GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA i
Investigations of Australia’s journey to nationhood for the middle years classroom
GETTING IT TOGETHERFrom Colonies to Federation
teacherguide
INVESTIGATIONS OF AUSTRALIA’S JOURNEY TO NATIONHOOD FOR THE MIDDLE YEARS CLASSROOM
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
Getting It Together: From Colonies to Federation has been funded by the Museum of Australian Democracy
at Old Parliament House.
Getting It Together: From Colonies to Federation – Teacher Guide
ISBN: 978 1 74200 094 7
SCIS order number: 1427618
Full bibliographic details are available from Curriculum Corporation.
PO Box 177
Carlton South Vic 3053
Australia
Tel: (03) 9207 9600
Fax: (03) 9910 9800
Email: [email protected]
Website: www.curriculum.edu.au
Published by the Museum of Australian Democracy at Old Parliament House
PO Box 7088
Canberra BC
ACT 2610
Tel: (02) 6270 8222
Fax: (02) 6270 8111
www.moadoph.gov.au
September 2009
© Commonwealth of Australia 2009
This work is copyright. You may download, display, print and reproduce this material in unaltered
form only (retaining this notice) for your personal, non-commercial use or use within your organisation.
Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests
and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright
Administration, Attorney General’s Department, National Circuit, Barton ACT 2600 or posted at
www.ag.gov.au/cca
This work is available for download from the Museum of Australian Democracy at Old Parliament House:
http://moadoph.gov.au/learning/resources-and-outreach
Edited by Katharine Sturak and Zoe Naughten
Designed by Deanna Vener
getting it togetherFrom Colonies to Federation
contents
overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
At a glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8The National Story . . . . . . . . . . . . . . . . . . . . . . . . 8New South Wales . . . . . . . . . . . . . . . . . . . . . . . . . . 9Queensland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10South Australia . . . . . . . . . . . . . . . . . . . . . . . . . . 11Tasmania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Victoria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Western Australia . . . . . . . . . . . . . . . . . . . . . . . . 14
curriculum Links . . . . . . . . . . . . . . . . . . . . . 15Australian Capital Territory. . . . . . . . . . . . . . . 15New South Wales . . . . . . . . . . . . . . . . . . . . . . . . . 16Northern Territory . . . . . . . . . . . . . . . . . . . . . . . 17Queensland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18South Australia . . . . . . . . . . . . . . . . . . . . . . . . . . 18Tasmania. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Victoria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Western Australia . . . . . . . . . . . . . . . . . . . . . . . . 20
Federation timeline. . . . . . . . . . . . . . . . . . .22
glossary and conversions . . . . . . . . . . . .24
select Bibliography . . . . . . . . . . . . . . . . . . .27
graphic organisers . . . . . . . . . . . . . . . . . . .30
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 1
getting it togetherFrom Colonies to Federation
overview
introductionGetting It Together is a middle years resource
provided by the Museum of Australian Democracy
at Old Parliament House, Canberra. The Museum’s
central aim is to inspire Australians to celebrate,
debate and experience the past, present and future
of Australia’s democracy.
Students use Getting It Together to actively
discover and explore the story of Federation – the
social and political journey that led the people of
six separate colonies to agree on a Constitution,
which brought the nation of Australia and its
Federal Parliament into being in 1901. While
investigating the past, students are also engaged
with issues affecting Australia’s development and
identity today and into the future.
The connections between past, present and future
are highlighted by several big ideas that underpin
the Museum of Australian Democracy’s programs.
These are woven through Getting It Together.
Australian Democratic Society – Australia has
built a democratic society that recognises its past,
supports the present, and shapes its future.
Leadership – leadership is (and has always been)
critical to defining Australia’s democracy, and we
all have the opportunity to provide leadership.
Active Citizenship – we shape our own unique
democracy, and the health of our democracy
relies on our participation, debate and response
to change.
The place of Federation in the history classroom
Federation is an essential part of the story
of the Australian nation and the formation
of an Australian national identity. Exploring
Federation:
is a powerful focus for the development of
students’ historical understandings of social
and political developments in Australian
colonies in the late 19th century;
builds students’ historical understanding of
Australia’s political institutions and the values
on which they are based; and
engages students with fundamental historical
concepts of continuity and change because of
the unique opportunity this topic provides to
compare two distinct periods in Australian
history: the colonial period and the period
since Federation.
These points also relate directly to the importance
of developing ‘historical literacy’.
Historical literacy
This has been defined by the National History
Project and involves the following skills, which
are embedded in Getting It Together:
knowing and understanding events of the past;
understanding historical concepts, such as
causes/consequences, motivation, and change
and continuity, particularly by engaging with
narratives of the past;
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA2 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
research skills, including gathering and
using evidence, and working with primary
and secondary material;
using and evaluating ICT-based
historical resources;
understanding and dealing with the
language of the past;
using historical reasoning, synthesis
and interpretation; and
using creativity in representing the past.
how getting it together brings it all togetherThe packages: national and colony-specific perspectives
Getting It Together is organised into seven
packages. Each is designed so that it can be used
as a stand-alone teaching/learning resource or
in conjunction with other packages or select
parts of them.
The National Story addresses the journey to
Federation from a national perspective, including
the establishment of the national capital. The other
packages are for New South Wales, South Australia,
Tasmania, Victoria, Western Australia and
Queensland. Each engages students in exploring
the journey to Federation from the perspective of a
particular colony, and discovering what makes that
colony’s Federation story unique. The focus is on
the colony’s particular interests and concerns in
the late 1800s; how these were shaped by aspects
of social, political and economic life at that time
and earlier; and how they influenced popular
attitudes towards uniting with the other colonies
to become part of an Australian Commonwealth.
Every package begins with an introduction that
provides the historical background, including
any issues students will investigate in detail. This
provides teachers with an accessible ‘background
briefing’ on the three themes that form the body
of the package.
The themes for investigation
There are three themes within each package.
Each can be explored as a stand-alone module,
but student learning will be deepened by
opportunities to explore all three themes because
they are interrelated aspects of one larger
story or historical narrative.
1. People and Places engages students in
investigations of life in the Australian colonies
during the period before Federation, when there
were many changes taking place. This theme
provides opportunities for students to discover
why particular social, economic and political
concerns differed from one colony to another.
2. Road to Federation engages students in
an exploration of the journey to Federation
in the colonies and nationally. Through an
unfolding narrative, this theme addresses the
issues surrounding Federation, as well as the
resolution of those issues through the federal
conventions and the referendums in each colony.
3. Celebrations and Futures provides opportunities
for students to investigate the celebrations that
took place in 1901 for the inauguration of the
new Commonwealth of Australia; to explore how
Australian nationhood continues to be celebrated
today; and to draw on history and contemporary
experience to think about the future.
Each theme includes an introduction that provides
the historical context for the student investigations.
The introduction also assists teachers in
establishing students’ prior knowledge, developing
any necessary background understanding
and stimulating students’ interest before they
commence their investigations.
The investigations
An inquiry approach
Each theme consists of four to six investigations.
The investigations are designed to support inquiry-
based learning, which encourages students to
identify, interpret and analyse primary source
material, and to draw reasoned conclusions
from historical evidence. By participating in
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 3
the investigations, students develop and apply
their conceptual knowledge and historical
understandings of Australia at the time
of Federation.
Each investigation is set out in an engaging
and accessible format, and includes the
following elements:
a focus question, such as ‘What were the issues
that had to be resolved before the colonies
could federate?’;
a brief introduction providing essential historical
context and helping students to see where the
question ‘fits’ in the overall narrative of the theme;
a statement of the students’ specific task, such as
‘Investigate the issues that were debated during
the writing of the Australian Constitution’;
a ‘You will need’ panel, listing the primary
sources on the Resource sheets, and any
other resources required; and
a series of activity steps to help students
work through the investigation efficiently
and successfully.
The investigations foster collaborative learning
through a balance of whole-class, small-group,
pair and individual activities. They also include
an important rounding-out stage, which involves
students actively demonstrating and sharing
understandings gained from the investigations.
This occurs in a variety of ways, from student-led
discussion or role-plays to creative responses,
including visual presentations and performance.
‘What are you thinking now?’
Reflecting and connecting
Each theme includes a section entitled ‘What are
you thinking now?’ This follows the investigations
and suggests a number of activities that require
students to reflect on, and apply the knowledge
and understandings they have gained. It also
encourages them to make connections between
the past, present and future.
Students actively consider how their learning about
an aspect of history relates to their own experiences
and values, their own participation as active
citizens in a democracy, and their visions for the
future. For example, if students have explored the
lives and motivations of individuals who worked to
improve their society in the late 1880s, they might
identify one thing that they would like to change
in their own community, and plan and implement
their own positive action to make a difference.
other featuresPrimary source material
Each package in Getting It Together includes a
wealth of historical material. Texts and images
from the past include extracts from newspapers,
letters, leaflets, speeches, stories and poems; song
lyrics, cartoons, photographs and posters; and
clips from silent documentary movies. Throughout
their investigations, students actively engage with
these materials, developing and applying research
and inquiry-learning skills. They interpret and
interrogate the unique insights into Australia’s past
that each historical source provides.
Teachers and students can also use this wealth
of primary source material as a springboard for
deeper investigations.
Biographies
Biographies of important Federation figures are
provided in each package. These précis accounts
provide insights into the lives of prominent people
in the Australian colonies in the late 19th century,
and encourage students to reflect on the values and
characteristics of those who participated in shaping
Australia’s Federation.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA4 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
Planning choices and tipsThere are a number of general choices and ‘tips’
that are helpful for teachers to consider as they
familiarise themselves with the resource.
Selecting packages and themes
The resource can be used in a variety of ways
to engage students in investigating Federation.
Each package or theme can be used either as
a stand-alone teaching/learning resource or in
conjunction with other parts of Getting It Together.
One approach, for example, is to use the national
package followed by a colony package. Examples
of other approaches are listed below.
The national package could be followed by
one theme or key issue to further investigate
in relation to multiple colonies. For example,
students might investigate social history as a
key strand in the story of Federation, completing
investigations from several ‘People & Places’
themes to enhance their understanding of
commonalities and contrasts in different colonies.
A colony package could be the starting point,
followed by further investigation using the
national package.
Teachers’ choices of packages and themes may
be influenced by current or forthcoming events
happening in the classroom, school or wider
community. There are often opportunities to link
Getting It Together to these.
Using the ‘At a glance’ overview pages for each package
See the ‘At a glance’ pages in this Teacher Guide for
a convenient overview of each package. By setting
out the investigation focus questions for all three
themes and briefly listing primary source material,
biographies and data provided, these pages provide
a convenient tool to assist teachers’ choices and
planning. They also include links to web-based
resources that will need to be accessed.
Use the ‘At a glance’ pages in conjunction with
the suggestions provided in this Planning choices
and tips section, which apply to all packages.
Building background
Before students undertake the investigations,
teachers might consider the following.
Use the introductions within each package
and theme to determine what contextual and
conceptual foundations students will need
and how to build upon them. Do this through
discussion and brainstorming.
Generate ideas for building background relating
to students’ understanding of different kinds of
texts and their purposes. For example, if students
will be exploring political cartoons of the 1800s,
some contemporary political cartoons might be
discussed first.
Support students to understand unfamiliar
vocabulary and styles of expression in primary
source material (See the glossary, pages 24–26).
Model and discuss strategies that assist
understanding, such as using a dictionary as
well as drawing on the context for support.
Engage students’ attitudes and understandings
regarding issues such as immigration, gender
and cultural diversity. Assist the realisation
that societal norms have changed over time and
are dramatically different to those of the late
19th century, which they might encounter in the
historical material. See Useful websites: ‘Racism
– No Way’.
Planning matters
Teachers will draw on their understanding of the
materials and their knowledge of their students and
school-setting in using the packages. The following
tips will provide assistance in using Getting It
Together in the classroom.
Decide how much time to allow for a selected
theme or investigation. Ensure there is ample
time for students to share and reflect on
knowledge gained. This may include group
or individual presentations or ‘performances’
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 5
relating to particular investigations. Planning
for more extended projects may also be important
for the section ‘What are you thinking now?’
Identify steps in investigations that involve whole-
class, small-group and/or pair activities, and
decide how you will help to facilitate these, as
well as the transitions between them.
Decide on the best way/s for students to view any
web-based resources included in investigations,
such as movie clips. This could involve using
a data projector with the whole class or having
students access the resources on individual
computers.
Have all printouts ready (Resource sheets from
within the package and also, if appropriate,
graphic organisers from the Teacher Guide).
Collect any materials required for hands-on
activities or creative responses.
Useful websitesInvestigations use film clips and images from
the following websites. (Specific links to required
sections of each site are provided within the
investigations.)
Australian Screen: http://australianscreen.com.au
The National Library of Australia’s Picture
Catalogue: www.nla.gov.au/apps/picturescatalogue
Museum of Australian Democracy at
Old Parliament House catalogue:
www.flickr.com/photos/old_parliament_house/
sets/72157613034703192/
State library websites
Getting It Together provides many opportunities
for integration with values education. Reference
to the nine Values for Australian Schooling may
be useful. See: www.curriculum.edu.au/verve/_
resources/9_point_values_with_flag_only.pdf
Ideas for assisting students in understanding each
value and where it is enacted in daily life can be
accessed from the Civics and Citizenship Education
website, Unpacking the Nine Values for Australian
Schooling: www.civicsandcitizenship.edu.au/cce/
cce_unpacking_the_nine_values,23546.html
Some of the primary source material about women
would now be considered sexist. And, the primary
source material expressing anti-immigration views
would now be classified as racist. Be prepared to
address these issues by explaining the historical
contexts. Should the need arise, teachers may like to
make links to anti-racism education websites such
as Racism – No Way: www.racismnoway.com.au
Sources for students’ biographical research
include websites such as:
Civics and Citizenship Education Historical
Biography Gallery: www.civicsandcitizenship.edu.
au/cce/historical_gallery,9075.html
The Le@rning Federation. Access is through
your educational body’s licensing agreement
with Curriculum Corporation. Search under
‘Biography: Federation people’
the National Library of Australia’s Federation
Gateway – People: www.nla.gov.au/guides/
federation/people.html
Resources relating to Australia’s electoral and law-
making processes include:
Australian Electoral Commission information on
the preferential voting system: www.aec.gov.au/
Voting/counting/index.htm
Pass the Bill: www.peo.gov.au/kidsview/menu.html
Other useful resources
Stories of Democracy CD-ROM, which was
distributed to all schools in 1998 as part of the
Discovering Democracy Program is recommended.
Although the CD-ROM no longer works on networked
systems, it still works on stand-alone computers.
One Destiny: The Federation Story Centenary
edition CD-ROM, Curriculum Corporation 2001.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA6 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
AcknowledgementsThe Museum of Australian Democracy at Old
Parliament House acknowledges the following
contributors to the project:
Museum of Australian Democracy
at Old Parliament House
Interpretation and Programs staff
Curriculum Corporation
Project Director: David Brown
Project Manager: Kurt Ambrose
Project Advisor: Dr John Hirst
Authors: Donald Eddington, Janet King and Kurt
Ambrose, with contributions by Stacey Hattensen,
Lisa Winbolt, Terence Hastings and Ann Parry
Curriculum Corporation and the Museum of
Australian Democracy at Old Parliament House
extend their gratitude to the teachers and students
who trialled the materials in their classrooms.
The following sources were drawn on extensively in
the preparation of the Getting It Together resources.
(Other reference material and further reading can be
found in the Bibliography.)
Australian Dictionary of Biography, Melbourne
University Press, 1976 (Volumes 3, 5–11, and
Supplementary Volume).
Scott Bennett (ed), Federation, North Melbourne,
Cassell Australia Limited, 1975.
Helen Irving (ed), The Centenary Companion to
Australian Federation, Cambridge University Press,
Cambridge, 1999.
W Ross Johnston, Documentary History of
Queensland, University of Queensland Press,
Maryborough, 1988.
Every effort has been made to contact copyright
holders of sources used in this educational resource.
If accidental infringement has occurred, please contact
the publishers.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 7
Peo
ple
an
d P
lace
s
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e
mat
eria
l an
d d
ata
1. W
ho
wer
e th
e peo
ple
of
the
Au
stra
lian
col
onie
s?
Popu
lati
on d
ata
from
th
e A
ust
ralia
n Y
earb
ook
, 190
8.
2. W
hat
was
lif
e lik
e in
th
e A
ust
ralian
col
onie
s in
th
e la
te 1
80
0s?
Ext
ract
s ab
out
city
an
d
cou
ntr
y A
ust
ralia;
im
ages
of
Syd
ney
, A
del
aid
e an
d
Mel
bou
rne
in t
he
late
1
89
0s;
car
toon
ab
out
inte
r-co
lon
ial tr
avel
fro
m t
he
Au
stra
lia
n S
ket
cher
.
3. H
ow d
id t
he
peo
ple
of
the
colo
nie
s fe
el a
bou
t b
ein
g p
art
of t
he
Bri
tish
Em
pir
e?
Ext
ract
s of
rep
orts
from
The
Bri
sba
ne
Cou
rier
on
Ju
bile
e ce
lebr
atio
ns
in L
ond
on
and
in Q
uee
nsl
and
, 189
7;
map
of t
he
Bri
tish
Em
pir
e,
1886
; ph
oto
of J
ubi
lee
cele
brat
ion
s in
Au
stra
lia
and
th
e To
ur
of t
he
Col
onie
s bo
ard
gam
e.
4. H
ow d
id t
he
peo
ple
of
the
colo
nie
s se
e th
eir
futu
re
as A
ust
ralian
s?
Mem
ber
ship
cer
tifi
cate
of
th
e A
ust
ralian
Nat
ives
A
ssoc
iati
on (
AN
A);
n
ewsp
aper
rep
ort
on t
he
form
atio
n o
f an
AN
A b
ran
ch
in B
risb
ane,
18
85
; sk
etch
of
an
AN
A m
eeti
ng,
18
83
; ca
rtoo
n,
18
55
; ex
trac
t fr
om
Th
e B
ullet
in,
18
90
.
5. H
ow d
id d
emoc
racy
ex
pan
d in
th
e co
lon
ies
du
rin
g th
e ti
me
of
Fed
erat
ion
?
Ext
ract
s of
arg
um
ents
fo
r an
d a
gain
st w
omen
’s
suff
rage
; ‘J
ust
ou
t of
rea
ch’
cart
oon
; ca
rtoo
n f
rom
Th
e W
orker
, 1
90
0.
Roa
d t
o F
eder
ati
on
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e m
ater
ial,
dat
a an
d b
iogr
aph
ies
1. W
hat
wer
e th
e ar
gum
ents
for
Fed
erat
ion
? E
xtra
cts
of r
epor
ts o
n
Park
es’ T
ente
rfiel
d s
pee
ch,
18
89
; ca
rtoo
ns,
18
89
; ex
trac
t fr
om B
arto
n’s
reso
luti
on a
t th
e N
atio
nal
A
ust
rala
sian
Con
ven
tion
in
Ad
elai
de,
18
97
.
2. H
ow d
id t
he
peo
ple
of
th
e co
lon
ies
bec
ome
invo
lved
in
Fed
erat
ion
?
Ext
ract
from
189
3 A
ust
ralia
n
Fed
eral
Con
gres
s B
ill, 1
89
4;
cart
oon
‘Bri
tan
nia
(to
New
S
outh
Wal
es)’,
18
93
.
3. W
ho
wer
e so
me
of t
he
pro
min
ent
figu
res
on t
he
road
to
Fed
erat
ion
?
Bio
grap
hie
s of
del
egat
es
to t
he
18
97
–98
Fed
eral
C
onve
nti
on;
bio
grap
hy
of
Cat
her
ine
Hel
en S
pen
ce.
(Ref
eren
ce to
the
nine
Valu
es
for
Au
stra
lia
n S
choo
lin
g m
ay a
lso
be
hel
pfu
l.)*
4. W
hat
wer
e th
e is
sues
th
at h
ad t
o b
e re
solv
ed
bef
ore
the
colo
nie
s co
uld
fe
der
ate?
Sel
ecte
d c
lau
ses
of
the
dra
ft C
onst
itu
tion
; S
uff
rage
Lea
gue
pet
itio
n,
18
97
; n
ewsp
aper
, sp
eech
an
d d
iary
ext
ract
s ab
out
the
Con
stit
uti
on a
nd
Fe
der
atio
n c
arto
on,
18
98
.
5. W
hat
rol
e d
id n
atio
nal
id
enti
ty h
ave
in in
flu
enci
ng
Fed
erat
ion
?
Ext
ract
s fr
om s
pee
ches
an
d n
ewsp
aper
rep
orts
, 1
89
8;
poe
m M
en o
f A
ust
rali
a;
cam
pai
gn p
oste
r ‘T
o th
e A
ust
ralian
Bor
n’;
refe
ren
du
m r
esu
lts.
6. W
her
e w
ould
th
e ca
pit
al
of t
he
Com
mon
wea
lth
of
Au
stra
lia
be
loca
ted
?
Ext
ract
s of
th
e d
ebat
e at
th
e N
atio
nal
Au
stra
lasi
an
Con
ven
tion
’s M
elb
ourn
e se
ssio
n,
18
98
.
Cel
ebra
tion
s an
d
Fu
ture
s
Inve
stig
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n
focu
s qu
esti
ons
Pri
mar
y so
urc
e m
ater
ial
1. W
hat
wer
e th
e of
fici
al
cele
bra
tion
s on
1 J
anu
ary
19
01
lik
e?
New
spap
er e
xtra
cts
rep
orti
ng
on t
he
cele
bra
tion
s; p
hot
os;
map
of
pro
cess
ion
rou
te;
lyri
cs,
‘God
Sav
e th
e Q
uee
n’ a
nd
‘A
dva
nce
Au
stra
lia
Fair
’.
2. H
ow d
id A
ust
ralia
ns
feel
abo
ut
thei
r n
ew
Com
mon
wea
lth
an
d n
atio
n?
Od
e to
Com
mon
wea
lth
D
ay,
a p
oem
by
Geo
rge
Ess
ex E
van
s.
3. H
ow w
as t
he
open
ing
of P
arliam
ent
cele
bra
ted
in
M
elb
ourn
e?
New
spap
er e
xtra
cts
rep
orti
ng
on t
he
cele
bra
tion
s; in
vita
tion
to
th
e ce
leb
rato
ry
rece
pti
on;
extr
act
from
th
e A
ust
ralian
Con
stit
uti
on;
ph
oto
of t
he
citi
zen
s’ a
rch
; p
ain
tin
g of
th
e O
pen
ing
of
Parl
iam
ent.
(S
tud
ents
als
o re
sear
ch t
he
role
of
the
Gov
ern
or-G
ener
al t
oday
.1)
4. W
hat
kin
d o
f n
atio
nal
m
onu
men
t sh
ould
co
mm
emor
ate
Fed
erat
ion
?
Stu
den
ts u
se u
nd
erst
and
ings
ga
ined
th
rou
gh p
revi
ous
inve
stig
atio
ns
toge
ther
w
ith
th
eir
own
id
eas
and
res
earc
h.
the nAtionAL story
Investigations and source material
At a
glance
1 w
ww
.gg.
gov.
au
* S
ee U
sefu
l w
ebsi
tes
in T
each
er G
uid
e
GET
TIN
G IT
TO
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R T
HE
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ION
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STO
RY
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E ©
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MM
ON
WE
ALT
H O
F A
US
TRA
LIA
8
Peo
ple
an
d P
lace
s
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e
mat
eria
l an
d b
iogr
aph
ies
1. W
hat
was
lif
e lik
e in
New
Sou
th W
ales
in
th
e la
te 1
80
0s?
Des
crip
tion
s an
d p
hot
o of
S
ydn
ey,
18
81
–90
; ex
trac
t fr
om t
he
Hen
ry L
awso
n
stor
y T
he
Dro
ver’
s W
ife.
2. H
ow w
as N
ew S
outh
W
ales
aff
ecte
d b
y th
e la
bou
r cr
isis
of
the
18
90
s?
‘Th
e la
bou
r cr
isis
’ car
toon
, 1
89
0;
‘Wal
tzin
g M
atild
a’
(ori
gin
al lyr
ics,
18
95
);
ph
oto
of a
sw
agm
an.
3. W
ho
wer
e so
me
of
the
pol
itic
al fi
gure
s fr
om
New
Sou
th W
ales
th
at
pla
yed
a lea
din
g ro
le in
th
e Fe
der
atio
n m
ovem
ent?
Bio
grap
hie
s of
New
Sou
th
Wal
es p
olit
ical
lea
der
s S
ir
Hen
ry P
ark
es,
Sir
Ed
mu
nd
B
arto
n a
nd
Geo
rge
Rei
d.
4. W
ho
wer
e so
me
of
the
wom
en in
New
Sou
th
Wal
es w
ho
mad
e im
por
tan
t co
ntr
ibu
tion
s to
soc
ial an
d
pol
itic
al c
han
ge in
th
e la
te
18
80
s an
d 1
89
0s?
Bio
grap
hy
of L
ouis
a L
awso
n.
(Ad
dit
ion
al
mat
eria
l is
res
earc
hed
b
y st
ud
ents
.*)
Roa
d t
o F
eder
ati
on
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e
mat
eria
l an
d d
ata
1. W
hat
wer
e th
e is
sues
as
th
e p
eop
le o
f N
ew
Sou
th W
ales
con
sid
ered
w
het
her
or
not
to
sup
por
t Fe
der
atio
n?
Ext
ract
s of
sp
eech
es
by
New
Sou
th W
ales
p
olit
icia
ns;
a N
ew S
outh
W
ales
res
iden
t’s let
ter
to a
n
ewsp
aper
ed
itor
reg
ard
ing
cust
oms
regu
lati
ons;
p
hot
o of
a c
ust
oms
hou
se,
‘Th
e M
ongo
lian
Oct
opu
s’
cart
oon
, 1
88
8 (
see
Use
ful
web
site
s re
rac
ism
);
leafl
et,
and
ext
ract
s fr
om
suff
ragi
sts’
wri
tin
gs.
2. W
hy
did
th
e p
rop
osed
st
ruct
ure
of
the
Fed
eral
Pa
rlia
men
t ca
use
con
cern
fo
r N
ew S
outh
Wal
es?
‘We
wan
t a
fair
Fed
erat
ion’
p
oste
r; p
opu
lati
on fi
gure
s fo
r 1
89
9 a
nd
pro
pos
ed
rep
rese
nta
tion
of
each
co
lon
y in
th
e Fe
der
al
Parl
iam
ent.
3. H
ow d
id t
he
view
s of
Pre
mie
r G
eorg
e R
eid
in
flu
ence
th
e p
eop
le o
f
New
Sou
th W
ales
?
Ext
ract
of
a sp
eech
by
Geo
rge
Rei
d;
‘Th
e Ye
s–N
o Fe
der
atio
nis
t’ ca
rtoo
n
abou
t R
eid
, (b
oth
18
98
).
4. W
hat
hap
pen
ed in
New
S
outh
Wal
es a
t th
e fi
rst
refe
ren
du
m o
n F
eder
atio
n?
Res
ult
s of
th
e 1
89
8
refe
ren
du
m o
n t
he
Con
stit
uti
onal
Bill.
5. W
hen
did
New
Sou
th
Wal
es d
ecid
e in
fav
our
of F
eder
atio
n,
and
wh
at
con
trib
ute
d t
o th
e p
osit
ive
resu
lt?
New
spap
er e
xtra
ct 1
89
9;
‘To
the
Au
stra
lian
Bor
n’
leafl
et a
nd
‘Vot
ers
of
NS
W’ c
amp
aign
pos
ter;
re
fere
nd
um
res
ult
s d
ata.
6. If
you
had
bee
n a
New
S
outh
Wal
es v
oter
, w
ould
yo
u h
ave
bee
n in
fav
our
of
Fed
erat
ion
or
agai
nst
it?
Stu
den
ts u
se
un
der
stan
din
gs g
ain
ed
thro
ugh
pre
viou
s in
vest
igat
ion
s.
Cel
ebra
tion
s an
d F
utu
res
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e m
ater
ial
1. H
ow w
as F
eder
atio
n
cele
bra
ted
in
Syd
ney
?‘P
arad
e fo
r th
e In
augu
rati
on o
f th
e C
omm
onw
ealt
h’ fi
lm
clip
1;
map
of
Fed
erat
ion
p
roce
ssio
n r
oute
; p
hot
o of
th
e C
omm
onw
ealt
h A
rch
. (A
dd
itio
nal
im
ages
may
be
acce
ssed
fro
m t
he
Mu
seu
m
of A
ust
ralian
Dem
ocra
cy
at O
ld P
arliam
ent
Hou
se
web
site
.*)
2. W
hat
an
them
s an
d
cere
mon
ies
mar
ked
th
e of
fici
al b
egin
nin
g of
th
e C
omm
onw
ealt
h o
f A
ust
ralia?
‘God
Sav
e th
e Q
uee
n’
lyri
cs;
‘Ad
van
ce A
ust
ralia
Fair
’ lyr
ics
(ver
sion
su
ng
on
1 J
anu
ary
19
01
); fi
lm c
lip
‘S
ign
ing
oath
of a
llegi
ance
’.2
3. H
ow w
as F
eder
atio
n
cele
bra
ted
th
rou
ghou
t N
ew
Sou
th W
ales
?
Ext
ract
s fr
om T
he
Syd
ney
M
orn
ing
Her
ald
new
spap
er
2 J
anu
ary
19
01
, re
por
tin
g on
1 J
anu
ary
cele
bra
tion
s.
4. W
hat
im
ages
an
d
sym
bol
s re
pre
sen
t th
e sp
irit
an
d im
por
tan
ce
of F
eder
atio
n?
‘Fed
erat
ed A
ust
ralia’
d
raw
ing,
19
00
.
5. H
ow c
an y
our
com
mu
nit
y re
mem
ber
an
d c
eleb
rate
Fed
erat
ion
?
Stu
den
ts u
se
un
der
stan
din
gs g
ain
ed
thro
ugh
pre
viou
s in
vest
igat
ion
s to
geth
er
wit
h o
wn
id
eas.
new soUth wALes
Investigations and source material
1 h
ttp
://a
ust
ralian
scre
en.c
om.a
u/t
itle
s/in
augu
rati
on-c
omm
onw
ealt
h/c
lip
1
2 h
ttp
://a
ust
ralian
scre
en.c
om.a
u/t
itle
s/in
augu
rati
on-c
omm
onw
ealt
h/c
lip
2
* S
ee U
sefu
l w
ebsi
tes
in T
each
er G
uid
e
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glance
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G IT
TO
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UTH
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LES
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MM
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ALT
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TRA
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9
GET
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G IT
TO
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HE
R T
HE
NAT
ION
AL
STO
RY
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NC
E ©
CO
MM
ON
WE
ALT
H O
F A
US
TRA
LIA
Peo
ple
an
d P
lace
s
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e
mat
eria
l an
d b
iogr
aph
ies
1. W
hat
was
life
lik
e on
th
e la
nd
in Q
uee
nsl
and
in t
he
late
180
0s?
Lis
t of
sta
tion
sup
plie
s, 1
855;
ex
trac
t fr
om S
teel
e R
udd’s
O
n O
ur
Sel
ecti
on; p
hoto
s of
dw
ellin
gs in
rur
al Q
ueen
slan
d,
c 18
70 a
nd 1
880.
2. W
hy
wer
e w
ork
ers
from
th
e S
outh
Pac
ific
Isla
nd
s im
por
tan
t to
Qu
een
slan
d’s
d
evel
opm
ent?
Ext
ract
ab
out
a su
gar
fact
ory
and
th
e u
se o
f Po
lyn
esia
n
lab
our
in t
he
suga
r ca
ne
fiel
ds;
ph
oto
of S
outh
Pac
ific
Isla
nd
er w
ork
ers.
3. W
hat
wer
e th
e ch
arac
teri
stic
s of
Q
uee
nsl
and
’s m
inin
g co
mm
un
itie
s in
th
e la
te
18
00
s?
Des
crip
tion
of
Gym
pie
an
d C
ape
Riv
er g
old
fiel
ds,
1
86
0s;
ph
oto
of G
ymp
ie
gold
fiel
ds,
18
70
s; p
hot
o an
d illu
stra
tion
of
Ch
ines
e m
iner
s; e
xtra
cts
from
N
orth
ern
Min
er n
ewsp
aper
an
d f
rom
a p
etit
ion
aga
inst
C
hin
ese
wor
kin
g on
th
e go
ldfi
eld
s, 1
87
7.*
4. W
hy
did
wor
ker
s w
ant
fair
er v
otin
g fo
r th
e Q
uee
nsl
and
Par
liam
ent
in
the
18
90
s?
Ext
ract
ab
out
voti
ng
by
An
thon
y T
rollop
e, 1
87
3;
extr
act
from
Th
e W
orker
on
one-
man
-on
e-vo
te,
18
91
. (S
tud
ent
rese
arch
on
vot
ing
elig
ibilit
y to
day
may
als
o b
e u
sefu
l.1)
5. W
ho
wer
e so
me
of t
he
pol
itic
al lea
der
s in
th
e co
lon
y of
Qu
een
slan
d in
th
e la
te 1
80
0s?
Bio
grap
hie
s of
Sir
Sam
uel
G
riffi
th,
Em
ma
Mille
r,
An
der
son
Daw
son
an
d
Joh
n M
acro
ssan
. (R
efer
ence
to
th
e n
ine
Valu
es f
or
Au
stra
lia
n S
choo
lin
g m
ay
also
be
hel
pfu
l.*)
Roa
d t
o F
eder
ati
on
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e
mat
eria
l an
d d
ata
1. H
ow d
id Q
uee
nsl
and
’s
regi
onal
in
tere
sts
affe
ct
atti
tud
es t
o Fe
der
atio
n?
Map
of Q
ueen
slan
d sh
owin
g fin
anci
al d
ivis
ions
, 190
1;
new
spap
er e
xtra
cts
on
sepa
ratio
n an
d Fe
dera
tion.
2. W
hat
wer
e th
e at
titu
des
of
Qu
een
slan
d w
ork
ers
to
Fed
erat
ion
?
Car
toon
s ‘T
he
wor
ker
s’
des
ign
for
a t
riu
mp
hal
ar
ch’,
19
00
, an
d ‘B
arto
n
defi
es t
he
kan
aka
inte
rest
an
d c
lean
s u
p Q
uee
nsl
and
’, 1
90
1;
extr
acts
fro
m
pol
itic
al s
pee
ches
, 1
89
9.*
3. W
hy
did
n’t
Qu
een
slan
d
par
tici
pat
e in
th
e A
ust
rala
sian
Fed
eral
C
onve
nti
ons
to d
raft
th
e A
ust
ralian
Con
stit
uti
on?
Ext
ract
s fr
om d
ebat
es in
Q
uee
nsl
and
Par
liam
ent,
1
89
7.
4. H
ow w
ere
vote
rs
infl
uen
ced
du
rin
g th
e Fe
der
atio
n c
amp
aign
?
Bri
sba
ne
Cou
rier
rep
ort
on m
eeti
ng
at B
risb
ane’
s E
xhib
itio
n H
all, M
ay 1
89
9,
incl
ud
ing
exce
rpts
fro
m
spee
ches
by
lead
ers
of t
he
Fed
erat
ion
mov
emen
t.
5. H
ow d
id Q
uee
nsl
and
vo
te in
th
e re
fere
nd
um
on
Fe
der
atio
n in
18
99
?
Qu
een
slan
d’s
ref
eren
du
m
resu
lts
by
regi
on;
‘Pro
vin
cial
ism
’ car
toon
, 1
89
9.
Cel
ebra
tion
s an
d F
utu
res
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e m
ater
ial
1. H
ow w
as F
eder
atio
n
cele
bra
ted
in
Bri
sban
e?N
ewsp
aper
ext
ract
s d
escr
ibin
g th
e ce
leb
rati
ons
and
offi
cial
pro
ceed
ings
in
Bri
sban
e on
1 J
anu
ary
19
01
; p
hot
os.
2. H
ow d
id Q
uee
nsl
and
ers
outs
ide
Bri
sban
e ce
leb
rate
Fe
der
atio
n?
New
spap
er e
xtra
cts
des
crib
ing
cele
bra
tion
s in
To
owoo
mb
a an
d M
ack
ay;
refe
ren
du
m r
esu
lts
for
thes
e re
gion
s; p
hot
o fr
om
cele
bra
tion
in
Tow
nsv
ille
.
3. H
ow d
id Q
uee
nsl
and
ers
feel
ab
out
bei
ng
par
t of
th
e n
ew C
omm
onw
ealt
h?
‘On
th
e n
ew c
itiz
ensh
ip’
by
SW
Gri
ffith
, re
por
ted
in
th
e B
risb
an
e C
ouri
er
1 J
anu
ary
19
01
; ‘A
Fed
eral
S
ong’
by
Geo
rge
Ess
ex
Eva
ns.
4. H
ow s
hou
ld
Qu
een
slan
der
s co
mm
emor
ate
Fed
erat
ion
n
ow a
nd
in
to t
he
futu
re?
Stu
den
ts u
se
un
der
stan
din
gs g
ain
ed
thro
ugh
pre
viou
s in
vest
igat
ion
s to
geth
er
wit
h t
hei
r ow
n id
eas
an
d r
esea
rch
.
QUeensLAnd
Investigations and source material
At a
glance
1 w
ww
.aec
.gov
.au
/FA
Qs/
En
rolm
ent.
htm
* S
ee U
sefu
l w
ebsi
tes
in T
each
er G
uid
e
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TIN
G IT
TO
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HE
R q
UE
EN
SLA
ND
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E ©
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MM
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WE
ALT
H O
F A
US
TRA
LIA
10
Peo
ple
an
d P
lace
s
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e
mat
eria
l an
d b
iogr
aph
ies
1. W
hat
was
Sou
th A
ust
ralia
lik
e in
th
e la
te 1
800s
? D
escr
ipti
ons
and
ph
otos
of
Ad
elai
de
in t
he
18
90
s;
des
crip
tion
s of
Por
t A
ugu
sta,
Str
ath
alb
yn a
nd
Pa
lmer
ston
, 1
87
0–9
0s.
(S
tud
ents
may
acc
ess
add
itio
nal
im
ages
fro
m t
he
Pic
ture
Au
stra
lia
web
site
1.)
2. H
ow d
id n
ewsp
aper
s in
S
outh
Au
stra
lia
rep
rese
nt
life
in
th
e co
lon
y?
Mas
thea
ds
from
Fre
ars
on’s
W
eekly
an
d T
he
Illu
stra
ted
A
del
aid
e Po
st,
late
18
00
s.
3. W
hat
im
pac
t d
id t
he
con
stru
ctio
n o
f S
outh
A
ustr
alia
’s O
verl
and T
eleg
raph
lin
e h
ave
on t
he
colo
nie
s?
Map
of
Sou
th A
ust
ralia
an
d its
Nor
ther
n T
erri
tory
.
4. W
ho
wer
e so
me
of
the
pol
itic
al fi
gure
s fr
om
Sou
th A
ust
ralia
th
at
pla
yed
a lea
din
g ro
le in
th
e Fe
der
atio
n m
ovem
ent?
Bio
grap
hie
s of
Ch
arle
s C
amer
on K
ings
ton
, T
hom
as
Pla
yfor
d,
Sir
Joh
n W
illiam
D
own
er a
nd
Sir
Fre
der
ick
W
illiam
Hol
der
. (R
efer
ence
to
th
e n
ine
Valu
es f
or
Au
stra
lia
n S
choo
lin
g m
ay
also
be
hel
pfu
l.*)
5. W
ho
wer
e so
me
Sou
thA
ust
ralia
n w
omen
th
at m
ade
imp
orta
nt
con
trib
uti
ons
to
soci
al a
nd
pol
itic
al c
han
ge
in t
he
late
18
00
s?
Car
toon
‘Th
e W
his
per
of
a
“Sh
riek
” ’,
18
98
; b
iogr
aph
y of
Mar
y L
ee;
add
itio
nal
bio
grap
hie
s re
sear
ched
b
y st
ud
ents
.*
Roa
d t
o F
eder
ati
on
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e
mat
eria
l an
d d
ata
1. W
hat
wer
e th
e is
sues
su
rrou
nd
ing
Fed
erat
ion
for
S
outh
Au
stra
lian
s?
Ext
ract
s fr
om S
outh
A
ustr
alia
n ne
wsp
aper
s an
d
spee
ches
abo
ut d
efen
ce,
trad
e, r
iver
s, th
e N
orth
ern
Te
rrito
ry a
nd th
e na
tion’
s ca
pita
l, 18
94–9
8.
2. W
hat
res
olu
tion
s p
asse
d a
t th
e fi
rst
Au
stra
lasi
an F
eder
al
Con
ven
tion
ad
dre
ssed
th
e is
sues
th
at c
once
rned
S
outh
Au
stra
lian
s?
Res
olu
tion
s p
asse
d a
t th
e fi
rst
Au
stra
lasi
an F
eder
al
Con
ven
tion
, A
del
aid
e,
18
97
.
3. W
ould
th
e p
rop
osed
re
pre
sen
tati
on f
or t
he
new
Fe
der
al P
arliam
ent
be
fair
fo
r S
outh
Au
stra
lia?
Ext
ract
s fr
om S
outh
A
ust
ralia’
s T
he
Reg
iste
r n
ewsp
aper
an
d a
sp
eech
on
th
e is
sue
of S
tate
ri
ghts
, 1
89
7;
pro
pos
ed
rep
rese
nta
tion
of
each
co
lon
y in
th
e Fe
der
al
Parl
iam
ent;
pop
ula
tion
fi
gure
s fo
r 1
89
9.
4. W
hat
wer
e th
e ar
gum
ents
for
an
d a
gain
st
Fed
erat
ion
th
at w
ere
pu
t to
S
outh
Au
stra
lian
s?
Cam
pai
gn p
oste
r fr
om t
he
Com
mon
wea
lth
Lea
gue
and
fl
yer
and
su
mm
ary
from
th
e A
nti
-Com
mon
wea
lth
B
ill L
eagu
e.
5. W
hat
wer
e th
e re
sult
s of
th
e re
fere
nd
um
s on
Fe
der
atio
n?
Bre
akd
own
of
Sou
th
Au
stra
lia’
s re
fere
nd
um
re
sult
s fr
om t
he
Ad
ela
ide
Ob
serv
er n
ewsp
aper
, J
un
e 1
89
8 a
nd
May
18
99
.
Cel
ebra
tion
s an
d F
utu
res
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e m
ater
ial
1. H
ow w
as F
eder
atio
n
cele
bra
ted
in
Ad
elai
de?
Sou
th A
ust
ralian
new
spap
er
extr
acts
rep
orti
ng
on
Ad
elai
de’
s 1
Jan
uar
y 1
90
1
cele
bra
tion
s; p
hot
o of
th
e sw
eari
ng-
in o
f L
ord
Te
nn
yson
as
the
firs
t S
tate
G
over
nor
of
Sou
th A
ust
ralia;
p
oste
r fo
r A
del
aid
e’s
gran
d
Com
mon
wea
lth
con
tin
enta
l co
nce
rt.
2. H
ow d
id S
outh
A
ust
ralian
s ou
tsid
e A
del
aid
e ce
leb
rate
Fe
der
atio
n?
Ext
ract
s fr
om n
ewsp
aper
re
por
ts o
n c
eleb
rati
ons
in
Palm
erst
on,
Pete
rsb
urg
, W
ater
vale
an
d Y
ork
etow
n.
3. H
ow w
as t
he
spir
it o
f Fe
der
atio
n c
aptu
red
in
S
outh
Au
stra
lia?
Lyr
ics
of ‘T
he
Son
g of
A
ust
ralia’
by
Car
olin
e C
arlt
on,
18
59
(p
rin
ted
in
T
he
Reg
iste
r n
ewsp
aper
1
89
8).
4. H
ow s
hou
ld S
outh
A
ust
ralian
s co
mm
emor
ate
Fed
erat
ion
now
an
d in
to
the
futu
re?
Stu
den
ts u
se
un
der
stan
din
gs g
ain
ed
thro
ugh
pre
viou
s in
vest
igat
ion
s to
geth
er
wit
h t
hei
r ow
n id
eas
and
re
sear
ch.
soUth AUstrALiA
Investigations and source material
At a
glance
1 w
ww
.pic
ture
aust
ralia.
org
* S
ee U
sefu
l w
ebsi
tes
in T
each
er G
uid
eG
ETTI
NG
IT T
OG
ETH
ER
SO
UTH
AU
STR
ALI
A –
AT
A G
LAN
CE
© C
OM
MO
NW
EA
LTH
OF
AU
STR
ALI
A11
GET
TIN
G IT
TO
GET
HE
R q
UE
EN
SLA
ND
– A
T A
GLA
NC
E ©
CO
MM
ON
WE
ALT
H O
F A
US
TRA
LIA
Peo
ple
an
d P
lace
s
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e m
ater
ial,
dat
a an
d b
iogr
aph
ies
1. W
hat
wer
e Tas
man
ia’s
to
wn
s an
d r
ura
l are
as li
ke
in t
he
late
180
0s?
New
spap
er e
xtra
cts
des
crib
ing
Hob
art,
L
aun
cest
on a
nd
sev
eral
ru
ral a
reas
, wit
h p
opu
lati
on
figu
res;
ph
otos
res
earc
hed
by
stu
den
ts1 ;
dis
tan
ces
betw
een
Tas
man
ian
tow
ns;
m
ap s
how
ing
lan
d u
se.
2. W
hat
wer
e T
asm
ania
ns
lik
e in
th
e la
te 1
80
0s?
Ad
dit
ion
al n
ewsp
aper
ex
trac
ts d
escr
ibin
g fo
ur
area
s, h
igh
ligh
tin
g as
pec
ts
of T
asm
ania
’s B
riti
sh
her
itag
e an
d c
onvi
ct p
ast;
19
01 c
ensu
s d
ata
on
Tas
man
ian
pop
ula
tion
, in
clu
din
g bi
rth
pla
ces
and
re
ligio
n.
3. W
ho
wer
e so
me
Tas
man
ian
s w
ork
ing
for
chan
ge in
th
e 1
89
0s?
Bio
grap
hie
s of
Tas
man
ian
p
olit
icia
ns
Sir
Ed
war
d
Bra
dd
on,
Joh
n H
enry
K
eati
ng
and
Bol
ton
Sta
ffor
d
Bir
d a
nd
su
ffra
gist
Jes
sie
Sp
ink
s R
ook
e. (
Ref
eren
ce
to t
he
nin
e V
alu
es f
or
Au
stra
lia
n S
choo
lin
g m
ay
also
be
hel
pfu
l.*)
4. W
ho
wer
e so
me
oth
er
pro
min
ent
peo
ple
in
T
asm
ania
in
th
e la
te 1
80
0s?
Stu
den
t re
sear
ch o
n
An
dre
w I
ngl
is C
lark
, P
hilip
O
akle
y Fy
sh,
Ad
ye D
ougl
as,
Hen
ry D
obso
n a
nd
Nei
l E
llio
t L
ewis
.*
Roa
d t
o F
eder
ati
on
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e
mat
eria
l an
d d
ata
1. W
hy
wer
e in
terc
olon
ial
tari
ffs
an is
sue
for
Tas
man
ia?
Ext
ract
s fr
om T
he
Mer
cury
an
d ot
her
Tasm
ania
n pa
pers
18
98–9
9 (e
dit
oria
l com
men
t an
d a
let
ter
add
ress
ing
issu
es o
f in
terc
olon
ial
trad
e an
d t
axes
).
2. W
hy
was
th
e st
ruct
ure
of
th
e Fe
der
al P
arliam
ent
par
ticu
larl
y im
por
tan
t fo
r T
asm
ania
?
‘We
wan
t a
fair
Fed
erat
ion’
p
oste
r fr
om N
SW
(o
pp
osin
g p
rop
osed
re
pre
sen
tati
on o
f sm
alle
r co
lon
ies
such
as
Tas
man
ia);
pop
ula
tion
fi
gure
s fo
r 1
89
9;
pro
pos
ed
nu
mb
ers
of r
epre
sen
tati
ves
from
eac
h c
olon
y.
3. W
hat
was
th
e ‘B
rad
don
cl
ause
’ an
d w
hy
wer
e th
ere
con
flic
tin
g vi
ews
abou
t it
?
Dat
a on
th
e m
eth
od o
f sh
arin
g fe
der
al c
ust
oms
du
ties
pro
pos
ed b
y B
rad
don
; ex
trac
ts f
rom
a
Tas
man
ian
rep
ort,
an
d
a sp
eech
by
the
NS
W
Prem
ier,
exp
ress
ing
opp
osin
g vi
ews.
4. W
hat
wer
e so
me
of
the
argu
men
ts p
rese
nte
d
by
Tas
man
ian
s fo
r an
d
agai
nst
Fed
erat
ion
?
Ext
ract
s fr
om a
sp
eech
by
Ed
war
d B
rad
don
an
d t
he
dia
ry o
f J
B W
alk
er.
5. W
hat
hap
pen
ed in
th
e re
fere
nd
um
s on
Fe
der
atio
n?
Ref
eren
du
m r
esu
lts
dat
a 1
89
8,
18
99
, 1
90
0.
6. I
f yo
u h
ad b
een
a
Tas
man
ian
vot
er,
wou
ld
you
hav
e b
een
in
fav
our
of
Fed
erat
ion
?
Stu
den
ts u
se
un
der
stan
din
gs g
ain
ed
thro
ugh
pre
viou
s in
vest
igat
ion
s.
Cel
ebra
tion
s an
d F
utu
res
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e m
ater
ial
1. W
hat
do
poe
ms
and
so
ngs
tel
l u
s ab
out
the
sign
ifica
nce
of
bec
omin
g a
nat
ion
?
Ext
ract
s fr
om p
oem
‘Son
s of
Au
stra
lia’
by
WH
Daw
son
(p
rin
ted
in
th
e L
au
nce
ston
E
xam
iner
18
98
) an
d s
ong
‘Fu
lfilm
ent’
by
J B
run
ton
S
tep
hen
s (p
rin
ted
in
Th
e M
ercu
ry,
1 J
anu
ary
19
01
).
2. H
ow w
as F
eder
atio
n
cele
bra
ted
in
Tas
man
ia?
Ext
ract
s fr
om n
ewsp
aper
re
por
ts o
n o
ffici
al
pro
ceed
ings
an
d
cele
bra
tion
s in
Hob
art
an
d c
oun
try
Tas
man
ia.
3. H
ow a
nd
wh
y w
ere
pu
blic
bu
ild
ings
in
Tas
man
ia
dec
orat
ed f
or F
eder
atio
n?
Ph
oto
of P
arliam
ent
Hou
se,
Hob
art;
ext
ract
s fr
om
a n
ewsp
aper
rep
ort
on
Fed
erat
ion
dec
orat
ion
s.
4. H
ow s
hou
ld
Tas
man
ian
s re
mem
ber
an
d
cele
bra
te F
eder
atio
n t
oday
?
Stu
den
ts u
se
un
der
stan
din
gs g
ain
ed
thro
ugh
pre
viou
s in
vest
igat
ion
s to
geth
er
wit
h t
hei
r ow
n id
eas
an
d r
esea
rch
.
tAsMAniA
Investigations and source material
At a
glance
1 h
ttp
://p
orta
l.ar
chiv
es.t
as.g
ov.a
u/m
enu
.asp
x?se
arch
=7
* S
ee U
sefu
l w
ebsi
tes
in T
each
er G
uid
e
GET
TIN
G IT
TO
GET
HE
R T
AS
MA
NIA
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T A
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NC
E ©
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MM
ON
WE
ALT
H O
F A
US
TRA
LIA
12
Peo
ple
an
d P
lace
s
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e m
ater
ial,
dat
a an
d b
iogr
aph
ies
1. W
hat
was
life
lik
e in
V
icto
ria
in t
he
late
180
0s?
Des
crip
tion
s an
d p
hot
os
of M
elb
ourn
e, 1
89
0s;
d
escr
ipti
ons
of B
end
igo,
E
chu
ca a
nd
Por
tlan
d;
sile
nt
film
clip
fro
m a
rou
nd
19
10
of
‘Mel
bou
rne
Bu
ild
ings
’1;
add
itio
nal
ph
otos
re
sear
ched
by
stu
den
ts.2
2. W
hat
wer
e V
icto
rian
s lik
e in
th
e la
te 1
800s
?1
90
1 c
ensu
s d
ata
for
Vic
tori
a, in
clu
din
g p
opu
lati
on d
istr
ibu
tion
, oc
cup
atio
ns
and
b
irth
pla
ces.
3. W
hat
was
th
e A
ust
ralian
N
ativ
es A
ssoc
iati
on?
Au
stra
lian
Nat
ives
A
ssoc
iati
on m
emb
ersh
ip
cert
ifica
te,
19
00
.
4. W
ho
wer
e so
me
Vic
tori
an p
olit
ical
figu
res
that
pla
yed
a r
ole
in t
he
Fed
erat
ion
mov
emen
t?
Bio
grap
hie
s of
Joh
n
Qu
ick
, A
lfre
d D
eak
in,
Sir
G
eorg
e Tu
rner
an
d I
saac
Is
aacs
. (R
efer
ence
to
the
nin
e Va
lues
for
Au
stra
lia
n
Sch
ooli
ng
may
als
o b
e h
elp
ful.*)
5. W
ho
wer
e so
me
of t
he
Vic
tori
an w
omen
th
at m
ade
imp
orta
nt
con
trib
uti
ons
to
soci
al a
nd
pol
itic
al c
han
ge
in t
he
late
18
00
s?
Bio
grap
hy
of V
ida
Gol
dst
ein
; ad
dit
ion
al
bio
grap
hie
s re
sear
ched
b
y st
ud
ents
.*
Roa
d t
o F
eder
ati
on
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e
mat
eria
l an
d d
ata
1. W
hat
wer
e th
e is
sues
as
Vic
tori
ans
con
sid
ered
w
het
her
or
not
to
sup
por
t Fe
der
atio
n?
Ext
ract
s an
d c
arto
ons
abou
t im
mig
rati
on*,
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eral
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rala
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rop
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rep
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eac
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th
e Fe
der
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arliam
ent.
3. W
hat
arg
um
ents
for
an
d a
gain
st F
eder
atio
n
wer
e p
rese
nte
d t
o V
icto
rian
vo
ters
?
Ext
ract
s fr
om n
ewsp
aper
s an
d s
pee
ches
pre
sen
tin
g ar
gum
ents
for
an
d a
gain
st
Fed
erat
ion
, 1
89
8.
4. W
hat
wer
e th
e re
sult
s of
th
e re
fere
nd
um
s in
V
icto
ria?
Bre
akd
own
of
Vic
tori
a’s
resu
lts
for
18
98
–99
fro
m
Th
e A
ge n
ewsp
aper
, J
uly
1
89
9.
5. If
you
had
bee
n a
V
icto
rian
vot
er,
wou
ld y
ou
hav
e b
een
in
fav
our
of
Fed
erat
ion
?
Stu
den
ts u
se
un
der
stan
din
gs g
ain
ed
thro
ugh
pre
viou
s in
vest
igat
ion
s to
geth
er
wit
h t
hei
r ow
n id
eas.
Cel
ebra
tion
s an
d F
utu
res
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e m
ater
ial
1. H
ow w
as F
eder
atio
n
cele
bra
ted
in
Mel
bou
rne?
New
spap
er e
xtra
cts
abou
t M
elb
ourn
e’s
Fed
erat
ion
ce
leb
rati
ons,
fro
m T
he
Age
an
d T
he
Arg
us
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anu
ary
19
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2. H
ow d
id V
icto
rian
s ou
tsid
e M
elb
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leb
rate
Fed
erat
ion
?
New
spap
er e
xtra
cts
abou
t Fe
der
atio
n c
eleb
rati
ons
in B
end
igo,
Ech
uca
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rara
lgon
, Po
rt F
airy
an
d W
odon
ga.
3. H
ow w
as t
he
spir
it
of F
eder
atio
n c
aptu
red
in
Vic
tori
a?
Lyr
ics
of t
he
son
g ‘A
ust
ralia
For
Eve
r’ b
y H
enry
F R
ix,
18
98
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efer
ence
to
the
nin
e Va
lues
for
Au
stra
lia
n
Sch
ooli
ng
may
als
o b
e h
elp
ful.*)
4. H
ow w
as t
he
open
ing
of t
he
firs
t C
omm
onw
ealt
h
Parl
iam
ent
cele
bra
ted
in
Mel
bou
rne?
New
spap
er e
xtra
ct f
rom
T
he
Age
, M
ay 1
90
1,
incl
ud
ing
des
crip
tion
s of
th
e ar
ches
con
stru
cted
fo
r th
e oc
casi
on;
map
of
th
e p
roce
ssio
n r
oute
; p
hot
o of
th
e M
un
icip
al
Arc
h;
add
itio
nal
ph
otos
re
sear
ched
by
stu
den
ts.2
5. H
ow s
hou
ld V
icto
rian
s co
mm
emor
ate
Fed
erat
ion
n
ow a
nd
in
to t
he
futu
re?
Stu
dent
s us
e un
ders
tand
ings
ga
ined
th
rou
gh p
revi
ous
inve
stig
atio
ns
toge
ther
w
ith
th
eir
own
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eas
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d r
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rch
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Peo
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s
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e m
ater
ial,
dat
a an
d b
iogr
aph
ies
1. H
ow d
id d
ista
nce
an
d
isol
atio
n a
ffec
t W
este
rn
Au
stra
lian
s?
Stu
den
ts u
se in
tern
et
and
lib
rary
res
earc
h t
o ex
plo
re W
este
rn A
ust
ralia’
s is
olat
ion
in
th
e la
te 1
80
0s,
p
arti
cula
rly
the
Wes
tern
A
ust
ralian
Gov
ern
men
t w
ebsi
te1.
2. W
hat
hap
pen
ed in
W
este
rn A
ust
ralia
in t
he
late
1
80
0s
and
wh
at w
ere
the
imp
acts
on
th
e co
lon
y?
18
90
–99
sta
tist
ics
for
Wes
tern
Au
stra
lia’
s p
opu
lati
on a
nd
for
exp
orts
(g
old
, ti
mb
er a
nd
woo
l);
two
ph
otos
of
Frem
antl
e H
arb
our
show
ing
chan
ge
from
18
80
s to
19
00
s.
3. W
hat
pro
ble
ms
and
ch
alle
nge
s re
sult
ed f
rom
th
e W
este
rn A
ust
ralian
go
ld r
ush
?
Sto
rek
eep
ers
and
bu
tch
ers’
le
tter
, 1
89
3;
extr
act
from
H
enry
Law
son’
s co
mm
ents
on
th
e ‘c
urs
e’ o
f gol
d, w
ritt
en
Pert
h 1
89
6;
ph
oto
of m
inin
g se
ttle
men
t, 1
89
4.
4. W
ho
wer
e so
me
infl
uen
tial
cit
izen
s in
W
este
rn A
ust
ralia
in
th
e la
te 1
80
0s?
Bio
grap
hie
s of
fou
r p
eop
le
par
tici
pat
ing
in d
iffe
ren
t w
ays
in W
este
rn A
ust
ralian
so
ciet
y an
d p
olit
ics
in
the
late
18
00
s: E
dit
h
Cow
an,
Faiz
Moh
amed
, J
ohn
Kir
wan
an
d W
illiam
M
arm
ion
.
5. W
ho
was
Joh
n F
orre
st
and
wh
at w
ere
his
co
ntr
ibu
tion
s to
Wes
tern
A
ust
ralia?
Bio
grap
hy
of S
ir J
ohn
Fo
rres
t, fi
rst
Prem
ier
of
Wes
tern
Au
stra
lia.
Roa
d t
o F
eder
ati
on
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e
mat
eria
l an
d d
ata
1. W
hat
iss
ues
led
som
e W
este
rn A
ust
ralian
s to
op
pos
e or
dou
bt
Fed
erat
ion
?
New
spap
er e
xtra
cts
from
T
he W
est A
ust
ralia
n, 1
890s
.
2. W
hat
con
cern
s ab
out
Fed
erat
ion
wer
e im
por
tan
t to
th
e co
mm
un
itie
s of
Wes
tern
Au
stra
lia’
s go
ldfi
eld
s?
Peti
tion
to
the
Qu
een
fro
m
resi
den
ts o
f th
e go
ldfi
eld
s,
seek
ing
sep
arat
ion
; ‘A
Fe
der
al F
airy
Tal
e’,
sati
rica
l n
ewsp
aper
pie
ce (
bot
h
19
00
).
3. W
hat
if
Wes
tern
A
ust
ralia
had
dec
ided
not
to
joi
n in
Fed
erat
ion
?
Sec
tion
s fr
om t
he
Au
stra
lian
Con
stit
uti
on.
4. S
hou
ld t
he
peo
ple
of
Wes
tern
Au
stra
lia
hav
e h
ad a
say
in
th
e co
lon
y’s
dec
isio
n a
bou
t Fe
der
atio
n?
Sel
ecti
ons
from
Wes
tern
A
ust
ralian
Par
liam
enta
ry
Deb
ates
, 1
89
9.
5. H
ow w
as F
eder
atio
n
pro
mot
ed,
and
wh
at w
ere
the
resu
lts
of t
he
Wes
tern
A
ust
ralian
ref
eren
du
m?
Ref
eren
du
m p
rom
otio
nal
m
ater
ial an
d r
esu
lts;
map
of
Wes
tern
Au
stra
lian
el
ecto
ral d
istr
icts
, 1
90
0.
Cel
ebra
tion
s an
d F
utu
res
Inve
stig
atio
n
focu
s qu
esti
ons
Pri
mar
y so
urc
e
mat
eria
l an
d d
ata
1. H
ow w
as F
eder
atio
n
cele
bra
ted
in
Per
th?
Rep
orts
of
Pert
h’s
Fed
erat
ion
cel
ebra
tion
s fr
om T
he
Wes
t A
ust
rali
an
n
ewsp
aper
, 2
Jan
uar
y 1
90
1.
2. H
ow d
id W
este
rn
Au
stra
lian
s ou
tsid
e Pe
rth
ce
leb
rate
Fed
erat
ion
?
Rep
orts
fro
m T
he
Wes
t A
ust
rali
an
new
spap
er,
2
Jan
uar
y 1
90
1;
Wes
tern
A
ust
ralian
ref
eren
du
m
resu
lts.
3. W
hat
was
th
e si
gnifi
can
ce o
f Fe
der
atio
n
for
Wes
tern
Au
stra
lian
s?
Un
ion
, a
poe
m w
ritt
en
in h
onou
r of
Fed
erat
ion
, p
ub
lish
ed in
Th
e W
est
Au
stra
lia
n n
ewsp
aper
, 2
Jan
uar
y 1
90
1.
4. H
ow s
hou
ld W
este
rn
Au
stra
lian
s co
mm
emor
ate
Fed
erat
ion
now
an
d in
to
the
futu
re?
Stu
den
ts u
se
un
der
stan
din
gs g
ain
ed
thro
ugh
pre
viou
s in
vest
igat
ion
s to
geth
er
wit
h t
hei
r ow
n id
eas
an
d r
esea
rch
.
western AUstrALiA
Investigations and source material
At a
glance
1 w
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v.au
/fed
erat
ion
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14
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
getting it togetherFrom Colonies to Federation
cUrricULUM Links
Getting It Together contains teaching and learning
investigations for the middle years classroom.
The curriculum links demonstrate how Getting
It Together can assist teachers to meet mandated
teaching and learning outcomes for students
in the Studies of Society and Environment and
History curriculums, or their equivalents, in
their jurisdiction. The student learning outcomes
nominated for each jurisdiction are for the year
levels that correspond to the upper primary and
lower secondary years of schooling in the stated
education system.
Australian capital territoryGetting It Together assists teachers to meet
Essential Learning Achievements (ELA) in the
Early Adolescence Band of Development in the
Every Chance to Learn Curriculum Framework
for ACT Schools.
Curriculum document: Every Chance to Learn
Curriculum Framework for ACT Schools.
Key learning area: social sciences.
Year level/s: Year 6 to Year 8 (Early Adolescent
Band).
ELA 21 – the student understands
about Australia and Australians
In the early adolescence band of development,
students have opportunities to understand
and learn about the following areas.
History
21.EA.4
Past and contemporary people, movements, events
and ideas, which shaped Australia as a nation
with a sense of Australian identity (e.g. Federation,
stories of the bush, ANZAC legend, the Great
Depression, sporting heroes, role of women,
mateship, larrikinism, ‘White Australia’ policy,
migration and multiculturalism, 1967 referendum).
Contemporary society
21.EA.6
The factors that can influence, change, standardise
and perpetuate identity (e.g. media, stereotypes,
symbols and global trends).
21.EA.7
The values reflected in national celebrations and
commemorations, what these represent to diverse
people and groups and how these have changed
over time (e.g. Australia Day, ANZAC Day).
Additional
21.EA.10
Sequence key historical events to create a narrative
of a key period in Australian history.
21.EA.11
Find out about, discuss and evaluate historical
events using appropriate genres, sources and
evidence.
GET
TIN
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TO
GET
HE
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ES
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N A
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NC
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MM
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H O
F A
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LIA
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 15
ELA 22 – the student understands
and values what it means to be
a citizen within a democracy
Democratic features
In the early adolescence band of development,
students have opportunities to understand
and learn about the following areas.
22.EA.2
Features of Australia’s representative democracy,
including the purpose of the Australian
Constitution, how the differences between
parliaments and governments, elections, how
governments are formed, roles of elected
representatives, functions and services provided
by the three levels of government and the roles
of courts.
22.EA.4
Key events and ideas in the development of
Australian self-government and democracy (e.g.
governors representing the British monarchy,
representative democracy).
Democratic principles
22.EA.7
The principles and institutions that underpin
Australia’s representative democracy and civil
society (e.g. parliament, free and fair elections,
political parties, secret ballot, head of state).
Active citizenship
22.EA.9
Ways in which individuals and non-government
organisations can contribute to and influence
representative bodies, including government.
Additional
In the early adolescent band of development,
students have the opportunities to learn to:
22.EA.14
Investigate the contributions of people and groups
who have helped achieve civil and political rights
in Australia through historical and contemporary
examples (e.g. Alfred Deakin, William Spence,
Vida Goldstein, Pearl Gibbs).
ELA 23 – the student understands
world issues and events
Historical and cultural context
23.EA.7
The roles of women in different societies and
periods of time relating to world issues or events.
Additional
23.EA.12
Engage in ‘what if ’ discussions about how an issue
or event might have unfolded differently if people
had chosen a different course of action.
new south walesGetting It Together assists teachers to meet
student learning outcomes in the New South Wales
Human Society and Its Environment, and History
Syllabuses, at Stage 3 and Stage 4, respectively.
Curriculum document: New South Wales
Syllabuses – Board of Studies, New South Wales.
Key learning areas: Human Society and Its
Environment and History.
Year level/s: Years 5 and 6 (Stage 3); and Years 7
and 8 (Stage 4).
Human Society and Its Environment
Stage 3
Change and Continuity
CCS3.1
Explains the significance of particular people,
groups, places, actions and events in the past
in developing Australian identities and heritage.
CCS3.2
Explains the development of the principles of
Australian Democracy.
Cultures
CUS3.3
Describes different cultural influences and their
contribution to Australian identities.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA16 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
CUS3.4
Examines how cultures change through interactions
with other cultures and the environment.
Social Systems and Structures
SSS3.8
Explains the structures, roles, responsibilities and
decision-making processes of State and federal
governments and explains why Australians value
fairness and socially just principles.
History
Getting It Together affords students at Stage
4, in the History Syllabus, the opportunity to
demonstrate the following learning outcomes.
A student:
4.1 describes and explains the nature of history,
the main features of past societies and periods
and their legacy;
4.4 identifies major periods of historical time
and sequences people and events within specific
periods of time;
4.5 identifies the meaning, purpose and context
of historical sources;
4.6 draws conclusions about the usefulness
of sources as evidence in an inquiry;
4.7 identifies different contexts, perspectives
and interpretations of the past;
4.8 locates, selects and organises relevant
information from a number of sources, including
ICT, to conduct basic historical research;
4.9 uses historical terms and concepts
in appropriate contexts; and
4.10 selects and uses appropriate oral, written
and other forms, including ICT, to communicate
effectively about the past.
northern territoryGetting It Together assists teachers to meet
Essential Learnings in Bands 3 and 4 in the
Northern Territory Curriculum Framework.
Curriculum document: Northern Territory
Curriculum Framework – Essential Learnings.
Key learning area: Studies of Society and
Environment.
Year level/s: Year 6 to Year 8 (Bands 3 and 4).
Social Systems and Structures
Time, Continuity and Change
Soc 3.1 investigate the past and how events have
impacted on individuals and groups.
Soc 4.1 analyse significant ideas, people and
movements that have shaped societies.
Civics, Governance and Social Justice
Soc 3.3 research and describe features, such as
decision making, of familiar political and law
systems and analyse how choices, opportunities
and conflict affect people’s life chances.
Soc 4.3 explain the roles, rights and
responsibilities of citizens on the existing structure
of Australia’s political and legal systems, and their
formation; evaluate how these structures protect
the rights of individuals and societies.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 17
QueenslandGetting It Together assists teachers to meet
student learning outcomes by the end of Year 7 in
the Knowledge and Understanding section of the
Queensland Studies of Society and Environment
curriculum, under the organisers Time, Continuity
and Change, Culture and Identity, and Political and
Economic Systems.
Curriculum document: Queensland Curriculum,
Assessment and Reporting Framework.
Key learning area: Studies of Society and
Environment.
Year level/s: Essential Learnings by the end
of Year 7.
Time, Continuity and Change
Events from pre-colonisation to Federation,
including Indigenous heritages, European
colonisation, frontier conflicts, the development
of the economy, and the Federation movement,
have established the Australian nation and
contributed to Australian identities.
Australia’s relationship with its Asian and Pacific
neighbours is linked to events over a range of
time periods, including events associated with the
‘White Australia’ policy, refugees and immigration,
free-trade agreements and military alliances.
National traditions, celebrations and
commemorations have evolved to reflect public
sentiment and the perspectives, values and
interpretations of different groups.
Culture and Identity
Material and non-material elements influence
personal identity and sense of belonging to
groups.
Perceptions of different cultures and groups
are influenced by personal identity and sense
of belonging of groups.
Political and Economic Systems
Australia’s government systems are
characterised by principles including civil
society and representative democracy, processes
including free and fair elections, institutions
including parliaments and political parties,
and instruments including the Australian
Constitution.
south AustraliaGetting It Together assists teachers to meet
student learning outcomes at Standards 3 and
4 in the South Australian Studies of Society and
Environment curriculum in the Time, Continuity
and Change, Societies and Culture, and Social
Systems strands.
Curriculum document: South Australian
Curriculum Standards and Accountability
Framework.
Key learning area: Studies of Society and
Environment.
Year level/s: Year 6 (Standard 3) and Year 8
(Standard 4).
Time, Continuity and Change
3.1
Identifies and explains sequences of change
that have occurred in Australia over time, and
recognises various perspectives on events.
3.2
Researches and discusses the importance of
understanding events and ways of life of some past
periods, using primary and secondary sources.
3.3
Explains why local and international communities
have changed and are likely to change in the future.
4.2
Recognises diversity within and between primary
and secondary sources, and critically analyses why
and how sources can be interpreted differently.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA18 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
4.3
Interprets people’s motives and actions from
perspectives of power, and relates this to future
possibilities, using a historical or contemporary
event or issue.
Societies and Culture
3.7
Considers factors that contribute to personal and
group identity and social cohesion, and valuing
cultural diversity within and outside Australia.
(Analyses influences that contribute to their
personal identities, including perceptions about
being Australian.)
Social Systems
3.10
Describes examples of forms and structures of
Australian and other governments over time in
terms of how they impact on people’s lives.
(Describes how democracy operates in Australia
and how it is similar to, or differs from, how
democracy operates in another country in relation
to people’s participation in government.)
3.12
Recognises that individuals, groups or systems hold
different views, values and beliefs, and identifies
those which contribute to the common good.
tasmaniaGetting It Together assists teachers to meet
performance criteria for standards 3 and 4 in
the Society and History K–10 syllabus of the
Tasmanian Curriculum.
Curriculum document: Tasmanian Curriculum.
Key learning area: Society and History.
Year level/s: Years 5–8 (Standards 3 and 4).
Students can achieve learning outcomes in the
following performance criteria for standards 3
and 4 in the Society and History K–10 syllabus.
Identity relationships and culture
Understand how culture and community shape
identity and relationships.
Democratic values and processes
Understand democratic values and processes
in society, government and law.
Responsible citizenship
Understand how individuals and groups take
action to positively influence change.
Historical inquiry
Undertake historical inquiries in relation to
continuity and change in society.
Philosophical inquiry
Undertake philosophical inquiries into issues
and beliefs in society.
Communication
Acquire, critically examine and communicate
information.
victoriaGetting It Together assists teachers to meet the
standards of the Victorian Essential Learning
Standards at Levels 4 and 5 in the Civics and
Citizenship domain and the History domain
of the Humanities discipline.
Curriculum document: Victorian Essential
Learning Standards.
Key learning area: Civics and Citizenship;
Humanities – History.
Year level/s: Years 5–8 (Levels 4 and 5).
Level 4
Civics and Citizenship
Civic knowledge and understanding
At Level 4, students describe the nature of
Australia’s democracy that developed as a result
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 19
of Federation. They describe the three levels of
government and some of the key functions of each
level. They explain the basic elements of Australia’s
Federal Parliamentary system and key democratic
principles and values such as freedom of speech
and equality before the law.
Humanities – History
Historical knowledge and understanding
At Level 4, students demonstrate their knowledge
and understanding of significant events in
Australian history, including Aboriginal and Torres
Strait Islander history, European settlement, the
development of the colonies, the development of the
wool industry, the 1850s gold rushes; the moves to
self-government, Federation; and World War I.
Historical reasoning and interpretation
At Level 4 students use a range of primary and
secondary sources to investigate the past. With
support, they frame research questions and
plan their own inquiries. They comprehend and
question sources and make judgments about the
views being expressed, the completeness of the
evidence, and the values represented. They use
appropriate historical language and concepts to
develop historical explanations. They present
their understandings in a range of forms.
Level 5
Civics and Citizenship
Civic knowledge and understanding
At Level 5, students explain the origins and
features of representative government. They identify
significant developments in the governance and
achievement of political rights in Australia. They
explain key features of Australian Government,
including the responsibilities of the levels of
government, the houses of parliament ... They
identify and question the features and values of
Australia’s political and legal systems. They identify
and discuss the qualities of leadership through
historical and contemporary examples.
Humanities – History
Historical reasoning and interpretation
At Level 5, students frame key research questions,
plan their investigations, and report on their
findings. They use a range of primary and
secondary sources, including visual sources
that record features of the societies in their
investigations. They identify the content, origin,
purpose and context of historical sources. They
evaluate historical sources for meaning, point of
view, values and attitudes, and identify some of the
strengths and limitations of historical documents.
They use relevant historical evidence, concepts and
historical conventions such as bibliographies to
present a point of view. Students use a variety of
forms to present their understanding.
western AustraliaGetting It Together assists teachers to meet the
learning outcomes of the Western Australian
Curriculum Framework and K–10 Syllabuses for
the Studies of Society and Environment in the
Middle Childhood and Early Adolescent phases
of development.
Curriculum document: Western Australian
Curriculum Framework and K–10 Syllabuses.
Key learning area: Studies of Society and
Environment.
Year level/s: Years 5–8 (Middle Childhood and
Early Adolescent phases of development).
Time, Continuity and Change
Students understand that people’s actions and
values are shaped by their understanding and
interpretation of the past.
Understanding the Past
Methods for sequencing the past
Year 5–6
How sequencing chronologically helps to identify
relationships between people, events and ideas.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA20 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
Year 6–7
How events and ideas can be compared and
contrasted between different time periods
in history.
Year 8
Turning points are created by significant events.
People, events and ideas are linked to historical
time periods.
The interrelationship between people, events
and ideas
Year 8
Significant people, events and ideas from the past
have shaped present communities by contributing
to or resisting change.
Continuity and Change
That continuity and heritage are features of all
societies
Year 5–6
How heritage is reflected in community life
through rituals, symbols and buildings.
Year 6–7
How heritage is reflected in the political, social
and economic life of a community.
How, over time, significant people, events and
ideas have influenced the beliefs and traditions
of a community.
Year 8
A sense of heritage can result from continuity
of people’s actions, beliefs, values and ideas.
Continuity can have positive and negative
impacts.
Natural and Social Systems
Students understand that systems provide order
to the dynamic natural and social relationships
occurring in the world.
Political and Legal Systems
The elements and processes of government
and governance
Year 5–6
How Australia’s representative system of
government works.
How State and Federal members of Parliament
are elected.
The principles of democratic decision-making.
Year 6–7
About the development and evolution of the
principles of democracy.
How notions of citizenship have been influenced
by key civic documents.
What the key features of Australian democracy
are.
How the federal system of government developed
in Australia.
How representation and decision-making operate
in the Australian democracy.
Year 8
Australian democracy has evolved from a range
of political activity.
The Australian constitution outlines the powers,
responsibilities, structures and processes of
parliament and the federal legal system.
How Australia seeks to balance majority rule and
respect for minorities in civic decision-making.
The elements and processes of law-making
and law enforcement
Year 5–6
That a constitution is an agreed set of rules
or guidelines for an organisation.
Year 6–7
That the Australian constitution is the legal
framework for governance in Australia.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 21
dates 1856-1927
getting it togetherFrom Colonies to Federation
FederAtion tiMeLine
1856 Responsible government achieved in New South Wales, Victoria and Tasmania.
1857 Responsible government achieved in South Australia.
1860 Responsible government achieved in Queensland.
1863 Northern Territory comes under South Australian administration from New South Wales.
1887 Queen Victoria’s Golden Jubilee.
1889 Henry Parkes campaigns for Federation in his Tenterfield Oration.
Colony Premiers agree to a Federation conference.
1890 The Australasian Federation Conference held in Melbourne in February. Conference decides
a convention should be called to write a constitution.
Responsible government achieved in Western Australia.
1891 Australasian Convention held in Sydney where a Constitution is drafted (March–April).
1893 Corowa Conference passes the Corowa Plan to implement a new constitutional process.
1894 South Australian women gain the right to vote.
1895 A modified Corowa Plan adopted at the Premiers’ Conference in Hobart.
1896 Bathurst People’s Federal Convention held.
1897 First session of the Australasian Federal Convention held in Adelaide (March–April)
Queen Victoria’s Diamond Jubilee.
Second session of the Australasian Federal Convention held in Sydney (September).
1898 Third session of the Australasian Federal Convention held in Melbourne. Convention adopts
the draft Constitution of the Australian Commonwealth.
Unsuccessful referendum on the Constitution Bill in New South Wales.
Successful referendums in Victoria, Tasmania and South Australia.
1899 Premiers’ ‘secret’ conference, Melbourne, agrees to amend the Constitution Bill.
Successful referendum in South Australia, New South Wales, Tasmania, Victoria and Queensland.
Western Australian women gain the right to vote.
Outbreak of the South African War (Boer War) and the colonies send troops.
Australia’s democracy has been shaped by many people, events and ideas throughout history. This timeline
provides a quick reference to the events explored in Getting It Together – From Colonies to Federation.
These events are important in Australia’s progress towards nationhood.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA22 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
1900 The British Parliament passes the Constitution Bill and the Bill receives royal assent.
Successful referendum held in Western Australia (31 July).
Royal Proclamation of the Commonwealth (17 September).
1901 Inauguration of the Commonwealth in Sydney (1 January).
Edmund Barton becomes Australia’s first Prime Minister.
Death of Queen Victoria (22 January).
First elections for the Commonwealth Parliament (29–30 March).
The first Federal Parliament officially opened in Melbourne (9 May).
The new Commonwealth raises more troop contingents for the Boer War.
Commonwealth Parliament passes the Pacific Island Labourers Act to send Pacific Island
labourers home (December).
Commonwealth Parliament passes Immigration Restriction Act designed to stop Asian
immigration (December).
1902 End of hostilities in the Boer War (May).
Commonwealth Parliament passes the Commonwealth Franchise Act to give the vote to men
and women (June).
Women win the right to vote for the New South Wales Parliament.
1903 Women in New South Wales, Queensland, Tasmania and Victoria vote for the first time for
the Commonwealth Parliament (December).
Women win the right to vote for the Tasmanian Parliament.
1905 Women win the right to vote for the Queensland Parliament.
1908 Women win the right to vote for the Victorian Parliament.
Australian Coat of Arms proclaimed.
1909 Australian currency introduced.
1911 Australian Capital Territory established (January).
Commonwealth Parliament assumes control of the Northern Territory from South Australia
(January).
Introduction of compulsory enrolment for Commonwealth elections.
1913 Canberra is chosen as the site of the future national capital.
1914 Outbreak of hostilities in First World War.
1915 Australian and New Zealand troops land at Gallipoli.
1916 First referendum to conscript Australians into battle fails.
1917 Second referendum to conscript Australians into battle fails.
Transcontinental Railway completed.
1918 End of hostilities in First World War.
1921 Edith Cowan elected to the Western Australian Legislative Assembly and becomes the first
woman elected to an Australian Parliament.
1924 Introduction of compulsory voting for Commonwealth elections.
1927 Canberra becomes the national capital.
Commonwealth Parliament begins sitting in Canberra in the Provisional Parliament House.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 23
getting it togetherFrom Colonies to Federation
gLossAry and conversions
glossaryAustralian Natives Association (ANA)
A society formed by non-Indigenous Australian-
born men in 1871 to promote pride in being
Australian. The ANA was a keen supporter
of Federation.
bill
A proposal for a new law, considered and debated
in parliament.
campaign
The process of gaining the support of voters for
a candidate in an election.
citizen
A person who belongs to a country and who shares
the same rights and responsibilities as other people
of that country.
colony
A distant settlement that is governed by another
country. British settlements in New South Wales,
Victoria, Van Diemen’s Land (Tasmania), Western
Australia, South Australia and the Northern
Territory made up the Australian colonies.
Commonwealth
The Commonwealth of Australia refers to the
nation and its national government, brought about
by the Federation of the Australian colonies.
constitution
A document that sets out the rules for government.
constitutional monarchy
A democratic system of government with a
monarch (queen or king) as a head of state.
The monarch’s role is restricted by a constitution.
convention
A large meeting of people. In colonial Australia in
the 1890s, Federal Conventions were held to draft
the Australian Constitution.
culture
The way of life and customs shared by a group
of people.
delegate
A person who has the authority to make decisions
on behalf of others. The Federal Conventions
consisted of delegates from the Australian colonies,
who drafted the Australian Constitution.
democracy
A form of rule where the government is elected
by and accountable to its citizens.
electorate
A geographical area represented in parliament.
Each electorate consists of approximately the same
amount of voters.
equality
When people have the same rights and
responsibilities.
Federal Conventions
The meetings of leading politicians from the
Australian colonies who drafted the Constitution.
The Australian Constitution was drafted at the
Federal Conventions of 1891 and 1897–98.
Federation
A country where the power to make laws is shared by
different levels of government. Also refers to a union
of self-governing colonies or territories to form one
country. The Australian colonies united on 1 January
1901 to form the Commonwealth of Australia.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA24 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
franchise
The right to vote. (See also suffrage)
free trade
Goods that are sold between countries or colonies,
which are not taxed or have a tariff placed on them.
government
A group of people, usually elected officials together
with the public service, who manage a country.
governor
A person who rules a colony or territory and who
represents the queen or king. Until the Australian
colonies achieved responsible government, a
governor appointed by the British Parliament
governed the colonies.
Governor-General
The queen’s (or British monarch’s) representative
in the Australian Constitution. The Governor-
General is the head of state and the symbol
of government in Australia.
House of Representatives
The lower house of the Australian Parliament.
The party with the majority of seats in the House
of Representatives forms government.
Legislative Assembly
The lower house of the colonial, later ‘State’,
parliaments.
Legislative Council
The upper house of the colonial, later ‘State’,
parliaments.
migration
Leaving one country to settle or live in another.
monarch
A member of a royal family, usually a king or
queen, who is the recognised head of a country.
monarchy
A country or nation ruled by a king or queen.
parliament
An assembly of elected or appointed
representatives that makes the laws for a country.
plural voting
A voting system where voters can vote in all the
electorates in which they own property.
property franchise
A voting system where only those who own property
are allowed to vote. In colonial parliaments, voting
in Legislative Council elections was restricted to
people who owned property.
proportional representation
A voting system in which candidates must achieve
an agreed quota of votes to be elected.
protection
A system of tariffs or import duties designed
to protect domestic industry from competition.
In colonial Australia all the colonies imposed
duties on goods imported from other colonies.
(See free trade)
protectionism
The belief that tariffs should be used to protect
domestic industry from competition in order
to encourage local industrial development and
employment.
racism
When people are treated differently or unfairly
because of their culture or ethnicity.
referendum
A vote of all the people on a particular issue,
proposed law or constitutional change.
representative
A person chosen by the people of a community to
speak for them. In parliament, each representative
speaks for their electorate.
republic
A nation where citizens rule themselves directly or
through their representatives. There is no monarch
(king or queen) as head of state.
responsible government
An elected government that is accountable to the
parliament and its people.
Senate
The upper house of the Australian Parliament.
The States are equally represented in the Senate.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 25
squatters
In colonial Australia, they were the wealthy
pastoralists who occupied large tracts of land to graze
sheep. Their control of the land gave them economic
and political power in the Australian colonies.
suffrage
The right to vote. (See also franchise)
tariff
A government-imposed charge or tax on imported
and exported goods.
tax
A government charge placed on a good, service
or people’s earnings. The government decides
how to use the money on behalf of its citizens.
trade union
An organisation of workers from a particular
industry. Trade unions seek to protect workers’
rights, and campaign for fair wages and working
conditions.
‘White Australia’
An idea which began in the 19th century, to ensure
that a united Australia maintained its British
culture by controlling the social make up of the
immigrant population. Though never realised, it
was instrumental in the Immigration Restriction
Act (1901) passed by the first Commonwealth
Parliament, and influenced Australian immigration
policy for more than 60 years after Federation.
imperial to metric conversionsLength and distance
1 inch = 25.4 mm
1 foot = 30.5 cm
1 yard = 0.91 m
1 mile = 1.6 km
Area
1 sq. yard = 0.8 m2
1 acre = 0.40 ha
1 sq. mile = 2.59 km2
Weight
1 ounce (oz) = 28.4 gm
1 pound (lb)= 0.45 kg
1 stone = 6.35 kg
Currency
pounds, shillings and pence where:
1 pound (£) = 20 shillings
1 shilling (s) = 12 pence (p)
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA26 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
getting it togetherFrom Colonies to Federation
seLect BiBLiogrAPhy
generalAroney, Nicholas, The Constitution of a Federal
Commonwealth: The Making and Meaning of the
Australian Constitution, Cambridge, UK; New York,
Cambridge University Press, 2009.
Barwick, John & Jennifer, Federation, Port
Melbourne, Heinemann Library, 2001.
Bennett, Scott, Federation, North Melbourne,
Cassell Australia Limited, 1975.
Bereson, Itiel, Building the Nation: From Colonies
to Federation, Port Melbourne, Echidna Books,
2001.
Brasch, N, Birth of a Nation: Eyewitness to
Federation, 1850 to 1901, Victoria, Heinemann
Library, 2007.
Brodie, Scott, Creating the Commonwealth
of Australia, NSW, Grollier Australia, 2000.
Brodie, Scott, Our Constitution, Lane Cove, NSW,
Franklin Watts, c 1999.
Brodie, Scott, The Commonwealth of Australia:
How It Was Created, Sydney, Australian
Knowledge, 1987.
Ciddor, Anna, Federation: Changing Australia,
Melbourne, Macmillan Education, 2001.
Cochrane, Peter, Colonial Ambition: Foundations
of Australian Democracy, Melbourne, Melbourne
University Press, 2006.
Coupe, R, Achieving Nationhood: The Story of
Federation, NSW, New Holland, 2000.
Cremin, Aedeen with David Carment (eds),
1901: Australian Life at Federation: An Illustrated
Chronicle, Sydney, UNSW Press, 2000.
Crisp, LF, Federation Fathers, Carlton, Melbourne
University Press, 1990.
Deakin, Alfred, The Federal Story: The Inner
History of the Federal Cause 1880–1900, Carlton,
Melbourne University Press, 1963.
Dennis, Lionel, Australia Since 1890, Melbourne,
Addison Wesley Longman, 1999.
Dermody, Kathleen, A Nation at Last: The Story
of Federation, Canberra, Australian Government
Publishing Service, 1997.
Docker, John, The Nervous Nineties: Australian
Cultural Life in the 1890s, Melbourne, Oxford
University Press, 1991.
Halliday, Ken, Tenterfield Reflections: 1901 and
All That, Tenterfield, NSW, 2001.
Hearn, Mark and Greg Patmore (eds), Working the
Nation: Working Life and Federation, 1890 –1914,
Annandale, NSW, Pluto Press, 2001.
Hirst, John, The Sentimental Nation: The Making
of the Australian Commonwealth, Melbourne,
Oxford University Press, 2001.
Howard, Ann, From Colonies to Commonwealth,
Sydney, Bay Books, 1984.
Irving, Helen (ed), The Centenary Companion to
Australian Federation, Cambridge, Cambridge
University Press, 1999.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 27
Lahey, John, Faces of Federation: An Illustrated
History, Melbourne, Royal Historical Society of
Victoria, 2000.
Macintosh, Cameron, When Australia Got a
National Parliament: Federation, Port Melbourne,
Victoria, Pearson Education Australia, 2009.
Mirams, Sara, The Road to Federation: A Teachers
Guide to the Sentimental Nation, Melbourne,
Oxford University Press, 2001.
Norris, R, The Emergent Commonwealth:
Australian Federation, Expectations and
Fulfilment 1889–1910, Carlton, Victoria,
Melbourne University Press, 1975.
Parry, Ann, Civics Issues: Federation, South Yarra,
Macmillan Education, 2006.
Richardson, Alan & Ted Trudgeon, Australia in the
Making: An Investigation of Nineteenth-Century
Australia, Melbourne, Nelson, 1987.
Russell, Roslyn & Philip Chubb, One Destiny!
The Federation Story, How Australia Became a
Nation, Ringwood, Victoria, Penguin Books, 1998.
Scott, Don & Lindsay Dann, Far Horizons:
Australian History to Federation, South
Melbourne, Nelson, 1992.
Souter, Gavin, Lion & Kangaroo: The Initiation
of Australia, Melbourne, Text Publishing, 2000.
Ward, John Manning, The State and the People:
Australian Federation and Nation-Making, 1870–
1901, Leichhardt, NSW, Federation Press, 2001.
south AustraliaBannon, John, The Crucial Colony: South
Australia’s Role in Reviving Federation, 1891
to 1897, Canberra, Federalism Research Centre,
1994.
Howell, PA, South Australia and Federation,
Kent Town, Wakefield Press, 2002.
new south walesGard, Stephen, The Colony of New South Wales
(A History of Australia), South Yarra, Macmillan,
2000.
Rickard, J, Class and Politics: New South
Wales, Victoria and the Early Commonwealth
1890–1910, Australian National University Press,
Canberra, 1976.
victoriaHall, Henry L, Victoria’s Part in the Australian
Federation Movement, 1849-1900, London, Elliot
Stock, 1931.
Rickard, J, Class and Politics: New South
Wales, Victoria and the Early Commonwealth
1890–1910, Australian National University Press,
Canberra, 1976.
Turner, Henry Gyles, A History of the Colony of
Victoria from Its Discovery to Its Absorption into
the Commonwealth of Australia: In Two Volumes,
Melbourne, Heritage Publications, 1973.
tasmaniaReynolds, John, A Study of the Federation
Movement in Tasmania, 1825–1900, [1929].
Roe, M, The State of Tasmania: Identity at
Federation Time, Hobart, Tasmanian Historical
Research Association, 2001.
Townsley, WA, Tasmania: From Colony to
Statehood 1803–1945, Hobart, St David’s Park
Publishing, 1991.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA28 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA
QueenslandCohen, Kay and Kenneth Wiltshire (eds), People,
Places and Policies: Aspects of Queensland
Government Administration 1859–1920, St Lucia,
Qld, University of Queensland Press, 1995.
Fitzgerald, R, The Federation Mirror: Queensland
1901–2001, St Lucia, University of Queensland
Press, 2002.
Thorpe, Bill, Colonial Queensland: Perspectives
on a Frontier Society, St Lucia, Qld, University
of Queensland Press, 1996.
northern territoryDonovan, PF, A Land Full of Possibilities: A History
of South Australia’s Northern Territory, St Lucia,
Qld, University of Queensland Press, 1981.
Reid, Gordon, A Picnic with the Natives:
Aboriginal-European Relations in the Northern
Territory to 1910, Carlton, Victoria, Melbourne
University Press, 1990.
western AustraliaHunt, L, Towards Federation: Why Western
Australia Joined the Australian Federation
in 1901, Nedlands, Royal Western Australian
Historical Society, 2000.
electronic materialAdvance Australia: South Australia and Federation
(State Library of South Australia)
www.slsa.sa.gov.au/federation
Australia’s Centenary of Federation
www.abc.net.au/federation
Australia’s Federation (Museum of Victoria)
museumvictoria.com.au/federation/journey.htm
Documenting a Democracy (National Archives)
www.foundingdocs.gov.au
Federation and the Constitution (National Archives)
www.naa.gov.au/collection/explore/federation/index.
aspx
Federation Gateway (National Library of Australia)
www.nla.gov.au/guides/federation/index.html
Western Australia and Federation (State Library of
Western Australia) www.slwa.wa.gov.au/federation/
index.htm
For young readersCheng, Christopher, The Melting Pot: The Diary
of Edward, Chek Chee, Gosford, Scholastic Press,
2007.
Farrer, Vashti, Plagues and Federation:
The Diary of Kitty Barnes, The Rocks, Sydney,
1901, Lindfield, Scholastic, 2000.
Geason, Susan, All Fall Down, Surry Hills,
Little Hare Pictures, 2005.
Green, Cliff, The Incredible Steam-Driven
Adventures of Riverboat Bill, Montville, McVitty,
1995.
Hattensen, Stacey & Robyn Platt, Australians All!,
Carlton South, Curriculum Corporation, 2001.
Newton, Robert, The Black Dog Gang, Camberwell,
Penguin, 2007.
Park, Ruth, Playing Beatie Bow, North Ryde,
Angus and Robertson, 1987.
GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 29
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ed o
n s
epar
ate
pie
ces
of p
aper
. P
lace
th
e m
ost
imp
orta
nt
at t
he
top
an
d t
he
leas
t im
por
tan
t at
th
e b
otto
m.
Pla
ce t
he
two
nex
t m
ost
imp
orta
nt
and
tw
o le
ast
imp
orta
nt,
wit
h t
he
thre
e re
mai
nin
g b
ein
g n
eith
er im
por
tan
t
nor
un
imp
orta
nt.
Dia
mon
d r
ankin
g ch
art
Pu
rpos
e:To
pro
vid
e a
syst
emat
ic w
ay o
f co
nsi
der
ing
a p
rob
lem
.
Proc
edu
re:
Wri
te t
he
pro
ble
m in
th
e fi
sh’s
‘hea
d’.
Use
th
e ‘b
ones
’ for
th
e q
ues
tion
s –
how
, w
hen
, w
her
e, w
hy
and
wh
at.
You
can
mod
ify
this
dia
gram
to
inco
rpor
ate
a d
iffe
ren
t d
e B
ono
‘thin
kin
g h
at’
at t
he
end
of
each
ste
m t
o d
irec
t st
ud
ents
’ th
ink
ing.
Fis
hbon
e dia
gram
Pu
rpos
e:To
rep
rese
nt
a se
qu
ence
of
even
ts.
Proc
edu
re:
Wri
te o
r d
raw
eve
nts
or
acti
viti
es in
ord
er in
eac
h b
ox.
Oth
er b
oxes
can
be
add
ed t
o sh
ow r
elat
ed e
ven
ts.
Flo
w c
har
t
Pu
rpos
e:To
con
sid
er t
wo
pos
sib
le f
utu
res.
Proc
edu
re:
Lis
t as
pec
ts o
f a
pro
bab
le f
utu
re if
thin
gs w
ere
to c
onti
nu
e as
th
ey a
re n
ow,
and
id
eas
abou
t w
hat
th
e fu
ture
cou
ld b
e lik
e if
p
arti
cula
r ac
tion
s w
ere
tak
en t
o sh
ape
it.
Futu
res
lin
e
Pu
rpos
e:To
est
ablish
wh
at is
kn
own
an
d w
hat
nee
ds
to b
e fo
un
d o
ut
to c
omp
lete
an
in
vest
igat
ion
.
Proc
edu
re:
Stu
den
ts d
efin
e th
eir
info
rmat
ion
req
uir
emen
ts in
a r
esea
rch
ac
tivi
ty,
and
to
refl
ect
on w
hat
was
lea
rned
. W
hat
is
alre
ady
kn
own
is
reco
rded
in
th
e fi
rst
colu
mn
, an
d a
ny
furt
her
res
earc
h
nee
ds
are
iden
tifi
ed in
su
bse
qu
ent
colu
mn
s.
KW
HL
ch
art
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RS
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nity
dia
gram
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ISE
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Conc
ept m
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RA
PH
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ISE
RS
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eque
nces
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rt
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IC O
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ISE
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Dia
mon
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PH
IC O
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ISE
RS
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Fish
bone
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ISE
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Flow
cha
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ISE
RS
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Futu
res
line
Act
ion
Wha
t we’
d lik
e to
hap
pen
Wha
t cou
ld h
appe
n
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TIN
G IT
TO
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HE
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IC O
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ISE
RS
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OF
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KW
HL
char
t
Wha
t I k
now
Wha
t I w
ant t
o fin
d ou
tH
ow I
can
lear
n m
ore
Wha
t I h
ave le
arne
d
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TO
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HE
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RA
PH
IC O
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ISE
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Pu
rpos
e:To
con
sid
er o
ne’
s ow
n o
pin
ion
s b
efor
e n
egot
iati
ng
a gr
oup
re
spon
se t
o an
iss
ue.
Proc
edu
re:
Eac
h g
rou
p m
emb
er h
as a
sec
tion
to
wri
te in
. T
he
squ
are
in t
he
mid
dle
is
to r
ecor
d t
he
grou
p r
esp
onse
. S
tud
ents
are
gi
ven
an
iss
ue,
top
ic o
r q
ues
tion
to
con
sid
er.
Th
ey r
ecor
d t
hei
r in
div
idu
al r
esp
onse
s. T
hey
sh
are
thei
r re
spon
ses
and
as
a gr
oup
dec
ide
the
resp
onse
to
be
reco
rded
in
th
e m
idd
le.
Pla
cem
at
Pu
rpos
e:To
eva
luat
e th
ough
ts a
bou
t an
iss
ue
and
cla
rify
iss
ues
fo
r fu
rth
er in
vest
igat
ion
.
Proc
edu
re:
Stu
den
ts lis
t th
e P
luse
s (p
osit
ives
) of
an
iss
ue
in t
he
firs
t co
lum
n,
the
Min
use
s (n
egat
ives
) in
th
e se
con
d c
olu
mn
.
In t
he
thir
d c
olu
mn
, th
ey lis
t el
emen
ts t
hat
can
not
be
cl
assi
fied
pre
cise
ly a
s p
osit
ive
or n
egat
ive
as I
nte
rest
ing.
PM
I –
plu
s, m
inus
and i
nte
rest
ing
Pu
rpos
e:To
eva
luat
e th
ough
ts a
bou
t an
iss
ue
and
cla
rify
iss
ues
for
fu
rth
er in
vest
igat
ion
.
Proc
edu
re:
Stu
den
ts lis
t th
e Po
siti
ves
of a
n iss
ue
in t
he
firs
t co
lum
n,
the
Neg
ativ
es in
th
e se
con
d c
olu
mn
. In
th
e th
ird
col
um
n,
they
lis
t Q
ues
tion
s fo
r fu
rth
er in
vest
igat
ion
.
PN
Q –
pos
itiv
es, n
egat
ives
an
d q
ues
tion
s
Pu
rpos
e:To
cla
ssif
y id
eas
or iss
ues
su
pp
orti
ng
or n
egat
ing
a p
rop
osit
ion
.
Proc
edu
re:
On
eit
her
sid
e of
th
e lin
e, c
hild
ren
lis
t op
pos
ing
asp
ects
of
an
idea
or
issu
e th
at is
wri
tten
at
the
top
. T
he
nat
ure
of
the
two
sid
es (
eg ‘o
pin
ion
s’ a
nd
‘fac
ts’)
is d
eter
min
ed b
y th
e te
ach
ers
and
st
ud
ents
, d
epen
din
g on
th
e ty
pe
of t
hin
kin
g to
be
un
der
tak
en
(eg
crit
ical
, an
alyt
ical
or
crea
tive
).
T-ch
art
Pu
rpos
e:To
com
par
e th
e si
milar
itie
s an
d d
iffe
ren
ces
bet
wee
n
two
or m
ore
grou
ps
of p
eop
le,
pla
ces
or iss
ues
.
Proc
edu
re:
Wri
te t
he
item
s b
ein
g co
mp
ared
in
th
e ci
rcle
s. W
her
e th
e ci
rcle
s ov
erla
p,
reco
rd s
imilar
itie
s. R
ecor
d t
he
char
acte
rist
ics
wh
ich
ar
e d
iffe
ren
t in
th
e ar
eas
that
do
not
ove
rlap
.
Ven
n d
iagr
am
Pu
rpos
e:To
ass
ist
in a
ctiv
itie
s th
at in
volv
e p
lan
nin
g, b
rain
stor
min
g,
mak
ing
not
es,
orga
nis
ing
or p
rob
lem
sol
vin
g.
Proc
edu
re:
An
iss
ue
or t
opic
is
wri
tten
in
th
e ce
ntr
e. R
elat
ed id
eas
are
lin
ked
to
the
cen
tral
iss
ue
and
oth
er id
eas
are
dev
elop
ed
from
th
ese.
Use
lin
es,
colo
urs
, la
bel
s an
d a
rrow
s to
sh
ow lin
ks
bet
wee
n id
eas.
Web
map
Pu
rpos
e:To
bra
inst
orm
id
eas
bas
ed o
n w
hat
we
wou
ld s
ee,
hea
r, s
mel
l an
d f
eel in
a g
iven
sit
uat
ion
.
Proc
edu
re:
Lis
t id
eas
in e
ach
sec
tion
as
lab
elle
d –
loo
ks
lik
e, s
oun
ds
lik
e,
smel
ls lik
e, f
eels
lik
e.
X-c
har
t
Pu
rpos
e:To
bra
inst
orm
id
eas
bas
ed o
n w
hat
we
see,
hea
r an
d f
eel.
Proc
edu
re:
Lis
t id
eas
in e
ach
sec
tion
as
lab
elle
d –
loo
ks
lik
e, s
oun
ds
lik
e,
feel
s lik
e.
Y-ch
art
Gra
phic
Org
anis
ers
(con
t.)
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PMI
Plus
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us a
nd In
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stin
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PM
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PNQ
Posi
tive
s, N
egat
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an
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esti
ons
PN
Q
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T-chart
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Venn
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X-chart
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Feel
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Smel
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Futu
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line
Act
ion
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d lik
e to
hap
pen
Wha
t cou
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appe
n
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KW
HL
char
t
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t I k
now
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t I w
ant t
o fin
d ou
tH
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can
lear
n m
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Wha
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PN
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X-c
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