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Copyright © Pearson Education Australia Pty Limited 2003First published 2003

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Edited by Margaret TrudgeonDesigned by Rebecca Yule, paged by Pierluigi VidoSet in TimesProduced by Pearson Education Australia Pty Limited

Acknowledgements

We thank the following for their contributions to our worksheets:

Aboriginal and Torres Strait Islander Social Justice Commissioner,

Third Report 1995. Copyright Commonwealth of Australia reproduced with permission: Worksheet 9.6, Sources 1 to 3 (quote reproduced with permission from ANZAAS Inc.), Worksheet 9.6, Sources 4 and 5 (quote from Royal Commission into Aboriginal Deaths in Custody,

National Report, AGPS, 1991, Vol. 4. Copyright Commonwealth of Australia reproduced with permission);Allen & Unwin: Worksheet 3.2, Source 1;Cairns, Dr. Jim: Worksheet 6.6, Source 2;Crown copyright, reproduced with permission: Worksheet 9.4,Sources 1 to 4;DATSIP: Worksheet 9.7, Sources 1, 2 and 3;Hodder and Stoughton UK: Worksheet 6.2, Source 3;Kohen, Dr. J. and Darug Tribal Aboriginal Corporation: Worksheet 9.2, Source 1;Link-Up, NSW: Worksheet 9.5, Sources 1 to 3;Manning Clark House Inc.: Worksheet 2.5, Source 3;Pearson Education Australia: Worksheet 2.6, Source 3;Search for Identity, S.M. Coupe, W.P. Driscoll and E.S. Elphick, New Holland Publishers, 1974. Reproduced with permission from New Holland Publishers: Worksheet 2.1, Source 1;Stacey, Malcolm: Worksheet 8.5, Sources 1 to 3;Survival: A History of Aboriginal Life in New South Wales, N. Parbury, NSW Ministry of Aboriginal Affairs, 1988: Worksheet 9.2, Source 2 and Worksheet 9.3, Sources 2 and 3;The Broken Years—Australian Soldiers in the Great War, B. Gammage, Penguin Books, 1974. Sgt A.L. Guppy, 14 Bn, died of wounds 11 April 1917: Worksheet 2.2, Source 2;The William L. Shirer Literary Trust: Worksheet 4.1; Source 2.

Every effort has been made to trace and acknowledge copyright. However, should any infringement have occurred, the publishers tender their apologies and invite copyright owners to contact them.

Chapter 1 Federation 11.1 Was Australia a working man’s paradise? 11.4 What about Britain? 3

Chapter 2 Australia and World War 1 52.1 Why did Australia become involved in World War I? 52.2 The ANZAC Legend: Gallipoli 82.3 The Western Front 102.5 The conscription debate 122.6 Women in the war 16

Chapter 3 The Great Depression 193.2 Times are changing 193.4 Distressing times 213.5 The Great Depression comes to Australia 223.7 Trying to escape the Depression 24

Chapter 4 Australia and World War II 274.1 The outbreak of World War II 274.3 The course of the war 304.4 Japan enters the war 334.8 Conscription 354.9 Women at war 38

Chapter 5 International conflict and co-operation 415.3 The beginnings of the Cold War 415.8 International co-operation and governments 42

Chapter 6 The Vietnam War 436.2 Australia’s role in the Cold War 436.4 Why was Australia involved in the Vietnam War? 476.6 A nation torn 50

Chapter 7 Government and law 537.1 Who needs rules and laws? 537.3 Types of law 557.5 Juveniles and the law 567.6 Government in Australia 587.7 Where’s the party? 62

Chapter 8 Human Rights 638.3 Apartheid in South Africa 638.5 Uprooted people 668.6 Australia’s changing role in human rights 69

Chapter 9 Indigenous issues 709.2 A history of policies 709.3 A history of conflict and protest 739.4 Land rights and native title 779.5 The stolen generations 819.6 Aboriginal deaths in custody 859.7 Reconciliation 89

Contents

© Pearson Education Australia 2003. This page from Longman History 10 Worksheets may be photocopied for classroom use. 1

Australia was fast becoming a unionised country. The great strikes and struggles of the shearers and the railwaymen had ensured that unions had their place in the country. Also, the spirit of ‘mateship’ was strong and growing stronger and Australians saw that if they stuck together they would be better off. So, it was good for the unions and the workers, but there were still many who mistrusted the unions and fought against their influence.

Source 1The tactics adopted [by the trade unions] deserve severe condemnation. Foremost is the unjust combination of various unions to boycott trade so as to enforce the demands of the particular union concerned. The means adopted in combination are various and farreaching in their character. Edicts are issued that the produce of these colonies, coal and other minerals, wool, wheat and other products from the land, must not be carried or shipped if at any period of its production or transit labour is employed outside the trade organisations. And as to the internal trade, efforts are made to prevent supplies of the raw material to manufactories employing free labour, and in the disposal of the manufactured article every opposition is given to legitimate realisation. But, still more extraordinary, the necessaries of life are in some instances refused to those who withhold compliance with the demands of trade-unions. Intimidation is practised by trades unionists. Free labourers are prevented by threats and acts of personal violence from following their lawful occupation … Employers … have also to contend with the fact that labour unions ignore agreements made by them in their corporate capacity with employers if it suit the purpose of the moment to repudiate them.

Statement by representatives of Australasian Employers’ Associations, Daily Telegraph, Sydney, 13 September 1890

Source 2There is an organised attempt being made by Australian capitalism to break down unionism, the immediate point of attack being the Queensland bush unions affi liated with the Australian Labour Federation. This is an attack made by the whole of the capitalistic force of the continent, with the evident intention to extend it if successful to every organised body of wage-earners throughout the colonies. It is backed by the unlimited funds of the banks and the federated employers’ associations, is endorsed by the Queensland Government, and is justifi ed by those misrepresentations and misstatements which always accompany the attacks of capitalism on labour.

Statement by the General Council of the Australian Labour Federation, Sydney Morning Herald, 5 March 1891

Source 3Unionism came to the Australian bushman as a religion. It came, bringing salvation from years of tyranny. It had in it that feeling of mateship which he understood already, and which always characterised the action of one ‘white man’ to another. Unionism extended the idea, so a man’s character was gauged by whether he stood true to Union rules or ‘scabbed’ it on his fellows. The man who never went back on his Union is honoured today as no other is honoured or respected. The man who fell once may be forgiven, but he is not fully trusted. The lowest term of reproach is to call a man a ‘scab’.

W.G. Spence on Unionism

1

Was Australia a working man’s paradise?

Chapter 1 FederationWorksheet 1.1

1 What does the speaker in Source 1 find extraordinary?

2 Source 2 states that the attacks by employers on unions are backed by which groups?

3 Sources 1 and 2 represent both sides of the labour issue. Which source expresses which side?

4 In Source 3, W.G. Spence describes the treatment of scab labour. Explain in your own words how a man who ‘scabs’ was treated by unionists.

5 Compare the language features of Sources 1, 2 and 3. They may be discussing the same thing but they express them in such a way as to reveal their different perspectives and to persuade audiences to favour their cause.

For example, the representatives of the Australian Employers’ Associations refers to ‘free labourers’ but the General Council of the Australian Labour Federation talks of ‘scabs’.

a Find other examples of persuasive or emotive language in the three texts.

b Try rewriting one of the texts without the bias. Does it have the same effect?

© Pearson Education Australia 2003. This page from Longman History 9 Worksheets may be photocopied for classroom use.2


Australians still saw themselves as staunchly British. They boasted that they were part of the British Empire and their culture and government were still British in style. The reigning British king or queen was also the king or queen of Australia. But Federation brought Australia one more step, a large one, towards not only independent government, but also independence of spirit.

Source 1Yet for Australia the nation, and Australians the people, a glorious destiny awaits if their hearts are true and their hands strong and they do not suffer themselves to be betrayed by bribed leaders and corrupt statesmen.

She may be a rich nation collectively, composed of a horde of individual paupers. She may be grand and great and glorious, with teeming slums of criminals.

The Old Order has failed: this is the new! Which destiny is Australia to fulfi l?Brisbane Worker, 5 January 1901

Source 2… the fl ag [has] no artistic virtue, no national signifi cance … Australia is still Britain’s little boy … That bastard fl ag is a true symbol of the bastard state of Australian opinion, still in a large part biased by British tradition [and] British customs … The fl ag represents the old generation … With the New Leaders will come a New Flag.

Bulletin, 28 September 1901

Source 3It is not for us to attempt to tear ourselves away from the country to which all of us owe so much and from the two islands from which most of us sprung … I do not, on the other hand, think we should bow to any other authority to such an extent as to prevent us deciding our own local politics by our own independent votes. We can draw the line between jingoism and sound Imperialism … We must not forget our independent spirit, and at the same time we must keep up the credit of the family. (Applause)

Edmund Barton at a ‘Welcome Home’ from the 1902 Colonial Conference in London

1 Check your understanding of the following terms before you read Sources 1, 2 and 3. Place the number of the word next to its definition.

1 virtue back-stabbed2 corrupt bought off3 imperialism people without money4 destiny dominating other people5 jingoism dishonest6 independent value7 betrayed future laid out8 paupers colonial arrogance9 bribed acting alone

2 Source 2 warns that Australians should not let themselves be betrayed by which group?

3

What about Britain?

Worksheet 1.4


3 In Source 3, what does Barton say we must not bow to?

4 Using the three sources, list the points made about Australia’s relationship to Britain.

5 These sources reflect the debate at the turn of the twentieth century concerning Australia’s relationship to Britain. Why do you think Source 1 seems so passionate about the new country?

6 Study the figures in Source 1.4.6 on page 15 of Longman History 10 and decide whether the following statements are True or False. Be prepared to provide evidence to support your answer.

1 In June 1898, NSW voters were in favour of Federation. True/False

2 Tasmanians voted against Federation in September 1899. True/False

3 The desire for Federation was strongest in the state of Victoria. True/False

4 Federation became more popular with voters in 1899. True/False

5 Australian voters were ready for Federation by 1900. True/False

7 Write an argument that discusses the question:

Australians are happy to keep the flag the same. Do you agree?


Australia saw itself as a new nation, yet when the mother country, England, was in trouble in Europe, most Australians saw it as their duty to come to her aid. Many Australians also saw this as a bit of an adventure as well as a duty, and many men were keen to prove not only their own worth, but the worth of their new country.

The world’s reasonsIn June 1914, the heir to the throne of Austria-Hungary was assassinated by a Serbian political activist who was dedicated to freeing the Slavic people from rule by the Austrians. This led to a small war between Austria-Hungary and Serbia. But Serbia was protected by Russia, her large ally.

Read Source 1 for a description of the political and military situation in Europe at the time.

Source 1Many reasons for the outbreak of war have been advanced, and historians differ on the importance of each. Serbia was fi ghting to become a nation, as had Germany and Italy some years before, while Austria-Hungary was determined to crush Serbian nationalism because it endangered her empire. Germany, which was anxious to gain economic advantages in Central Europe, Turkey and the Middle East, supported Austria. Russia, determined to protect her freedom to enter the Mediterranean Sea through the Dardanelles, resented Germany’s growing power and supported Serbia, whose people were of the same Slavic race.

In 1882 Germany, which had taken the French provinces of Alsace-Lorraine in the war of 1871, signed an alliance with Austria and Italy so that France would not be tempted to attack her. To balance this alliance, Russia and France signed an agreement in 1894 to help each other if Germany attacked them.

Germany saw enemies on both her eastern and western frontiers, and built a largely conscripted army to protect herself. France and Russia did the same. By 1914 all powers in Europe had large armies, and were spending huge sums of money on the latest and deadliest weapons. Germany had become so powerful that she challenged Britain as the major European power. Britain resented this growing power and infl uence. She signed pacts in 1904 with France, her traditional enemy in Europe, and in 1907 with Russia, her rival in the Middle East, to oppose the might of Germany.

The Triple Alliance of Austria, Italy and Germany was nicely balanced by the power of Russia, France and Britain, and until 1914 there was no great fear of war. These alliances helped preserve the peace because they were able to prevent the bullying of small nations by great powers. The danger was, however, that if a small nation did cause a war it would not be a small local affair but confl ict on a world scale. Such a situation came about in 1914.

Austria declared war on Serbia on July 28 1914. This was a decisive act with terrible consequences.

© S.M. Coupe, W.P. Driscoll and W.S. Elphick, Search for Identity (New Holland, 1974)

The nation’s reasons

Source 2Whatever happens, Australia is part of the Empire, right to the full. When the Empire is at war, Australia is at war.

Joseph Cook, Prime Minister, August 1914

Why did Australia become involved in World War I?

Worksheet 2.1 Chapter 2 Australia and World War I


Source 3I congratulate the Leader of the Opposition on his speech, and I tell him quite frankly at the outset that the government will readily co-operate with him and those who sit behind him in every matter that is national in its character and has for its object the protection of the national life of this dominion and of the Mother Country … We shall pledge our last man and our last shilling to see this war brought to a successful issue …

The cause [of the war] was not one that should have brought about a world confl agration. It ought not to have been entered upon by the great powers on such a small and paltry issue. It was fi rst of all an attempt on the part of two great military powers to suppress a very small power. The fi rst attempt made by the greatest military nation in the world was to trample on the rights and privileges of one of the small nations, the neutrality and safety of which were guaranteed by all the civilised powers. We may leave the matter at that.

Andrew Fisher, Prime Minister, September 1914

1 To check your understanding of the events leading to Australia’s involvement in World War I, read Sources 1 and 3 and sequence the following events in the order in which they occurred. (Sequencing skills are necessary if you have to write a ‘recount’ of the events leading up to the outbreak of World War I.)

Number the events correctly from 1 to 9.

_____ June 1914—The heir to the throne of Austria-Hungry was assassinated.

_____ Germany built a large army to protect herself from enemies (France and Russia) on both sides.

_____ August 1914—As a member of the British Empire, Australia was also at war.

_____ 1904—Great Britain signed a pact with her rival France.

_____ 1894—Russia and France signed an agreement to defend each other if Germany attacked them.

_____ Germany rivaled Great Britain as the major European power.

_____ 1907—Great Britain signed a pact with Russia.

_____ 1882—Germany signed an alliance with Austria and Italy.

_____ Serbian nationalism was endangering the Austro-Hungarian Empire.

2 A close and critical reading of Prime Minister Fisher’s account of the cause of the war (Source 3) shows the use of emotive words to influence the reader or audience. These words have been written in bold type. What is the effect of these words?

3 List the countries that lined up in each of the alliances that divided Europe before World War I.


4 When these alliances followed through with their promises to help each other, write down the events, in the order in which they would have occurred that would lead to the declaration of war by the major powers.

5 Read Source 1 and decide if one country was more guilty of starting World War I than any other country.

6 In Source 3, Prime Minister Fisher talks about ‘an attempt on the part of two great military powers to suppress a very small power’. Which were the two great powers and which was the small power?

7 Comment on the accuracy of Fisher’s summary of the reasons for the outbreak of the war.

8 From Source 2, why was Joseph Cook willing to send Australians to war?

9 From Souce 2, how unified were politicians in Australia about the war? How do you know?

10 What was the main purpose for Australia going to war, according to Prime Minister Fisher?

11 What was the event that triggered the war, according to Fisher?


In December 1915 the ANZACs were ordered to evacuate Gallipoli. The cause was lost and the British high command issued the order. Many of the ANZACs were sad, some very angry. Here are a few comments by men at the time.

Source 1I am still alive but I can’t tell you hardly how it is, for I have had some of the most marvallous escapes a fellow could have … among this slaughter and strife … I must honestly say I will be highly delighted when this war is over for it is simply terrible, for to see your pals shot down beside you and the roar of the big 15” naval guns the shrieks of our own artillery and the clatter of the rifl e fi re is enough to drive a fellow mad. For the last nineteen days we have not been safe anywhere, and I am not even safe writing this letter here … but … I am born lucky to be here at all. The fi rst night … I tried to get a couple of hours rest, but where I was I could not shift my position so I had to use a dead man’s legs for a pillow.

Corporal R.E. Antill, 14 May 1915 (killed in action 5 July 1917)

Source 2Not only muffl ed is our treadTo cheat the foe,We fear to rouse our honoured deadTo hear us go.Sleep sound, old friends—the keenest smartWhich, more than failure, wounds the heart,Is thus to leave you—thus to part,Comrades, farewell!!

Sergeant A.L. Guppy

Source 3The Turks have beaten us … Tonight’s … the last night at Anzac … it hurts to have to leave that place. I … was undoubtedly sick of it and needed a rest, but … to absolutely chuck the whole thing cuts right in. And I’m damned if they can say the Australians failed to do what was asked of them. They did everything … more than they were asked. We feel it very much believe me. We haven’t had a fair chance.

Lt H.E. Moody (died of wounds 27 August 1916)

1 In the poem by Sergeant Guppy (Source 2), why does the writer describe how they muffled their tread?

2 Does he feel that the Australians failed at Anzac?

The ANZAC Legend: Gallipoli

Worksheet 2.2


3 What is the mood of the writer? What tells us this?

4 How does Lt Moody (Source 3) feel about leaving Anzac?

5 Who do you think he would blame for the failure at Gallipoli?

6 Why was the Gallipoli campaign, a military failure, so important to the ANZACs?

7 Imagine that you are a soldier fighting at Gallipoli.

Write a letter home to your family explaining the conditions in which you are living and fighting, and describing the morale of the troops.

8 Draw a cartoon with a caption that captures the spirit of the men fighting at Gallipoli.

Remember to think about what the men thought of their role at Gallipoli (to show the world that Australians had what it took), but also remember the nature of the men fighting there.


Look at this time line of events for Australians on the Western Front. It outlines the major battles and stages of fighting in which the Australians were involved.

The Western Front

Worksheet 2.3

1916May 5

Australians fi rst engaged in battle against the Germans near Armentiers in an area of France known as Flanders.

July 19Australians go into action at Fromelles, as part of the Battle of the Somme. 5000 casualties and 400 taken prisoner.

July 23Australians attack Germans at Pozières. 6741 Australians killed in 6 weeks of fi ghting.

July to November 1916Australians lost 30 000 casualties in the Battle of the Somme.

November 1916 to February 191720 000 Australians evacuated from the Western Front due to the harshness of the winter, the worst in 40 years.

1917April 11

The Battle of Bullecourt. 3287 killed and 1170 taken prisoner.

MayGerman counter-attack causes total losses for Battle of Bullecourt to come to 10 000.

June 7The Battle of Messines Ridge at Ypres, called the First Battle of Ypres.

September 20Second Battle of Ypres. 5013 casualties.By October, 38 000 men lost.

1918March 21 to late April

The Germans began their massive offensive. Australians fi ghting in the Somme area.15 000 casualties.

April 4The Battle of Villers Bretonneux where the Australians held back a powerful German attack. The line was held.

May to AugustGermans continue to attack in Flanders area.

July 4The Battle of Hamel, the fi rst successful combined infantry/tank/artillery/air support battle.

August 8Australians, Canadians and British troops begin major offensive and take 11 kilometres and 8000 prisoners.

August 29 to September 2Australian troops take Mont St Quentin, a German defended artillery position, regarded as impregnable. 2600 Germans taken prisoner.

September 18Australians attack the Hindenburg Line.4300 Germans taken prisoner.

September 29Australians, with American support and British tanks, break through the Hindenburg Line.This was the last action for Australians on the Western Front.

November 11The war ends with the Armistice.


1 What was the hardest period for the Australians on the Western Front?

2 How heavy was the casualty rate?

3 How did the fighting conditions compare with those at Gallipoli?

4 What mention is there of casualty rates for the period after March 1918? How does this compare with 1916 and 1917? What does this tell us about the war in 1916 and 1917?

5 List the names of all the battles mentioned here that involved Australians.

6 In 1918, the five Australian divisions held off huge numbers of the enemy, at a time when the Australian units were low in numbers and lacking reinforcements. How did the Australians manage to do this? List the reasons why.

You might need to look at such things as:• the state of the German army at the time, especially their morale• the fact that the war had largely moved out of the trenches• new weapons available to them.


The five Australian divisions fighting on the Western Front in France and Belgium were desperately under strength by the end of 1916. There were simply not enough men in Australia volunteering to go to fight in the war. The Australian Prime Minister, Billy Hughes, decided that the government should conscript or force men to join the army.

Australian recruitment in World War IHere are the enlistment figures for the months during the war (to the nearest thousand for each month). Plot them onto the graph below.

The conscription debate

Worksheet 2.5

1914 1915 1916 1917 1918

January 9000 21 000 4000 2000

February 7000 18 000 5000 2000

March 8000 15 000 5000 1000

April 5000 9000 4000 2000

May 9000 10 000 3000 2000

June 11 000 6000 6000 4000

July 32 000 5000 3000 3000

August 26 000 6000 4000 3000

September 20 000 16 000 7000 3000 2000

October 10 000 8000 10 000 2000 2000

November 5000 9000 4000 3000 1000

December 7000 8000 2000 2000

Casualty ratesTotal recruits 416 809 13.43% of adultduring the war white male populationServed overseas 331 814 50% of those eligibleDied on active 63 163 19%serviceWounded or 156 128 47%incapacitatedTotal casualties 219 291 66%Taken prisoner 4084 1.2%

20 000

15 000

10 000

5000

10000

22 000

Num

ber

enlis

ted

Jan1915

Sept1914

Jan1916

Jan1917

Jan1918

Nov1918

Month


Some casualty rates from major battles and campaigns fought by AustraliansApril 1915 to December 1915 27 000 at Gallipoli1916 to 1918 5000 in the Middle EastJuly to November 1916 30 000 in the Battle of the SommeNovember 1916 to February 1917 20 000 from the trenchesApril to May 1917 10 000 in the Battle of BullecourtJune to September 1917 38 000 in the Battle of the YpresMarch to April 1918 15 000 in German offensive14 July 1918 775 in Battle of Hamel(Many more died or were wounded in the trenches or at sea)

The debate

Source 1 For: Billy Hughes, Prime Minister, 1916

‘To every man and woman in Australia’, Mr Hughes concluded, ‘the appeal of our soldiers fi ghting on the battlefi eld falls upon our ears and reaches straight to our hearts. These comrades of ours, those brave volunteers who went through the glories and agonies of Gallipoli and are now gaining fresh laurels in the gigantic battlefi elds on the soil of France, repose full trust in us. Shall we fail them now? [Cries of ‘No’]. Shall we condemn them to death—[‘No no’]—for they go to their death unless we send support …

‘Duty and national honour alike beckon us on … Who among us will support a base abandonment of our fellow citizens who are fi ghting us to the death with deathless heroism … The nation is in peril … our duty is clear. Let us rise like men, gird up our loins and do that which duty and self-sacrifi ce alike dictate.’ [Loud and prolonged cheering].

Sydney Morning Herald, 19 September 1916

Source 2 Against: Archbishop Mannix, Catholic Archbishop of Melbourne

Speaking at the opening of a bazaar at Clifton Hill on Saturday evening, Archbishop Mannix said he was as anxious as anyone for a successful issue in the war and an honorable peace. He hoped and believed that such a peace could be secured without conscription. Conscription was a hateful thing, and almost certain to bring evil in its train. He held the conviction that Australia had done her full share—or more than her full share—in the war, and as a peace-loving people they would not easily give conscription a foothold in this country. Australia could not reasonably be expected to bear the fi nancial strain and drain upon her manhood that it would involve.

Melbourne Age, 18 September 1916

Source 3Sectarian loyalties were also roused. The Anglican synod in Melbourne declared the war was a religious war and that the voices of the allies were being used by God to vindicate the rights of the weak and to maintain the moral order of the world. They passed without discussion a resolution in favour of conscription and, in an outbreak of rectitude and patriotic fervour, rose to their feet and sang ‘God Save the King’. Bishop Mannix saw it in quite another light. The war was, he believed, a sordid trade war, and though he believed it would be desirable for the allies to win, Australia had made suffi cient sacrifi ces. It was possible to do their duty and to do it nobly without conscription. The pulpit, he added, was not the place for a priest to become a recruiting agent. At the close of his speeches the crowd sometimes rose and sang ‘God Save Ireland’.

Manning Clark, A Short History of Australia


1 When was recruitment at its highest levels?

2 Why would this be the case? What was happening in the war at the time?

3 From the end of 1916 recruitment drops down and never picks up by much. Why would this be?

4 What effect would this have on the Australian units fighting in France?

5 What impact would this have on the Australian government’s decision to use conscription to raise troops?

6 What effect would the high casualty rates have on Australians at home?

7 Look at the casualty rates and when they occurred. Is there any correspondence between the casualty rates and enlistment rates?

8 Rhetorical language is the language you use when making speeches. Rhetoric is the art of speech-making. It is the strong phrases, the words designed to get a crowd excited. Very often it is the question asked of an audience that might get a shouted answer, or no answer at all, but makes the audience think.

Look at the report of the speech by Billy Hughes and write down all those words and phrases in his speech which could be said to be rhetorical.


9 Read the accounts of Archbishop Mannix’s speeches in the article from the Age newspaper and from Manning Clark’s book (Sources 2 and 3).

Re-write Mannix’s speech, making it full of rhetoric that will appeal to the audience.

10 Looking at Sources 1 and 2, write down, in your own words, a summary of both men’s arguments.


Women in the war

Worksheet 2.6

The war did not have as big an impact on the women in Australia as it did on the women in Britain and Germany. But there was still a major impact, with Australian women being involved directly in the war as nurses, or indirectly as paid workers or doing voluntary work for the men overseas and at home.

Source 1Their emaciated bodies were covered in pressure sores, that made one feel sick to dress. Several of the worst cases were on water beds. Every available bed in our hospital was fi lled, and operations were performed as fast as the theatre staff could work. It was a distressing ordeal attending to these patients. They would scream like children as soon as they saw the sister enter the ward, so afraid were they to be touched. They were so distraught, the utmost gentleness and patience had to be exercised before they could be induced to even take their nourishment.

May Tilton, The Grey Battalion, Sydney, Angus and Robertson 1933, pp. 82–3

Source 2The fi rst shell that broke our slumbers burst in the sisters’ quarters at 44 and killed a Canadian night sister who was in bed, asleep. A piece went through her, from back to front, near her heart. She died in twenty minutes. The sister who shared her tent had returned to the Base the day before because she could not stand the noise and conditions there. The sister who should have been asleep in the next tent (which was blown to bits) was out ‘lorry hopping’, a form of recreation we took to help us forget the horrors of the wards. It was forbidden to us to leave the camp, owing to the shellfi re. The boys, ever ready to accommodate the sisters, would invite us to ‘hop up’, and would take us as far as they could before branching away towards the line. Then we would hop down and onto another lorry travelling in the opposite direction, thus working back to the camp. It gave us something besides the wards to think about before trying to induce sleep. Three of the sisters of forty-four were so shell-shocked that they were sent away in ambulances.

May Tilton, The Grey Battalion, Sydney, Angus and Robertson 1933, pp. 234–6

Source 3Although many thousands contributed enormously to the overall war effort, their work was mostly voluntary and unpaid. Huge amounts of money were raised by the Red Cross and the Australian Comforts Fund, and thousands of women spent long hours working for these organisations.

During the war Red Cross workers made thousands of garments … and knitted more than a million pairs of socks for soldiers in the AIF. Red Cross food parcels were sent to Australian prisoners of war in Europe and the organisation established a Wounded and Missing Inquiry Bureau …

Many women, however, wanted to do more than just roll bandages and knit socks … But the Defence Department was interested only in nurses … Women, other than nurses, were not required and their attempts to play what they saw as a constructive role in the war effort were never taken seriously.

Employment opportunities in the paid workforce were limited and although thousands of women were employed in industry their wages were less than those paid to men.

Susan Johnston, Experiences of the Great War, 1914–1918, Melbourne, Longman Cheshire, 1987

1 How much danger were the nurses in?


2 Why did they go ‘lorry-hopping’?

3 Make a list of all the difficult things that the nurses had to put up with.

4 What relief did they have from the work and pressure?

5 In what ways would the nurses have received ‘shell-shock’, the emotional problem usually associated with front-line soldiers?

6 Why were the patients afraid of the nurses?

7 Why would this have made the nurses’ jobs even more difficult?

8 What did workers in the Red Cross do for the war effort?

9 What was the Australian government’s reaction to the offer of help from the women’s organisations?

10 ‘Many women, however, wanted to do more than just roll bandages and knit socks.’

What does this tell us about the attitude of the Defence Department?

How would the women have felt about this?


11 What sorts of opportunities in the paid workforce did the women have?

12 Overall, what was the official attitude towards women at that time?

13 A letter home

Imagine that you are either a nurse on the Western Front OR a soldier being nursed on the Western Front.

Write a letter home describing what the nurses do and what the conditions are like for them working and living there. Remember, this is a letter to family and friends, not an official letter, so you can write honestly, expressing your emotions and letting off some steam. But also remember that, at this time, women were expected to be very pure and not use ‘unseemly’ language.


Source 1Consider briefl y the heroes of the period. Walter Lindrum exercised so great a mastery of the billiard table that the rules had to be altered to prevent his making a mockery of the game. Not only Bradman, but Ponsford, Woodfull and Macartney scored runs in a fashion and a number previously unknown. The record scores in Shield and Test matches were made. Phar Lap, like Lindrum, was so good that impossible weights were put on him to bring him back to the fi eld. In Rugby League we saw the Battle of Brisbane, in tennis the rise of Crawford. In boxing the, until very recently, unsung hero, Jimmy Carroll, was remarkably successful. My symbol of the change is Warwick Armstrong, ostentatiously tough and bloody-minded, contemptuous of the spirit of the game he adorned, yet slavishly obedient to, because he could be exploitive of, the rules.

Australian sporting heroes of the period are not so much winners as dominators. A sporting press, in the dailies, in the twice weeklies, in the form of magazines, recorded their Roman triumphs … The inter-war Australia sought, as did other industrial societies in trouble, its heroes in sport and mass entertainment.

W.F. Mandle, ‘Sports history’, in G. Osborne and W.F. Mandle, New History: Studying Australia Today

1 Make a list of the sportsmen and their sport mentioned in Source 1. Entitle it ‘Sporting heroes of the 1920s’.

2 What does the writer of Source 1 think about the sporting heroes of this era?

3 What was the ‘trouble’ in the inter-war years that Mandle refers to?

Times are changing

Chapter 3 The Great DepressionWorksheet 3.2


4 Why do you think Mandle has included Phar Lap in his list of Australian sporting heroes?

5 Why would industrial societies ‘in trouble’ seek sporting heroes?

6 Floorstorming

The purpose of this activity is:• to brainstorm ideas on sporting heroes and why they are so important to society• to provide words that can be used in a writing activity.

a Prepare a picture stimulus of a modern-day sports hero for each group in the class.

b Place the picture in the middle of a large piece of cardboard and ask students to write words related to the picture, thinking about why they might have hero status (5 minutes only).

c Each group examines the words on their floor map, challenges the use of some words and crosses out similar words.

d Each group writes 3–5 sentences about their floor map. Try to explain why you think that sporting heroes would be important to Australians during the 1920s. Are the reasons the same as today, or might there have been additional reasons?


Source 1 Violence on the waterfront

Violence has broken out across the Australian waterfront over the use of outsiders to break a nationwide strike by waterside workers.

In Melbourne yesterday a gang of 60 men attacked two taxi cabs carrying non-union labour volunteers. Shots were fi red and the drivers and their passengers were badly beaten. The Stevedoring Company foreman’s house was later attacked and its windows smashed.

In Brisbane, watersiders stoned and bashed volunteers signing on for work; in Adelaide, where a secret ballot was expected to recommend a return to work, several strikers seized the ballot box and used it as a football before smashing it and tearing up the voting papers.

Chronicle of Australia, 28 September 1928

1 In Source 1, why did violence break out across the Australian waterfront?

2 What actions were taken against the non-union labour volunteers?

3 From your reading of Longman History 10, what term did unionists give to non-union labour volunteers?

4 Non-union labour volunteers were to be paid for their work. Why might they have been called volunteers?

5 Create a timeline of events that led to the Great Depression.

6 Descriptive account Using the information in this unit describe the treatment, in the 1920s, of:

a strikers by employersb non-union workers by unionists.

7 Research Surf the Internet and see if you can find any information about Jack Lang. In particular, try to find one

of the speeches he may have given during his time as Premier of New South Wales.

Hint: Use a search engine that can narrow its search to just Australia or a search engine like Stanford University’s ‘Google’ which gives you the sites visited most frequently.

Distressing times

Worksheet 3.4


The Great Depression, which began in 1929 and did not end until well into the 1930s and not really until the beginning of World War II, was a very difficult time for Australians.

With unemployment running at over 30 per cent of males (women were not even counted), there was a huge degree of poverty and suffering. Many people never fully recovered. It caused great political as well as social upheaval in Australia, and led to the fall of the Lang Labor government in New South Wales.

%

Source 1The economist A.B. Fisher wrote in 1934:

It is rather diffi cult, in an economy so subject to seasonal changes, to place an exact date on the beginning of the ‘downturn’; but there is ample evidence to show that it began to be felt in the third and fourth quarters of 1929. Bond prices declined in August and September, share prices in September and October, and wholesale prices in October and November. Retail prices followed with a lag of a month or so. More important, export prices, whose rapid drop from a minor peak in the early part of 1928 had been temporarily arrested in the third quarter of 1929, resumed their downward course in September. The trade-union unemployment percentages, already abnormally high, jumped from 10 to 12.1 in the third quarter of the year, to 13.1 in the fourth quarter, and then proceeded to increase to unprecedented levels.

A.B. Fisher, Journal of Political Economy, December 1934

Source 2Fundamentally we are suffering from the effects of worldwide depression, accentuated by over-borrowing. Though the value and volume of our exports have declined, imports have continued to enter the Commonwealth on a large scale.

The position demands that we should take the most stringent measures to rectify the trade balance. Thus, our immediate problem is to bring about a decrease of imports and an increase in the volume of exportable products, for which a demand exists. That is a task to which we must devote our most earnest attention.

Prime Minister Scullin speaking in the House of Representatives, 12 March 1930

The Great Depression comes to Australia

Worksheet 3.5

Percentage of trade union members unemployed in Australia 1925–36

a Percentage of unemployed trade union members in Australia in 1932

b Number of coal miners in New South Wales

year


1 In Source 1, when did the ‘downturn’ in Australia’s economy begin?

2 What was the ‘more important’ reason for the downturn?

3 In Source 2, what was Australia suffering from?

4 What were the ‘most stringent measures’ that Scullin believed were needed to stop the ‘downturn’ in the Australian economy?

5 Fill in the gaps below using the words listed beneath the passage.

Source 1 is a _____________ piece of writing which tries to describe or _____________ the factors

leading to the economic depression. The purpose of this type of text is to tell people ______________

or _______________ something happens, to give them information.

Source 2 is an _______________ which presents one argument for the economic depression. The

purpose of this type of text is to ________________ an audience by arguing one side of an issue.

Choose from the following words to complete the cloze passagehow explain expositionwhy factual persuade

6 Exposition One of the language features of an exposition is the use of modality words. These words show how

strongly or weakly the author or speaker feels about a subject. The most persuasive expositions contain words of high modality or certainty, e.g. absolutely, must, cannot, imperative etc.

a The words bolded in Prime Minister Scullin’s speech to Parliament (Source 2) show how certain he is of his argument. Rewrite his speech using low modality words and compare the two. Which is the most convincing exposition?

b Rewrite A.B. Fisher’s text using high modality words and note the different effect it has on the reader.

c Explain why you think Fisher and Scullin used different types of writing. Think about their purpose.

7 Write a paragraph explaining the reasons given by the politicians for the economic distress of the Great Depression.


There were two schools of thought on how to get out of the Depression. The first was that of the Labor Treasurer in Canberra, Edward Theodore, which was to increase government spending, lower interest rates and ‘kick start’ the economy by creating jobs. The second was to cut government spending and economic activity.

Source 1 Theodore’s plan

In order to balance the budgets we have to remove business stagnation, we have to revivify trade, and get men to work again. We cannot balance the budgets by paying out doles to the unemployed while the causes of unemployment are untouched. Trying to balance the budget by sacking men and increasing the army of unemployed is no solution. We all realise the possibility of collapse, public panic, and fi nancial smash, if not social upheaval of a very serious and desperate character. To avoid this possibility we have to devise a scheme of re-adjustment. If mere reduction of government expenditure would suffi ce, we would not hesitate a moment to adopt that expedient, but we know that it will not, although strict Government economy must be part of the whole scheme. There are fi ve or six cognate problems which must be covered in any plan for economic reconstruction. One touches the exchange, another credit supplies, another costs, yet another interest rates. If we could solve these problems and get men back to work, we would have some hope of balancing our budgets by 1932 or 1933.

Edward Theodore, House of Representatives, February 1931

Trying to escape the Depression

Worksheet 3.7


Source 2 The Premiers’ Plan

The plan has been adopted by the Conference as a whole, each part of which is accepted on the understanding that all the other parts are equally and simultaneously put into operation. It embraces the following measures:a A reduction of 20 per cent in all adjustable Government expenditure, as compared with the

year ending 30 June 1930, including all emoluments, wages, salaries, and pensions paid by the Governments, whether fixed by statute or otherwise, such reduction to be equitably effected.

b Conversion of the internal debts of the Governments on the basis of a 22 1/2 per cent reduction of interest.

c The securing of additional revenue by taxation, both Commonwealth and State.d A reduction of bank and Savings Bank rates of interest on deposits and advances.e Relief in respect of private mortgages.

These proposals require the greatest effort in economy and taxation which the Conference considers it safe to attempt. The effect will be still to have a gap of from 13,000,000 to 15,000,000 (pounds) to be covered for a time by borrowing.

Offi cial Report of the Premiers’ Conference, February 1931

1 Before reading Sources 1 and 2, check your understanding of the following terms by matching them with their meaning. Place the number of the term next to its meaning.

1 balance the budget money raised by the government2 revivify trade money spent by the government3 government expenditure the percentage of money paid on the amount of money borrowed or invested4 expedient stimulate trade5 emoluments spend no more than is earned6 internal debt salary or fees7 revenue money owing to creditors inside the country8 rates of interest an action or plan

2 Looking at Source 1, what did Theodore believe had to be done in order to balance the budgets?

3 In Theodore’s opinion, how could governments not balance the budgets?

4 What did Theodore believe had to be done to stop the ‘public panic’?

5 How many years did Theodore think it would take to solve Australia’s problems using his solution?


6 Looking at Source 2, what was the Premiers’ Plan going to do to ‘wages, salaries and pensions paid by the Governments’?

7 What were the Commonwealth and state governments planning to do to taxes?

8 Who would the measures outlined in the Premiers’ Plan affect the most?

9 What characteristics did the New Guard (see page 56 of Longman History 10) share with Mussolini’s Fascists?

10 Was the New Guard a threat to Australian society in the 1930s?


The causes of the warWhen World War I came to an end in 1918, Germany was in serious trouble, economically and politically. Her armies had not been defeated but they were in a sad and weak position. The allies, especially France, were out for revenge and took advantage of Germany’s weakened position to get reparations or payment for all the damage caused by the war. When Adolf Hitler came to power in 1933 he was determined to make Germany great again and to take revenge on France for what she did in 1919 at the Paris peace talks.

In 1925 France moved to secure her borders with Germany. She signed a treaty with Germany which, among other things, called for a guarantee for the safety of the borders between Germany and France. In 1936, Hitler disregarded this treaty and occupied the Rhineland, the area on the French border.

Source 1Only an adequate large space on this earth assures a nation of freedom of existence … Without consideration of ‘traditions’ and prejudices [the National Socialist movement] must fi nd the courage to gather our people and their strength for an advance along the road that will lead this people from its present restricted living space to new land and soil … The National Socialist movement must strive to eliminate the disproportion between our population and our area—viewing this latter as a source of food as well as the basis for power politics … We must hold unfl inchingly to our aim … to secure for the German people the land and soil to which they are entitled.

Adolf Hitler, Mein Kampf (‘My Struggle’), 1925

Source 2‘Germany no longer feels bound by the Locarno Treaty [Hitler said]. In the interest of the primitive rights of its people to the security of its frontier and the safeguarding of their defence, the German government has re-established, as from today, the absolute and unrestricted sovereignty of the Reich in the demilitarised zone!’

Now the six hundred deputies, personal appointees all of Hitler, little men with big bodies and bulging necks and cropped hair and pouch bellies and brown uniforms and heavy boots … leap to their feet like automatons, their right arms upstretched in the Nazi salute, and scream ‘Heils’ … Hitler raises his hand for silence … He says, in a deep resonant voice, ‘Men of the German Reichstag!’ The silence is utter.

‘In this historic hour, when, in the Reich’s western provinces, German troops are at this minute, marching into their future peacetime garrisons, we all unite in two sacred vows.’

He can go no further. It is news to this ‘parliamentary’ mob that German soldiers are already on the move into the Rhineland. All the militarism in their German blood surges to their heads. They spring, yelling and crying, to their feet … Their hands are raised in slavish salute, their faces now contorted with hysteria, their mouths wide open, shouting, shouting, their eyes, burning with fanaticism, glued on the new god, the Messiah. The Messiah plays his role superbly. His head lowered, as if in all humbleness, he waits patiently for silence. Then his voice, still low, but choking with emotion, utters the two vows:

‘First, we swear to yield to no force whatever in restoration of the honour of our people … Secondly, we pledge that now, more than ever, we shall strive for an understanding between the European peoples, especially for one with our Western neighbour nations … We have no territorial demands to make in Europe! … Germany will never break the peace!’

It was a long time before the cheering stopped … A few generals made their way out. Behind their smiles, you could not help detecting a nervousness … I ran into General von Blomberg … His face was white, his cheeks twitching.

William L. Shirer, The Rise and Fall of the Third Reich

The outbreak of World War II

Chapter 4 Australia and World War IIWorksheet 4.1


1 What might Adolf Hitler have defined as ‘an adequate large space’?

2 What are the ‘“traditions” and prejudices’?

3 What does Hitler mean by ‘the disproportion between our population and our area’?

4 What plans could Adolf Hitler have had based on these ideas?

5 If you were a neighbour of Germany, what would you think of these passages?

6 What is the importance of Hitler’s use of the words ‘primitive rights’?

7 Look at the description of the deputies (members of the Reichstag or parliament) in Source 2. What does the writer, William L. Shirer, think of them?

8 Why does he call the vows ‘sacred’?

9 What is the mood of the assembly?

10 What is the position of Hitler here? What is the key word that Shirer uses?


11 Why would the German generals have been nervous and ‘twitching’?

12 In Source 1, Hitler calls for Germany to find ‘new land and soil’. How is this inconsistent with his vow to ‘never break the peace’ in Source 2?

13 In these sources, once again, we see rhetorical language being used. Write the meanings of the following words and phrases of Adolf Hitler from Source 2 in your own words:

• ‘the primitive rights of its people’• ‘in this historic hour’• ‘we all unite in two sacred vows’• ‘we swear to yield to no force whatever’• ‘the honour of our people’• ‘we have no territorial demands to make in Europe!’

Shirer also uses emotive language which is designed to make the reader feel certain emotions when reading Source 2.

Find four sentences or phrases in the passage that are emotionally charged (full of emotion). Do not use Adolf Hitler’s own words.

14 Imagine that you are William L. Shirer, who wrote Source 2. He lived and worked as a journalist in Germany until the war started.

Write a report by him in 1939 that explains how the world should have been able to see this war coming.


The course of the war

Worksheet 4.3

When the war started, Australians volunteered to fight the Germans. However, they were not sent to fight in Europe. Instead, they were sent to North Africa to fight the Italians and later the Germans, and also to Syria and Greece. In Greece they suffered great losses and heavy casualties. This source describes the retreat through Crete, an island in the south of Greece.

Source 1The pressure was tremendous. Each night the Germans were horribly close, but too exhausted to close in on us. They would sleep until daylight, and we’d have to move as hard as we could in the dark to put some distance between them and us. On almost no food and no sleep it wasn’t easy.

For two days, we ate no food of any kind. I believe some of the boys came to a stream, and literally fell into it with all their gear. Some drank so much that they had to be lifted out. As we waited above Sphakia, a few of the lucky ones caught chickens and ate them raw … entrails and all. Our bunch were carrying cans of bully beef and biscuits, but for the last couple of days we were without water—and the result was that we just couldn’t eat …

At times, we were almost running to keep up with the battalion. Every one of us knew that it was a race against time, as it had been in Greece, and that anyone who stopped had had it. But still some men just slumped exhausted beside the track. ‘I’ve had it,’ they’d mutter. And there was nothing we could do about it.

Reg Saunders describing the last days of the battle for Crete in Soldiering On: The Australian Army at Home and Overseas, Australian War Memorial Press, 1954, p. 32

Source 2My war diary shows that on 30 October 1941 half a dozen of us walked to the Tobruk War Cemetery and wandered up and down its long rows of graves, pausing at those of men we had known in the battalion. They included Jack Edmondson, VC. All the while the gun-fi re rumbled along the Bardia road. Over a year later my diary notes that it is 11 November, the Armistice Day of 1914–18, the war in which my father fought and my uncle died, at Gallipoli. But Dick and I were trudging through sand thinking of the mates we had just lost at El Alamein, and talking of the fellows who had been in our last prewar stock camp—Jim, shot down over Europe, Paddy killed on Crete, John in Syria, Tip at Tel el Eisa, Fletch taken POW in Malaya. Would we ever ride our horses in the outback again? My diary for 1944 contains the name of Eric Vincent, badly wounded alongside me at El Alamein, but rejoining the battalion at last, only to be killed in New Guinea. Now on every Remembrance Day, I see how unconcerned our population is, and I think of W.H. Auden’s words about the sacrifi ces of such men and how they would feel if they were alive today to see how unappreciated that sacrifi ce was.

R.J. Anson’s war diary

Refer to Source 1 to answer the following questions:

1 Why was the pressure ‘tremendous’?


2 What were the particular difficulties that these Australians suffered?

3 What tells us about the extent of the hunger that they were suffering?

4 Describe the emotions that Reg Saunders was feeling in this desperate retreat.

5 Why did the soldiers do nothing about the men who slumped beside the track?

6 What was the likely fate of these men who could not go on?


7 Write down, in chronological order, the events that took Anson’s mates away and the years in which they occurred.

8 What is the significance of ‘Armistice Day’ or ‘Remembrance Day’ as he later calls it? Why should he make mention of it in this passage?

9 List all the places Anson mentions where Australians fought.


10 What does the writer think about war, after the experiences he has had?

11 From what you know already about war and Australians at war, what is the answer to the question asked in the last lines of Source 2?

12 Does this writer fit the image of the ANZAC legend? How is he different?

13 Diary entry Imagine you are R.J. Anson. Write down in your own words the feelings of this soldier about war and its

cost.

At the end, come to some conclusion as to whether or not you will continue as a soldier.

14 Argument essay

When writing an argument essay you begin with the thesis, or the statement of what your position is, then present your arguments and end with the reinforcement of your argument or conclusion.

Look at the following question:

How much does the experience of R.J. Anson break down the traditional view of the ANZAC as a brave and determined soldier?

You can argue several ways here.• Firstly, you might argue that he is not typical and that most did not question what was happening to

them.• Secondly, you can argue that he was brave in that he still went on fighting despite all that happened

to him.• Thirdly, you can argue that the ANZAC legend is a myth and that soldiers like R.J. Anson prove that

Australian soldiers did not blindly obey orders but did question their situation.


The war against Germany and her allies had been underway for over two years when Japan entered on 7 December 1941. Her troops invaded Malaysia at the same time as her navy attacked the US naval base at Pearl Harbour. This brought the war right to Australia’s back door and with the AIF still in North Africa, Australia felt very vulnerable.

Source 1Here is an eyewitness account of the first bombing raid on Darwin:I heard the wail of sirens and the roar of planes overhead almost simultaneously. I managed to get under my bed before the fi rst bombs fell … A doctor and nurse helped me to the shelter of some bushes, and covered me with a mattress. We could hear bombs falling in other parts of the town. A doctor was in the middle of an appendix operation when the raid began, but I don’t know what happened to the patient.

Sydney Morning Herald, February 1942

Source 2The military position was discussed and opinions given at the previous conference were confi rmed and expressed more forcibly.

The report on the civilian population was that the civil hospital had been without water for over twenty-four hours; that the city water supply had been exhausted; that the casualties caused by enemy aerial bombing were occurring faster than they could be collected; that many buildings had collapsed on occupants and that no labour was available to release them; that insuffi cient medical aid was available for the casualties; that there was a very limited supply of food for the people.

So far as the Army was concerned, the water supply had ceased and there was only three days’ supply of rations. No artillery ammunition was available, and the troops were very depressed.

It was therefore unanimously recommended that as further resistance was useless, the force should surrender.

The enemy had already forwarded a communication advising the method to be adopted under the circumstances, and they strongly urged capitulation to save further loss of life.

It was decided to send Brigadier Newbiggin and the Chief Secretary (Mr Fraser) as envoys to meet the Japanese commander with the suggestion that hostilities should cease at 1630 hours (4.30 pm) that day (February 15). It was also decided to ask that suffi cient troops be allowed to remain under arms to preserve order in the city of Singapore, there being a large number of stragglers in the city. Apart from this, no conditions were asked of the enemy.

An account of the fall of Singapore from Soldiering On: The Australian Army at Home and Overseas

1 Using Source 2, list the reasons why the British commanders in Singapore in February 1942 thought it was best that they surrender to the Japanese.

Japan enters the war

Worksheet 4.4


2 How did the troops feel about their situation?

3 What was the civil order situation in Singapore at the time? How did the British commanders think that they should deal with this?

4 What would the people in Australia and Great Britain have thought about the surrender?

5 What happened to those soldiers who surrendered?

6 Imagine that you were living in Darwin in 1942 during these bombing raids. You know that Singapore has just fallen and now it is the turn of Darwin to be exposed to the Japanese. How would you feel?

In Longman History 10 there is another first-hand account of the bombing (see Source 4.4.4, page 74). Many people were brave and did all they could to protect life and property, but many people panicked.

Write your own personal account, in either a diary entry or a letter home, explaining what happened and how you felt.

7 Official report

An official report will be different from a first-hand account. It must be completely objective and tell the truth. It can rely on eyewitness accounts or people’s opinions but it needs to try to sift through the information to get at what is the truth.

You are the senior public servant in Darwin. Write an official report on the bombing of Darwin. You are reporting to the Minister for Territories, who was responsible in 1942 for the administration of the Northern Territory, and your report is crucial to the government as they will use it to make decisions about how to manage the Territory under the threat of Japanese attack. Your language must be straightforward and economical. There must be no hint of emotion or bias.

Report plan

1 Begin with a description of what has happened.

2 Then make a judgement of how people reacted and how the government systems withstood the pressure.

3 Finally, make recommendations as to what the government should do in the future to come to terms with the problems.


In wartime, governments often have to assume greater ‘emergency’ powers to allow them to do their best to win the war. In Australia the federal government did this in both World War I and World War II. One of the outcomes of this was introduction of censorship and conscription. The federal government also increased its powers over other areas.

Conscription

Source 1If the eligible males of Sydney displayed the same cool courage on the battlefi eld they show in ‘dodging the column’ then they would prove formidable warriors. But they hang fi re: their employers, their girls don’t want to lose them and exhort them not to go. Some fl ock to war industries—but the A.I.F. has no queue. Without conscription the about-to-be heavily engaged, already hard hit A.I.F. will not be reinforced by these young slackers. In a war of this magnitude, a war as yet only begun, can any sane person offer an intelligent reason why conscription should not be introduced when the complete failure of the voluntary system is so palpable.

Letter to the Sydney Morning Herald, 27 September 1941

Source 2If you give to any man the power to decide whether another shall or shall not be sent abroad to fi ght, you make him that other’s master. The more that other dreads being called on to serve out of Australia the more careful he will be to avoid offending the authority that can send him. Striking coalminers have already been threatened that they will be taken from the mines and put in the army. How much more intimidating would be that threat if the striker could be conscripted to serve overseas. The conscriptionist does not propose that every fi t man shall be sent overseas. He demands that every fi t man shall be at the disposal of the military and the manpower authorities to go or to stay as they may direct. If the conscriptionist policy is adopted, each eligible man in Australia will enjoy on sufferance his home, the companionship of his family and his friends, his liberty of action and his freedom of conscience. A single act, a single omission, one word, a breath of rumour may deprive him of all these. No doubt the military and the manpower authorities will act according to their own conception of the national interest and the national need. But their act will be arbitrary. In the myriad of individual cases how could a Minister, how could Parliament interfere? Knowing this the exempt worker will hesitate to assert his own rights or support others in supporting theirs?

Maurice Blackburn, Labor Member of Parliament, 1943


1 How could a young man avoid volunteering in 1941?

2 What is the main reason given for introducing conscription in this letter?

Conscription

Worksheet 4.8


3 What is the attitude of the writer towards the young men of the time who did not volunteer?

4 Given this attitude, what is the tone of the letter? You may like to look at the exercise that follows to understand what is meant by ‘tone’.

5 How were conditions in 1941 different for the introduction of conscription from how they were during World War I?


6 What does Maurice Blackburn see as being wrong about giving any man the power to decide whether another man should be sent to fight abroad? Quote from the speech to support your position.

7 Why will the man who is threatened with conscription be put into a difficult position, according to Blackburn?

8 Why won’t all men be conscripted and sent overseas, according to the policy that was being debated?

9 How could the actions of the conscripting officials be ‘arbitrary’?

10 What does Blackburn fear this will do to the rights of individual men?


11 Choose either the argument for or the argument against conscription in 1943.

Write a letter to a newspaper arguing passionately for your position. Be sure that you create the appropriate tone.


In World War II, Australian women played a much more involved and substantial role than they had been allowed to in World War I, in both fighting the war and maintaining the home front. For the first time women were allowed into the armed forces, with important roles beyond the traditional nursing role, and they also held important positions in all aspects of industry.

The Women’s Land Army The Australian Women’s Army Service

Jobs for women during World War II

Source 1 In the services

Australian Women’s Army Service (AWAS)There were 19 700 women in the AWAS. This was part of the army and the women enlisted as such. However, they were only paid two-thirds of a male soldier’s pay. The women did the following jobs:• worked in base camps dealing with: stores, maintenance, transport (did not drive trucks, only cars),

communications, office work, cooking, stewarding work• trained for combat in case Australia was invaded• nursing• intelligence work.

Women’s Auxiliary Australian Air Force (WAAAF)There were 18 000 women in the WAAAF. This was an auxiliary service and therefore, unlike the AWAS, not part of the ‘real’ air force. The women undertook tasks such as: communications, driving cars and aircraft, refuelling trucks, maintenance, offi ce work, cooks, stewards.

Women’s Royal Australian Navy (WRAN)These women performed similar tasks as women in the WAAAF. There were 1800 women in the WRAN.

Women’s Australian National Services (WANS)This was a para-military organisation. Women learnt basic military drill in case there was a need for them. They were never called upon for active duty.

Women at war

Worksheet 4.9


Source 2 In the workplace

Women were needed to work in a range of areas including:• factories involved with munitions, aircraft and automobile manufacturing, and food production• wool and textile mills• shipbuilding• shops• offices• mechanical workshops• farms• banks• transport• post and communications.

1 What would be the appeal of a Land Army job for women during World War II?

2 Why did they have a Land Army?

3 How would the poster for the Women’s Land Army appeal to women during the war?

4 What is the appeal for women of the poster for the AWAS?

5 Would it be acceptable today? Explain your answer.

6 What do these posters tell us about the values and attitudes of Australians at the time?


7 Look at the list of civilian roles in Source 2 performed by women during World War II. What jobs are left out?

8 Why do you think women were left out of combat roles?

9 How have attitudes towards women changed today?

10 Make up an advertising campaign for the armed services today, comprising a poster, a leaflet and a radio commercial aimed at recruiting women.

Make sure your campaign is aimed at your target audience. Try to be as aware as you can of society’s expectations for women today, but also recognise the potential limitations that you think society would put on women’s involvement in war. You may not agree with these limitations, but you have to write for the audience, not your own values.


1 What was the Cold War and who were its protagonists?

2 Inside the arrows in the graphic below describe the main differences between the capitalist and communist systems.

3 Next to the timeline below, briefly describe each of the Cold War events listed.

Berlin Blockade

Cuban Missile Crisis

Destruction of Berlin Wall

4 On the timeline, place six other Cold War events and the years in which they occurred.

The beginnings of the Cold War

1940

1950

1960

1970

1980

1990

Worksheet 5.3 Chapter 5 International conflict and co-operation


1 Countries co-operate largely for self-interest. They each have three targets. Explain each.

• Safety _____________________________________________________

• Stability ____________________________________________________

• Prosperity___________________________________________________

2 Put in your own words the quote of Churchill given in Source 5.8.1, on p. 118 of Longman History 10.

3 Use examples to describe the role of each of the following in ensuring peace between nations.

• Diplomacy ___________________________________________________

• Treaties, alliances and agreements______________________________________

• International law________________________________________________

4 a What is the International Court of Justice?_________________________________

b What are this court’s limitations?______________________________________

5 a Why was the United Nations set up in 1945?_______________________________

b Describe the two most important organisations within the United Nations:

General Assembly

Security Council

6 What is CHOGM?

7 Name two other powerful international government organisations.

International co-operation and governments

Worksheet 5.8


In the years immediately following World War II the world was thrown into a Cold War. The Soviet Union was now a communist superpower and it had set up communist governments in the Eastern European countries that it had liberated from Nazi Germany. There were also strong communist movements in Asia, especially China. This sent waves of fear through capitalist countries such as the USA and Australia, and people were on the lookout for anything that seemed communist.

1945–1949The Labor government of Ben Chifley was accused of being ‘communist’ because it wanted to nationalise (put into government ownership) certain industries, such as the banking industry. Critics thought that this was moving towards communism.

1949–1966Robert Menzies and his Liberal government were strongly anti-communist. They believed in capitalism as the way forward for Australia and tried to paint the socialist-leaning Labor Party as being sympathetic to communism. Menzies’ famous ‘reds under the beds’ comment was typical of the way that he made Australians fear communism and become suspicious of the Labor Party.

Source 1Nationalisation of hamburger stands, or ice-cream shops, or permanent wave establishments is not our business … We do not want to nationalise that sort of thing. We have been making a selection of really essential things, for the well-being of the community, so that we do not get mixed up with things that do not matter.

Ben Chifl ey speaking to the 1948 Federal Labor Party Conference

Source 2‘WHOEVER FEARS COMMUNISM SHOULD FEAR A LIBERAL GOVERNMENT’

‘The Communist Party, by opposing staunch Labor members, is endeavouring to weaken the Government and ultimately destroy the Labor Party.’

J.B. Chifl ey—2.9.46

There can be absolutely no doubt that the Communists are hoping for a Liberal victory on September 28th. The reason is an obvious one. Experience has shown that Communism cannot

fl ourish or expand under a government that is pledged to social justice, as the Chifl ey Government is pledged. Communism feeds on unemployment, want and distress, on exploitation of the people by domineering autocrats—i.e., on the very things which Labor is determined to prevent and will

continue to prevent.

Don’t give Communism the change it is seeking—

VOTE LABOR

And return the Anti-Communist Labor Government.Labor Party election advertisement which appeared in the Sun, 16 September 1946

Australia’s role in the Cold War

Chapter 6 The Vietnam WarWorksheet 6.2


Source 3During his long years in offi ce Menzies proved himself the consummate politician. He held snap elections whenever he thought the mood of the country favourable, took ruthless advantage of the internal quarrels of the ALP and managed to preserve the coalition between his own party and the Country Party. The years of his reign were prosperous ones … and ‘Australia Unlimited’ became his election theme. This was one aspect of Menzies’ electoral tactics; the other was the continual use of the ‘communist bogey’ to frighten electors away from the ALP. While Dr Evatt was leader of the Labor Party he was attacked as a symbol of the party’s ambivalent attitude to communism and the 1954 election campaign (which Evatt almost won) was dominated by the Petrov case and the involvement of Dr Evatt in it.

Craig McGregor, Profi le of Australia

Source 4At the Royal Commission into Russian spying in Australia that followed the Petrov affair, Petrov told the commission that he had been paid £ 5000 by ASIO, the Australian Security and Intelligence Organisation, to stay in Australia. It was also revealed that Menzies knew about Petrov long before any action was taken against him. The action was taken shortly before the election.


1 What did the Chifley government want to nationalise?

2 Why did they choose these industries?

3 How did Ben Chifley believe that his Labor government was fighting communism?

4 How, according to him, would a Liberal government encourage people to look to the communists for support?


5 How would it be an advantage to a government to own and control an industry like banking? How would it benefit ordinary people? Why would people oppose it?


6 What other industries might a government like to own and control?

7 What was the Labor Party’s method for fighting communism?

8 How much sense did Ben Chifley and the Labor Party’s claim in Source 2 make?

9 What other ways might there have been for fighting communism?

10 You may need to look at chapter 6 in Longman History 10 to complete this exercise. Place the number of each word next to its correct meaning.

1 communist a person who believes that the government should control all the means of production on behalf of the citizens2 bourgeoisie a person who believes that government should be shared by all citizens through voting3 capitalist a person who belongs to the industrial working class4 liberal the process of a government taking over ownership of the means of production5 socialist a person who believes that the working class should own and control everything through the Party6 democrat a process where the government sells off the industries and companies that it owns7 dictatorship a person who believes that there should be minimum government interference in all aspects of life8 nationalisation the rich middle class who own everything in a capitalist society9 proletariat a person who believes that the government should not interfere in economic matters and should let people make money as they choose10 privatisation a political party where everything is controlled by one person



11 What things did Menzies do, according to Craig McGregor, that made him a ‘consummate politician’?

12 What could ‘Australia Unlimited’ mean?

13 What was the ‘communist bogey’ and how did Menzies use it?

14 What evidence is there that not all Australians believed Menzies’ claims about Evatt and communism?

15 Why would ASIO pay Petrov £5000 to defect to Australia?

16 Why would Menzies have waited until the election campaign before he told ASIO to pursue the Petrov affair?

17 Write a discussion essay on the following topic:

Chifley was not a communist but he had sympathy for some of communism’s ideas.


After over a decade of anti-communist feeling in Australia and an involvement in several wars fighting communism in Asia, Australia became involved in the 1960s in another war, this time in Vietnam. After its liberation from France in 1954, Vietnam was divided into two countries—communist North Vietnam and non-communist South Vietnam. There was a civil war in South Vietnam between the communists and non-communists and Australia came in to help the South fight against the communists who were helped by North Vietnam.

Source 1It took us not fi ve minutes to decide that when this thing came to the point of action we would be in it, if invited by the government of South Vietnam. We had no hesitation, no doubts and I’ve never had any regrets.

Robert Menzies, 1969

Source 2With the government’s decision to send an infantry battalion into the war in Vietnam, South East Asia’s most bitter struggle looms larger and more disturbingly than ever before over Australia. We have taken on new commitments that may impose painful losses, and in Asian eyes we have identifi ed ourselves fully with United States policy. The moves announced in Canberra yesterday could have an effect on our whole national future …

But as the Prime Minister said, the people of South Vietnam matter. An act of support for our American allies, limited though it is by our resources, is the far-sighted course to take at this critical stage. It may have grave consequences, but it deepens the friendship we need.

Melbourne Herald, 30 April 1965

Source 3I was called up in 1967. I was lucky I guess as my number came up. I was not too unhappy at the time. It all seemed a bit of an adventure. The whole country then seemed to be behind the war in Vietnam and who was I, a twenty-year-old, to question the whole country? I was brought up at school to believe that communists were bad and that it was ‘better to fi ght them over there than here’. Most of the blokes who were called up with me thought the same.

A conscript to Vietnam, aged 20

Source 4Growing up in the 1950s and 1960s was an easy thing. Everything was clear and simple. Australia and America were the goodies and the communists in Russia and China were the baddies. We were told on the radio and at school that we had to fi ght communism whenever it was found. At home in Australia it meant that our fathers had to be careful that the communists, or ‘commies’ as they were called here, weren’t in the workplace or in the trade unions. In Asia, it meant that if they were found in a country we had to go and fi ght them until we got rid of them.

John Wayne and John Kennedy were our heroes. I went to the movies on Saturday afternoon and watched John Wayne fi ght the commies in Korea and later in Vietnam. John Kennedy was a hero because he stood up to the Russian leader Kruschev over Cuba.

After the Korean War we were told stories about how terrible the Chinese communists were and as a result we became scared of the ‘Yellow Peril’, the mass of hundreds of millions of Chinese

Why was Australia involved in the Vietnam War?

Worksheet 6.4


and other Asians who were just dying to come down here and take over Australia. We were actually never told how they were going to get here, let alone the fact that this was the furthest thing from the average Asian person’s mind. But it sure did scare us. I think a lot of our fears were based on racist ideas. We hated the commies in Asia as much because they were Asians as because they were communists.

When the Prime Minister in 1965, Bob Menzies, sent Australians to fi ght in Vietnam we all thought it was a terrifi c idea because it was ‘better to fi ght them there than here’. Now I feel a bit cheated because what we were told was often a mixture of lies and exaggerations. The story was not as simple as they made out, as many Australian and American boys found out in Vietnam. We ended up being the baddies even though we were only doing what we had been told all our childhood was the right thing to do.

Michael Pyne

1 In Source 1, what impression does Robert Menzies give about his government’s decision to send Australian troops to South Vietnam when he was prime minister?

2 Was the decision consistent with Menzies’ attitude towards communism throughout his prime ministership in the 1950s? Explain your answer.

3 In Source 2, what, according to the Melbourne Herald, would be the consequences of Australia sending troops to Vietnam?

4 ‘The people of South Vietnam matter’. Is this statement supported by anything else that follows in this newspaper editorial? What impression do we get from the way that this statement is included in the editorial?

5 What seems to be the real reason this newspaper is supporting Australia’s role in South Vietnam?


6 What was the attitude of the twenty-year-old conscript in Source 3 to his being conscripted into the army?

7 What did he feel was the attitude of most Australians to the war at the time?

8 Why did he think most people felt that way?

9 The personal account

Often when writing history we have to decide which way to write it. An essay is a formal piece of writing that involves an argument or an analysis of ideas, sources and evidence, and has a clear structure.

However, we can also be asked to write personally. This means we write from our own point of view about what we have observed and learnt. Source 4 is an example of a personal piece of writing about the current topic, Australia and the Vietnam War.

Now write your own personal account of what you think it has been like to grow up in the 1990s and the early part of the twenty-first century.

Who are the heroes? What are you made to believe?

10 Interview someone who grew up in the 1960s and was part of the Vietnam War generation.

Find out what they believed at the time about communism and the Vietnam War. Did the war change the way that they looked at the world and at politics?


The war in Vietnam caused serious divisions in Australian society. At first a great majority of Australians supported our involvement there, but as the war dragged on this changed. The television news showed footage of soldiers’ bodies being winched out of the jungle by helicopters and Vietnamese farmers and their families being forced from their homes or suffering horrendous wounds from napalm. The Australian casualty rate climbed and there seemed to be no end in sight to the war. The opposition movement to both the war and conscription grew.

Support for the war

Source 1I was a nasho [national serviceman or conscript], from a small town I guess. Yarrawonga’s not very big. How did I feel about it? I really didn’t have any feelings at all. For a start, it seemed like the right thing to do, a great adventure—an Aussie soldier, you, know, a big bronzed Anzac. They made you feel like that in the Army, until you got there and then it hit you: what in the hell am I doing here?

I enjoyed training. Maybe I was young at the time, maybe I was brainwashed, I don’t know, but I enjoyed it. I guess before I went over there you could call me a layabout. The Army certainly drilled something into me. It gave you mateship, responsibilities. It just made you feel part of something, whereas before, when you were more or less kicking around on your own, all you wanted was a girl and a fast car. It was just different, to me anyway, being brought up in a small town and all of a sudden you’re with all these guys, you’re all doing the same, you’re all wearing the same.

For a start, it seemed like a good thing. They’d tell you about all these benefi ts you were going to get when you got home. You were entitled to house through Defence Service Homes, you could get business loans, the RSL was the greatest thing going and returned servicemen were among the best liked people in Australia. You would be one of them, you would be on a par with the guys from the Second World War.

Mick Crawford, an infantry soldier in Vietnam in 1970

Opposition to the war

Source 2The message of the Vietnam Moratorium Campaign to the Australian people is: Stop, think again and realise what is being done in Vietnam in your name and for which you are responsible.

Since Australian troops were sent to Vietnam, nearly one million Vietnamese, mostly civilians, have been killed, as many maimed for what life is left for them, South Vietnam has been bombed and burnt halfway back to the Stone Age, and many of its people have been corrupted or turned into prostitutes.

The killing and devastation is not declining. It is spreading and increasing.Many people in Australia are convinced the war is an atrocity. They are convinced there is a

better way of winning security for Vietnam. They are convinced the war must stop. It is then their right and duty to do something to stop it.

They believe, too, they have a right to do something that may cause others to take notice of what is happening in Vietnam and that then they, too, may say: ‘Stop the war’.

Dr Jim Cairns, Labor MP, 1970

A nation torn

Worksheet 6.6



1 Why did Mick Crawford go happily into the army?

2 What did he see as the positive features of army life?

3 What did they tell him at the time that he would enjoy after he left the army?

4 Did the Vietnam War and what it stood for play any part in his thoughts about what was happening to him?

5 What does this tell us about how young people become involved in wars?

6 Letter to the editor

Ordinary people get the opportunity to respond to an editor’s comments by writing a letter to the editor. In this, you state your position and argument, using the skills that an editor might use, especially the use of economical language.

Write a letter to the editor of a newspaper about a current issue. This is the one opportunity that we get, unless we are editors or experienced journalists ourselves, to state a strong opinion and have others read it. But remember, an editor has the right to cut and edit the letter if it is too long. Make it short, snappy and to the point.

7 Class debate

Divide the class into two teams and debate the proposition that:

No country has the right to interfere in the internal affairs of another.

8 Editorial writing

There is a difference between essay writing and editorial writing. An editorial is an article written to put forward a strong statement about a current issue. We can read these in the newspapers every day, but sometimes we also hear them on the radio or they are broadcast on television. They are very opinionated and tend to lecture to their audience.

On the next page is an example of an editorial that might have been written in favour of sending troops to the Vietnam War in the 1960s and 1970s.

Write your own editorial, this time against sending Australian troops to Vietnam.

If you need more factual information on the topic, look at Longman History 10, chapter 6.


An Editorial:

Note the following features in the editorial:• the bold heading• the wide use of rhetorical language• little explicit argument, instead the use of strong statements• short sentences• economical writing—short, sharp and to the point• editors have the privilege of not worrying about the arguments against their position.

Fighting CommunismThe Australian government was right to send ground troops to help South Vietnam in its struggle with communist guerillas. For too long the South Vietnamese people have been the victim of the people who, encouraged by communist Russia and China have held the people to ransom.

South Vietnam deserves peace that is honest and that lasts. The answer to the request by South Vietnam for assistance from Australia tells all the people in the region that Australia will not sit back and watch one of her

allies become the victim of terror and force. Australian troops have a reputation for professionalism and determination and this is what the world will see.

It is regretable, of course, that Australian soldiers will be put in a position of risk and danger, but this is the price that we will have to pay, and most Australians are prepared to pay that price. History will tell that we answered the call of democracy, that we answered the call of a friend in need and that we value freedom over the tyranny of communism, whatever the price.

Daily News1 December 1964

Introductory statement makes the editor’s

position clear.

Main argument uses short sentences which

are to the point.

Strong concluding statement.

rhetorical language

rhetorical language

change of tone when writing about

‘sympathetic subjects’

rhetorical language


1 How do we define crime?

2 Brainstorm ideas about the role that laws play in your life. (Think about what you are and are not allowed to do.)

3 Why has it been necessary for society to establish laws? (Consider that laws have been written down for about 4000 years.)

4 How do citizens find out about laws?

Who needs rules and laws?

Chapter 7 Government and lawWorksheet 7.1


5 Why is it necessary to have punishments for those who break the law?

6 Why does society need to change laws? Give two examples where the law has changed in recent times.

7 How have advances in technology contributed to the types of crimes committed and the way in which these crimes are investigated and dealt with?


Refer to unit 7.3, p. 149 of Longman History 10 to complete the tasks below.

1 Match the following words with their meaning by drawing a line to connect them.

Common law

Protect people who make agreements.

Statute law

Concerned with matters such as births, deaths, etc.

Civil law Deals with people who do something wrong or do not

take reasonable care.

Criminal law

Involves disputes between individuals.

Contract law Involves situations where a person has done something

seen as a threat to the whole community.

Family law Laws made by state or federal parliaments and apply

to everyone.

Law of tort Laws made by the courts (and judges), but only applies

to those who seek it.

2 In the webs below show the main types of civil and criminal laws.

CIVIL LAW CRIMINAL LAW

Types of law

Worksheet 7.3


1 Why can children not leave home at the age of 13?

2 Why do young people need special provision within the legal system?

3 Why is a caution better than a court appearance for a juvenile in some cases?

4 Why may police be reluctant to get involved in situations involving family conflict?

5 At what age are you considered to be an adult in the eyes of the law? Is this an appropriate age?

Juveniles and the law

Worksheet 7.5


6 ‘Children should be able to divorce their parents.’ Write some arguments for and against this statement.

For Against


Consider the following and in each case:• state which level of Australian government (state or federal) makes laws about the matter• explain which level of government you believe should make laws about the matter

1 Inspection of cattle (for disease) imported into Queensland

2 Secondary education in Queensland

3 Currency

4 Internet regulation

Government in Australia

Worksheet 7.6


5 City freeways

6 Management of fishing grounds

7 Immigration policy

8 Aboriginal affairs

9 Parks and recreational reserves

10 Refugees from foreign conflicts


Each of the definitions below refers to a term hidden in this wordsearch puzzle. Identify and circle each term in the puzzle. They can be found up, down and diagonally in both directions.

H O U S E O F R E P R E S E N T A T I V E S F K F F S P U A P A W Y V X E C L Y A S G E G I A Y T P D V B L X O C Y O O E P Q Q R X G N B X B O W X I I O N Z E F A F P J L S P J D J W Y S A B L E F D M L X L C G Q L Q B Z E G A Z I A E L J N M W A D I G M U L F X X P X T D T D D C P A N S K T T X Q R L M X Z E H U P I C B N M R R Q E L I A N E G R O R N I V A O L F E D E R A T I O N K P R R B R D J M I N I S T E R P G L W N X J A X M N A E E E E K B V E E F G P V V F O R P L S A Z N M P Q V C D T H I Y S A T U O L T B B B G T K O D E N A K T J K C R H Q P A O A B G V K O D P J R I H M E L B A I J U Z L C I L E L D I Q O M M G T E C D M R D E Y L W X B G Z A I T H I J A K H Q F N K C N O A V O P Z Q N C Z Q J N E F F G F L D N O P B D U H O R E F E R E N D U M U T S G F M M Q R E Q F L Z S C S O N D C W V C A C H B E E S R H E A Z J R M P M A B W W M A B O C D C D T I

• Name of a proposed law before parliament _______________________________________

• A geographical area containing voters___________________________________________

• System of government containing states and a federal government ____________________

• Name given to a member of parliament who is not a member of a political party_________

• A vote from the people to change Australia’s system of government ___________________

• One of the houses of the Australian parliament____________________________________

• The other house of the Australian parliament _____________________________________

• The alternative government ___________________________________________________

• A member of parliament responsible for a particular area of government,

such as transport____________________________________________________________

• Name given to the Australian states before 1901___________________________________

• Piece of paper on which voters mark their choice__________________________________

• A partnership between two or more parties to form a government_____________________


Answer sheet for 7.6Each of the definitions below refers to a term hidden in this wordsearch puzzle. Identify and circle each term in the puzzle.

H O U S E O F R E P R E S E N T A T I V E S F K F F S P U A P A W Y V X E C L Y A S G E G I A Y T P D V B L X O C Y O O E P Q Q R X G N B X B O W X I I O N Z E F A F P J L S P J D J W Y S A B L E F D M L X L C G Q L Q B Z E G A Z I A E L J N M W A D I G M U L F X X P X T D T D D C P A N S K T T X Q R L M X Z E H U P I C B N M R R Q E L I A N E G R O R N I V A O L F E D E R A T I O N K P R R B R D J M I N I S T E R P G L W N X J A X M N A E E E E K B V E E F G P V V F O R P L S A Z N M P Q V C D T H I Y S A T U O L T B B B G T K O D E N A K T J K C R H Q P A O A B G V K O D P J R I H M E L B A I J U Z L C I L E L D I Q O M M G T E C D M R D E Y L W X B G Z A I T H I J A K H Q F N K C N O A V O P Z Q N C Z Q J N E F F G F L D N O P B D U H O R E F E R E N D U M U T S G F M M Q R E Q F L Z S C S O N D C W V C A C H B E E S R H E A Z J R M P M A B W W M A B O C D C D T I

• Name of a proposed law before parliament _______________________________________

• A geographical area containing voters___________________________________________

• System of government containing states and a federal government ____________________

• Name given to a member of parliament who is not a member of a political party_________

• A vote from the people to change Australia’s system of government ___________________

• One of the houses of the Australian parliament____________________________________

• The other house of the Australian parliament _____________________________________

• The alternative government ___________________________________________________

• A member of parliament responsible for a particular area of government,

such as transport____________________________________________________________

• Name given to the Australian states before 1901___________________________________

• Piece of paper on which voters mark their choice__________________________________

• A partnership between two or more parties to form a government _____________________

bill

electorate

federation

independent

referendum

House of Representatives

senate

opposition

minister

colonies

ballot paper

coalition


Use Unit 7.7 of Longman History 10 to answer the following questions.

1 Fill in the spaces in the text below.

The federal parliament is located in ________________________. The two houses of parliament are the

Upper House, also known as the ________________________, and the Lower House, also known as the

___________ ____ ________________________________. For the purpose of electing members to the

Lower House, Australia is divided into __________ electorates, and during a federal election the people

of each state vote for a _________________ to represent them. The Upper House or ________________

is sometimes called the _____________ House because ___________ ____ _______________________

2 Name two major political parties and their leaders in the federal parliament.

3 Name three minor political parties in the federal parliament. Can you name their leaders?

4 Which major and minor parties make up the Coalition in federal parliament?

Where’s the party?

Worksheet 7.7


To develop a deeper understanding of South Africa’s history, research the questions below.

1 Fill in the table that lists the key developments or events in contact between Africans and Europeans.

Time period Developments/events

8th–16th centuries

8th century

13th–16th centuries

15th century

17th century

18th century

end of 19th century

20th century

2 How did the Portuguese treat the Africans when they made first contact? Why?

3 Which items were exchanged by the West Coast Africans and the Europeans?

4 Explain why the Europeans avoided setting up colonies in Africa until the end of the nineteenth century:

5 Name three famous Europeans who explored Africa, and briefly describe their achievements:

a

b

c

Apartheid in South Africa

Chapter 8 Human RightsWorksheet 8.3


6 Why did the Dutch establish their settlement near the Cape of Good Hope in 1652?

7 Describe four negative effects that contact with the Dutch had on the Khoikhoi:

a

b

c

d

8 Explain why the British and the Dutch came into conflict in southern Africa during the nineteenth century.

9 What factors led to outbreak of the Boer War in 1899?

10 Give some reasons why South Africa was a unique African country.

11 What was the ‘scramble for Africa’? When did it take place?

12 Give some reasons why the ‘scramble for Africa’ occurred:


13 Explain why most European colonies in Africa lasted less than 100 years.

14 What is the meaning of ‘apartheid’?

15 Who were the Afrikaners?

16 Why was apartheid introduced into South Africa?

17 List some rules that operated in South Africa during the time of apartheid:


1 What do you think is meant by the term ‘uprooted people’? How many are there? Make a list of the things that all uprooted people have in common.

2 What is the difference between internally displaced persons and refugees?

3 Once refugees arrive in a host country they ask for asylum.

a What is ‘asylum’? Why is it difficult for many refugees to obtain asylum?

b What rights and responsibilities should refugees have once granted asylum?

c Should a refugee be returned to the country they have left behind?

Uprooted people

Worksheet 8.5


d What do most refugees really want to do?

4 What are the United Nations’ solutions to the refugee situation? Why do you think it is important that the solutions are lasting or durable?

Read the following life stories of Mohammed, Rubiya and Sea Refugees and answer questions 5, 6, and 7 below.

Source 1 Mohammed

The workman saw the youth draped over the carpark railing. When he went closer he noticed that the pool of lumpy liquid that he was lying in was not vomit but the youth’s spilt brains. Police soon found that a worker at Heathrow airport had seen him falling to earth from the sky like a stone. A month later and all police know was that his name was Mohammed Ayaz from Afghanistan. Sometime before takeoff from Bahrain at 1am, he had climbed about 4 metres up one of the twelve giant wheels of a British Airways Boeing 777, and somehow managed to hang on while the runway raced by at over 300 kilometres per hour and as the wheels retracted into the undercarriage compartment. He was as good as dead from the time his feet left the runway. Even if he was not crushed by the retracting wheel there was no oxygen, no heating, no air pressure and no way out of the very confi ned space. At about 6am over London, about 20 kilometres from Heathrow, the pilot opened the undercarriage and lowered the wheels, and tipped the young man out into the early morning sky. Police report that other journeys have ended in the same area because the undercarriage is always lowered at the same point on the approach to Heathrow.

From The Guardian and Daily Mail

Source 2 Rubiya

My name is Rubiya from Herat in Afghanistan. I am 15 and a Muslim. My mother was a teacher but the Taliban stopped all women from working. Then they said that all women had to wear burquas covering our complete face and hair. As an educated woman my mother did not agree and we wore a scarf to cover our hair. Then when she was in the street the Taliban splashed acid on her face which is now scarred. At the same time my father was put in prison because he carried a woman on her own in his taxi. We expected him to be executed by hanging from a street sign, but then we heard that he had escaped from prison and we left with almost nothing to meet him. Because the border is closed my mother had to pay smugglers to get us across the border to Iran. Now we are living in a very small house with our cousins while my mother and father arrange with smugglers to get us to Europe. Just anywhere will do. Anywhere at all. Please.

Story told to Doctors Without Borders


Source 3 Sea Refugees

The fi shermen in the Sicilian village had a deadly secret. One said ‘I have become used to it. Now it doesn’t bother me. We just pick the human parts out of our nets and throw them back and clean up the fi sh’. But then there were too many bodies and the village has been exposed as a smuggler’s entrance to fortress Europe. In one case 300 refugees were forced at gunpoint to climb from a freighter that had brought them from India into a small ferry designed for half that number. Most were sucked under and drowned when it rolled over and sank. When a plastic identity card fell from a pair of jeans which encased a leg, snagged in a net, it meant that the family of 17 year old Anpalagan, a Tamil from Sri Lanka, no longer had to wait for news.

From The Guardian

5 How desperate do you think Mohammed Ayaz must have been to attempt what he did?

6 How desperate do you think Rubiya’s family was? Why did they turn to people smugglers?

7 What are some of the risks associated with people smugglers?

8 The following statement was on the cover of a recent edition of the UNHCR magazine Refugees:

Children: ‘If we are the future and we’re dying, there is no future’.

How true do you think this is? What should the world do about it?

9 Have a class discussion, or write down your own thoughts, about each of the following questions:

a Should we all have the right to live safely and without the fear of persecution?b Should we all have the right to be treated humanely by our fellow human beings?c Should all children have the right to realise the same dream as the Afghan girl?


Study Source 8.6.3 on page 185 of Longman History 10 and complete the following exercise.

Match the date with the event to complete Australia’s Human Rights Timeline.

1901 1948 1962 1967 1975 1981 1984 1986 1988 1992 1993 1996 1997

1 The Sex Discrimination Act is enacted.2 The Privacy Act is enacted.3 The Universal Declaration of Human Rights is adopted by the UN.4 The Wik Bill was passed by the Senate. It was passed on the federal government’s ‘ten-point plan’.5 The Commonwealth of Australia is established. Protection of human rights is left to state and federal

parliaments as a Bill of Rights is not part of the Australian Constitution.6 The Disability Discrimination Act is enacted.7 The Human Rights and Equal Opportunity Commission Act is enacted (replacing the Human Rights

Commission.8 The Racial Discrimination Act is enacted.9 The Wik decision is passed by the High Court. This decision found that native title could coexist with

pastoral rights on pastoral leases.10 The Commonwealth Electoral Act was amended to grant all Aboriginal people the right to vote in

federal elections. Despite this amendment, it was illegal to encourage Aboriginal people to enrol to vote.11 Over 90 per cent of Australians vote for constitutional changes to ensure full participation and equal

treatment for indigenous Australians. The referendum gives the Commonwealth Parliament the power to make special laws for Aboriginal Australians.

12 The Office of the Aboriginal and Torres Strait Islander Social Justice Commissioner is created to monitor the human rights of indigenous Australians. The Native Title Act is passed.

13 The Human Rights Commission Act is enacted, which establishes the national Human Rights Commission.

Investigation14 Select one of the following Australians and research their role in the United Nations. Outline their

contribution to Human Rights.• Dr HV Evatt• Dr Peter Wilenski• Justice Michael Kirby• Justice Elizabeth Evatt• Professor Philip Alston• Brian Burdekin

Australia’s changing role in human rights

Worksheet 8.6


A history of policies

Chapter 9 Indigenous issuesWorksheet 9.2

Source 1In 1883, the Aborigines Protection Board was established in New South Wales. It was intended to look after the interests of Aboriginal people, but in practice it was the mechanism by which Aboriginal people were controlled and their lives regulated. The Board set up a number of Reserves and stations from which food and blankets were distributed. Around Sydney, reserves were located at La Perouse, Holsworthy, Sackville, and in the Burragorang Valley; food distribution stations were also located at Kogarah, Penrith and Lithgow; while missions continued to operate at Katoomba and on the Richmond Road on land belonging to the Lock family, descendants of Gomebeeree, Yarramundi and Maria, members of the Boorooberongal clan of the Darug.

James Kohen, The Darug and Their Neighbours: The Traditional Aboriginal Owners of the Sydney Region

Source 2 The 1936 Act: more restrictions

All over Australia during the Depression, more restrictive laws were passed against Aboriginals. In New South Wales a new Aborigines Protection Act was passed in 1936. It applied to ‘any full blooded or half caste Aboriginal’. Any statement or document was enough to prove a person was Aboriginal unless the contrary could be ‘shown to the satisfaction of the Court’. If there was any doubt the Court could decide on sight.

The 1936 Act allowed any Aboriginal or ‘person apparently having an admixture of Aboriginal blood’ to be removed by court order to a reserve, and kept there until the order was cancelled. It was now an offence to entice or assist any Aboriginal person to move from a reserve. The Board could also terminate any Aboriginal employment if the Board was not satisfi ed with its terms.

The new Act provided that ‘any Aborigine or person apparently having an admixture of Aboriginal blood’ could be compulsorily examined and taken away for treatment. This was due to fear of disease. Introducing the Act, the Colonial Secretary stated that there was widespread Aboriginal infection with gonococcal ophthalmia. Aboriginals, he claimed, were not so susceptible to blindness from this disease as whites. One Member of Parliament who was a member of the Aborigines Protection Board said:

‘The reason for the urgency of this measure is because the health of our own people is very seriously threatened at the present moment. Either we allow these people to roam far and wide and spread possible disease, or we take them from the precincts of the villages and towns where all this wrongdoing happens …’

Little was done about the disease. One ‘treatment room’ was established at Brewarrina. When the disease broke out at Angledool, that reserve was closed down and the inhabitants moved to Brewarrina.

Nigel Parbury, Survival: A History of Aboriginal Life in New South Wales, NSW Ministry of Aboriginal Affairs, 1988


1 What happened in 1883?

2 What was the purpose of the Board?


3 Do you think the interests of Aboriginal people were looked after?

4 If so, name some of the good points about the Board.

5 If you don’t think indigenous peoples were treated fairly, state your views.

6 Name two of the reserves that were in the Sydney area.


7 Statements made at the time, in support of the Aborigines Protection Act of 1936 reveal how Aboriginal and white people were judged.

How do the highlighted words in Source 2 reveal negative or positive values attributed to each?

8 What did the Aborigines Protection Act of 1936 really do to Aboriginal people?

9 What did the Act allow?

10 Do you think this was fair?

11 What freedoms did Aboriginal people enjoy under the 1936 Act?


12 What did the Colonial Secretary state?

13 In the dictionary look up ‘gonococcal ophthalmia’. What is it?

14 Do you think members of the Aborigines Protection Board were concerned for the welfare of Aboriginal peoples?

15 You are an Aboriginal person who has been taken away for treatment. You are away from your family and community and cannot speak English. You do not have any control over your life or what happens to you.

Describe how you feel and what happens to you.


The road to native title has been a long one for Australia’s indigenous peoples. The land was taken away from them in the first 100 years of European settlement and it has only been the efforts of many Aboriginal groups and concerned people in the last thirty years that has finally begun to bear fruit for them. But there is still a long way to go and there is a lot of resistance from pastoral and mining groups.

Source 1 Timeline of Aboriginal protest

The following list provides a timeline of indigenous peoples’ actions and protests—the steps which led to land rights and native title.

1932 William Cooper, an Aboriginal person, established the Australian Aborigines League.

1937 William Ferguson, an Aboriginal person, formed the Aborigines Progressive Association (APA).

1938 Aborigines Day of Mourning.

1938 William Ferguson and Bill Onus published the Australian Abo Call.

1940s The Aborigines Protection Board was abolished, but replaced by the Aborigines Welfare Board.

1943 The Aborigines Protection Act was amended, Aboriginal people could apply for an exemption ticket. These people would then be free from the restrictions of the Act. The APA had worked very hard for full citizenship rights. Aboriginal people wanted the right to have control over their lives and children. Aboriginal people called the exemption tickets, ‘dog licences’.

1958 The Aboriginal Advancement League began by Pastor Doug Nicholls.

1960s Students demonstrating against South Africa’s apartheid regime began to demonstrate against Australia’s similar treatment of its indigenous peoples.

1964–65 Professor Rowley conducted a survey into the living conditions of Aboriginal people.

1965 Freedom Rides.

1967 The referendum which changed the Constitution to allow Aboriginal people to be included in the census, and gave power to the Commonwealth government to make decisions for Aboriginal affairs.

1968 Yirrkala Aboriginal people sued Nabalco for violating their rights to their land.

1971 The Yirrkala people’s claim was rejected by the High Court.

1971 The Aboriginal Advancement League appealed to the United Nations for help.

1972 The Tent Embassy appeared on the lawns of Government House.

1975 Prime Minister Gough Whitlam returned Wattie Creek to the Gurindji people.

A History of conflict and protest

Worksheet 9.3


Source 2In the 1920s Aboriginal people began to organise themselves. In the 1930s, with the help of white sympathisers, they made strong demands for political rights and equality and succeeded in forcing inquiries into the operations of the Aborigines Protection Board. As a result the Board was abolished in 1940.

At Melbourne in 1932, William Cooper, who had been expelled from Cummeroogunga reserve for opposing conditions there, established the Australian Aborigines League.


Source 3For the offi cial 1938 Australia Day celebrations the government brought in ‘tame’ Aboriginals from the Menindee reserve. They were taken straight from the train, locked up in a stable at the Redfern police barracks and guarded by dogs.

On January 26 they were brought out dressed in leaves to be chased along the shore by British soldiers with bayonets and to parade through the streets on a fl oat. The next day they were sent back to their tin sheds on the Darling River.


1 Scan Source 1 to complete the following cloze passage which summarises the events leading to the recognition of land rights and native title. Choose from the words listed below the passage.

The first major Aboriginal action to gain recognition of their rights was the __________ ___ _________

in 1938. __________ __________, who formed the Aborigines Progressive Association, was very active

in the Day of Mourning and in organising Aboriginal protest. Aborigines were still restricted, though, by

government legislation such as the __________ __________ ______ of 1943 which allowed Aboriginal

people to apply for an exemption from their reserves to become free citizens.

They could gain licences which they called ‘__________ __________’ which gave them exemption

from government control.

By the ______ Aboriginal issues were much more in the public eye as the Civil Rights Movement in the

USA and the apartheid regime in South Africa gained publicity. The __________ __________ of 1965

brought the issue to a head. In 1967 Australians voted in a __________ to include indigenous peoples in

the census. Then the __________ __________ of Northern Queensland conducted their successful Land

Rights campaign and in the 1970s the __________ government began the legal battle for land rights.

Choose from the following words to complete the cloze passage:

Yirrkala people Aborigines Protection Act 1960sWhitlam Day of Mourning ‘dog licences’Freedom Rides referendum William Ferguson

2 What did William Cooper and William Ferguson do for Aboriginal people?

3 What did William Ferguson and Bill Onus publish?


4 What did the Yirrkala people do? Do you think this was a brave move? Does Source 1 tell you whether these people were successful?

5 From Source 2, what was the result of Aboriginal and community demands for political rights and equality? Explain your answer.

6 When was the Aborigines Protection Board abolished?

7 Explain what you think ‘tame’ Aboriginals means in Source 3. Do you think this word is appropriate to use when talking about human beings? Explain your answer.

8 Look at Source 3. Why do you think white Australians treated Aboriginal people so badly? Explain your answer.

9 Using all the sources, do you think that Aboriginal people are sometimes treated in similar ways today?

10 Using Sources 1 and 2, do you think William Cooper’s and William Ferguson’s contribution to the recognition of equality and land rights for Aboriginal people was significant? Explain your answer.


11 Using Source 3, explain why you think white Australians thought it was appropriate (acceptable) to treat Aboriginal people this way. Explain your answer.

12 Imagine that you are a young woman or man of between 15 and 17 years old who is described as a ‘tame’ person. You are taken against your will to Sydney from your home at Menindee reserve, locked up in a horse stable at Redfern police barracks and guarded by dogs. Next day, your clothes are taken from you and you are dressed up in leaves and chased by men who are dressed up and using bayonets. Then you and your family are put on floats, still with just leaves for clothes.

Explain how you feel about the events?

13 Create a class banner or a poster to show the steps Aboriginal people and others have taken in order to achieve equal rights and equality for Aboriginal people.


In New South Wales in 1983 the Aboriginal Land Rights Act was passed. Consequently, this Act only affects Aboriginal people in New South Wales. In New South Wales, Aboriginal people can claim land in two different ways: first, under the New South Wales Aboriginal Land Rights Act 1983; and second, under the Commonwealth Native Title Act (1993). The Native Title Amendments Act (1998) was passed and John Howard’s Liberal government handed power back to the states. This did not extinguish native title. There is now the Native Title Tribunal where Aboriginal people have to register their native title claims.

Source 1 Evidence of disadvantage

Aboriginal people exclusively occupied the Australian continent for at least 40 000 years prior to the arrival of the First Fleet in 1788. From that date, Aboriginal people have been progressively dispossessed of their land. This fact was acknowledged by the High Court in the Mabo decision (1992) … which overturned the doctrine of terra nullius or empty land and recognised the pre-existing native title rights of indigenous Australians. Land rights legislation attempts to redress some of the disadvantage suffered by Aboriginal people as a result of the loss of the vast majority of their land.

Implementation of Government Responses to the Recommendations of the Royal Commission into Aboriginal Deaths in Custody (July 1996–December 1997)

Source 2 Government policy

The government respects Aboriginal people’s relationship with the land, the sea and the rivers acknowledging its spiritual, economic and cultural importance. The preamble to the Aboriginal Land Rights Act 1983 (NSW) states that:

It is fi tting to acknowledge the importance which land has for Aborigines and the need of Aborigines for land. It is accepted that as a result of past Government decisions the amount of land set aside for Aborigines has been progressively reduced without compensation.

Aboriginal people can make land claims through two separate processes: under the Commonwealth Native Title Act (1993) and under the NSW Aboriginal Land Rights Act 1983. The Native Title Act was enacted to deal with the native title rights and interests of indigenous Australians as recognised by the common law in the Mabo decision. Claims can be made over any Crown land as long as there has been a continuous connection with the land according to Aboriginal traditional law and custom. The fi rst native title determination under the Native Title Act was at Crescent Head in relation to the Dunghutti people.

Like federal native title legislation, land rights legislation in NSW also applies to Crown land but there need not be a continuous connection with the land. The Act gives freehold title over existing reserves to the Aboriginal residents. The only non-reserve land which can be claimed is Crown land which is not being used and which is not needed for essential public purposes. The Aboriginal Land Rights Act provides a way for Aboriginal people in New South Wales to become landowners without the need to prove traditional ownership of the land.


Land rights and native title

Worksheet 9.4


Source 3 Mining projects

The National Parks and Wildlife Act encourages developers to negotiate with Aboriginal groups and individuals in relation to the protection and management of Aboriginal sites and ‘relics’. There are no administrative or legislative requirements for developers to enter into negotiations with Aboriginal communities where native title or heritage protection issues are not raised. However, Aboriginal people’s views and aspirations may be taken into account in any general social assessment that is undertaken.


Source 4 Tourism projects

The National Parks and Wildlife Service’s involvement in tourism activities is generally limited to areas of land directly managed by the Service and usually falls within the Service’s overall natural and cultural heritage conservation functions.


1 What do you think Aboriginal people lost when they lost their land? Explain your answer.

2 From Source 1, what was acknowledged by the High Court in the Mabo decision of 1992?

3 According to Source 1, what does land rights legislation attempt to do? Explain what this means in your own words.

4 From Source 2, what does the New South Wales government respect about Aboriginal people’s relationship with the land?


5 What does the preamble to the Aboriginal Land Rights Act 1983 state? What does this mean to you?

6 What type of land can be claimed?

7 Finish this sentence: Aboriginal people have to prove ‘a continuous connection with the land according to …’? Explain what this means.

8 From Source 2, where was the first native title determination made?

9 From Source 3 on mining projects, what does the National Parks and Wildlife Act encourage developers to do?

10 Who might these developers be? Do you think this is a good thing? Explain your answer.


11 Read Source 4 on tourism projects. Do you think it is a good idea that the National Parks and Wildlife Service manages tourism? Do you think it does a good job?

12 Aboriginal people looked after their lands, so do you think keeping land for cultural heritage and conservation would be in the interests of all Australians? Explain your answer.

13 Mind map Create a mind map to summarise your understanding of Sources 1–4.

Begin with the term ‘end of terra nullius’ as the centre of your map. Use arrows leading outwards to show the direct consequences and further arrows and dot points to show how legislation for land rights has affected different groups in the Australian community, such as aboriginal peoples, mining groups and farmers.


Source 1 Sister Girl’s story of her separation

After fi nding Sister Girl, Link-Up sent one of our research pamphlets to her explaining who we were and what we did. Sister Girl wrote a letter to Peter Read which included some details about her life. Sister Girl wrote:

‘I was born on 30 June 1945 on Victoria River Downs Station NT to my mother Kitty. I was taken away from her at the age of four. And as you already know I have never seen her since I didn’t even know what she looked like until I got the photo from Debbie which made me very happy. I couldn’t tell you who tooked me and another boy ____. He’s married now and lives in Darwin.

We were both about the same age, four years old. We were placed on Garden Point Catholic Mission on Melville Island till then I stayed there till I was 18. I went to Darwin for a week’s holiday. I stayed with my godmother. I decided to stay in Darwin and fi nd a job but I had to have a special permission from the Bishop as I was just a little young to leave the mission. Well the Bishop wasn’t too happy at fi rst but he said if I get a job for you, you can stay if we can’t then you must go back to Garden Point. Well they fi nally found me a living in job for a very nice young German family with a two-year-old girl name Sue. I worked for them for about 8 months because I wanted to see more of Australia I worked myself down here to Melbourne fi nding jobs. At fi rst I worked in Road Side cafes in the NT. I got the train from Alice Springs to Adelaide where I got jobs mostly in factories. Then I came to Melbourne and here I think I’ll stay. You may be thinking why didn’t I go to visit mum while I was in the NT. Well you see I didn’t even know where she was. I had no one to go to for help to fi nd out her whereabouts little do you know I’ve always thought about her.

Link-Up (NSW) and Tikka Jan Wilson, In the Best Interest of the Child? Stolen Children: Aboriginal Pain/White Shame

Source 2 Sister Girl’s mother’s story of her separation

Sister Girl’s mum had always thought about her daughter as well. Because Link-Up had no funding at this time, part of our work was to apply to just about every organisation we could think of to get donations to help pay for the plane tickets to fl y Sister Girl up to the Northern Territory. To help with this Mum dictated the following letter to Debbie.

‘I bin worryin for im. She been taken away long time. Amy was just walking and Mitzi was a little bigger and there was one in the coolamon. Mitzi she was born at the Station. Mitzi was my fi rst child.

Policeman from Timber Creek came and took her away—long time ago. Said it was for welfare—put her on a plane. I bin cry all day when they took her. She’s been away for a long time. I was young then. I’m very grey now. I would like to see Mitzi very much again. I want her to see this mob up, kids now and Amy and John really want to see her too … She’s never seen these kids. I’m worrying for her proper—I’ve been worrying that maybe she’s fi nished.’


The stolen generations

Worksheet 9.5


Source 3 An eyewitness account of the separation

Mum was not the only one who was crying that day in 1949 when her daughter was taken away. A cattleman named Charlie Schultz who owned the Humbert Station, next to Victoria River Downs, happened to be on the same plane as Sister Girl and the other little boy who was taken. His recollection of that day, told to Darrell Lewis in 1990, confi rms the trauma experienced by Sister Girl and her family. Even the non-Aboriginal policemen, welfare workers and witnesses were upset, including Charlie who described her being taken away as follows:

‘A law come in up there that all the half-caste kids had to be taken away from their mothers and taken up to Darwin. Well you never seen such a ridiculous law in all your life. It was the most saddest thing I ever seen. Little kids dragged away from their mothers. You picture, any of youse, anyone that’s got family now, for somebody comin’ along and say, some policeman come along, when your kids are only six and seven year old, and drag them away from yer. Can you imagine how they’d scream? And the turn they’d put on when they’re taken away from their mothers? … God I’ll never forget that. If there was any … black-birdin’–and this was the ‘Government’ call it what you like, this is what they were doin’ … I will never forget that till me dyin’ day.’


1 After reading Sources 1, 2 and 3, sequence the following events into the order in which they happened. Number the events correctly from 1–11.

_____ NSW government introduces a law to remove Aboriginal or part-Aboriginal children from their families.

_____ Sister Girl needs special permission from the Bishop to stay in Darwin.

_____ Mitzi’s mum cried all day.

_____ Sister Girl goes to Darwin for a holiday when she is 18 years old.

_____ When Mitzi is 4 years old, she is taken from her mother, by a policeman from Timber Creek.

_____ Sister Girl works her way down to Adelaide and Melbourne, working in cafes and factories.

_____ Charlie Schultz is very upset on the flight to Darwin: ‘the most saddest thing I ever seen. Little kids dragged away from their mothers’.

_____ Both Sister Girl and her mother think of each other often but they don’t know how to contact each other or where the other one lives.

_____ Mitzi is placed at Garden Point Catholic Mission on Melville Island where she becomes Sister Girl.

_____ Mitzi is born on June 30 1945 at Victoria River Downs Station, in the Northern Territory. Her mother’s name was Kitty.

_____ Link-Up brings Kitty and Sister girl (Mitzi) together.

2 When was Sister Girl taken and where was she taken to?


3 What did she do when she was 18? Explain your answer.

4 Did she see her family again? Explain you answer.

5 What is Link-Up and what do they do?

6 What did the police do?

7 What was the name that Sister Girl’s mum gave her?

8 Describe Charlie Schultz’s account of the separation.

9 Why do you think the eyewitness account of Charlie Shultz is reliable? Explain your answer.


10 Put yourself into Mitzi’s place: You are growing up without your family—with neither sisters, brothers nor parents. All the people you

meet and live with are strangers at first. Some are kind but some are not. You leave the mission and set out to find a job.

a Explain how you feel growing up.

b What is it like looking for a place in the world where you feel safe and happy?


The following sources demonstrate how the government and indigenous communities have put some of the recommendations from the ‘Royal Commission into Aboriginal Deaths in Custody’ into practice. These sources are from the third report in 1995 of the Aboriginal and Torres Strait Islander Social Justice Commissioner.

Source 1 National Community Education Project

The National Aboriginal and Torres Strait Islander Community Education Project (NCEP), is a project designed to encourage indigenous peoples to confi dently know their rights and utilise effective problem-solving mechanisms to resolve confl ict.

It is structured to implement the Royal Commission into Aboriginal Deaths in Custody Recommendation 211 which states:

That the Human Rights and Equal Opportunity Commission and State and Territory Equal Opportunity Commissions should be encouraged to further pursue their programs designed to inform the Aboriginal community regarding anti-discrimination legislation, particularly by way of Aboriginal staff members attending at communities and organisations to ensure the effective dissemination of information as to the legislation and ways and means of taking advantage of it.

The NCEP is an education package that will produce strategies for achieving the best resolution of confl ict involving human rights. It aims to transfer information on anti-discrimination laws to people so they will know their legal rights and can thereby facilitate the successful resolution of community and individual confl icts. It is designed to have primary impact on the ground, at the community level. By understanding how the ‘system works’ we can make the system work for us.

Michael Dodson in Aboriginal and Torres Strait Islander Social Justice Commissioner, Third Report 1995

Source 2The National Community Education Project aims to ensure that community education responds to the social justice issues indigenous peoples experience in their daily lives. The NCEP team has been consulting with indigenous peoples throughout Australia to identify issues of local concern. By sitting down, speaking with people and hearing their experiences I am convinced we will be successful in producing an education package which responds to peoples’ needs. The advice and experience of indigenous community members—Elders, community workers, legal fi eld offi cers and young people—have guided this project to date.

Aboriginal and Torres Strait Islander Social Justice Commissioner, Third Report 1995

Source 3The NCEP recognises the importance of consulting with as many people as possible to produce educative resources which are about indigenous peoples’ needs. One Aboriginal commentator states that the most effective means of consultation is through, ‘bringing Aboriginal and Islander people together to discuss a common problem’. This allows for a ‘greater emphasis on the act of refl ection which, in turn, creates a basis for a collective analysis’.


Aboriginal deaths in custody

Worksheet 9.6


Source 4This inclusive and collaborative approach to indigenous community education recognises the integral position of community organisations and community members as the repositories of local knowledge and experience. Increasingly we need to move away from the notion of the institution as the source of knowledge and look to the community and listen to what people are saying for an understanding of the issues indigenous peoples confront.


Source 5Recommendation 188 of the Royal Commission emphasises the importance of governments developing a close connection with:

… appropriate Aboriginal organisations and communities to determine guidelines as to the procedures and processes which should be followed to ensure that the self-determination principle is applied in the design and implementation of any policy or program or the substantial modifi cation of any policy or program which will particularly affect Aboriginal people.


1 Source 1 is about an ‘education project’. Why do you think it would be important to inform the Aboriginal community that the government is interested in their human rights? Explain your answer.

2 Why is there a need for Aboriginal people to know their legal rights, and how does the NCEP aim to do this?

3 Explain the phrase ‘By understanding how the “system works” we can make the system work for us’?

4 What does Source 2 state that Aboriginal people experience in their daily lives?


5 What does it say the government and Aboriginal people should do to achieve a good outcome?

6 In Source 3, what does the NCEP recognise as important?

7 What does one Aboriginal commentator claim is important?

8 Source 4 refers to an inclusive approach. Explain what this means to you.

9 In Source 5, what was ‘Recommendation 188’ of the Royal Commission into Aboriginal Deaths in Custody about? Explain what this means to you.

10 Create a poster which shows what an inclusive community would look like.

11 Skeleton note-taking

Complete the following sentences in order to make notes on recommendations from the Royal Commission into Aboriginal Deaths in Custody.

• Recommendation 211 states that the Human Rights and Equal Opportunities Commission and State and Territory Equal Opportunity Commissions should run programs to inform the Aboriginal community …

• The National Community Education Project will produce an education package aimed at informing individuals and communities at the local level ofa their …b strategies to resolve …

• The NCEP will consult with indigenous communities and individuals throughout Australia to gather information and gain an accurate understanding of …

• The NCEP should bring as many communities together to …• Recommendation 188 emphasises the importance of governments having close discussions with

Aboriginal organisations and communities to ensure the ‘self-determination’ principle (that they have a say in their own future) is applied to any programs or policies affecting …


12 Why do you think Aboriginal deaths in custody occur?

13 Research

Using your library and internet skills, find out more about ‘mandatory sentencing’ using the following questions to focus your research.

a What does ‘mandatory sentencing’ mean to you?

b Do you think this is a fair way to deal with people?

c Find out which communities are likely to be affected by ‘mandatory sentencing’.

d Does this type of sentencing contravene human rights?

e Why do more Aboriginal people die in police custody than any other ethnic group in Australia?


In its final recommendation the 1991 Report of the Royal Commission into Aboriginal Deaths in Custody suggested that all political leaders and their parties recognise that reconciliation between the Aboriginal and non-Aboriginal communities in Australia must be achieved if community division, discord and injustice to Aboriginal people is to be avoided.

Source 1 Queensland’s Ten-Year Partnership

The Ten Year Partnership is a Queensland Government proposal to work with Aboriginal and Torres Strait Islander peoples to improve standards of living over the next 10 years …

There are eight key areas to be addressed under the Ten Year Partnership: justice; family violence; reconciliation; human services; service delivery; economic development; community governance; and land heritage and natural resources. See the separate information sheets at www.indigenous.qld.gov.au/partner.htm for more detail …

The Partnership is needed because Queensland has a growing Aboriginal and Torres Strait Islander population and Indigenous peoples experience greater disadvantage compared with other sections of the population. By 2006 it is estimated Queensland will have the highest Aboriginal and Torres Strait Islander population (approximately 133,288) in Australia.

Aboriginal and Torres Strait Islander peoples experience disadvantage in many areas, including health, education, life expectancy, unemployment, living conditions, nutrition, alcohol consumption, smoking, illicit drug use and violence.

Ten Year Partnership Fact Sheet Number 1, Queensland Government

Source 2The Reconciliation Working Group has suggested ways to achieve reconciliation and how this can be monitored (listed below). This working group has members from the State Reconciliation Council, the Aboriginal and Torres Strait Islander Advisory Board and Queensland Government departments.

The proposed goal• To enhance understanding and mutual respect between Aboriginal and Torres Strait Islander and non-

Aboriginal and Torres Strait Islander Queenslanders.

How we can monitor what we do• Percentage of Aboriginal and Torres Strait Islander peoples employed in Queensland Government

departments according to job level;• Number and percentage of Queensland Government Aboriginal and Torres Strait Islander and non-

Aboriginal and Torres Strait Islander employees who have received cross-cultural awareness training;• Percentage of schools which implement Aboriginal and Torres Strait Islander cultural studies; and• Number and percentage of Aboriginal and Torres Strait Islander peoples participating in the arts,

entertainment and sporting industry.Ten Year Partnership Fact Sheet Number 5, Queensland Government

Reconciliation

Worksheet 9.7


Source 3 Ipswich City Council

Working with the local Aboriginal community, the Ipswich City Council has produced a ‘Welcome to Country’ protocol recognizing the spirituality and signifi cance the land holds for Aboriginal Australians. It is used to open all civic events and there is strong encouragement for its use at other community events and meetings.

Under the Council’s Indigenous Accord, an Aboriginal and Torres Strait Islander community development offi cer is employed to bring the community together. The Council provides support to the local Ipswich Reconciliation Group to produce and distribute a local newsletter and conduct reconciliation activities.

The Council also organised a public Reconciliation Walk and Get Active Day and a Sorry Ribbon Drive as part of national reconciliation celebrations.

Ten Year Partnership Fact Sheet Number 5, Queensland Government

1 Suggest some reasons why the Royal Commission into Aboriginal Deaths in Custody would recommend a focus on reconciliation. How would reconciliation reduce the number of Aboriginal and Torres Strait Islander in custody?

2 What are some of the reasons why the Queensland Government has implemented the ‘Ten Year Partnership’?

3 Explain how the Ten Year Partnership will help address the issue of reconciliation.


4 Explain how each of the monitoring measures in Source 2 will improve understanding between Indigenous and non-Indigenous Australians.

5 Source 3 outlines a particular council’s attempts at reconciliation. Evaluate the likely effectiveness of these measures.

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