellous Melbourne’, explores
area approximately 3.6 metres square was exorbitant. how the city developed with a focus on sanitation.
Facilities were initially limited in the gold mining
region, with sanitation and housing only slowly Extension ideas
following the boom. Some miners brought their
Have students create a poster for the Eureka Rebellion.
families. So while the goldfields were full of men, there
They should use powerful images, symbols and clever
were also women and children.
colour choices to show the ideas and events of the
Due to the difficulties of life on the goldfields, many Eureka Rebellion. Ask students to annotate their work
became disillusioned and changed occupations. to explain the reasons for their design choices.
The demand for labour in Australia meant that many
people were paid well and could afford items that were
seen as luxuries for the lower classes in other countries,
such as meat for every night’s meal.
Activity sheet – The goldfields Achieve!
Immigration in the gold rushes
Timeline of gold discovery in Australia
1848: Gold was found in 1840 1851: Edward Hargraves found

California. This led many gold near Bathurst in New South
people to immigrate to 1850 Wales. He was looking there
America. because the landscape was
similar to California. Later that
1860
1853: Gold was found in year, gold was found in Victoria at
Queensland. Ballarat and Bendigo.
1870
1865: Gold was found in the 1877: Gold was found in
Northern Territory. 1880 Tasmania and Western Australia.
+ Complete the following questions in your workbook.

1 Why was Edward Hargraves looking for gold in New South Wales?
2 Gold was found in New South Wales in 1851. How many years later was it found in
Western Australia?
Population of Victoria
The Australian population changed quickly 600,000
as a result of the gold rush in the 1850s. Most
immigrants were from Britain, but many came 500,000
from China and from other countries in Europe.

Population
400,000
The population explosion had the biggest
300,000
no data available
impact in Victoria where the Bendigo and Ballarat

goldfields attracted many miners. 200,000
3 Use the graph to complete this table. 100,000
Year Population 0
1849 1850 1851 1852 1853
1849 Year
1850
4 Describe the change in Victoria’s population over time.
1851
Make sure you include numbers in your answer.
1852
5 How would this change affect the housing situation?
1853
6 How might Indigenous people be affected by this change?
Life on the goldfields
+ Use this illustration to answer the following questions.
Thomas Ham
(engraver), William
Strutt (artist), Gold
diggings of Victoria,
preparing to start,
1854, State Library
of Victoria, H2910.
1 What equipment are they bringing to the goldfield?

2 Why would this equipment be useful on the goldfields?

3 What animals are they taking?
4 Why would these animals be useful on the goldfields?

5 What else does the illustration tell you about life on the goldfields? Complete the table.
What are the diggers taking? How will this help on the goldfields?
A cradle
To break up the soil and dig holes
Dogs
To pull carts that carry their equipment
6 With a partner, discuss which groups of people are absent from this image. Suggest why.
Eureka Rebellion
+ Copy and complete the sentences in the right column in your workbook.
The Government of Victoria did not want to encourage gold 1 I think it is fair/unfair
miners, so they charged 30 shillings a month for a mining that the miners could
licence for an area 3.6 m square (equivalent to about $1600 have their land taken
in today’s value). The miners could not keep the land they from them at any time
worked and could be moved by the Gold Commission's because ____
police force at any time, even if they were up to date with
their mining licence.
Sir Charles Hotham was appointed Governor of Victoria in 2 Governor Hotham
1854. He made the Gold Commission's police force check viewed the miners ____
licences twice a week to make sure miners were paying
3 The miners viewed the
their fees. Many miners had stopped paying because they
actions of Governor
were too expensive.
Hotham as ____
Miners were unhappy about the way they were treated. 4 Because the miners were
On 30 November 1854, the Eureka Stockade was set up in unhappy, they ___
Ballarat. Peter Lalor was elected as the leader of 500 mining
5 The three things the
rebels. They wanted three changes:
miners demanded were
• the release of three diggers taken by the police
___
• no more mining licences
• the right for all men to vote.
On 3 December 1854, miners and police clashed at the 6 In summary, the causes
Eureka Stockade: 28 men were killed and 125 people were of the Eureka Stockade
taken prisoner. Most of these were miners, but five police were ___
were killed.
7 The effects of the Eureka
Afterwards, there was a Royal Commission into the
Stockade were ___
treatment of miners. They:
• removed licence fees and instead taxed gold 8 The outcomes of the
Eureka Stockade were
• gave miners the right to own land.
___
Later, all men were given the right to vote.
Women of Eureka
Glossary
The Eureka Stockade was held in Ballarat in 1854 as a rebellion
harrowing: very upsetting
against the government. Many histories seem to suggest that
sustain: to strengthen or
only men lived on the goldfields and were part of the Eureka
to keep going
Rebellion. But women also risked their lives on the goldfields
and were clearly involved in the rebellion. Anastasia Withers skirmish: small battle
and Anne Duke helped to sew the distinctive Southern Cross absent: not present
flag, the symbol of the Eureka Rebellion. wounded: hurt
Source 1
The most harrowing and heartrending scenes amongst the women and children I have
witnessed through this dreadful morning. Many innocent persons have suffered and
many are prisoners who were there at the time of the skirmish but took no active part …
The flag of the diggings, ‘the Southern Cross’ … [was] captured by the foot police.
‘By Express’, The Argus, 4th of December 1854
Source 2 Source 3
Poor women crying for absent husbands Two men and a woman were shot dead
and children frightened into quietness … last night by the Camp because lights
being so cruelly used by a Government to were burning in their tents after 8pm …
sustain a law. ‘From our own Correspondent’, Geelong
‘The Eureka Massacre’, Geelong Advertiser Advertiser and Intelligencer, 6th of
and Intelligencer, 6th of December 1854 December 1854
+ 1 Highlight the references to women in the three sources above.
2 Choose one source. Use it to help you write about life during the Eureka Rebellion as if
you were there at the time. Use at least two words from the glossary in your response.

Marvellous Melbourne
+ Write the missing vowels (a, e, i, o, u) to complete the information.
The g ld r sh had an impact on many parts of A stralian life, but was perhaps most strongly
connected to the devel pment of Melb urne. Melbourne was founded in 1835, only
16 ye rs before the gold rush. At first it was a town of scattered build ngs and settlements
with houses built as quickly and cheaply as poss ble. As gold was found in nearby Bendigo
and Ballarat in the 1850s, Melbourne exp nded to fit the new imm grants coming to
Australia in search of fortune.
By the 1880s, the newly wealthy st te of Vict ria could afford many large and be utiful
buildings. Visit rs to Melbourne were am zed at how big and exc ting the town was. It was
often referred to as ‘Marv llous Melbourne’ because it looked bigger and new r than many of
the capital cit es in Europe.
Somet mes Melbourne was called ‘Smellbourne’. The city had grown q ickly, and facilities
could not ke p up with the needs of the incr asing population. Most houses did n t have
fl shing toilets. Instead, there was a cesspit at the b ck of each yard. Wee and poo were
known as nightsoil. This was c llected at night by nightsoil men. Sometimes if th y were busy
or clumsy, the men would dump their loads on the ro d. This stank and allowed d sease to
spre d easily. Most of the n ghtsoil was buried, but some people were charged for using
hum n waste on their market g rdens to fertilise the v getables.
1 Why was Melbourne called ‘Marvellous Melbourne’?

2 Why was Melbourne also called ‘Smellbourne’?

3 Who were the nightsoil men? What did they do?

4 If you were the Mayor of Melbourne in the 1880s, what would you do to fix the problems
of Melbourne?

Teacher’s notes – Non-European immigration Achieve!
Starter activity
Objectives
Work with the class to brainstorm a list of countries
• Learn about the immigration of non-Europeans
from which people emigrated to Australia in the 1800s.
• Consider the racist treatment of different If students do not mention Afghanistan, China and the
groups and the beliefs and values this Pacific Islands, suggest them yourself. Ask questions
treatment reflected such as: Why would people move to a faraway country
• Discover contributions of non-European where they do not speak the language or know the
immigrants to the formation of Australia culture?
Resource and Activity sheets

Prior knowledge
The Activity sheet, ‘Chinese immigration’, discusses
Students need a basic understanding of the settlement the reasons why Chinese immigrants first moved
of Australia. to Australia, how they were treated and what
contributions they made to Australian society.
Background
On the Resource sheet, ‘Mongolian Octopus’, a
The establishment of Australia as a country is primary source image is used to explore the negative
usually strongly linked to British and European stereotypes of Chinese people in the 1880s.
immigration. However, the image of early Australia as Using the Activity sheet, ‘Racism in Australia’, students
primarily a place of white migrants is in many ways a plan and write a short source analysis of the image on
misunderstanding. Although immigration was largely the Resource sheet, ‘Mongolian Octopus’.
made up of Europeans, the impact and contributions
The Activity sheet, ‘Afghans in Australia’, asks student to
of immigrants from many non-European backgrounds
fill in the missing words to complete information about
should not be forgotten.
the contributions of the Afghan cameleers.
People from many different nations saw Australia as a
The Activity sheet, ‘Blackbirding’, explores the practice
land of possibility. It was a place where they could get
of bringing Pacific Islanders to Australia to work as
jobs, find husbands or wives, try life in a new land and
indentured labour on the Queensland sugar cane
perhaps find gold. Some people from non-European
plantations.
backgrounds, such as the Kanakas from the Pacific
Islands, were lied to, tricked and/or kidnapped to get Extension ideas
them to Australia to work on the sugar cane fields.
Others, such as the ‘Afghan’ cameleers, came willingly Have students research someone from their family tree.
to work with the camels that suited this wild and dry They could find out:
land. Both groups were often treated with racism by • why this person came to Australia
European immigrants. The Chinese immigrants mainly • what made them want to leave their former
came for the gold rush and were also mistreated and country
persecuted for being of a different race. • what made them choose Australia.
In 1901 when Australia became one Federated country, Then ask students to compare these experiences to
the new government introduced the Immigration those of the early Chinese, Afghan or Pacific Islander
Restriction Act. This reduced non-European immigration migrants.
by using techniques such as dictation tests in order
to limit who could come to Australia. This created
the white Australia of the 1900s which only began
diminishing after the 1940s, before being dismantled in
the 1970s.
Activity sheet – Non-European immigration Achieve!
Chinese immigration
+ Copy and complete the sentences in the right column in your workbook.
The first Chinese migrants to Australia were sailors 1 Most Chinese immigrants
who left their ships and became cheap labourers. came to Australia because
However, large numbers of Chinese immigrants came ____.
for the gold rush in the 1850s. They called Australia
‘New Gold Mountain’. Most of these immigrants
planned to stay long enough to make their fortunes
and then go home.
Most gold rush migrants went to country towns like 2 Chinese miners created
Ballarat and Bendigo. The Chinese miners sometimes secret societies because ___.
created secret groups to establish rules and punish
rule-breakers. This allowed them to maintain a good
reputation and keep safe.
There was a lot of racism in early Australia and many 3 Events in the 1800s that
Chinese people were treated badly. In the 1850s, showed racist attitudes
Victoria and South Australia put restrictions on the include ____.
number of Chinese who could enter the colony.
In 1861, there were riots at the Lambing Flat gold 4 Lambing Flat was important
mines in New South Wales. European miners attacked because ____.
the Chinese camps. Most Chinese miners lost all their
belongings. Many were severely injured and some
had their pigtails cut off. European miners had always
treated Chinese miners badly, but the size, planning
and violence of this attack was something new.
In 1901 there were 29,000 Chinese people living 5 Three examples of racism in
in Australia. This was the year of Federation, when our society today are ____.
the six colonies became one country. One of the
first Acts of the new Australian Government was
the Immigration Restriction Act of 1901. This law was
used to restrict non-European immigration and this
continued until the 1970s.
Resource sheet – Non-European immigration Achieve!
Mongolian Octopus
This cartoon was created as
a racist reaction to Chinese
migrants, described here
as Mongolian. It shows the
fears held about Chinese
migration during this time.
Phil May, ‘The Mongolian

Octopus – His Grip on
Australia’, The Bulletin,
21 August 1886,
State Library of New South
Wales, MDQ079/39.
Negative views this What Australians were

Chinese stereotype
showed about Chinese taught to value in the 1880s
Cheap labour (worked for Paid less = worth less Work for fair wages and a fair
less money) go for white men.
Pak Ah-Pu and Fan Tan Cheats who tricked Games are good, but being
(Chinese lottery game and a people into losing lots of cheated is bad.
gambling game) money
Immorality (had bad moral Could not be trusted, Prostitution and mixed
values) not good citizens marriages are bad.
Smallpox and typhoid Dirty and diseased, Healthy people are the ideal,
(contagious diseases) passing on illness avoid sick people.
Opium (addictive drug) Mysterious drug addicts Alcohol is a good, manly
drink; opium is odd and weak.
Bribery (paying to get special Cheating to get better A fair go for white men.
benefits) treatment All equal here.
Customs robbery (lying to Stealing money from Money made in Australia
officials about money) Australia to send to China belongs in Australia.
Racism in Australia
+ se the Resource sheet, ‘Mongolian Octopus’, to complete the source
U
analysis below. It is based on the CHIPS structure. Discuss each question
with a partner and write your own answer in your workbook.
1 Caption
a The text at the left of the image is the caption. What does it tell you?
b How does the caption help us understand the image? For example,
Mongolian Octopus: the word Mongolian was often used to describe all
Asian people and could be seen as an insult.
2 Historical connections
a When was this image created?
b What events and issues were happening in this time?
c How does the image connect to the time period?
3 Interrogate the image
a What stands out in the image? Why?
b What is unusual about this image?
c What is absent that should be shown? What is present that shouldn’t be?
For example, it is rare to see pictures of white and black students together
in schools before the 1950s in America because of segregation. So a
photo showing black and white students together would be important.
4 People
a Who is in the image? Why?
b Are these figures represented positively or negatively? How can you tell?
Why are they presented that way?
5 Signs and Symbols
a What symbols are used? For example, a flag represents a country.
An octopus represents something greedy and grasping.
b What are these symbols being used to say?
Extra activity: Use the completed table and the Resource sheet, ‘Mongolian
Octopus’, to write your own paragraph responding to the image.
Afghans in Australia
+ Use the word banks to complete the information.
Word bank: alternative, ‘Afghans’, Australia, explore, import, recruit, water

In the early 1800s, many people wanted to the inland areas of
Australia. However, horses and mules could not carry enough for
these expeditions. Camels were suggested as an , but few Europeans
knew how to look after them. They needed to camels and
people to look after them.
refers to people from Afghanistan. In the 1800s in ,
Afghan was also used to refer to people from Egypt, Persia, Turkey and India.
Word bank: cameleers, Carpentaria, desert, expeditions, Melbourne, railway, remote

In 1860, the first Afghan joined Burke and Wills’ team to explore
inland Australia. They set out from in Victoria and travelled up
through Australia until they reached the Gulf of in Queensland.
There were three Afghans to manage the 24 camels. The expedition was not successful,
but the use of camels became widespread because they were so well-suited to
travel.
Later, Afghan cameleers went on to discover new places and set up
telegraph systems and tracks in areas.
Word bank: decades, married, Muslim, non-white, Restriction, settlers, wild

The Afghans who came to Australia as cameleers were usually single, male and
. Often they were not treated well because European
were racist towards immigrants. Usually, Afghans lived in a separate
part of town and only Indigenous Australians because they were the
only women who would accept them as husbands.
Many Afghans were forced to return to their home countries after the Immigration
Act in 1901, even if they had lived in Australia for .
Their camels were usually left in the desert to look after themselves. Today there are
still tribes of camels in the centre of Australia.
Blackbirding
In Queensland, many of the first settlers started up large farms called plantations. Most grew
sugar cane. These plantations were so large that the settlers could not harvest all the sugar
cane by themselves, so they brought people from the Pacific Islands to work as cheap labour.
‘Blackbirding’ was the term for ‘convincing’ Pacific Islanders to come to Australia. Over 60,000
people were ‘blackbirded’ during the 1800s.
I was the founder of Townsville
Pacific Islanders were often: in Q ueensland, and one of the
first shipowners to bring Pacific
• kidnapped or tricked into going to Queensland I slanders to A ustralia to work in
• lied to about how much money they would earn the sugar fields. T hey make good
workers and I get to make good
• called ‘Kanakas’, a negative term
money. Black people are bett er
• paid very little workers than whit e people – they
• given three year contracts they could not escape can deal bett er with the heat.
• made to work very long hours in harsh conditions. Robert Towns, 1840s
+
1 Use the information above to write a diary entry about your life as a ‘sugar slave’.

2 Imagine that you are a Queensland plantation owner.

Explain why you need ‘Kanaka’ labour.

3 How else could the plantation owners solve their labour problem?

Teacher’s notes – Life in 1900 Achieve!
Resource and Activity sheets
Objectives
The Activity sheet, ‘Sanitation and health’, guides
• Learn about key features of life in Australia in
students through a comparison of the experiences
the 1900s
of the poor and the rich. It also identifies sanitation
• Consider this key moment in time as Australia developments in the 1900s.
moved from separate colonies to become a
With the Activity sheet, ‘Homes’, students compare and
Federation
contrast their own homes with those of the working
• Compose a fictional piece that shows an
class living in worker’s cottages. This activity could
understanding of this historical period
be extended in class by using masking tape to mark
out the floor plan of the worker’s cottage. This would
provide students with a stronger understanding of the
Prior knowledge similarities and differences in housing today.
A basic knowledge of Federation may be useful. The Resource sheet, ‘Working class men, women and
children’, explores the difficulties in the lives of the
Background working class. Students use this information with
By the 1900s, Australia had started to define itself the Activity sheet, ‘Plan a story’, to plan a story set in
as a nation. It had moved quickly from an isolated Australia in the 1900s. The Activity sheet, ‘Tall tales’,
wilderness where convicts were transported to provides information about creative writing and
a relatively modern civilisation by the 1900s. The guides students through the process of writing the
discovery of gold in places like Ballarat, Bendigo and introduction to their creative short story.
Castlemaine led to a huge influx of migrants from a
wide range of countries. This began to shape Australia Extension ideas
into the multicultural nation it is today. Have students use http://trove.nla.gov.au to research
People began viewing Australia as being at the Australian newspapers from around 1900. You can alter
forefront of egalitarianism and equality. However, in the dates in the advanced search option or by choosing
many ways this perception was simply a veneer that the decade option on the side once you have started to
hid the reality: people in Australia were not equal. search. (Search using ‘Available online’ and ‘Australian
There was a vast gulf between the rich and the poor, content’ to find relevant information).
sexism was rife, and those in the country had a much Ask students to complete one of the following activities.
more basic existence than those in the cities. • Find an advertisement in a newspaper from around
Australian society in 1900 was on the verge of massive 1900. What items are being sold? Why were these
change. New technology led to improvements in items important or desirable? What persuasive
housing, sanitation and working conditions. The techniques are used to advertise them?
separate colonies were to become one country with • Choose an issue that is important today, such
Federation in 1901. Women fought to be heard, as drugs, women’s rights, immigration, sports or
forming suffragette groups to argue for the female vote gambling. Find out how this issue was presented
to be part of Federation. Education gradually moved around 1900. Is the way people viewed the issue
from the province of the wealthy and middle class to at that time similar or different to how we see the
being available to all: free, secular and compulsory. issue today? Explain your answer.
Starter activity • Choose a nationality or race to research. How
were people from that group described in 1900?
Ask students to guess what life was like for people Is positive or negative language used?
in Australia in 1900. Compile a class list, focusing on
areas such as housing, transport, work, education and
recreation. As they progress through the unit, update
the list to reflect what they learn. Web addresses were functional at the time of
publication but teachers should check them for
inappropriate content and to ensure that they
are still functional before use with students.
Activity sheet – Life in 1900 Achieve!
Sanitation and health
Bathrooms were very different for the rich and the poor during the 1900s in Australia.
Rich people Poor people

Many homes had flushable Most people used outside dunnies as toilets. Nightsoil
toilets. Mass production of men would collect the waste at night.
these began in the 1850s in Some used cesspits as toilets. These were large holes that
England. people used until they were filled.
Many had bathrooms with Most used tin tubs to wash in and the whole family would
porcelain bath tubs. They share the same water. It was not done often, as it was
could wash regularly. hard to heat the water and they could not keep it warm.
Most had taps in their houses Most people didn’t have taps in their houses. They used
giving them easy access to common wells or taps in public areas and carried the
water. water back to their homes.
+ 1 List two differences in sanitation between the rich and the poor.

2 List one similarity in sanitation between the rich and the poor.

3 Write a diary entry for both a rich person and a poor person, discussing your use of
bathrooms, toilets and water. Make it interesting and show your knowledge of the time.
Diary of a rich person Diary of a poor person
Homes
Houses in the 1900s were very different to houses today. They were often a lot smaller, with
simpler technology and far less furniture. Houses built for middle class or wealthy people
between 1900 and 1910 were often called Edwardian. They had high sloping roofs and were
made of red brick or a pale weatherboard.
Worker’s cottage, Melbourne, 1900
In 1900, a worker’s cottage in Melbourne or
meat
Sydney cost about five shillings (sixty cents) safe KITCHEN BEDROOM
a week to rent. They had two rooms: a
3 metres
table and chairs
kitchen and a bedroom. The toilet was Other Parents’
children’s and baby’s
usually an outside closet. bed bed
stove
+ 1 Draw and label the plans for
your own home. Include the 6 metres
furniture in each room.
2 Compare the two plans. Identify:
a one difference
b two similarities
c three things the worker’s cottage doesn’t have that you couldn’t live without.

Resource sheet – Life in 1900 Achieve!
Working class men, women and children
The lives of unskilled workers were often hard in Australia in the 1900s. Although there were
many changes in technology and lifestyle, the lives of the poorest people were similar to those
100 years earlier.
I never used to work. T hey call A ustralia a working man’s

T hen my man got sick and paradise. Maybe it used to be
I start ed working for before but not now in 1900. I live
Mr Taylor at the clothes near my factory. T here are only a
factory. A t first I took few trams and buses so I usually
cloth home and hemmed it walk. Somet imes I think of moving
because it was easier with to the country where the air is
the children. But it didn’t clear and a man could be himself.
pay much and in the end
I went to the factory.
T he hours are long , but we
have to eat.
Simone L., 23 years
T he roads are oft en covered in

sewage. I have to be careful
James T., 38 years
where I st ep so I don’t get
covered in the muck. Nobody
wants to buy things from someone
who smells like the streets.
Reuben J., 28 years

Shelby L.,
14 years
My mother sends me to
school. She wants me My friend Maddie st ill goes to
to learn well and become school, but I didn’t see the point.
a t eacher. T he money I start ed working in a factory a
for t eaching is bett er year ago, even though you aren’t
than other jobs. A nd if supposed to unt il you are fift een.
I get to be a governess, If a truant of ficer turns up, we lie
I might meet a rich man and say we are older. I got made
to marry. Maddie M., 13 years an apprent ice at first and I earned
nothing for the first six months.
Plan a story
+ se the information from the Resource sheet, ‘Working class men, women and children’,
U
to help you come up with ideas for a story set in Australia in the 1900s.
Structure of a story
• Introduction: introduce the people, location and time; hint at a problem to come.
• Complication: expand on the problem that needs to be solved.
• Resolution: have your characters solve the problem.
Location:
Character’s name: Where does my story
happen?
Illustrate me, annotating key features
of my appearance and personality
Time:
When does my story
happen? What is happening
then?
Relationships:
Who else is in my story? Problem:
How do I feel about them? What is stopping me
from doing what I want?
Tall tales
+ 1 Use your plan from the Activity sheet, ‘Plan a story’, and the information from
the Resource sheet, ‘Working class men, women and children’, to write the
introduction to your story.
DEAD writing is alive!
Term Definition Use

D Describe the people, place and Descriptive scene: The creaking
- Description events. Use adjectives and adverbs to door swung heavily in the wind
create a visual scene. before crashing into its frame.
E Show and tell the emotions and Show emotion: James wept.
- Emotion thoughts of the characters. Make the Tell emotion: James was sad.
reader care about the characters and
Both identify sadness, but
what happens to them.
showing can be more powerful.
A Explore scenes where exciting Fast-paced scenes: Sarah looked
- Action things happen so we want to keep behind her to see the police
turning the page; for example, fights, rounding the corner. Soon they
arguments and chases. would catch up ...
D Have your characters talk to one Direct: ‘I want cake,’ Noah said.
- Dialogue another, both directly and indirectly. Indirect: Noah told Hanson that
he wanted cake.
2
Write the rest of your story in your workbook.
Teacher’s notes – Federation Achieve!
Test 2: Ice and snow cover the Poles, which are not
Objectives further from the sun than we are, but the sun’s rays
• Understand why people wanted Australia to reach them slantwise, and are stopped by such a
federate as one country thickness of air that not enough of them reaches the
• Learn about the process of Federation in surface of the earth at the Poles to keep them warm.
Australia Point out to students that the purpose of dictation tests
• Consider a positive outcome of Federation: was to restrict non-European immigration.
female suffrage Resource and Activity sheets
The Resource sheet, ‘Colony to country’, outlines
Prior knowledge reasons why people wanted to form a federated
country.
Some understanding of the settlement of Australia may
be useful. On the Activity sheet, ‘Reasons for Federation’, students
match reasons from the Resource sheet, ‘Colony to
Background country’, to given themes and compare them with the
When Australia was first settled by the British, it was situation today.
divided into two colonies: New South Wales and New The Resource sheet, ‘Suffragettes’, gives students key
Holland. The British controlled New South Wales, which information about suffragettes. They will use this
also included the modern states of Queensland and information to complete sentences on the Activity
Victoria. New Holland was controlled by the Dutch. sheet, ‘Suffering for suffrage’. The answers are:
This area included Western Australia and most of 1 vote, 2 abolish, 3 novel, 4 campaign, 5 Indigenous
South Australia and Northern Territory. Over time, Australians, 6 petitions, 7 women, Indigenous
the two colonies separated into Tasmania (originally Australians, 8 Indigenous Australians, Referendum.
Van Diemen’s land), Victoria, South Australia (which The Activity sheet, ‘Healthy nation’, provides
controlled Northern Territory 1863-1910), Western information about sickness and health, and asks
Australia, New South Wales (which controlled Northern students to come up with solutions to protect people
Territory until 1863) and Queensland. Britain controlled from common diseases.
them all.
The colonies operated as if they were separate
Extension ideas
countries. Each government could decide on laws Ask students to make a chart to explore the two
without considering the other colonies. One advantage following questions.
of this was that each government was free to consider Why would it be better if our states and territories
the unique needs of the settlers in their region. One were like countries?
disadvantage was that the laws and practices of one For example:
colony could be significantly different to those of all
• Ruled by the state government
the others. This was a problem particularly in border
towns. Large taxes had to be paid for moving produce • All resources could be spent on the local
from one colony to another, even if that was to a town community
just across the border. Why it would be worse if our states and territories
were like countries?
Starter activity
For example:
Have the class complete a dictation test to show the
• Specific laws
students how difficult it was to emigrate to Australia
after 1901. These tests are real ones used in the 1930s, • Taxes
but they could be given in any European language. • Passports to move from one state or territory to
Test 1: The tiger is sleeker, and so lithe and graceful another
that he does show to the same appalling advantage as Explain to students that this is what Australia was like
his cousin, the lion, with the roar that shakes the earth. 1788–1900. In 1901, Australia became one federated
Both are cats, cousins of our amiable purring friend of (united) country and the colonies joined together.
the hearthrug, but the tiger is king of the family.
Resource sheet – Federation Achieve!
Colony to country
When Australia was claimed by the British, they divided Australia into six separate colonies:
Western Australia, South Australia which controlled Northern Territory, New South Wales,
Victoria, Queensland and Tasmania.
Colonies like New South Wales and Victoria were right next to each other and yet each had very
different laws and taxes. By the late 1800s, many people saw themselves more as Australians
than as Victorians or Tasmanians. They wanted the colonies to federate and become one
country. In 1901, Australia finally became a Federation.
Fears about non-white and

To trade between states non-European immigration
without unfair taxes
To protect
To create a
our shores
national army Focus on uniquely
To make transport Australian culture
easier from one
state to another Reasons for
Fears that workers
Federation
from other countries
would steal their jobs
Show shared language
Show national
and cultural background
pride
Unified police force
Popular writers already To gain a stronger influence

created images of a over nearby countries like
unified Australia Papua New Guinea
Activity sheet – Federation Achieve!
Reasons for Federation
+ U se the Resource sheet, ‘Colony to country’, to help you complete the table.
There can be more than one reason in each box.
Is it the same or different in Australia

Themes Reasons for Federation
today? Explain.
National Example: Example:
identity • Show national pride Many Australians are proud of our
country. We use events like the Olympics
to come together as a nation.
National to create a national army The Australian Army protects our
unified police force borders and shores. It provides
protection
peacekeeping forces for overseas
to protect our shores missions
Cultural show shared language and Today, Australia is a multi-cultural

cultural background country. Australia is made up of
background
people from over 200 different
focus on uniquely countries
Australian culture
Trade and to trade between states without Although the states have their own
unfair taxes taxes, these are regulated by the
taxes
Federal government
to make transport easier from
one state to another
Immigration fears that workers from other Australia still limits immigration and has
countries would steal their jobs a list of approved occupations for
priority to move here
fears about non-white and non-
European immigration
fears that workers from other The ABS maintains statistics for
Transport
countries would steal their jobs employment in Australia
and
employment to make transport between states
easier
Resource sheet – Federation Achieve!
Suffragettes
The word suffrage means the right to vote. Before the 19th century, only rich men could vote
for political leaders. Slowly, things began to change.
1850s: Groups like the 1880s: Many men got the

Chartists campaigned for 1850 right to vote.
suffrage for all men.
1860 1884: Henrietta Dugdale
1880s: Many women began
helped found the Victorian
fighting for the right to vote.
1870 Women’s Suffrage Society.
These women were called
She was a famous Australian
suffragettes. They knew that
suffragette and wrote a novel
without the right to vote, 1880
about living in a future where
politicians would not care
men and women are equal.
about them and their needs. 1890
Many different suffrage
societies were formed to help 1885: The Women’s Christian
1900
women get the vote. Temperance Union (WCTU)
was formed in Sydney.
1891: Vida Goldstein led 1910 Their main purpose was to
women of Victoria to create fight against alcohol. They
a ‘monster petition’. It was 1920 campaigned for female
260 metres long and signed suffrage so that they could
by 30,000 people, all asking vote on alcohol laws.
1930
for women to have the right
to vote.
1895: South Australia
1940
became the first colony to
1902: Australia introduced
allow all women, including
female suffrage, becoming 1950 Indigenous Australians,
the first place in the world to
to vote.
allow women to both vote and
1960
be represented in parliament.
However, the right for 1967: A Referendum allowed
Indigenous Australians to vote 1970 Indigenous Australians
was not included. to vote.
Suffering for suffrage
+ C hoose from the words in brackets to complete the sentences. Use the information
on the Resource sheet, ‘Suffragettes’, to help you.
1
(vote / marry / become President)
Suffragettes were women who wanted the right to vote .
2 (drink / enforce / abolish)

The Women’s Christian Temperance Union (WCTU) were fighting to abolish
alcohol usage.
3 ( song / novel / essay)

Henrietta Dugdale wrote a novel to explore the idea of what a future of
equality between the sexes could look like.
4 (prohibit / abolish / campaign)

Chartists began to campaign for the right for all men to vote in the 1850s.
5
(Irish people / Indigenous Australians / Innish people)
In 1895, South Australia became one of the first places in the world where both women
and Indigenous Australians could vote.
6 (petitions / emails / videos)

Sometimes the first suffragettes used petitions to help convince men in
government that they deserved the right to vote.
7 (Indigenous Australians / men / women / British people / American people)

In 1902, women gained the right to vote, but
Indigenous Australians had their right to vote taken away.
8
(Children / Referendum / Plebsicite / Women / Indigenous Australians / Panel meeting)
Indigenous Australians were not given the right to vote until after the 1967
Referendum .
9 Complete the following activities in your workbook.
• Describe one situation where a group of people is not treated equally. Explain why
it happens.
• Suggest a way that the group you described could be treat equally.
Healthy nation
Sickness – 1890s to 1910s Health – 1890s to 1910s
• Poor
sanitation or water use Attitudes towards health changed during this time.
made it easy for diseases to • Health
experts visited homes to give advice.
spread.
• Quarantine
standards changed.

• Many babies died from
• Changes
to sanitation meant that fewer
diseases like cholera and
children died.
typhus.
• Doctors
studied diseases to find cures.
• In
January 1900, there was
Australian doctors John Thompson, William
an outbreak of the bubonic
Armstrong and Frank Tidswell studied the bubonic
plague in Sydney. There
plague. They finally concluded that it was the fleas on
were 12 other outbreaks
rats that spread the disease.
between 1900 and 1920.
+ 1 Describe how animals and water caused disease and death during this time.
• Fleas on rats spread the Bubonic Plague
• Mosquitoes attracted to stagnant water, spreading disease
2 List two things doctors did to improve health conditions.

Studied diseases to find cures, introduced quarantine standards
3 Name three common diseases of the time.

Cholera, Typhus, Bubonic Plague
4 Imagine you are the Minister for Health in the Australian Government. Choose one
health issue and outline how you would solve it.
Import cats to catch rats, in order to minimise the spread of the Bubonic Plague via
fleas that rats carried.
5 Imagine you are the parent of a sick child in 1910. In your workbook, write a paragraph
about what your child’s illness is, how your child became sick and how changing
attitudes towards health saved your child.
Teacher’s notes – Australian identity Achieve!
numerous groups, particularly women, Indigenous
Objectives Australian peoples and multicultural identities.
• Learn about the changing nature of Australian
Starter activity
identity, 1788–1918
• Consider how Australia defined itself Ask the students to imagine that the whole country
• Evaluate how the Australian identity has of Australia is a person, then draw a portrait of that
often excluded groups such as women and person. Have them label their drawing to explain why
Indigenous Australian peoples they chose each feature and how it fits the national
identity of Australia.
Prior knowledge Resource and Activity sheets

A basic understanding of the history of Australia with The Activity sheet, ‘Ideas that shaped Australia’,
a focus on the convict period, the early settlement, the presents the key ideas in the development of the
gold rush and World War I would be helpful. Australian nation. It is paired with the Activity sheet,
‘Exploring the ideas that shaped Australia’. Here,
Background students match examples to the key ideas. Then
they use at least three of these key ideas in a written
Australia has had a relatively short period of time to
description of Australia.
develop its national identity, especially compared to
other national images such as the English John Bull, The Resource sheet, ‘Australian identity’, provides an
or national characteristics such as the Germans being overview of Australia’s changing identity from the
hardworking and the French being great lovers. 1780s until after 1914.
Of course, the Indigenous settlers of Australia had their Quote sources:

own connection to the land as part of The Dreaming. • Miriam Dixson, The Real Matilda: Woman and Identity
However, given the diverse views, languages and in Australia, 1788 to the Present, UNSW Press 1999,
customs of Indigenous Australian peoples, it is hard to p.123
determine how national this identity was before the ussel Ward, The Australian Legend, Oxford University
•R
Europeans took over. Press 1958, p.201
Initially, Australia was seen from a Eurocentric • Jackie Hogan, Gender, Race and National Identity:
perspective. The land was rarely connected to Nations of Flesh and Blood, Routledge 2008 p.109
the Indigenous Australian peoples. Instead, it was • Graham Seal, Inventing Anzac: The Digger and National
described in the legal terms terra nullius or ‘empty land’. Mythology, University of Queensland Press 2004, p.4–6
This allowed the British to form their own Australian
In the Activity sheet, ‘Essay plan’, students are guided
identity to replace the identity formed by Indigenous
through the process of writing an essay plan using
Australian peoples.
the information from the Resource sheet, ‘Australian
The British first viewed Australia purely as a convict identity’. As an extension activity, students are asked to
destination. This gave rise to a national identity shaped use their plan to write an essay.
by the nature of those transported to the country:
everyone was tainted with criminality. As settlement Extension ideas
increased and images of Australia began to feature the
Have students choose one of the identities explored
unique bushland, the national image changed to that
in this unit (a national identity or one of the female
of the bushman.
identities) and create a piece of artwork to explore that
Over time, the national image changed twice more identity. Ask the students to write several paragraphs or
before 1918. First, the ‘working man’s paradise’ was annotate a design plan to explain their artistic choices.
a stark contrast to the working hell of England in
the Industrial Revolution. Then the image focused
on the Anzac ideals of manly mateship, camaraderie
and larrikinism. This fitted the Australia forged on the
fields of Gallipoli and the Western Front in World War I.
Although powerful, these national images excluded
Activity sheet – Australian identity Achieve!
Ideas that shaped Australia
+ Write the missing vowels (a, e, i, o, u) to complete the information.
Egalitarianism: The beli f that Imperialism: The concept that one
all pe ple should be treated pow rful country can rule over an
eq ally in society. empire of weaker countr es; for
example, Brita n ruled over many
co ntries in the 1800s.
Colonialism: One powerf l country controls
and settles another country, tre ting it as
a distant part of the r own country; for
ex mple, Australia was a c lony of Britain. Multiculturalism: When differ nt
cultures settle in the same area
and exist co peratively.
Racism: The b lief that some racial gro ps
are better than other rac al groups.
Democracy: The concept that p ople

should elect memb rs of their
Nationalism: The beli f that
communities to represent them in
your own co ntry is better
gov rnment.
th n other countries.
Unionism: The id a that workers

A fair go: The belief that underd gs
have r ghts and should cooperate to
and battlers deserve to have the
impr ve the situations of all work rs.
same chanc as every ne else.
Independence: The idea that p ople are fr e

from outside control and therefore able to make
Larrikinism: The ability to
their own cho ces about how th y live.
joke around and n t always
take everything serio sly.
Exploring the ideas that shaped Australia
+ 1 se the Activity sheet, ‘Ideas that shaped Australia’, to help you label each example
U
with the idea being expressed. Choose from: a fair go, colonialism, egalitarianism,
imperialism, independence, larrikinism, nationalism, racism and unionism.
Whit e people deserve to be

treat ed bett er than all others.
Idea: racism
Everyone deserves the T he R oman Empire and the

chance to go to school and Brit ish Empire used force
improve themselves. to control and rule other
countries.
Idea:
Idea:
I love my country’s flag

and everything it stands It doesn’t matt er who
for. My country is the best! you are, I treat everyone
equally.
Idea:
Idea:
I believe we should all be

Mick Dundee from 'Crocodile
able to choose how and
Dundee' is a funny A ussie
where we want to live.
bloke!
Idea: Idea:
I believe in a fair day’s Indonesia was once a

pay for a fair day’s work. Dutch colony.
Idea: Idea:
2 In your workbook, write a paragraph of at least three sentences to describes Australia.
Use at least three of the ideas shown and highlight these keywords.
Resource sheet – Australian identity Achieve!
Australian identity
Reason Representation Quote
Identity: Convict, 1780s–1840s
• Convicts sent to • Seen as: “Convicts, whether male or
Australia during this – criminals female, evoked widespread
time revulsion, and we should
– rebellious, untrustworthy never imagine that only the
• Mostly criminals and deceitful well‑shod felt horror and
• Women seen as prostitutes fear about them.”
Miriam Dixson, 1976
Identity: Bushman, 1800s–1880s

• New settlers were often • Lone men working in “many bushmen felt
men the bush themselves to be, in some
sense, the heirs to important
• Usually took up pastoral • Taming the wild land
parts of Indigenous A ustralian
claims, farming cows • Quiet serenity culture … in essent ial bush
and sheep • The mateship of men as the skills, in tracking … and so on.”
truest friendship Russel Ward, 1958
Identity: Working man’s paradise, 1840s–1890s

• Australia took to trade • Good lives for workers “From the middle of
unions before Britain • Work hard, live well the ninet eenth century
did A ustralia promot ed itself as
• Good housing and good a ‘workingman’s paradise’…
• First country to have wages for those willing to [with] favourable working
the 8-hour working day work hard condit ions.”
• Good wages Jackie Hogan, 2008
Identity: Anzac legend, 1914 onwards

• World War I started in • F ocus on mateship and “digger folk tradit ion of ant i-
1914 fighting for your country authoritarianism, irreverence,
ef ficiency, resourcefulness and
• First serious war •A
sense of humour and not
mat eship.”
Australia was in always taking everything
Graham Seal, 2004
too seriously
Women, Indigenous Australians and those from non-white countries were often excluded from
the Australian national identity, almost as if they were never there at all.
Essay plan
Before you write an essay, you need a plan to help your essay make sense.
+ Use the Resource Sheet, ‘Australian identity’, to complete the plan below.
Essay question: Australia has had many identities.
What were these identities and how did they shape Australia?
1 Highlight the keywords in the essay question. Write synonyms for these words.
2 In the following plan, you will see that some words are underlined. These are the essay
keywords (e.g. identities, shape, multitude, Australia) and body paragraph keywords
(e.g. convict, bushman, working man’s paradise, Anzac legend) or synonyms for these
keywords.
Make sure you use the keywords when you are completing the plan. This shows that you
are answering the essay question. Highlight or underline the keywords you write to make it
clear to yourself that you are using them.
Introduction
Rewrite the essay question.
(Hint: remove question words like ‘What’ from the essay question to make it a sentence.)

Discuss the topic in general – Australia, although a young country, has had many different
identities over its existence since it was colonised by the Europeans.
Use keywords – identities, Australia, multitude, shape
Introduce your four body paragraph topics:
1. Convict
2. Bushman
3. Working man’s paradise
4. Anzac legend
Essay plan continued
Body paragraph 1: Convict
Topic sentence (Introduces your body paragraph) – When Australia was first settled by the
Europeans it was seen as a penal colony, which led to the idea of Australia as a convict
destination.
What was Australia’s identity? Why did it have that identity?
Evidence – We had convicts at the beginning of Australia’s history.
Explain – Because Australia started its European settlement as a convict colony. This was
how it was seen.
How did that shape how Australia was seen?
Evidence – ‘Convicts… evoked widespread revulsion’. Many people ‘felt horror and fear
about them.’ Miriam Dixson
Explain – Australia was seen in the same way as convicts. There was a lot of negativity in the
way Australia was seen.
Evidence – Australian women were seen as prostitutes.
Explain – Convict women were often seen as prostitutes or sexually immoral. Over time, all
Australian women began to be seen in this negative light.
Mini-conclusion (sums up your body paragraph) – Australia’s initial identity was associated
with convicts, as they were the first Europeans sent to Australia, shaping the nation as a
home for criminals.
Body paragraph 2: Bushman
Topic sentence – The introduction of settlers changed the image of Australia to that of the
Bushman.
Evidence – Men often worked alone in the bush. There were few settlers at first.
Explain –
How did this identity shape how Australia was seen?
Evidence –
Explain – The new bushmen (Europeans) replaced the old bushmen (Indigenous
Australians). European settlers believed they had new links to the land.
Evidence – working the land, taming the land
Explain –
Mini-conclusion (sums up your body paragraph) –

Body paragraph 3: Working man’s paradise

Topic sentence –
Evidence –
Explain –
Evidence –
Explain –
Evidence –
Explain –

Body paragraph 4: Anzac legend
Topic sentence –
Evidence –
Explain –
Evidence –
Explain –
Evidence –
Explain –

Conclusion
Sum up the essay question –
Your POV (Hint: This is your point of view or argument, whether you agree or disagree) –

Sum up body paragraph 1 –
Concluding statement (One powerful statement about the topic to finish on)

Extra activity: Write an essay using this plan. There should be six paragraphs: an introduction,
four body paragraphs and a conclusion.
Teacher’s notes – Cultural expression Achieve!
Starter activity
Objectives
Have the students create an artwork that represents
• Learn about key cultural works in Australia in
their understanding of Australia. Discuss the different
the 1800s and early 1900s
views revealed in the artworks.
• Consider the impact of women on the
development of Australian literature Resource and Activity sheets
• Understand the development of the film
The Activity sheet, ‘Louisa Lawson and The Dawn’,
industry in Australia
introduces a significant Australian woman and her
magazine, the first in Australia to be written for and by
women.
Prior knowledge
The Activity sheet, ‘Different views’, presents an
No prior knowledge is required. illustration of an Indigenous Australian man. Students
are asked to interpret the artist’s perspective on his
Background
subject before they create their own illustrations.
Australia has a long history of artwork – music, dance, The Resource sheet, ‘The Never Never’, has a poem by
film, photography and acting. The first Indigenous Barcroft Henry Boake. This is paired with the Activity
Australian peoples made cave paintings and dot sheet, ‘Deadly desert’. Here, students explore the
paintings to record their stories, and performed dances powerful visual imagery of Boake’s poem.
and played music to explore their understanding of the
The Activity sheet, ‘The Story of the Ned Kelly Gang’,
world and their connection to it.
looks at the fledgling Australian film industry.
The settlement of Australia quickly led to European
views of Australia, with many artists choosing to Extension ideas
reframe Australia as a ‘New England’. Their artworks
Have students watch Youtube clips from the 1906 film
presented Australia in very English colours and tones.
The Story of the Kelly Gang. Note that only fragments of
Some of the first settlers used their artistic skills to
the film have survived. Then students could:
show the new settlements and even interactions with
the Indigenous Australian peoples. At any state or • recreate one scene and film or perform it
national gallery in Australia, you can see the range of • write a review of the film
artwork moving from stereotypical English landscapes • draw storyboards showing the style of filming of
to a recognition of the wild desert bushland that one key scene.
was perhaps a more accurate representation of the
Australia that the early settlers interacted with.
In the late 1800s, a number of writers and poets, such
as Henry Lawson, Louisa Lawson, Banjo Paterson, Ethel
Turner and Barcroft Henry Boake, helped to construct
the Australian identity. Their vivid, descriptive writing
contributed to a uniquely Australian identity rather
than a colonial identity that was unique to each colony.
These constructions of the Australian identity were one
aspect of the push towards Federation in 1901 when
Australia became one country.
In the 1900s, Australia became a pioneer in the film
industry. The Story of the Ned Kelly Gang was the
first full-length film ever made. Australia became a
powerful film industry player in the early years before
Hollywood began dominating the scene. The Australian
film industry only began to recover in the 1970s with
funding from the federal and state governments.
Activity sheet – Cultural expression Achieve!
Louisa Lawson and The Dawn
Louisa Lawson was a writer, editor and publisher. She was one of the first women in Australia
to start a magazine that was written for women, by women. She called her magazine The Dawn
and began publishing it in 1888. The first issue of the magazine included an editorial where
Louisa wrote:
“Here we will give publicity to women’s wrongs, will fight their battles, assist to repair what evils
we can, and give advice to the best of our ability.”
Louisa was also a suffragette and fought for the right of female suffrage, which means the right
to vote. She fought for women’s rights in general:
• promoting the idea that married women should be allowed to work outside of the home
• suggesting there should be childcare facilities to help women work
• employing women writers and printers at The Dawn
• fighting unions that wanted her to employ only men.
Despite all Louisa’s accomplishments, she is mainly remembered as the mother of writer
Henry Lawson.
+ 1 What do you believe is Louisa Lawson’s most important accomplishment?

Explain why.
2 Louisa is remembered as the mother of a writer and not as a writer herself. What does
this tell you about the world that women lived in at that time?
3 Why was The Dawn so important?
4 In your workbook, write an obituary for Louisa Lawson. An obituary is a record of the
important parts of someone’s life. It is published soon after they die.
Different views
Thomas Bock was a convict who painted Indigenous Australian people in Tasmania.
He painted this man in the 1830s.
Thomas Bock, Portrait of Jemmy,
1830s, National Library of
Australia, nla.obj-138613574.
Word bank
• gentle / strong
• proud / ashamed
• vibrant / colourless
• male / female
• sophisticated / barbaric
• black / white
• intelligent / stupid
• good / evil
• wise / cunning
• brave / weak
• shy / confident
• cautious / adventurous
• amused / sad / angry
• thoughtful / uncaring
+ 1 What does the image tell you about the way the artist viewed his subject?
Explain your answer. You can use the word bank above to help you.

2 Imagine you are an Indigenous Australian artist in the 1830s. On a separate sheet of
paper, draw a portrait of a British settler. Annotate your drawing to explain your choices
of colour and content, and how it shows your opinion of the settler.
Resource sheet – Cultural expression Achieve!
The Never Never
Barcroft Henry Boake was an Australian bush poet. He wrote many poems in 1890–91 while
trying to find a job during the Depression. He died in 1892. His famous poem Where the dead
men lie describes the Australian outback. Here is an excerpt from it.
Where the dead men lie

Out on the wastes of the Never Never—
That’s where the dead men lie!
There where the heat-waves dance for ever—
That’s where the Earth’s loved sons are keeping
Endless tryst: not the west wind sweeping
Feverish pinions, can wake their sleeping—
Out where the dead men lie!
Where brown Summer and Death have mated—
Loving with fiery lust unsated—
Out where the grinning skulls bleach whitely
Under the saltbush sparkling brightly;
Out where the wild dogs chorus nightly—
FA Sleap (engraver) and J Macfarlane (artist), The stony desert – Sturt's third expedition,
1891, State Library of Victoria, IAN01/01/91/supp/5.
Glossary
bleach: turn white from the sun, over time pinions: wing feathers of a bird
heat-waves: when it has been really hot for saltbush: a plant that can live in the desert
a long time and the air looks wavy tryst: romantic relationship, usually with a
mated: married boyfriend or girlfriend
Never Never: outback Australia unsated: unsatisfied
Deadly desert
Australia’s interior has been described as the ‘Never Never’ – suggesting that this rugged desert
landscape is mysterious and unique. Barcroft Henry Boake’s poem Where the dead men lie uses
metaphors and powerful visual language to describe the Australian desert.
+ U se the Resource sheet, ‘The Never Never’, and a dictionary to help you illustrate
these phrases from Where the dead men lie. Then annotate your drawings to help
explain the meanings of the phrases.
Under the saltbush sparkling brightly sweeping feverish pinions
grinning skulls bleach whitely That’s where the dead men lie!
The Story of the Ned Kelly Gang
Motion picture cameras were invented in the 1890s, and people saw the first moving images.
• The early film industry was open to anyone with enough money to buy a camera.
• The first films were about 12 minutes in length.
• They were shown at theatres, halls and even outside against white sheets.
• The first films had no audio; a musician often played the piano during the film.
+ 1 Compare films today to those in the 1890s.

• Film length:
• Sound:
• Location:
The 1906 film The Story of the Kelly Gang was one of the
first Australian-made films.
• It was about bushranger Ned Kelly, who was hanged in
Melbourne 26 years earlier in 1880.
• It was the first film that went for more than an hour,
made anywhere in the world.
• People enjoyed stories of outlaws with their connection
to the land, air of mystery and thrilling adventures.
• The film was very popular in other countries and was
toured throughout Britain.
2 What are bushrangers best known for doing?

3 Why do you think people both now and in the past enjoy films about bushrangers?

4 List two modern films that have a character similar to that of a bushranger.
Briefly outline the similarities.

Teacher’s notes – Laws Achieve!
Starter activity
Objectives
Lead a class discussion about laws. Ask students to
• Learn about the Immigration Restriction Act of
think about some laws today that apply to teenagers.
1901
What is their purpose? Do you think they are fair or
• Consider the impact of removing the right of unfair?
Indigenous Australian people to vote or to be
Focus the discussion on the issues of voting,
counted in the census
immigration and family life, and in particular, how
children’s lives are governed.
A basic knowledge of Federation may be useful. The Activity sheet, ‘Immigration nation’, considers how
Background different groups of migrants were treated in Australia.
It is paired with the Activity sheet, ‘Immigration
With Federation in 1901, Australia became one country. Restriction Act’, which explores the effects of this Act
Previously it had been a group of colonies existing in on immigration.
the same land, all with vastly differing laws, wages and The Activity sheet, ‘Indigenous Australian people
cultures. in 1901’, looks at how Indigenous Australians were
Federation led to positive changes such as female included or excluded from voting and the census.
suffrage. Australia was the first country in the world
to allow women the right to vote and also to be Extension ideas
represented in Parliament. New Zealand became the Choose a group that moved to Australia from
first country in the world to allow women to vote in another country; for example: Chinese, Afghans,
1893. Pacific Islanders, Japanese or Irish.
However, negative changes also resulted from • Research when they came to Australia and create a
Federation and they were linked firmly to racism. timeline.
The increase in Chinese immigration during the
• Why did choose Australia? Think of the advantages
gold rush and the location of Australia in the south-
of living in Australia.
east Asian region led to racist fears about an Asian
invasion of Australia. There was a strong movement • Why did they leave their own country? Think of the
towards developing a White Australia. This was to be disadvantages of staying in that country.
accomplished by preventing non-European and non-
white immigration through the Immigration Restriction
Act of 1901. Within the country, Indigenous Australian
people were mistreated because of those same racist
ideas that made Europeans fear Asian immigration.
The Australian Constitution was formulated in 1900
and came into power in 1901. This document defined
the rules and construction of Australian society, and
the powers held federally and by the state. In the
Constitution, Indigenous Australian people were
excluded from the census, implying they did not exist.
Their right to vote was also removed.
Activity sheet – Laws Achieve!
Immigration nation
Australia is a nation of immigrants. Most people arrived during the last 250 years, and it is
estimated that Indigenous Australian people arrived 40,000–60,000 years ago. However,
different migrant groups have been treated differently, often based on their race.
T he English treat ed us badly, as if we were Some of us came to A ustralia

stupid and ignorant. A ll we want ed was to to work and earn money, others
rule our own country. Many of us moved to were tricked into gett ing on
A ustralia for a new life. But even in A ustralia, boats or even kidnapped. W e
we were mistreat ed. People wouldn't hire us or worked on the sugar plantat ions
rent us houses, just because we're Irish. for long hours and litt le pay.
Kathleen, Irish seamstress, 1780s–1950s Some married A boriginal women
and want ed to stay, but when
A ustralia became one country,
the polit icians want ed a whit e
Many of us came for the gold rush. Some A ustralia. W e were good enough
want ed to make money and then go home, to be slaves on their farms, but
but others want ed to stay. W e worked on the not good enough to be A ustralian
goldfields and made market gardens. Europeans cit izens.
oft en treat ed us dif ferent ly. T hey attacked Alohilani, Pacific Islander, 1800s
us for looking dif ferent and thought we were
thieves and rapists. Many of us were excit ed
about F ederat ion – we want ed to be involved
in this new country of A ustralia. But the
government want ed a Whit e A ustralia. W e came to sett le A ustralia.
It was basically an empty land
Feng, Chinese market gardener, 1850s–1860s – the A boriginal people had lived
here for years and done nothing
with it. Obviously we need to
look aft er them, they are like
T his was our country, but the whit e people
children. But we know what is
came. T hey didn’t see our land and our
best for them. Europeans are
stories, our sacred spots and the places of good
aft er all the superior race.
eat ing . T hey saw an empty land. T hey didn’t
see us. W e were hurt, we were raped, we Myrtle, White settler, 1800s–
were beat en, we were killed and our children
were stolen.
Binda, Indigenous Elder, 1788–
+ In your workbook, list the reasons why each group was treated badly.
Immigration Restriction Act
In 1901, fears about different racial groups led to the Australian Government passing the
Immigration Restriction Act. This was one of the first Acts of the new Australian Government.
It meant that people were only allowed to come to Australia if they:
• could write a passage of 50 words dictated in any European language
• could support themselves financially
• didn’t suffer from mental illness or infectious disease
• were not prostitutes or criminals.
This policy became known as the White Australia policy. Although it did not mention any racial
group in particular, it was mostly used to restrict non-white immigration to Australia.
+ 1 What do you think about this immigration policy? Include reasons for your
answer. You could use the word bank for ideas.
Word bank: discriminate, unfair, equality, racism, white, black, persecute, sexism,
reasons, separate, differentiate, decisions, choices

In the 1950s, the Minister for Immigration relaxed the White Australia policy. Japanese war
brides and a wider range of refugees from eastern European countries such as Lithuania,
Latvia and the Soviet Union were allowed to immigrate. After the Vietnam War in the 1970s,
Vietnamese boat people were welcomed into Australia, finally ending the Immigration
Restriction Act.
2 Work with a partner. In your workbook, make a list of countries from which people
migrate to Australia today. Why do you think these groups come to Australia? Consider
ideas about work, persecution, family, war and work skills.
Indigenous Australian people in 1901
Before 1901, the rights of Indigenous Australian people were restricted by the laws of the
colony they lived in. This meant that although Indigenous Australian men and women
were allowed to vote in South Australia in 1894, the right to vote was denied to those from
Queensland in 1885 and West Australians from 1893.
In the late 1890s, people began discussing the idea of making the separate colonies into a
single country: Australia. At the same time there was a focus on creating a white Australia.
In 1901 when every other man and woman in Australia was given the right to vote, Indigenous
Australian people were excluded. Even in states like South Australia where they had been given
the vote, it was taken away.
+ 1 Highlight the underlined text that would have a positive effect on Indigenous
Australian people. Then circle the underlined text that would have a negative
effect on Indigenous Australian people.
2 Summarise how Indigenous Australians were treated by the law before 1901.

In 1901, the government held a national census to help them gain a better understanding of
the population of Australia and the needs of Australians.
The Australian Constitution became law on Federation in 1901. When the constitution was
being formed, it was decided that Indigenous Australian people would not be counted in the
census. This decision was only repealed in 1967.
Section 127 (now repealed) of the Constitution said: Definitions
In reckoning the numbers of people of the census: An official count
Commonwealth, or of a State or other part of the of the number of people
Commonwealth, aboriginal natives shall not be counted. living in a country, and
information about them
Australian Constitution, 1901
constitution: A national
3 In your workbook, explain why Indigenous Australian document that sets out
people weren't counted in the census in the early 1900s. how a country will be run
What does this tell you about how Indigenous Australians
were seen?
Teacher’s notes – Money Achieve!
Starter activity
Objectives
Use the trove website (http://trove.nla.gov.au) to help
• Learn about the impacts of the Harvester
you identify five items that most people bought in the
Judgement and Fruit Pickers Case on
1910s and still use today. Find out how much each one
establishing the minimum wage
cost in 1910. Then use an online supermarket website
• Gain an understanding of the economic to find out how much these items cost today.
situation by creating meal plans
• How much has the cost of each item changed?
• Consider the introduction of pensions and
• Why do you think it has changed?
maternity allowances on the development of
• Which item has changed the most?
Australia
Remember: £1 (one pound) = 20s (twelve shillings)
1s (one shilling) = 12d (12 pennies)

A basic understanding of life in the 1900s in Australia The Activity sheet, ‘Minimum wage’, identifies two key
will be useful. legal cases that contributed to the minimum wage:
the Harvester Judgement and the Fruit Pickers Case.
Background Students will use this Activity sheet to help them
In the early 1900s, people changed the way they complete the Activity sheet, ‘Impact on Australia’. Here,
thought about the regulation of wages. Previously, the students apply their knowledge to writing speeches
money paid to employees was determined entirely by that express conflicting points of view.
the employer. Wages were set to benefit the employer, The Activity sheet, ‘Pensions and maternity allowance’
not the employed. looks at the introduction of two key forms of economic
As the self-described egalitarian nation, Australia support for marginalised groups.
wanted to form a society where all people were The Resource sheet, ‘Food and money’, outlines the
equal. However, their understanding of equality costs of living in 1911 and 1915. It accompanies the
regularly excluded women, non-European migrants Activity sheet, ‘Comparing costs’, where students
and Indigenous Australian people. The theory of analyse how costs changed over these four years.
egalitarianism was a positive image of a welcoming,
open country, but the reality was less positive. The
Extension ideas
image of equality applied to all white men. Unlike • Ask students to work in pairs or small groups
Britain, it was to be a classless society – though still, of to create a weekly meal plan for a family: wife,
course, a racist and sexist one. husband and three children. Students should use
After Federation in 1901, Australia worked towards the food listed on the Activity sheet, ‘Food and
establishing a pension to support the care of those money’.
over the age of 65 years. This happened in 1908. To Hint: Remember that in the 1910s, food was British
be eligible for a pension, people had to have lived in style; for example, meat and three vegetables,
in Australia for more than 25 years and be of good roasts, bread and pies.
character. This meant that the government had some • Students could then use their meal plans and the
control over the behaviour of those people who prices from the Resource sheet, ‘Food and money’,
wanted the pension. They had to prove their moral to make a budget for life in 1915. They should
worth, which reinforced the notion of Australia as include all food costs and rent, plus matches, wood
egalitarian but also superior to other countries. and kerosene which were used to both light and
Interestingly, the maternity allowance introduced heat houses. Total weekly spending should be
in 1912 had no similar ‘good character’ clause. All under £3 2s.
mothers, whether of legitimate or illegitimate children, Item Cost
were entitled to claim the five pound bonus. This was Rent £1 2s 8d
probably intended to protect the health and expansion
Matches 4½d
of the future Australian population rather than support
unwed mothers. Kerosene 4d
Activity sheet – Money Achieve!
Minimum wage
+ A nswer the questions in the right column in your workbook.
Harvester Judgement 1 How did the Harvester
In 1907, Justice Higgins was the judge in a case about Judgement change things for:
wages. He had to decide what a fair wage for a worker • unskilled workers
was. Justice Higgins decided that the minimum wage • business owners
should be seven shillings (7s) a day for unskilled • women?
workers. This was seen as a ‘family wage’ – the money 2 If the minimum wage is 7s
needed to support a husband, wife and two children. each day, how much would a
His decision in this case helped to create the man get paid in one week:
minimum wage for men in Australia. The case was • in pounds
called the ‘Harvester Judgement’. • in shillings
• in pence?
Hint: £1 (pound) = 20s (shillings)
1s = 12d (pence)
Fruit Pickers Case 3 Why did Justice Higgins think
The minimum wage of the Harvester Judgement only that women didn’t deserve
applied to men. But women worked as well, even to be paid the same amount
though many people thought that they should not. as men, even if they did the
Women were often paid as little as their employer same job?
could get away with. Justice Higgins decided that 4 Do you think his reasons are
women did not need a family wage as women should fair? Explain.
not be supporting a family. All families should have
a man working to support them. Women were paid
about half of the male wage.
Different states, different wages 5 Why do you think different
Female weekly wages in 1915 states had different wages?
• South Australia £1 4s 6 Look at the female wage
• Western Australia £1 17s and male wage for Western
Male weekly wages in 1915 Australia. How many more
• Tasmania £2 12s shillings each week do men
receive?
• Western Australia £3 2s
Impact on Australia
+ U se the Activity sheet, ‘Minimum wage’, and the word bank to help you complete
the activities.
Persuasive language word bank

• equality • I deserve • because • basic human rights
• fair • unfair • same • different
1 Imagine you are a woman living in the 1900s. Write a speech to persuade people
that you deserve to be paid the same amount as men.
2 Imagine you are a man living in the 1900s. Write a speech to persuade people that you
deserve to be paid more than women.
Pensions and maternity allowance
+ 1 Write the missing vowels (a, e, i, o, u) to complete the information.
Maternity allowance Invalid and old age pension

• The M ternity Allow nce Act was • The inv lid pension and old ag
introduced in 1912. Ev ry woman pension were introduced n 1908.
who gave birth in A stralia rece ved • Men ov r 65 years and women over
£5. 60 y ars could rec ive the old age
• W men did not have to be m rried p nsion if th y had lived in Australia
to rec ive the Maternity Allowance. f r at least 25 years.
• The allow nce was paid only for the • People over 16 years, d sabled and
b rths of healthy babi s. unable to w rk could rece ve the
• There was a C mmissioner of inval d pension if they had l ved in
Mat rnity Allowances. Austral a for at least 5 years.
• Indigenous Austr lians, Asians and • To r ceive a pension, you had to be of
P cific Island rs did not receiv go d charact r.
the all wance. • Pensions paid £26 each y ar. The
min mum yearly w ge for working
m n was £100–£150.
• There was a Commissioner of P nsions.
2 Complete the Venn diagram comparing • Indig nous Australians, As ans and
the maternity allowance and pensions. Pacific Islanders did not receive pensions.
Maternity allowance Pensions

Differences Similarities Differences
Resource sheet – Money Achieve!
Food and money
In the early 1900s, the minimum weekly wage for men was between £2 12s and £3 2s,
depending on the state they lived in. Women were paid less and usually stopped working
when they got married.
1911 /
This wage was good in 1901 but Grocery items 1915
Pre-war costs
bought less in 1915.
Milk (quart) 3d 5d
The Weekly Times said:
Bread (2 lb) 3d 5d
“eighteen months ago the woman
endeavouring to rear a small family Tea (1 lb) 1s 1d 1s 8d–2s
on £3 a week found it difficult to make Sugar (1 lb) 4½d 3d
ends meet; now she realises that it is
impossible.” Butter 1s 1s4d
Eggs (dozen) 10d 1s 6d
Currency abbreviations:
Oatmeal 3d 3½d
£: pounds
s: shillings Jam (2 lb) 6½d 8¼d
d: pence Self-raising flour
3½d 8d
Currency equivalencies (2 lb)
£1 = 20s Vegetables (box
4s 4s
1s = 12d of assorted)
Forequarter
3½d 5d–6d
chops
Steak 8d 10d
Leg of mutton 3½d 6d
Pigs head (4 lb) 2½ d 3½d
Matches 3d 4½d
Kerosene (quart) 3½d 4d
Wood (cwt) 1s 6d 1s 7d
House rent 13s £1 2s 8d
Comparing costs
The Australian currency in 1915 was different to what we have today.
Today we have dollars ($) and cents (c). Then, they had pounds (£), shillings (s) and pence (d).
+ Use the Resource sheet, ‘Food and money’, to answer the following questions.
1 Use the box at the right to compare the cost of Item: House rent
house rent in 1911 and 1915. How much did it increase?
Cost in 1911:
Cost in 1915:
2 Choose three more items from the Resource sheet.
Increase:
Compare the costs in 1911 and 1915.
Item: Item: Item:

Cost in 1911: Cost in 1911: Cost in 1911:
Cost in 1915: Cost in 1915: Cost in 1915:
Increase: Increase: Increase:
3 Which item on the list increased the most in cost? Suggest reasons for this.

4 Which item on the list increased the least in cost? Suggest reasons for this.

5 Complete these sentences using information from the Resource sheet.
• In 1911, cost and by 1915 the cost had risen to .
• The cost of increased dramatically from in to

in .
• I n comparison, the cost of stayed much the same from

to 1915.

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Achieve!

Mature-look page layout and illustrations

Associated titles in the Achieve! Instant Lessons series

Copying of this book for educational purposes

2 Indigenous Australian peoples 11 7 Australian identity 41

The Australian Curriculum alignment Unit

Background Resource and Activity sheets

Indigenous Australian language groups, Australia, 1788

New Holland New South Wales

Note: indicative map only

2 What do these two maps tell you about Australia in 1788?

+ 1 Complete these sentences.

b British settlers used this term because

2 How many Indigenous Australians were there before 1788?

3 How many different Indigenous Australian languages were there?

5 What farming techniques have Indigenous Australian people used?

Thomas Medland, View of a hut in New South Wales, 1789,

GW Evans, Sydney from the western side of the cove, 1803,

2 Which type of housing best suits its environment? Why?

State or Territory Penal colony Founded as a colony Ruled by

2 The first colony was

5 The state that ruled over Victoria for at least 15 years is

6 The states that ruled over the Northern Territory are

2 Use the information above to complete the questions.

Historian views on oral history

2 Do these historians value oral history? Why?

Nugi, who was

What was their agenda?

1848: Gold was found in 1840 1851: Edward Hargraves found

+ Complete the following questions in your workbook.

from China and from other countries in Europe.

impact in Victoria where the Bendigo and Ballarat

3 Use the graph to complete this table. 100,000

1 What equipment are they bringing to the goldfield?

2 Why would this equipment be useful on the goldfields?

3 What animals are they taking?

4 Why would these animals be useful on the goldfields?

+ 1 Highlight the references to women in the three sources above.

1 Why was Melbourne called ‘Marvellous Melbourne’?

2 Why was Melbourne also called ‘Smellbourne’?

3 Who were the nightsoil men? What did they do?

Resource and Activity sheets

Phil May, ‘The Mongolian

Negative views this What Australians were

Word bank: alternative, ‘Afghans’, Australia, explore, import, recruit, water

Word bank: cameleers, Carpentaria, desert, expeditions, Melbourne, railway, remote

Word bank: decades, married, Muslim, non-white, Restriction, settlers, wild

2 Imagine that you are a Queensland plantation owner.

Rich people Poor people

Diary of a rich person Diary of a poor person

2 Compare the two plans. Identify:

I never used to work. T hey call A ustralia a working man’s

T he roads are oft en covered in

Reuben J., 28 years

Term Definition Use

Fears about non-white and

Popular writers already To gain a stronger influence

Is it the same or different in Australia

Cultural show shared language and Today, Australia is a multi-cultural

1850s: Groups like the 1880s: Many men got the

2 (drink / enforce / abolish)

3 ( song / novel / essay)

4 (prohibit / abolish / campaign)

2 What do these two maps tell you about Australia in 1788?

+ 1 Complete these sentences.

5 The state that ruled over Victoria for at least 15 years is

6 The states that ruled over the Northern Territory are

2 Do these historians value oral history? Why?

+ Complete the following questions in your workbook.

3 Use the graph to complete this table. 100,000

2 Imagine that you are a Queensland plantation owner.

2 (drink / enforce / abolish)

3 ( song / novel / essay)

4 (prohibit / abolish / campaign)

6 (petitions / emails / videos)

7 (Indigenous Australians / men / women / British people / American people)

9 Complete the following activities in your workbook.

+ 1 What do you believe is Louisa Lawson’s most important accomplishment?

• The cost of increased dramatically from in to

• I n comparison, the cost of stayed much the same from