e .e . h From Colonies to Federation - Amazon Web Services · historical resources; understanding and dealing with the language of the past; using historical reasoning, synthesis

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA i

Investigations of Australia’s journey to nationhood for the middle years classroom

GETTING IT TOGETHERFrom Colonies to Federation

teacherguide

INVESTIGATIONS OF AUSTRALIA’S JOURNEY TO NATIONHOOD FOR THE MIDDLE YEARS CLASSROOM

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA

Getting It Together: From Colonies to Federation has been funded by the Museum of Australian Democracy

at Old Parliament House.

Getting It Together: From Colonies to Federation – Teacher Guide

ISBN: 978 1 74200 094 7

SCIS order number: 1427618

Full bibliographic details are available from Curriculum Corporation.

PO Box 177

Carlton South Vic 3053

Australia

Tel: (03) 9207 9600

Fax: (03) 9910 9800

Email: [email protected]

Website: www.curriculum.edu.au

Published by the Museum of Australian Democracy at Old Parliament House

PO Box 7088

Canberra BC

ACT 2610

Tel: (02) 6270 8222

Fax: (02) 6270 8111

www.moadoph.gov.au

September 2009

© Commonwealth of Australia 2009

This work is copyright. You may download, display, print and reproduce this material in unaltered

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Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests

and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright

Administration, Attorney General’s Department, National Circuit, Barton ACT 2600 or posted at

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This work is available for download from the Museum of Australian Democracy at Old Parliament House:

http://moadoph.gov.au/learning/resources-and-outreach

Edited by Katharine Sturak and Zoe Naughten

Designed by Deanna Vener

getting it togetherFrom Colonies to Federation

contents

overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

At a glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8The National Story . . . . . . . . . . . . . . . . . . . . . . . . 8New South Wales . . . . . . . . . . . . . . . . . . . . . . . . . . 9Queensland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10South Australia . . . . . . . . . . . . . . . . . . . . . . . . . . 11Tasmania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Victoria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Western Australia . . . . . . . . . . . . . . . . . . . . . . . . 14

curriculum Links . . . . . . . . . . . . . . . . . . . . . 15Australian Capital Territory. . . . . . . . . . . . . . . 15New South Wales . . . . . . . . . . . . . . . . . . . . . . . . . 16Northern Territory . . . . . . . . . . . . . . . . . . . . . . . 17Queensland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18South Australia . . . . . . . . . . . . . . . . . . . . . . . . . . 18Tasmania. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Victoria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Western Australia . . . . . . . . . . . . . . . . . . . . . . . . 20

Federation timeline. . . . . . . . . . . . . . . . . . .22

glossary and conversions . . . . . . . . . . . .24

select Bibliography . . . . . . . . . . . . . . . . . . .27

graphic organisers . . . . . . . . . . . . . . . . . . .30

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 1


overview

introductionGetting It Together is a middle years resource

provided by the Museum of Australian Democracy

at Old Parliament House, Canberra. The Museum’s

central aim is to inspire Australians to celebrate,

debate and experience the past, present and future

of Australia’s democracy.

Students use Getting It Together to actively

discover and explore the story of Federation – the

social and political journey that led the people of

six separate colonies to agree on a Constitution,

which brought the nation of Australia and its

Federal Parliament into being in 1901. While

investigating the past, students are also engaged

with issues affecting Australia’s development and

identity today and into the future.

The connections between past, present and future

are highlighted by several big ideas that underpin

the Museum of Australian Democracy’s programs.

These are woven through Getting It Together.

Australian Democratic Society – Australia has

built a democratic society that recognises its past,

supports the present, and shapes its future.

Leadership – leadership is (and has always been)

critical to defining Australia’s democracy, and we

all have the opportunity to provide leadership.

Active Citizenship – we shape our own unique

democracy, and the health of our democracy

relies on our participation, debate and response

to change.

The place of Federation in the history classroom

Federation is an essential part of the story

of the Australian nation and the formation

of an Australian national identity. Exploring

Federation:

is a powerful focus for the development of

students’ historical understandings of social

and political developments in Australian

colonies in the late 19th century;

builds students’ historical understanding of

Australia’s political institutions and the values

on which they are based; and

engages students with fundamental historical

concepts of continuity and change because of

the unique opportunity this topic provides to

compare two distinct periods in Australian

history: the colonial period and the period

since Federation.

These points also relate directly to the importance

of developing ‘historical literacy’.

Historical literacy

This has been defined by the National History

Project and involves the following skills, which

are embedded in Getting It Together:

knowing and understanding events of the past;

understanding historical concepts, such as

causes/consequences, motivation, and change

and continuity, particularly by engaging with

narratives of the past;

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA2 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA

research skills, including gathering and

using evidence, and working with primary

and secondary material;

using and evaluating ICT-based

historical resources;

understanding and dealing with the

language of the past;

using historical reasoning, synthesis

and interpretation; and

using creativity in representing the past.

how getting it together brings it all togetherThe packages: national and colony-specific perspectives

Getting It Together is organised into seven

packages. Each is designed so that it can be used

as a stand-alone teaching/learning resource or

in conjunction with other packages or select

parts of them.

The National Story addresses the journey to

Federation from a national perspective, including

the establishment of the national capital. The other

packages are for New South Wales, South Australia,

Tasmania, Victoria, Western Australia and

Queensland. Each engages students in exploring

the journey to Federation from the perspective of a

particular colony, and discovering what makes that

colony’s Federation story unique. The focus is on

the colony’s particular interests and concerns in

the late 1800s; how these were shaped by aspects

of social, political and economic life at that time

and earlier; and how they influenced popular

attitudes towards uniting with the other colonies

to become part of an Australian Commonwealth.

Every package begins with an introduction that

provides the historical background, including

any issues students will investigate in detail. This

provides teachers with an accessible ‘background

briefing’ on the three themes that form the body

of the package.

The themes for investigation

There are three themes within each package.

Each can be explored as a stand-alone module,

but student learning will be deepened by

opportunities to explore all three themes because

they are interrelated aspects of one larger

story or historical narrative.

1. People and Places engages students in

investigations of life in the Australian colonies

during the period before Federation, when there

were many changes taking place. This theme

provides opportunities for students to discover

why particular social, economic and political

concerns differed from one colony to another.

2. Road to Federation engages students in

an exploration of the journey to Federation

in the colonies and nationally. Through an

unfolding narrative, this theme addresses the

issues surrounding Federation, as well as the

resolution of those issues through the federal

conventions and the referendums in each colony.

3. Celebrations and Futures provides opportunities

for students to investigate the celebrations that

took place in 1901 for the inauguration of the

new Commonwealth of Australia; to explore how

Australian nationhood continues to be celebrated

today; and to draw on history and contemporary

experience to think about the future.

Each theme includes an introduction that provides

the historical context for the student investigations.

The introduction also assists teachers in

establishing students’ prior knowledge, developing

any necessary background understanding

and stimulating students’ interest before they

commence their investigations.

The investigations

An inquiry approach

Each theme consists of four to six investigations.

The investigations are designed to support inquiry-

based learning, which encourages students to

identify, interpret and analyse primary source

material, and to draw reasoned conclusions

from historical evidence. By participating in

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 3

the investigations, students develop and apply

their conceptual knowledge and historical

understandings of Australia at the time

of Federation.

Each investigation is set out in an engaging

and accessible format, and includes the

following elements:

a focus question, such as ‘What were the issues

that had to be resolved before the colonies

could federate?’;

a brief introduction providing essential historical

context and helping students to see where the

question ‘fits’ in the overall narrative of the theme;

a statement of the students’ specific task, such as

‘Investigate the issues that were debated during

the writing of the Australian Constitution’;

a ‘You will need’ panel, listing the primary

sources on the Resource sheets, and any

other resources required; and

a series of activity steps to help students

work through the investigation efficiently

and successfully.

The investigations foster collaborative learning

through a balance of whole-class, small-group,

pair and individual activities. They also include

an important rounding-out stage, which involves

students actively demonstrating and sharing

understandings gained from the investigations.

This occurs in a variety of ways, from student-led

discussion or role-plays to creative responses,

including visual presentations and performance.

‘What are you thinking now?’

Reflecting and connecting

Each theme includes a section entitled ‘What are

you thinking now?’ This follows the investigations

and suggests a number of activities that require

students to reflect on, and apply the knowledge

and understandings they have gained. It also

encourages them to make connections between

the past, present and future.

Students actively consider how their learning about

an aspect of history relates to their own experiences

and values, their own participation as active

citizens in a democracy, and their visions for the

future. For example, if students have explored the

lives and motivations of individuals who worked to

improve their society in the late 1880s, they might

identify one thing that they would like to change

in their own community, and plan and implement

their own positive action to make a difference.

other featuresPrimary source material

Each package in Getting It Together includes a

wealth of historical material. Texts and images

from the past include extracts from newspapers,

letters, leaflets, speeches, stories and poems; song

lyrics, cartoons, photographs and posters; and

clips from silent documentary movies. Throughout

their investigations, students actively engage with

these materials, developing and applying research

and inquiry-learning skills. They interpret and

interrogate the unique insights into Australia’s past

that each historical source provides.

Teachers and students can also use this wealth

of primary source material as a springboard for

deeper investigations.

Biographies

Biographies of important Federation figures are

provided in each package. These précis accounts

provide insights into the lives of prominent people

in the Australian colonies in the late 19th century,

and encourage students to reflect on the values and

characteristics of those who participated in shaping

Australia’s Federation.


Planning choices and tipsThere are a number of general choices and ‘tips’

that are helpful for teachers to consider as they

familiarise themselves with the resource.

Selecting packages and themes

The resource can be used in a variety of ways

to engage students in investigating Federation.

Each package or theme can be used either as

a stand-alone teaching/learning resource or in

conjunction with other parts of Getting It Together.

One approach, for example, is to use the national

package followed by a colony package. Examples

of other approaches are listed below.

The national package could be followed by

one theme or key issue to further investigate

in relation to multiple colonies. For example,

students might investigate social history as a

key strand in the story of Federation, completing

investigations from several ‘People & Places’

themes to enhance their understanding of

commonalities and contrasts in different colonies.

A colony package could be the starting point,

followed by further investigation using the

national package.

Teachers’ choices of packages and themes may

be influenced by current or forthcoming events

happening in the classroom, school or wider

community. There are often opportunities to link

Getting It Together to these.

Using the ‘At a glance’ overview pages for each package

See the ‘At a glance’ pages in this Teacher Guide for

a convenient overview of each package. By setting

out the investigation focus questions for all three

themes and briefly listing primary source material,

biographies and data provided, these pages provide

a convenient tool to assist teachers’ choices and

planning. They also include links to web-based

resources that will need to be accessed.

Use the ‘At a glance’ pages in conjunction with

the suggestions provided in this Planning choices

and tips section, which apply to all packages.

Building background

Before students undertake the investigations,

teachers might consider the following.

Use the introductions within each package

and theme to determine what contextual and

conceptual foundations students will need

and how to build upon them. Do this through

discussion and brainstorming.

Generate ideas for building background relating

to students’ understanding of different kinds of

texts and their purposes. For example, if students

will be exploring political cartoons of the 1800s,

some contemporary political cartoons might be

discussed first.

Support students to understand unfamiliar

vocabulary and styles of expression in primary

source material (See the glossary, pages 24–26).

Model and discuss strategies that assist

understanding, such as using a dictionary as

well as drawing on the context for support.

Engage students’ attitudes and understandings

regarding issues such as immigration, gender

and cultural diversity. Assist the realisation

that societal norms have changed over time and

are dramatically different to those of the late

19th century, which they might encounter in the

historical material. See Useful websites: ‘Racism

– No Way’.

Planning matters

Teachers will draw on their understanding of the

materials and their knowledge of their students and

school-setting in using the packages. The following

tips will provide assistance in using Getting It

Together in the classroom.

Decide how much time to allow for a selected

theme or investigation. Ensure there is ample

time for students to share and reflect on

knowledge gained. This may include group

or individual presentations or ‘performances’


relating to particular investigations. Planning

for more extended projects may also be important

for the section ‘What are you thinking now?’

Identify steps in investigations that involve whole-

class, small-group and/or pair activities, and

decide how you will help to facilitate these, as

well as the transitions between them.

Decide on the best way/s for students to view any

web-based resources included in investigations,

such as movie clips. This could involve using

a data projector with the whole class or having

students access the resources on individual

computers.

Have all printouts ready (Resource sheets from

within the package and also, if appropriate,

graphic organisers from the Teacher Guide).

Collect any materials required for hands-on

activities or creative responses.

Useful websitesInvestigations use film clips and images from

the following websites. (Specific links to required

sections of each site are provided within the

investigations.)

Australian Screen: http://australianscreen.com.au

The National Library of Australia’s Picture

Catalogue: www.nla.gov.au/apps/picturescatalogue

Museum of Australian Democracy at

Old Parliament House catalogue:

www.flickr.com/photos/old_parliament_house/

sets/72157613034703192/

State library websites

Getting It Together provides many opportunities

for integration with values education. Reference

to the nine Values for Australian Schooling may

be useful. See: www.curriculum.edu.au/verve/_

resources/9_point_values_with_flag_only.pdf

Ideas for assisting students in understanding each

value and where it is enacted in daily life can be

accessed from the Civics and Citizenship Education

website, Unpacking the Nine Values for Australian

Schooling: www.civicsandcitizenship.edu.au/cce/

cce_unpacking_the_nine_values,23546.html

Some of the primary source material about women

would now be considered sexist. And, the primary

source material expressing anti-immigration views

would now be classified as racist. Be prepared to

address these issues by explaining the historical

contexts. Should the need arise, teachers may like to

make links to anti-racism education websites such

as Racism – No Way: www.racismnoway.com.au

Sources for students’ biographical research

include websites such as:

Civics and Citizenship Education Historical

Biography Gallery: www.civicsandcitizenship.edu.

au/cce/historical_gallery,9075.html

The Le@rning Federation. Access is through

your educational body’s licensing agreement

with Curriculum Corporation. Search under

‘Biography: Federation people’

the National Library of Australia’s Federation

Gateway – People: www.nla.gov.au/guides/

federation/people.html

Resources relating to Australia’s electoral and law-

making processes include:

Australian Electoral Commission information on

the preferential voting system: www.aec.gov.au/

Voting/counting/index.htm

Pass the Bill: www.peo.gov.au/kidsview/menu.html

Other useful resources

Stories of Democracy CD-ROM, which was

distributed to all schools in 1998 as part of the

Discovering Democracy Program is recommended.

Although the CD-ROM no longer works on networked

systems, it still works on stand-alone computers.

One Destiny: The Federation Story Centenary

edition CD-ROM, Curriculum Corporation 2001.


AcknowledgementsThe Museum of Australian Democracy at Old

Parliament House acknowledges the following

contributors to the project:

Museum of Australian Democracy

at Old Parliament House

Interpretation and Programs staff

Curriculum Corporation

Project Director: David Brown

Project Manager: Kurt Ambrose

Project Advisor: Dr John Hirst

Authors: Donald Eddington, Janet King and Kurt

Ambrose, with contributions by Stacey Hattensen,

Lisa Winbolt, Terence Hastings and Ann Parry

Curriculum Corporation and the Museum of

Australian Democracy at Old Parliament House

extend their gratitude to the teachers and students

who trialled the materials in their classrooms.

The following sources were drawn on extensively in

the preparation of the Getting It Together resources.

(Other reference material and further reading can be

found in the Bibliography.)

Australian Dictionary of Biography, Melbourne

University Press, 1976 (Volumes 3, 5–11, and

Supplementary Volume).

Scott Bennett (ed), Federation, North Melbourne,

Cassell Australia Limited, 1975.

Helen Irving (ed), The Centenary Companion to

Australian Federation, Cambridge University Press,

Cambridge, 1999.

W Ross Johnston, Documentary History of

Queensland, University of Queensland Press,

Maryborough, 1988.

Every effort has been made to contact copyright

holders of sources used in this educational resource.

If accidental infringement has occurred, please contact

the publishers.


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of

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cess

ion

rou

te;

lyri

cs,

‘God

Sav

e th

e Q

uee

n’ a

nd

‘A

dva

nce

Au

stra

lia

Fair

’.

2. H

ow d

id A

ust

ralia

ns

feel

abo

ut

thei

r n

ew

Com

mon

wea

lth

an

d n

atio

n?

Od

e to

Com

mon

wea

lth

D

ay,

a p

oem

by

Geo

rge

Ess

ex E

van

s.

3. H

ow w

as t

he

open

ing

of P

arliam

ent

cele

bra

ted

in

M

elb

ourn

e?

New

spap

er e

xtra

cts

rep

orti

ng

on t

he

cele

bra

tion

s; in

vita

tion

to

th

e ce

leb

rato

ry

rece

pti

on;

extr

act

from

th

e A

ust

ralian

Con

stit

uti

on;

ph

oto

of t

he

citi

zen

s’ a

rch

; p

ain

tin

g of

th

e O

pen

ing

of

Parl

iam

ent.

(S

tud

ents

als

o re

sear

ch t

he

role

of

the

Gov

ern

or-G

ener

al t

oday

.1)

4. W

hat

kin

d o

f n

atio

nal

m

onu

men

t sh

ould

co

mm

emor

ate

Fed

erat

ion

?

Stu

den

ts u

se u

nd

erst

and

ings

ga

ined

th

rou

gh p

revi

ous

inve

stig

atio

ns

toge

ther

w

ith

th

eir

own

id

eas

and

res

earc

h.

the nAtionAL story

Investigations and source material

At a

glance

1 w

ww

.gg.

gov.

au

* S

ee U

sefu

l w

ebsi

tes

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er G

uid

e

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TIN

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TO

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ION

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STO

RY

– A

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E ©

CO

MM

ON

WE

ALT

H O

F A

US

TRA

LIA

8

Peo

ple

an

d P

lace

s

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e

mat

eria

l an

d b

iogr

aph

ies

1. W

hat

was

lif

e lik

e in

New

Sou

th W

ales

in

th

e la

te 1

80

0s?

Des

crip

tion

s an

d p

hot

o of

S

ydn

ey,

18

81

–90

; ex

trac

t fr

om t

he

Hen

ry L

awso

n

stor

y T

he

Dro

ver’

s W

ife.

2. H

ow w

as N

ew S

outh

W

ales

aff

ecte

d b

y th

e la

bou

r cr

isis

of

the

18

90

s?

‘Th

e la

bou

r cr

isis

’ car

toon

, 1

89

0;

‘Wal

tzin

g M

atild

a’

(ori

gin

al lyr

ics,

18

95

);

ph

oto

of a

sw

agm

an.

3. W

ho

wer

e so

me

of

the

pol

itic

al fi

gure

s fr

om

New

Sou

th W

ales

th

at

pla

yed

a lea

din

g ro

le in

th

e Fe

der

atio

n m

ovem

ent?

Bio

grap

hie

s of

New

Sou

th

Wal

es p

olit

ical

lea

der

s S

ir

Hen

ry P

ark

es,

Sir

Ed

mu

nd

B

arto

n a

nd

Geo

rge

Rei

d.

4. W

ho

wer

e so

me

of

the

wom

en in

New

Sou

th

Wal

es w

ho

mad

e im

por

tan

t co

ntr

ibu

tion

s to

soc

ial an

d

pol

itic

al c

han

ge in

th

e la

te

18

80

s an

d 1

89

0s?

Bio

grap

hy

of L

ouis

a L

awso

n.

(Ad

dit

ion

al

mat

eria

l is

res

earc

hed

b

y st

ud

ents

.*)

Roa

d t

o F

eder

ati

on

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e

mat

eria

l an

d d

ata

1. W

hat

wer

e th

e is

sues

as

th

e p

eop

le o

f N

ew

Sou

th W

ales

con

sid

ered

w

het

her

or

not

to

sup

por

t Fe

der

atio

n?

Ext

ract

s of

sp

eech

es

by

New

Sou

th W

ales

p

olit

icia

ns;

a N

ew S

outh

W

ales

res

iden

t’s let

ter

to a

n

ewsp

aper

ed

itor

reg

ard

ing

cust

oms

regu

lati

ons;

p

hot

o of

a c

ust

oms

hou

se,

‘Th

e M

ongo

lian

Oct

opu

s’

cart

oon

, 1

88

8 (

see

Use

ful

web

site

s re

rac

ism

);

leafl

et,

and

ext

ract

s fr

om

suff

ragi

sts’

wri

tin

gs.

2. W

hy

did

th

e p

rop

osed

st

ruct

ure

of

the

Fed

eral

Pa

rlia

men

t ca

use

con

cern

fo

r N

ew S

outh

Wal

es?

‘We

wan

t a

fair

Fed

erat

ion’

p

oste

r; p

opu

lati

on fi

gure

s fo

r 1

89

9 a

nd

pro

pos

ed

rep

rese

nta

tion

of

each

co

lon

y in

th

e Fe

der

al

Parl

iam

ent.

3. H

ow d

id t

he

view

s of

Pre

mie

r G

eorg

e R

eid

in

flu

ence

th

e p

eop

le o

f

New

Sou

th W

ales

?

Ext

ract

of

a sp

eech

by

Geo

rge

Rei

d;

‘Th

e Ye

s–N

o Fe

der

atio

nis

t’ ca

rtoo

n

abou

t R

eid

, (b

oth

18

98

).

4. W

hat

hap

pen

ed in

New

S

outh

Wal

es a

t th

e fi

rst

refe

ren

du

m o

n F

eder

atio

n?

Res

ult

s of

th

e 1

89

8

refe

ren

du

m o

n t

he

Con

stit

uti

onal

Bill.

5. W

hen

did

New

Sou

th

Wal

es d

ecid

e in

fav

our

of F

eder

atio

n,

and

wh

at

con

trib

ute

d t

o th

e p

osit

ive

resu

lt?

New

spap

er e

xtra

ct 1

89

9;

‘To

the

Au

stra

lian

Bor

n’

leafl

et a

nd

‘Vot

ers

of

NS

W’ c

amp

aign

pos

ter;

re

fere

nd

um

res

ult

s d

ata.

6. If

you

had

bee

n a

New

S

outh

Wal

es v

oter

, w

ould

yo

u h

ave

bee

n in

fav

our

of

Fed

erat

ion

or

agai

nst

it?

Stu

den

ts u

se

un

der

stan

din

gs g

ain

ed

thro

ugh

pre

viou

s in

vest

igat

ion

s.

Cel

ebra

tion

s an

d F

utu

res

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e m

ater

ial

1. H

ow w

as F

eder

atio

n

cele

bra

ted

in

Syd

ney

?‘P

arad

e fo

r th

e In

augu

rati

on o

f th

e C

omm

onw

ealt

h’ fi

lm

clip

1;

map

of

Fed

erat

ion

p

roce

ssio

n r

oute

; p

hot

o of

th

e C

omm

onw

ealt

h A

rch

. (A

dd

itio

nal

im

ages

may

be

acce

ssed

fro

m t

he

Mu

seu

m

of A

ust

ralian

Dem

ocra

cy

at O

ld P

arliam

ent

Hou

se

web

site

.*)

2. W

hat

an

them

s an

d

cere

mon

ies

mar

ked

th

e of

fici

al b

egin

nin

g of

th

e C

omm

onw

ealt

h o

f A

ust

ralia?

‘God

Sav

e th

e Q

uee

n’

lyri

cs;

‘Ad

van

ce A

ust

ralia

Fair

’ lyr

ics

(ver

sion

su

ng

on

1 J

anu

ary

19

01

); fi

lm c

lip

‘S

ign

ing

oath

of a

llegi

ance

’.2

3. H

ow w

as F

eder

atio

n

cele

bra

ted

th

rou

ghou

t N

ew

Sou

th W

ales

?

Ext

ract

s fr

om T

he

Syd

ney

M

orn

ing

Her

ald

new

spap

er

2 J

anu

ary

19

01

, re

por

tin

g on

1 J

anu

ary

cele

bra

tion

s.

4. W

hat

im

ages

an

d

sym

bol

s re

pre

sen

t th

e sp

irit

an

d im

por

tan

ce

of F

eder

atio

n?

‘Fed

erat

ed A

ust

ralia’

d

raw

ing,

19

00

.

5. H

ow c

an y

our

com

mu

nit

y re

mem

ber

an

d c

eleb

rate

Fed

erat

ion

?

Stu

den

ts u

se

un

der

stan

din

gs g

ain

ed

thro

ugh

pre

viou

s in

vest

igat

ion

s to

geth

er

wit

h o

wn

id

eas.

new soUth wALes


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ttp

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om.a

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itle

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augu

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ealt

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lip

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2 h

ttp

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ust

ralian

scre

en.c

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ee U

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ebsi

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each

er G

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e

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glance

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TO

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HE

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SO

UTH

WA

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– A

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MM

ON

WE

ALT

H O

F A

US

TRA

LIA

9

GET

TIN

G IT

TO

GET

HE

R T

HE

NAT

ION

AL

STO

RY

– A

T A

GLA

NC

E ©

CO

MM

ON

WE

ALT

H O

F A

US

TRA

LIA

Peo

ple

an

d P

lace

s

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e

mat

eria

l an

d b

iogr

aph

ies

1. W

hat

was

life

lik

e on

th

e la

nd

in Q

uee

nsl

and

in t

he

late

180

0s?

Lis

t of

sta

tion

sup

plie

s, 1

855;

ex

trac

t fr

om S

teel

e R

udd’s

O

n O

ur

Sel

ecti

on; p

hoto

s of

dw

ellin

gs in

rur

al Q

ueen

slan

d,

c 18

70 a

nd 1

880.

2. W

hy

wer

e w

ork

ers

from

th

e S

outh

Pac

ific

Isla

nd

s im

por

tan

t to

Qu

een

slan

d’s

d

evel

opm

ent?

Ext

ract

ab

out

a su

gar

fact

ory

and

th

e u

se o

f Po

lyn

esia

n

lab

our

in t

he

suga

r ca

ne

fiel

ds;

ph

oto

of S

outh

Pac

ific

Isla

nd

er w

ork

ers.

3. W

hat

wer

e th

e ch

arac

teri

stic

s of

Q

uee

nsl

and

’s m

inin

g co

mm

un

itie

s in

th

e la

te

18

00

s?

Des

crip

tion

of

Gym

pie

an

d C

ape

Riv

er g

old

fiel

ds,

1

86

0s;

ph

oto

of G

ymp

ie

gold

fiel

ds,

18

70

s; p

hot

o an

d illu

stra

tion

of

Ch

ines

e m

iner

s; e

xtra

cts

from

N

orth

ern

Min

er n

ewsp

aper

an

d f

rom

a p

etit

ion

aga

inst

C

hin

ese

wor

kin

g on

th

e go

ldfi

eld

s, 1

87

7.*

4. W

hy

did

wor

ker

s w

ant

fair

er v

otin

g fo

r th

e Q

uee

nsl

and

Par

liam

ent

in

the

18

90

s?

Ext

ract

ab

out

voti

ng

by

An

thon

y T

rollop

e, 1

87

3;

extr

act

from

Th

e W

orker

on

one-

man

-on

e-vo

te,

18

91

. (S

tud

ent

rese

arch

on

vot

ing

elig

ibilit

y to

day

may

als

o b

e u

sefu

l.1)

5. W

ho

wer

e so

me

of t

he

pol

itic

al lea

der

s in

th

e co

lon

y of

Qu

een

slan

d in

th

e la

te 1

80

0s?

Bio

grap

hie

s of

Sir

Sam

uel

G

riffi

th,

Em

ma

Mille

r,

An

der

son

Daw

son

an

d

Joh

n M

acro

ssan

. (R

efer

ence

to

th

e n

ine

Valu

es f

or

Au

stra

lia

n S

choo

lin

g m

ay

also

be

hel

pfu

l.*)

Roa

d t

o F

eder

ati

on

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e

mat

eria

l an

d d

ata

1. H

ow d

id Q

uee

nsl

and

’s

regi

onal

in

tere

sts

affe

ct

atti

tud

es t

o Fe

der

atio

n?

Map

of Q

ueen

slan

d sh

owin

g fin

anci

al d

ivis

ions

, 190

1;

new

spap

er e

xtra

cts

on

sepa

ratio

n an

d Fe

dera

tion.

2. W

hat

wer

e th

e at

titu

des

of

Qu

een

slan

d w

ork

ers

to

Fed

erat

ion

?

Car

toon

s ‘T

he

wor

ker

s’

des

ign

for

a t

riu

mp

hal

ar

ch’,

19

00

, an

d ‘B

arto

n

defi

es t

he

kan

aka

inte

rest

an

d c

lean

s u

p Q

uee

nsl

and

’, 1

90

1;

extr

acts

fro

m

pol

itic

al s

pee

ches

, 1

89

9.*

3. W

hy

did

n’t

Qu

een

slan

d

par

tici

pat

e in

th

e A

ust

rala

sian

Fed

eral

C

onve

nti

ons

to d

raft

th

e A

ust

ralian

Con

stit

uti

on?

Ext

ract

s fr

om d

ebat

es in

Q

uee

nsl

and

Par

liam

ent,

1

89

7.

4. H

ow w

ere

vote

rs

infl

uen

ced

du

rin

g th

e Fe

der

atio

n c

amp

aign

?

Bri

sba

ne

Cou

rier

rep

ort

on m

eeti

ng

at B

risb

ane’

s E

xhib

itio

n H

all, M

ay 1

89

9,

incl

ud

ing

exce

rpts

fro

m

spee

ches

by

lead

ers

of t

he

Fed

erat

ion

mov

emen

t.

5. H

ow d

id Q

uee

nsl

and

vo

te in

th

e re

fere

nd

um

on

Fe

der

atio

n in

18

99

?

Qu

een

slan

d’s

ref

eren

du

m

resu

lts

by

regi

on;

‘Pro

vin

cial

ism

’ car

toon

, 1

89

9.

Cel

ebra

tion

s an

d F

utu

res

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e m

ater

ial

1. H

ow w

as F

eder

atio

n

cele

bra

ted

in

Bri

sban

e?N

ewsp

aper

ext

ract

s d

escr

ibin

g th

e ce

leb

rati

ons

and

offi

cial

pro

ceed

ings

in

Bri

sban

e on

1 J

anu

ary

19

01

; p

hot

os.

2. H

ow d

id Q

uee

nsl

and

ers

outs

ide

Bri

sban

e ce

leb

rate

Fe

der

atio

n?

New

spap

er e

xtra

cts

des

crib

ing

cele

bra

tion

s in

To

owoo

mb

a an

d M

ack

ay;

refe

ren

du

m r

esu

lts

for

thes

e re

gion

s; p

hot

o fr

om

cele

bra

tion

in

Tow

nsv

ille

.

3. H

ow d

id Q

uee

nsl

and

ers

feel

ab

out

bei

ng

par

t of

th

e n

ew C

omm

onw

ealt

h?

‘On

th

e n

ew c

itiz

ensh

ip’

by

SW

Gri

ffith

, re

por

ted

in

th

e B

risb

an

e C

ouri

er

1 J

anu

ary

19

01

; ‘A

Fed

eral

S

ong’

by

Geo

rge

Ess

ex

Eva

ns.

4. H

ow s

hou

ld

Qu

een

slan

der

s co

mm

emor

ate

Fed

erat

ion

n

ow a

nd

in

to t

he

futu

re?

Stu

den

ts u

se

un

der

stan

din

gs g

ain

ed

thro

ugh

pre

viou

s in

vest

igat

ion

s to

geth

er

wit

h t

hei

r ow

n id

eas

an

d r

esea

rch

.

QUeensLAnd


At a

glance

1 w

ww

.aec

.gov

.au

/FA

Qs/

En

rolm

ent.

htm

* S

ee U

sefu

l w

ebsi

tes

in T

each

er G

uid

e

GET

TIN

G IT

TO

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HE

R q

UE

EN

SLA

ND

– A

T A

GLA

NC

E ©

CO

MM

ON

WE

ALT

H O

F A

US

TRA

LIA

10

Peo

ple

an

d P

lace

s

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e

mat

eria

l an

d b

iogr

aph

ies

1. W

hat

was

Sou

th A

ust

ralia

lik

e in

th

e la

te 1

800s

? D

escr

ipti

ons

and

ph

otos

of

Ad

elai

de

in t

he

18

90

s;

des

crip

tion

s of

Por

t A

ugu

sta,

Str

ath

alb

yn a

nd

Pa

lmer

ston

, 1

87

0–9

0s.

(S

tud

ents

may

acc

ess

add

itio

nal

im

ages

fro

m t

he

Pic

ture

Au

stra

lia

web

site

1.)

2. H

ow d

id n

ewsp

aper

s in

S

outh

Au

stra

lia

rep

rese

nt

life

in

th

e co

lon

y?

Mas

thea

ds

from

Fre

ars

on’s

W

eekly

an

d T

he

Illu

stra

ted

A

del

aid

e Po

st,

late

18

00

s.

3. W

hat

im

pac

t d

id t

he

con

stru

ctio

n o

f S

outh

A

ustr

alia

’s O

verl

and T

eleg

raph

lin

e h

ave

on t

he

colo

nie

s?

Map

of

Sou

th A

ust

ralia

an

d its

Nor

ther

n T

erri

tory

.

4. W

ho

wer

e so

me

of

the

pol

itic

al fi

gure

s fr

om

Sou

th A

ust

ralia

th

at

pla

yed

a lea

din

g ro

le in

th

e Fe

der

atio

n m

ovem

ent?

Bio

grap

hie

s of

Ch

arle

s C

amer

on K

ings

ton

, T

hom

as

Pla

yfor

d,

Sir

Joh

n W

illiam

D

own

er a

nd

Sir

Fre

der

ick

W

illiam

Hol

der

. (R

efer

ence

to

th

e n

ine

Valu

es f

or

Au

stra

lia

n S

choo

lin

g m

ay

also

be

hel

pfu

l.*)

5. W

ho

wer

e so

me

Sou

thA

ust

ralia

n w

omen

th

at m

ade

imp

orta

nt

con

trib

uti

ons

to

soci

al a

nd

pol

itic

al c

han

ge

in t

he

late

18

00

s?

Car

toon

‘Th

e W

his

per

of

a

“Sh

riek

” ’,

18

98

; b

iogr

aph

y of

Mar

y L

ee;

add

itio

nal

bio

grap

hie

s re

sear

ched

b

y st

ud

ents

.*

Roa

d t

o F

eder

ati

on

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e

mat

eria

l an

d d

ata

1. W

hat

wer

e th

e is

sues

su

rrou

nd

ing

Fed

erat

ion

for

S

outh

Au

stra

lian

s?

Ext

ract

s fr

om S

outh

A

ustr

alia

n ne

wsp

aper

s an

d

spee

ches

abo

ut d

efen

ce,

trad

e, r

iver

s, th

e N

orth

ern

Te

rrito

ry a

nd th

e na

tion’

s ca

pita

l, 18

94–9

8.

2. W

hat

res

olu

tion

s p

asse

d a

t th

e fi

rst

Au

stra

lasi

an F

eder

al

Con

ven

tion

ad

dre

ssed

th

e is

sues

th

at c

once

rned

S

outh

Au

stra

lian

s?

Res

olu

tion

s p

asse

d a

t th

e fi

rst

Au

stra

lasi

an F

eder

al

Con

ven

tion

, A

del

aid

e,

18

97

.

3. W

ould

th

e p

rop

osed

re

pre

sen

tati

on f

or t

he

new

Fe

der

al P

arliam

ent

be

fair

fo

r S

outh

Au

stra

lia?

Ext

ract

s fr

om S

outh

A

ust

ralia’

s T

he

Reg

iste

r n

ewsp

aper

an

d a

sp

eech

on

th

e is

sue

of S

tate

ri

ghts

, 1

89

7;

pro

pos

ed

rep

rese

nta

tion

of

each

co

lon

y in

th

e Fe

der

al

Parl

iam

ent;

pop

ula

tion

fi

gure

s fo

r 1

89

9.

4. W

hat

wer

e th

e ar

gum

ents

for

an

d a

gain

st

Fed

erat

ion

th

at w

ere

pu

t to

S

outh

Au

stra

lian

s?

Cam

pai

gn p

oste

r fr

om t

he

Com

mon

wea

lth

Lea

gue

and

fl

yer

and

su

mm

ary

from

th

e A

nti

-Com

mon

wea

lth

B

ill L

eagu

e.

5. W

hat

wer

e th

e re

sult

s of

th

e re

fere

nd

um

s on

Fe

der

atio

n?

Bre

akd

own

of

Sou

th

Au

stra

lia’

s re

fere

nd

um

re

sult

s fr

om t

he

Ad

ela

ide

Ob

serv

er n

ewsp

aper

, J

un

e 1

89

8 a

nd

May

18

99

.

Cel

ebra

tion

s an

d F

utu

res

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e m

ater

ial

1. H

ow w

as F

eder

atio

n

cele

bra

ted

in

Ad

elai

de?

Sou

th A

ust

ralian

new

spap

er

extr

acts

rep

orti

ng

on

Ad

elai

de’

s 1

Jan

uar

y 1

90

1

cele

bra

tion

s; p

hot

o of

th

e sw

eari

ng-

in o

f L

ord

Te

nn

yson

as

the

firs

t S

tate

G

over

nor

of

Sou

th A

ust

ralia;

p

oste

r fo

r A

del

aid

e’s

gran

d

Com

mon

wea

lth

con

tin

enta

l co

nce

rt.

2. H

ow d

id S

outh

A

ust

ralian

s ou

tsid

e A

del

aid

e ce

leb

rate

Fe

der

atio

n?

Ext

ract

s fr

om n

ewsp

aper

re

por

ts o

n c

eleb

rati

ons

in

Palm

erst

on,

Pete

rsb

urg

, W

ater

vale

an

d Y

ork

etow

n.

3. H

ow w

as t

he

spir

it o

f Fe

der

atio

n c

aptu

red

in

S

outh

Au

stra

lia?

Lyr

ics

of ‘T

he

Son

g of

A

ust

ralia’

by

Car

olin

e C

arlt

on,

18

59

(p

rin

ted

in

T

he

Reg

iste

r n

ewsp

aper

1

89

8).

4. H

ow s

hou

ld S

outh

A

ust

ralian

s co

mm

emor

ate

Fed

erat

ion

now

an

d in

to

the

futu

re?

Stu

den

ts u

se

un

der

stan

din

gs g

ain

ed

thro

ugh

pre

viou

s in

vest

igat

ion

s to

geth

er

wit

h t

hei

r ow

n id

eas

and

re

sear

ch.

soUth AUstrALiA


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Peo

ple

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Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e m

ater

ial,

dat

a an

d b

iogr

aph

ies

1. W

hat

wer

e Tas

man

ia’s

to

wn

s an

d r

ura

l are

as li

ke

in t

he

late

180

0s?

New

spap

er e

xtra

cts

des

crib

ing

Hob

art,

L

aun

cest

on a

nd

sev

eral

ru

ral a

reas

, wit

h p

opu

lati

on

figu

res;

ph

otos

res

earc

hed

by

stu

den

ts1 ;

dis

tan

ces

betw

een

Tas

man

ian

tow

ns;

m

ap s

how

ing

lan

d u

se.

2. W

hat

wer

e T

asm

ania

ns

lik

e in

th

e la

te 1

80

0s?

Ad

dit

ion

al n

ewsp

aper

ex

trac

ts d

escr

ibin

g fo

ur

area

s, h

igh

ligh

tin

g as

pec

ts

of T

asm

ania

’s B

riti

sh

her

itag

e an

d c

onvi

ct p

ast;

19

01 c

ensu

s d

ata

on

Tas

man

ian

pop

ula

tion

, in

clu

din

g bi

rth

pla

ces

and

re

ligio

n.

3. W

ho

wer

e so

me

Tas

man

ian

s w

ork

ing

for

chan

ge in

th

e 1

89

0s?

Bio

grap

hie

s of

Tas

man

ian

p

olit

icia

ns

Sir

Ed

war

d

Bra

dd

on,

Joh

n H

enry

K

eati

ng

and

Bol

ton

Sta

ffor

d

Bir

d a

nd

su

ffra

gist

Jes

sie

Sp

ink

s R

ook

e. (

Ref

eren

ce

to t

he

nin

e V

alu

es f

or

Au

stra

lia

n S

choo

lin

g m

ay

also

be

hel

pfu

l.*)

4. W

ho

wer

e so

me

oth

er

pro

min

ent

peo

ple

in

T

asm

ania

in

th

e la

te 1

80

0s?

Stu

den

t re

sear

ch o

n

An

dre

w I

ngl

is C

lark

, P

hilip

O

akle

y Fy

sh,

Ad

ye D

ougl

as,

Hen

ry D

obso

n a

nd

Nei

l E

llio

t L

ewis

.*

Roa

d t

o F

eder

ati

on

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e

mat

eria

l an

d d

ata

1. W

hy

wer

e in

terc

olon

ial

tari

ffs

an is

sue

for

Tas

man

ia?

Ext

ract

s fr

om T

he

Mer

cury

an

d ot

her

Tasm

ania

n pa

pers

18

98–9

9 (e

dit

oria

l com

men

t an

d a

let

ter

add

ress

ing

issu

es o

f in

terc

olon

ial

trad

e an

d t

axes

).

2. W

hy

was

th

e st

ruct

ure

of

th

e Fe

der

al P

arliam

ent

par

ticu

larl

y im

por

tan

t fo

r T

asm

ania

?

‘We

wan

t a

fair

Fed

erat

ion’

p

oste

r fr

om N

SW

(o

pp

osin

g p

rop

osed

re

pre

sen

tati

on o

f sm

alle

r co

lon

ies

such

as

Tas

man

ia);

pop

ula

tion

fi

gure

s fo

r 1

89

9;

pro

pos

ed

nu

mb

ers

of r

epre

sen

tati

ves

from

eac

h c

olon

y.

3. W

hat

was

th

e ‘B

rad

don

cl

ause

’ an

d w

hy

wer

e th

ere

con

flic

tin

g vi

ews

abou

t it

?

Dat

a on

th

e m

eth

od o

f sh

arin

g fe

der

al c

ust

oms

du

ties

pro

pos

ed b

y B

rad

don

; ex

trac

ts f

rom

a

Tas

man

ian

rep

ort,

an

d

a sp

eech

by

the

NS

W

Prem

ier,

exp

ress

ing

opp

osin

g vi

ews.

4. W

hat

wer

e so

me

of

the

argu

men

ts p

rese

nte

d

by

Tas

man

ian

s fo

r an

d

agai

nst

Fed

erat

ion

?

Ext

ract

s fr

om a

sp

eech

by

Ed

war

d B

rad

don

an

d t

he

dia

ry o

f J

B W

alk

er.

5. W

hat

hap

pen

ed in

th

e re

fere

nd

um

s on

Fe

der

atio

n?

Ref

eren

du

m r

esu

lts

dat

a 1

89

8,

18

99

, 1

90

0.

6. I

f yo

u h

ad b

een

a

Tas

man

ian

vot

er,

wou

ld

you

hav

e b

een

in

fav

our

of

Fed

erat

ion

?

Stu

den

ts u

se

un

der

stan

din

gs g

ain

ed

thro

ugh

pre

viou

s in

vest

igat

ion

s.

Cel

ebra

tion

s an

d F

utu

res

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e m

ater

ial

1. W

hat

do

poe

ms

and

so

ngs

tel

l u

s ab

out

the

sign

ifica

nce

of

bec

omin

g a

nat

ion

?

Ext

ract

s fr

om p

oem

‘Son

s of

Au

stra

lia’

by

WH

Daw

son

(p

rin

ted

in

th

e L

au

nce

ston

E

xam

iner

18

98

) an

d s

ong

‘Fu

lfilm

ent’

by

J B

run

ton

S

tep

hen

s (p

rin

ted

in

Th

e M

ercu

ry,

1 J

anu

ary

19

01

).

2. H

ow w

as F

eder

atio

n

cele

bra

ted

in

Tas

man

ia?

Ext

ract

s fr

om n

ewsp

aper

re

por

ts o

n o

ffici

al

pro

ceed

ings

an

d

cele

bra

tion

s in

Hob

art

an

d c

oun

try

Tas

man

ia.

3. H

ow a

nd

wh

y w

ere

pu

blic

bu

ild

ings

in

Tas

man

ia

dec

orat

ed f

or F

eder

atio

n?

Ph

oto

of P

arliam

ent

Hou

se,

Hob

art;

ext

ract

s fr

om

a n

ewsp

aper

rep

ort

on

Fed

erat

ion

dec

orat

ion

s.

4. H

ow s

hou

ld

Tas

man

ian

s re

mem

ber

an

d

cele

bra

te F

eder

atio

n t

oday

?

Stu

den

ts u

se

un

der

stan

din

gs g

ain

ed

thro

ugh

pre

viou

s in

vest

igat

ion

s to

geth

er

wit

h t

hei

r ow

n id

eas

an

d r

esea

rch

.

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Peo

ple

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Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

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urc

e m

ater

ial,

dat

a an

d b

iogr

aph

ies

1. W

hat

was

life

lik

e in

V

icto

ria

in t

he

late

180

0s?

Des

crip

tion

s an

d p

hot

os

of M

elb

ourn

e, 1

89

0s;

d

escr

ipti

ons

of B

end

igo,

E

chu

ca a

nd

Por

tlan

d;

sile

nt

film

clip

fro

m a

rou

nd

19

10

of

‘Mel

bou

rne

Bu

ild

ings

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add

itio

nal

ph

otos

re

sear

ched

by

stu

den

ts.2

2. W

hat

wer

e V

icto

rian

s lik

e in

th

e la

te 1

800s

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90

1 c

ensu

s d

ata

for

Vic

tori

a, in

clu

din

g p

opu

lati

on d

istr

ibu

tion

, oc

cup

atio

ns

and

b

irth

pla

ces.

3. W

hat

was

th

e A

ust

ralian

N

ativ

es A

ssoc

iati

on?

Au

stra

lian

Nat

ives

A

ssoc

iati

on m

emb

ersh

ip

cert

ifica

te,

19

00

.

4. W

ho

wer

e so

me

Vic

tori

an p

olit

ical

figu

res

that

pla

yed

a r

ole

in t

he

Fed

erat

ion

mov

emen

t?

Bio

grap

hie

s of

Joh

n

Qu

ick

, A

lfre

d D

eak

in,

Sir

G

eorg

e Tu

rner

an

d I

saac

Is

aacs

. (R

efer

ence

to

the

nin

e Va

lues

for

Au

stra

lia

n

Sch

ooli

ng

may

als

o b

e h

elp

ful.*)

5. W

ho

wer

e so

me

of t

he

Vic

tori

an w

omen

th

at m

ade

imp

orta

nt

con

trib

uti

ons

to

soci

al a

nd

pol

itic

al c

han

ge

in t

he

late

18

00

s?

Bio

grap

hy

of V

ida

Gol

dst

ein

; ad

dit

ion

al

bio

grap

hie

s re

sear

ched

b

y st

ud

ents

.*

Roa

d t

o F

eder

ati

on

Inve

stig

atio

n

focu

s qu

esti

ons

Pri

mar

y so

urc

e

mat

eria

l an

d d

ata

1. W

hat

wer

e th

e is

sues

as

Vic

tori

ans

con

sid

ered

w

het

her

or

not

to

sup

por

t Fe

der

atio

n?

Ext

ract

s an

d c

arto

ons

abou

t im

mig

rati

on*,

tra

de,

ri

vers

, ra

ilw

ays,

def

ence

an

d v

otin

g ri

ghts

for

w

omen

, 1

88

5–1

90

0.

2. H

ow w

ould

th

e sy

stem

of

Fed

eral

Par

liam

ent

affe

ct

Vic

tori

ans?

Ext

ract

fro

m d

ebat

e at

th

e 1

89

8 A

ust

rala

sian

Fe

der

atio

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GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA


cUrricULUM Links

Getting It Together contains teaching and learning

investigations for the middle years classroom.

The curriculum links demonstrate how Getting

It Together can assist teachers to meet mandated

teaching and learning outcomes for students

in the Studies of Society and Environment and

History curriculums, or their equivalents, in

their jurisdiction. The student learning outcomes

nominated for each jurisdiction are for the year

levels that correspond to the upper primary and

lower secondary years of schooling in the stated

education system.

Australian capital territoryGetting It Together assists teachers to meet

Essential Learning Achievements (ELA) in the

Early Adolescence Band of Development in the

Every Chance to Learn Curriculum Framework

for ACT Schools.

Curriculum document: Every Chance to Learn

Curriculum Framework for ACT Schools.

Key learning area: social sciences.

Year level/s: Year 6 to Year 8 (Early Adolescent

Band).

ELA 21 – the student understands

about Australia and Australians

In the early adolescence band of development,

students have opportunities to understand

and learn about the following areas.

History

21.EA.4

Past and contemporary people, movements, events

and ideas, which shaped Australia as a nation

with a sense of Australian identity (e.g. Federation,

stories of the bush, ANZAC legend, the Great

Depression, sporting heroes, role of women,

mateship, larrikinism, ‘White Australia’ policy,

migration and multiculturalism, 1967 referendum).

Contemporary society

21.EA.6

The factors that can influence, change, standardise

and perpetuate identity (e.g. media, stereotypes,

symbols and global trends).

21.EA.7

The values reflected in national celebrations and

commemorations, what these represent to diverse

people and groups and how these have changed

over time (e.g. Australia Day, ANZAC Day).

Additional

21.EA.10

Sequence key historical events to create a narrative

of a key period in Australian history.

21.EA.11

Find out about, discuss and evaluate historical

events using appropriate genres, sources and

evidence.

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GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 15


and values what it means to be

a citizen within a democracy

Democratic features

In the early adolescence band of development,

students have opportunities to understand

and learn about the following areas.

22.EA.2

Features of Australia’s representative democracy,

including the purpose of the Australian

Constitution, how the differences between

parliaments and governments, elections, how

governments are formed, roles of elected

representatives, functions and services provided

by the three levels of government and the roles

of courts.

22.EA.4

Key events and ideas in the development of

Australian self-government and democracy (e.g.

governors representing the British monarchy,

representative democracy).

Democratic principles

22.EA.7

The principles and institutions that underpin

Australia’s representative democracy and civil

society (e.g. parliament, free and fair elections,

political parties, secret ballot, head of state).

Active citizenship

22.EA.9

Ways in which individuals and non-government

organisations can contribute to and influence

representative bodies, including government.

Additional

In the early adolescent band of development,

students have the opportunities to learn to:

22.EA.14

Investigate the contributions of people and groups

who have helped achieve civil and political rights

in Australia through historical and contemporary

examples (e.g. Alfred Deakin, William Spence,

Vida Goldstein, Pearl Gibbs).


world issues and events

Historical and cultural context

23.EA.7

The roles of women in different societies and

periods of time relating to world issues or events.

Additional

23.EA.12

Engage in ‘what if ’ discussions about how an issue

or event might have unfolded differently if people

had chosen a different course of action.

new south walesGetting It Together assists teachers to meet

student learning outcomes in the New South Wales

Human Society and Its Environment, and History

Syllabuses, at Stage 3 and Stage 4, respectively.

Curriculum document: New South Wales

Syllabuses – Board of Studies, New South Wales.

Key learning areas: Human Society and Its

Environment and History.

Year level/s: Years 5 and 6 (Stage 3); and Years 7

and 8 (Stage 4).

Human Society and Its Environment

Stage 3

Change and Continuity

CCS3.1

Explains the significance of particular people,

groups, places, actions and events in the past

in developing Australian identities and heritage.

CCS3.2

Explains the development of the principles of

Australian Democracy.

Cultures

CUS3.3

Describes different cultural influences and their

contribution to Australian identities.


CUS3.4

Examines how cultures change through interactions

with other cultures and the environment.

Social Systems and Structures

SSS3.8

Explains the structures, roles, responsibilities and

decision-making processes of State and federal

governments and explains why Australians value

fairness and socially just principles.

History

Getting It Together affords students at Stage

4, in the History Syllabus, the opportunity to

demonstrate the following learning outcomes.

A student:

4.1 describes and explains the nature of history,

the main features of past societies and periods

and their legacy;

4.4 identifies major periods of historical time

and sequences people and events within specific

periods of time;

4.5 identifies the meaning, purpose and context

of historical sources;

4.6 draws conclusions about the usefulness

of sources as evidence in an inquiry;

4.7 identifies different contexts, perspectives

and interpretations of the past;

4.8 locates, selects and organises relevant

information from a number of sources, including

ICT, to conduct basic historical research;

4.9 uses historical terms and concepts

in appropriate contexts; and

4.10 selects and uses appropriate oral, written

and other forms, including ICT, to communicate

effectively about the past.

northern territoryGetting It Together assists teachers to meet

Essential Learnings in Bands 3 and 4 in the

Northern Territory Curriculum Framework.

Curriculum document: Northern Territory

Curriculum Framework – Essential Learnings.

Key learning area: Studies of Society and

Environment.

Year level/s: Year 6 to Year 8 (Bands 3 and 4).

Social Systems and Structures

Time, Continuity and Change

Soc 3.1 investigate the past and how events have

impacted on individuals and groups.

Soc 4.1 analyse significant ideas, people and

movements that have shaped societies.

Civics, Governance and Social Justice

Soc 3.3 research and describe features, such as

decision making, of familiar political and law

systems and analyse how choices, opportunities

and conflict affect people’s life chances.

Soc 4.3 explain the roles, rights and

responsibilities of citizens on the existing structure

of Australia’s political and legal systems, and their

formation; evaluate how these structures protect

the rights of individuals and societies.


QueenslandGetting It Together assists teachers to meet

student learning outcomes by the end of Year 7 in

the Knowledge and Understanding section of the

Queensland Studies of Society and Environment

curriculum, under the organisers Time, Continuity

and Change, Culture and Identity, and Political and

Economic Systems.

Curriculum document: Queensland Curriculum,

Assessment and Reporting Framework.


Environment.

Year level/s: Essential Learnings by the end

of Year 7.


Events from pre-colonisation to Federation,

including Indigenous heritages, European

colonisation, frontier conflicts, the development

of the economy, and the Federation movement,

have established the Australian nation and

contributed to Australian identities.

Australia’s relationship with its Asian and Pacific

neighbours is linked to events over a range of

time periods, including events associated with the

‘White Australia’ policy, refugees and immigration,

free-trade agreements and military alliances.

National traditions, celebrations and

commemorations have evolved to reflect public

sentiment and the perspectives, values and

interpretations of different groups.

Culture and Identity

Material and non-material elements influence

personal identity and sense of belonging to

groups.

Perceptions of different cultures and groups

are influenced by personal identity and sense

of belonging of groups.

Political and Economic Systems

Australia’s government systems are

characterised by principles including civil

society and representative democracy, processes

including free and fair elections, institutions

including parliaments and political parties,

and instruments including the Australian

Constitution.

south AustraliaGetting It Together assists teachers to meet

student learning outcomes at Standards 3 and

4 in the South Australian Studies of Society and

Environment curriculum in the Time, Continuity

and Change, Societies and Culture, and Social

Systems strands.

Curriculum document: South Australian

Curriculum Standards and Accountability

Framework.


Environment.

Year level/s: Year 6 (Standard 3) and Year 8

(Standard 4).


3.1

Identifies and explains sequences of change

that have occurred in Australia over time, and

recognises various perspectives on events.

3.2

Researches and discusses the importance of

understanding events and ways of life of some past

periods, using primary and secondary sources.

3.3

Explains why local and international communities

have changed and are likely to change in the future.

4.2

Recognises diversity within and between primary

and secondary sources, and critically analyses why

and how sources can be interpreted differently.


4.3

Interprets people’s motives and actions from

perspectives of power, and relates this to future

possibilities, using a historical or contemporary

event or issue.

Societies and Culture

3.7

Considers factors that contribute to personal and

group identity and social cohesion, and valuing

cultural diversity within and outside Australia.

(Analyses influences that contribute to their

personal identities, including perceptions about

being Australian.)

Social Systems

3.10

Describes examples of forms and structures of

Australian and other governments over time in

terms of how they impact on people’s lives.

(Describes how democracy operates in Australia

and how it is similar to, or differs from, how

democracy operates in another country in relation

to people’s participation in government.)

3.12

Recognises that individuals, groups or systems hold

different views, values and beliefs, and identifies

those which contribute to the common good.

tasmaniaGetting It Together assists teachers to meet

performance criteria for standards 3 and 4 in

the Society and History K–10 syllabus of the

Tasmanian Curriculum.

Curriculum document: Tasmanian Curriculum.

Key learning area: Society and History.

Year level/s: Years 5–8 (Standards 3 and 4).

Students can achieve learning outcomes in the

following performance criteria for standards 3

and 4 in the Society and History K–10 syllabus.

Identity relationships and culture

Understand how culture and community shape

identity and relationships.

Democratic values and processes

Understand democratic values and processes

in society, government and law.

Responsible citizenship

Understand how individuals and groups take

action to positively influence change.

Historical inquiry

Undertake historical inquiries in relation to

continuity and change in society.

Philosophical inquiry

Undertake philosophical inquiries into issues

and beliefs in society.

Communication

Acquire, critically examine and communicate

information.

victoriaGetting It Together assists teachers to meet the

standards of the Victorian Essential Learning

Standards at Levels 4 and 5 in the Civics and

Citizenship domain and the History domain

of the Humanities discipline.

Curriculum document: Victorian Essential

Learning Standards.

Key learning area: Civics and Citizenship;

Humanities – History.

Year level/s: Years 5–8 (Levels 4 and 5).

Level 4

Civics and Citizenship

Civic knowledge and understanding

At Level 4, students describe the nature of

Australia’s democracy that developed as a result


of Federation. They describe the three levels of

government and some of the key functions of each

level. They explain the basic elements of Australia’s

Federal Parliamentary system and key democratic

principles and values such as freedom of speech

and equality before the law.

Humanities – History

Historical knowledge and understanding

At Level 4, students demonstrate their knowledge

and understanding of significant events in

Australian history, including Aboriginal and Torres

Strait Islander history, European settlement, the

development of the colonies, the development of the

wool industry, the 1850s gold rushes; the moves to

self-government, Federation; and World War I.

Historical reasoning and interpretation

At Level 4 students use a range of primary and

secondary sources to investigate the past. With

support, they frame research questions and

plan their own inquiries. They comprehend and

question sources and make judgments about the

views being expressed, the completeness of the

evidence, and the values represented. They use

appropriate historical language and concepts to

develop historical explanations. They present

their understandings in a range of forms.

Level 5

Civics and Citizenship

Civic knowledge and understanding

At Level 5, students explain the origins and

features of representative government. They identify

significant developments in the governance and

achievement of political rights in Australia. They

explain key features of Australian Government,

including the responsibilities of the levels of

government, the houses of parliament ... They

identify and question the features and values of

Australia’s political and legal systems. They identify

and discuss the qualities of leadership through

historical and contemporary examples.

Humanities – History

Historical reasoning and interpretation

At Level 5, students frame key research questions,

plan their investigations, and report on their

findings. They use a range of primary and

secondary sources, including visual sources

that record features of the societies in their

investigations. They identify the content, origin,

purpose and context of historical sources. They

evaluate historical sources for meaning, point of

view, values and attitudes, and identify some of the

strengths and limitations of historical documents.

They use relevant historical evidence, concepts and

historical conventions such as bibliographies to

present a point of view. Students use a variety of

forms to present their understanding.

western AustraliaGetting It Together assists teachers to meet the

learning outcomes of the Western Australian

Curriculum Framework and K–10 Syllabuses for

the Studies of Society and Environment in the

Middle Childhood and Early Adolescent phases

of development.

Curriculum document: Western Australian

Curriculum Framework and K–10 Syllabuses.


Environment.

Year level/s: Years 5–8 (Middle Childhood and

Early Adolescent phases of development).


Students understand that people’s actions and

values are shaped by their understanding and

interpretation of the past.

Understanding the Past

Methods for sequencing the past

Year 5–6

How sequencing chronologically helps to identify

relationships between people, events and ideas.


Year 6–7

How events and ideas can be compared and

contrasted between different time periods

in history.

Year 8

Turning points are created by significant events.

People, events and ideas are linked to historical

time periods.

The interrelationship between people, events

and ideas

Year 8

Significant people, events and ideas from the past

have shaped present communities by contributing

to or resisting change.

Continuity and Change

That continuity and heritage are features of all

societies

Year 5–6

How heritage is reflected in community life

through rituals, symbols and buildings.

Year 6–7

How heritage is reflected in the political, social

and economic life of a community.

How, over time, significant people, events and

ideas have influenced the beliefs and traditions

of a community.

Year 8

A sense of heritage can result from continuity

of people’s actions, beliefs, values and ideas.

Continuity can have positive and negative

impacts.

Natural and Social Systems

Students understand that systems provide order

to the dynamic natural and social relationships

occurring in the world.

Political and Legal Systems

The elements and processes of government

and governance

Year 5–6

How Australia’s representative system of

government works.

How State and Federal members of Parliament

are elected.

The principles of democratic decision-making.

Year 6–7

About the development and evolution of the

principles of democracy.

How notions of citizenship have been influenced

by key civic documents.

What the key features of Australian democracy

are.

How the federal system of government developed

in Australia.

How representation and decision-making operate

in the Australian democracy.

Year 8

Australian democracy has evolved from a range

of political activity.

The Australian constitution outlines the powers,

responsibilities, structures and processes of

parliament and the federal legal system.

How Australia seeks to balance majority rule and

respect for minorities in civic decision-making.

The elements and processes of law-making

and law enforcement

Year 5–6

That a constitution is an agreed set of rules

or guidelines for an organisation.

Year 6–7

That the Australian constitution is the legal

framework for governance in Australia.


dates 1856-1927


FederAtion tiMeLine

1856 Responsible government achieved in New South Wales, Victoria and Tasmania.

1857 Responsible government achieved in South Australia.

1860 Responsible government achieved in Queensland.

1863 Northern Territory comes under South Australian administration from New South Wales.

1887 Queen Victoria’s Golden Jubilee.

1889 Henry Parkes campaigns for Federation in his Tenterfield Oration.

Colony Premiers agree to a Federation conference.

1890 The Australasian Federation Conference held in Melbourne in February. Conference decides

a convention should be called to write a constitution.

Responsible government achieved in Western Australia.

1891 Australasian Convention held in Sydney where a Constitution is drafted (March–April).

1893 Corowa Conference passes the Corowa Plan to implement a new constitutional process.

1894 South Australian women gain the right to vote.

1895 A modified Corowa Plan adopted at the Premiers’ Conference in Hobart.

1896 Bathurst People’s Federal Convention held.

1897 First session of the Australasian Federal Convention held in Adelaide (March–April)

Queen Victoria’s Diamond Jubilee.

Second session of the Australasian Federal Convention held in Sydney (September).

1898 Third session of the Australasian Federal Convention held in Melbourne. Convention adopts

the draft Constitution of the Australian Commonwealth.

Unsuccessful referendum on the Constitution Bill in New South Wales.

Successful referendums in Victoria, Tasmania and South Australia.

1899 Premiers’ ‘secret’ conference, Melbourne, agrees to amend the Constitution Bill.

Successful referendum in South Australia, New South Wales, Tasmania, Victoria and Queensland.

Western Australian women gain the right to vote.

Outbreak of the South African War (Boer War) and the colonies send troops.

Australia’s democracy has been shaped by many people, events and ideas throughout history. This timeline

provides a quick reference to the events explored in Getting It Together – From Colonies to Federation.

These events are important in Australia’s progress towards nationhood.


1900 The British Parliament passes the Constitution Bill and the Bill receives royal assent.

Successful referendum held in Western Australia (31 July).

Royal Proclamation of the Commonwealth (17 September).

1901 Inauguration of the Commonwealth in Sydney (1 January).

Edmund Barton becomes Australia’s first Prime Minister.

Death of Queen Victoria (22 January).

First elections for the Commonwealth Parliament (29–30 March).

The first Federal Parliament officially opened in Melbourne (9 May).

The new Commonwealth raises more troop contingents for the Boer War.

Commonwealth Parliament passes the Pacific Island Labourers Act to send Pacific Island

labourers home (December).

Commonwealth Parliament passes Immigration Restriction Act designed to stop Asian

immigration (December).

1902 End of hostilities in the Boer War (May).

Commonwealth Parliament passes the Commonwealth Franchise Act to give the vote to men

and women (June).

Women win the right to vote for the New South Wales Parliament.

1903 Women in New South Wales, Queensland, Tasmania and Victoria vote for the first time for

the Commonwealth Parliament (December).

Women win the right to vote for the Tasmanian Parliament.

1905 Women win the right to vote for the Queensland Parliament.

1908 Women win the right to vote for the Victorian Parliament.

Australian Coat of Arms proclaimed.

1909 Australian currency introduced.

1911 Australian Capital Territory established (January).

Commonwealth Parliament assumes control of the Northern Territory from South Australia

(January).

Introduction of compulsory enrolment for Commonwealth elections.

1913 Canberra is chosen as the site of the future national capital.

1914 Outbreak of hostilities in First World War.

1915 Australian and New Zealand troops land at Gallipoli.

1916 First referendum to conscript Australians into battle fails.

1917 Second referendum to conscript Australians into battle fails.

Transcontinental Railway completed.

1918 End of hostilities in First World War.

1921 Edith Cowan elected to the Western Australian Legislative Assembly and becomes the first

woman elected to an Australian Parliament.

1924 Introduction of compulsory voting for Commonwealth elections.

1927 Canberra becomes the national capital.

Commonwealth Parliament begins sitting in Canberra in the Provisional Parliament House.



gLossAry and conversions

glossaryAustralian Natives Association (ANA)

A society formed by non-Indigenous Australian-

born men in 1871 to promote pride in being

Australian. The ANA was a keen supporter

of Federation.

bill

A proposal for a new law, considered and debated

in parliament.

campaign

The process of gaining the support of voters for

a candidate in an election.

citizen

A person who belongs to a country and who shares

the same rights and responsibilities as other people

of that country.

colony

A distant settlement that is governed by another

country. British settlements in New South Wales,

Victoria, Van Diemen’s Land (Tasmania), Western

Australia, South Australia and the Northern

Territory made up the Australian colonies.

Commonwealth

The Commonwealth of Australia refers to the

nation and its national government, brought about

by the Federation of the Australian colonies.

constitution

A document that sets out the rules for government.

constitutional monarchy

A democratic system of government with a

monarch (queen or king) as a head of state.

The monarch’s role is restricted by a constitution.

convention

A large meeting of people. In colonial Australia in

the 1890s, Federal Conventions were held to draft

the Australian Constitution.

culture

The way of life and customs shared by a group

of people.

delegate

A person who has the authority to make decisions

on behalf of others. The Federal Conventions

consisted of delegates from the Australian colonies,

who drafted the Australian Constitution.

democracy

A form of rule where the government is elected

by and accountable to its citizens.

electorate

A geographical area represented in parliament.

Each electorate consists of approximately the same

amount of voters.

equality

When people have the same rights and

responsibilities.

Federal Conventions

The meetings of leading politicians from the

Australian colonies who drafted the Constitution.

The Australian Constitution was drafted at the

Federal Conventions of 1891 and 1897–98.

Federation

A country where the power to make laws is shared by

different levels of government. Also refers to a union

of self-governing colonies or territories to form one

country. The Australian colonies united on 1 January

1901 to form the Commonwealth of Australia.


franchise

The right to vote. (See also suffrage)

free trade

Goods that are sold between countries or colonies,

which are not taxed or have a tariff placed on them.

government

A group of people, usually elected officials together

with the public service, who manage a country.

governor

A person who rules a colony or territory and who

represents the queen or king. Until the Australian

colonies achieved responsible government, a

governor appointed by the British Parliament

governed the colonies.

Governor-General

The queen’s (or British monarch’s) representative

in the Australian Constitution. The Governor-

General is the head of state and the symbol

of government in Australia.

House of Representatives

The lower house of the Australian Parliament.

The party with the majority of seats in the House

of Representatives forms government.

Legislative Assembly

The lower house of the colonial, later ‘State’,

parliaments.

Legislative Council

The upper house of the colonial, later ‘State’,

parliaments.

migration

Leaving one country to settle or live in another.

monarch

A member of a royal family, usually a king or

queen, who is the recognised head of a country.

monarchy

A country or nation ruled by a king or queen.

parliament

An assembly of elected or appointed

representatives that makes the laws for a country.

plural voting

A voting system where voters can vote in all the

electorates in which they own property.

property franchise

A voting system where only those who own property

are allowed to vote. In colonial parliaments, voting

in Legislative Council elections was restricted to

people who owned property.

proportional representation

A voting system in which candidates must achieve

an agreed quota of votes to be elected.

protection

A system of tariffs or import duties designed

to protect domestic industry from competition.

In colonial Australia all the colonies imposed

duties on goods imported from other colonies.

(See free trade)

protectionism

The belief that tariffs should be used to protect

domestic industry from competition in order

to encourage local industrial development and

employment.

racism

When people are treated differently or unfairly

because of their culture or ethnicity.

referendum

A vote of all the people on a particular issue,

proposed law or constitutional change.

representative

A person chosen by the people of a community to

speak for them. In parliament, each representative

speaks for their electorate.

republic

A nation where citizens rule themselves directly or

through their representatives. There is no monarch

(king or queen) as head of state.

responsible government

An elected government that is accountable to the

parliament and its people.

Senate

The upper house of the Australian Parliament.

The States are equally represented in the Senate.


squatters

In colonial Australia, they were the wealthy

pastoralists who occupied large tracts of land to graze

sheep. Their control of the land gave them economic

and political power in the Australian colonies.

suffrage

The right to vote. (See also franchise)

tariff

A government-imposed charge or tax on imported

and exported goods.

tax

A government charge placed on a good, service

or people’s earnings. The government decides

how to use the money on behalf of its citizens.

trade union

An organisation of workers from a particular

industry. Trade unions seek to protect workers’

rights, and campaign for fair wages and working

conditions.

‘White Australia’

An idea which began in the 19th century, to ensure

that a united Australia maintained its British

culture by controlling the social make up of the

immigrant population. Though never realised, it

was instrumental in the Immigration Restriction

Act (1901) passed by the first Commonwealth

Parliament, and influenced Australian immigration

policy for more than 60 years after Federation.

imperial to metric conversionsLength and distance

1 inch = 25.4 mm

1 foot = 30.5 cm

1 yard = 0.91 m

1 mile = 1.6 km

Area

1 sq. yard = 0.8 m2

1 acre = 0.40 ha

1 sq. mile = 2.59 km2

Weight

1 ounce (oz) = 28.4 gm

1 pound (lb)= 0.45 kg

1 stone = 6.35 kg

Currency

pounds, shillings and pence where:

1 pound (£) = 20 shillings

1 shilling (s) = 12 pence (p)



seLect BiBLiogrAPhy

generalAroney, Nicholas, The Constitution of a Federal

Commonwealth: The Making and Meaning of the

Australian Constitution, Cambridge, UK; New York,

Cambridge University Press, 2009.

Barwick, John & Jennifer, Federation, Port

Melbourne, Heinemann Library, 2001.

Bennett, Scott, Federation, North Melbourne,

Cassell Australia Limited, 1975.

Bereson, Itiel, Building the Nation: From Colonies

to Federation, Port Melbourne, Echidna Books,

2001.

Brasch, N, Birth of a Nation: Eyewitness to

Federation, 1850 to 1901, Victoria, Heinemann

Library, 2007.

Brodie, Scott, Creating the Commonwealth

of Australia, NSW, Grollier Australia, 2000.

Brodie, Scott, Our Constitution, Lane Cove, NSW,

Franklin Watts, c 1999.

Brodie, Scott, The Commonwealth of Australia:

How It Was Created, Sydney, Australian

Knowledge, 1987.

Ciddor, Anna, Federation: Changing Australia,

Melbourne, Macmillan Education, 2001.

Cochrane, Peter, Colonial Ambition: Foundations

of Australian Democracy, Melbourne, Melbourne

University Press, 2006.

Coupe, R, Achieving Nationhood: The Story of

Federation, NSW, New Holland, 2000.

Cremin, Aedeen with David Carment (eds),

1901: Australian Life at Federation: An Illustrated

Chronicle, Sydney, UNSW Press, 2000.

Crisp, LF, Federation Fathers, Carlton, Melbourne


Deakin, Alfred, The Federal Story: The Inner

History of the Federal Cause 1880–1900, Carlton,

Melbourne University Press, 1963.

Dennis, Lionel, Australia Since 1890, Melbourne,

Addison Wesley Longman, 1999.

Dermody, Kathleen, A Nation at Last: The Story

of Federation, Canberra, Australian Government

Publishing Service, 1997.

Docker, John, The Nervous Nineties: Australian

Cultural Life in the 1890s, Melbourne, Oxford


Halliday, Ken, Tenterfield Reflections: 1901 and

All That, Tenterfield, NSW, 2001.

Hearn, Mark and Greg Patmore (eds), Working the

Nation: Working Life and Federation, 1890 –1914,

Annandale, NSW, Pluto Press, 2001.

Hirst, John, The Sentimental Nation: The Making

of the Australian Commonwealth, Melbourne,

Oxford University Press, 2001.

Howard, Ann, From Colonies to Commonwealth,

Sydney, Bay Books, 1984.

Irving, Helen (ed), The Centenary Companion to

Australian Federation, Cambridge, Cambridge



Lahey, John, Faces of Federation: An Illustrated

History, Melbourne, Royal Historical Society of

Victoria, 2000.

Macintosh, Cameron, When Australia Got a

National Parliament: Federation, Port Melbourne,

Victoria, Pearson Education Australia, 2009.

Mirams, Sara, The Road to Federation: A Teachers

Guide to the Sentimental Nation, Melbourne,

Oxford University Press, 2001.

Norris, R, The Emergent Commonwealth:

Australian Federation, Expectations and

Fulfilment 1889–1910, Carlton, Victoria,

Melbourne University Press, 1975.

Parry, Ann, Civics Issues: Federation, South Yarra,

Macmillan Education, 2006.

Richardson, Alan & Ted Trudgeon, Australia in the

Making: An Investigation of Nineteenth-Century

Australia, Melbourne, Nelson, 1987.

Russell, Roslyn & Philip Chubb, One Destiny!

The Federation Story, How Australia Became a

Nation, Ringwood, Victoria, Penguin Books, 1998.

Scott, Don & Lindsay Dann, Far Horizons:

Australian History to Federation, South

Melbourne, Nelson, 1992.

Souter, Gavin, Lion & Kangaroo: The Initiation

of Australia, Melbourne, Text Publishing, 2000.

Ward, John Manning, The State and the People:

Australian Federation and Nation-Making, 1870–

1901, Leichhardt, NSW, Federation Press, 2001.

south AustraliaBannon, John, The Crucial Colony: South

Australia’s Role in Reviving Federation, 1891

to 1897, Canberra, Federalism Research Centre,

1994.

Howell, PA, South Australia and Federation,

Kent Town, Wakefield Press, 2002.

new south walesGard, Stephen, The Colony of New South Wales

(A History of Australia), South Yarra, Macmillan,

2000.

Rickard, J, Class and Politics: New South

Wales, Victoria and the Early Commonwealth

1890–1910, Australian National University Press,

Canberra, 1976.

victoriaHall, Henry L, Victoria’s Part in the Australian

Federation Movement, 1849-1900, London, Elliot

Stock, 1931.

Rickard, J, Class and Politics: New South

Wales, Victoria and the Early Commonwealth

1890–1910, Australian National University Press,

Canberra, 1976.

Turner, Henry Gyles, A History of the Colony of

Victoria from Its Discovery to Its Absorption into

the Commonwealth of Australia: In Two Volumes,

Melbourne, Heritage Publications, 1973.

tasmaniaReynolds, John, A Study of the Federation

Movement in Tasmania, 1825–1900, [1929].

Roe, M, The State of Tasmania: Identity at

Federation Time, Hobart, Tasmanian Historical

Research Association, 2001.

Townsley, WA, Tasmania: From Colony to

Statehood 1803–1945, Hobart, St David’s Park

Publishing, 1991.


QueenslandCohen, Kay and Kenneth Wiltshire (eds), People,

Places and Policies: Aspects of Queensland

Government Administration 1859–1920, St Lucia,

Qld, University of Queensland Press, 1995.

Fitzgerald, R, The Federation Mirror: Queensland

1901–2001, St Lucia, University of Queensland

Press, 2002.

Thorpe, Bill, Colonial Queensland: Perspectives

on a Frontier Society, St Lucia, Qld, University

of Queensland Press, 1996.

northern territoryDonovan, PF, A Land Full of Possibilities: A History

of South Australia’s Northern Territory, St Lucia,

Qld, University of Queensland Press, 1981.

Reid, Gordon, A Picnic with the Natives:

Aboriginal-European Relations in the Northern

Territory to 1910, Carlton, Victoria, Melbourne


western AustraliaHunt, L, Towards Federation: Why Western

Australia Joined the Australian Federation

in 1901, Nedlands, Royal Western Australian

Historical Society, 2000.

electronic materialAdvance Australia: South Australia and Federation

(State Library of South Australia)

www.slsa.sa.gov.au/federation

Australia’s Centenary of Federation

www.abc.net.au/federation

Australia’s Federation (Museum of Victoria)

museumvictoria.com.au/federation/journey.htm

Documenting a Democracy (National Archives)

www.foundingdocs.gov.au

Federation and the Constitution (National Archives)

www.naa.gov.au/collection/explore/federation/index.

aspx

Federation Gateway (National Library of Australia)

www.nla.gov.au/guides/federation/index.html

Western Australia and Federation (State Library of

Western Australia) www.slwa.wa.gov.au/federation/

index.htm

For young readersCheng, Christopher, The Melting Pot: The Diary

of Edward, Chek Chee, Gosford, Scholastic Press,

2007.

Farrer, Vashti, Plagues and Federation:

The Diary of Kitty Barnes, The Rocks, Sydney,

1901, Lindfield, Scholastic, 2000.

Geason, Susan, All Fall Down, Surry Hills,

Little Hare Pictures, 2005.

Green, Cliff, The Incredible Steam-Driven

Adventures of Riverboat Bill, Montville, McVitty,

1995.

Hattensen, Stacey & Robyn Platt, Australians All!,

Carlton South, Curriculum Corporation, 2001.

Newton, Robert, The Black Dog Gang, Camberwell,

Penguin, 2007.

Park, Ruth, Playing Beatie Bow, North Ryde,

Angus and Robertson, 1987.


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own

an

d w

hat

nee

ds

to b

e fo

un

d o

ut

to c

omp

lete

an

in

vest

igat

ion

.

Proc

edu

re:

Stu

den

ts d

efin

e th

eir

info

rmat

ion

req

uir

emen

ts in

a r

esea

rch

ac

tivi

ty,

and

to

refl

ect

on w

hat

was

lea

rned

. W

hat

is

alre

ady

kn

own

is

reco

rded

in

th

e fi

rst

colu

mn

, an

d a

ny

furt

her

res

earc

h

nee

ds

are

iden

tifi

ed in

su

bse

qu

ent

colu

mn

s.

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Futu

res

line

Act

ion

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t we’

d lik

e to

hap

pen

Wha

t cou

ld h

appe

n

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KW

HL

char

t

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t I k

now

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t I w

ant t

o fin

d ou

tH

ow I

can

lear

n m

ore

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Pu

rpos

e:To

con

sid

er o

ne’

s ow

n o

pin

ion

s b

efor

e n

egot

iati

ng

a gr

oup

re

spon

se t

o an

iss

ue.

Proc

edu

re:

Eac

h g

rou

p m

emb

er h

as a

sec

tion

to

wri

te in

. T

he

squ

are

in t

he

mid

dle

is

to r

ecor

d t

he

grou

p r

esp

onse

. S

tud

ents

are

gi

ven

an

iss

ue,

top

ic o

r q

ues

tion

to

con

sid

er.

Th

ey r

ecor

d t

hei

r in

div

idu

al r

esp

onse

s. T

hey

sh

are

thei

r re

spon

ses

and

as

a gr

oup

dec

ide

the

resp

onse

to

be

reco

rded

in

th

e m

idd

le.

Pla

cem

at

Pu

rpos

e:To

eva

luat

e th

ough

ts a

bou

t an

iss

ue

and

cla

rify

iss

ues

fo

r fu

rth

er in

vest

igat

ion

.

Proc

edu

re:

Stu

den

ts lis

t th

e P

luse

s (p

osit

ives

) of

an

iss

ue

in t

he

firs

t co

lum

n,

the

Min

use

s (n

egat

ives

) in

th

e se

con

d c

olu

mn

.

In t

he

thir

d c

olu

mn

, th

ey lis

t el

emen

ts t

hat

can

not

be

cl

assi

fied

pre

cise

ly a

s p

osit

ive

or n

egat

ive

as I

nte

rest

ing.

PM

I –

plu

s, m

inus

and i

nte

rest

ing

Pu

rpos

e:To

eva

luat

e th

ough

ts a

bou

t an

iss

ue

and

cla

rify

iss

ues

for

fu

rth

er in

vest

igat

ion

.

Proc

edu

re:

Stu

den

ts lis

t th

e Po

siti

ves

of a

n iss

ue

in t

he

firs

t co

lum

n,

the

Neg

ativ

es in

th

e se

con

d c

olu

mn

. In

th

e th

ird

col

um

n,

they

lis

t Q

ues

tion

s fo

r fu

rth

er in

vest

igat

ion

.

PN

Q –

pos

itiv

es, n

egat

ives

an

d q

ues

tion

s

Pu

rpos

e:To

cla

ssif

y id

eas

or iss

ues

su

pp

orti

ng

or n

egat

ing

a p

rop

osit

ion

.

Proc

edu

re:

On

eit

her

sid

e of

th

e lin

e, c

hild

ren

lis

t op

pos

ing

asp

ects

of

an

idea

or

issu

e th

at is

wri

tten

at

the

top

. T

he

nat

ure

of

the

two

sid

es (

eg ‘o

pin

ion

s’ a

nd

‘fac

ts’)

is d

eter

min

ed b

y th

e te

ach

ers

and

st

ud

ents

, d

epen

din

g on

th

e ty

pe

of t

hin

kin

g to

be

un

der

tak

en

(eg

crit

ical

, an

alyt

ical

or

crea

tive

).

T-ch

art

Pu

rpos

e:To

com

par

e th

e si

milar

itie

s an

d d

iffe

ren

ces

bet

wee

n

two

or m

ore

grou

ps

of p

eop

le,

pla

ces

or iss

ues

.

Proc

edu

re:

Wri

te t

he

item

s b

ein

g co

mp

ared

in

th

e ci

rcle

s. W

her

e th

e ci

rcle

s ov

erla

p,

reco

rd s

imilar

itie

s. R

ecor

d t

he

char

acte

rist

ics

wh

ich

ar

e d

iffe

ren

t in

th

e ar

eas

that

do

not

ove

rlap

.

Ven

n d

iagr

am

Pu

rpos

e:To

ass

ist

in a

ctiv

itie

s th

at in

volv

e p

lan

nin

g, b

rain

stor

min

g,

mak

ing

not

es,

orga

nis

ing

or p

rob

lem

sol

vin

g.

Proc

edu

re:

An

iss

ue

or t

opic

is

wri

tten

in

th

e ce

ntr

e. R

elat

ed id

eas

are

lin

ked

to

the

cen

tral

iss

ue

and

oth

er id

eas

are

dev

elop

ed

from

th

ese.

Use

lin

es,

colo

urs

, la

bel

s an

d a

rrow

s to

sh

ow lin

ks

bet

wee

n id

eas.

Web

map

Pu

rpos

e:To

bra

inst

orm

id

eas

bas

ed o

n w

hat

we

wou

ld s

ee,

hea

r, s

mel

l an

d f

eel in

a g

iven

sit

uat

ion

.

Proc

edu

re:

Lis

t id

eas

in e

ach

sec

tion

as

lab

elle

d –

loo

ks

lik

e, s

oun

ds

lik

e,

smel

ls lik

e, f

eels

lik

e.

X-c

har

t

Pu

rpos

e:To

bra

inst

orm

id

eas

bas

ed o

n w

hat

we

see,

hea

r an

d f

eel.

Proc

edu

re:

Lis

t id

eas

in e

ach

sec

tion

as

lab

elle

d –

loo

ks

lik

e, s

oun

ds

lik

e,

feel

s lik

e.

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PMI

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e .e . h From Colonies to Federation - Amazon Web Services · historical resources; understanding and dealing with the language of the past; using historical reasoning, synthesis