STAGE THREE

Australia
as a
Nation
TERM ONE

Unit Overview.
This unit is based on the development of Australia as a nation,
particularly after 1901. Students explore the factors that led to
Federation and experiences of democracy and citizenship over time.
Students understand the significance of Australia's British heritage,
the Westminster system and other models that influenced the
development of Australia's system of government. Students learn
about the way of life of people who migrated to Australia and their
contributions to Australia's economic and social development.
Extra sources:
The Move to Federation - http://www.sl.nsw.gov.au/services/
learning_at_the_Library/curriculum_resources/stage_3_move_to_federation.pdf
Actions for Aboriginal Rights - http://www.sl.nsw.gov.au/services/
learning_at_the_Library/curriculum_resources/
stage_3_actions_for_aboriginal_rights.pdf

History Outcomes.
+

identifies change and continuity and describes the causes and

effects of change on Australian society HT3-3
+

describes and explains the struggles for rights and freedoms in

Australia, including Aboriginal and Torres Strait Islander peoples
HT3-4
+

applies a variety of skills of historical inquiry and communication

HT3-5

Key Inquiry Questions.

WHY AND HOW DID AUSTRALIA BECOME A NATION?

&
How did Australian society change
throughout the twentieth century?

Focus Concepts & Skills.

CONCEPTS

SKILLS

+ Continuity and Change

+ Analysis & Use of Sources

+ Cause and Effect

+ Empathetic Understanding

+ Empathetic Understanding

+ Research

Assessments.
FOR
Observation
Anecdotal notes

AS
Self-reflection
Discussions
Role play

OF
Letter writing
Poster/radio or television broadcast script
Timeline

Project Based Learning.

OVERVIEW
Students will engage in a Minecraft in the Classroom project
based learning task where students will consolidate their
learning and apply their knowledge through gaming activities
initiated by the teacher.
More information to come in Term 2

Lesson One
BEFORE FEDERATION
Students are to watch video from CD A Continent
for a Nation A glimpse of Australia before
Federation.
Discuss what the term Federation means.
Ask students why they think there was a push
towards Federation?
Using the CD resource from Module One From
Colonisation to Federation, read pages 4-8
Students are to work in pairs to read and analyse
the comic strip A Country Divided
Discuss as a whole class
Analyse the source The Great Work for
Friday (on the following page). Students are to
discuss what the message is in this image in pairs.
Students will investigate the reasons for and
against Federation using a T-chart, e.g.
Reasons for Federation

Reasons against Federation

Better transport between the

colonies

NSW and Victoria were more

powerful than the other
colonies

Lesson Two
FEDERATION SOURCES
Use source Printed leaflets regarding Federation, 15
June 1896-June 1899 - http://
www.acmssearch.sl.nsw.gov.au/search/itemLarge.cgi?
itemID=868232&size=full&album=1&collection=879163

Students are to analyse this source in pairs/groups

and answer the following questions:
Does the author support or oppose Federation? How do
you know? What point of view does the author express
about the impact of Federation on NSW? What reasons
does he give?
Use source Letter to the Electors of South Sydney
from James Martin ca. June 1891 - http://
www.acmssearch.sl.nsw.gov.au/search/itemLarge.cgi?
itemID=801643&size=full&album=1&collection=823893

I shall, if Elected, advocate Federation of the

Australian Colonies, on a broad just & National basis;
always making the proposed measure subject, not only
to the decision of our Parliament, but to the vote of the
people of our Colony as a whole.
James Martin was born in Sydney in 1850. He was a
senior partner in the firm James Martin & Co., hardware
and machinery importers. He was the Member for South
Sydney from 1889 to 1891, re-elected from 1891 to 1894,
then for Sydney-Bligh from 1894 to 1895. He died in
1898.
Questions: Does the author support or oppose
Federation? How do you know? What point of view does
the author express about Federation?

Lesson Three
SIR HENRY PARKES
Using source - http://
www.acmssearch.sl.nsw.gov.au/search/
itemLarge.cgi?
itemID=839209&size=full&album=1&collection=8745
03 ask students if they know who this individual was.
Using the CD resource from Module One From
Colonisation to Federation, read page 10
Students are to listen to extracts of Sir Henry
Parkes speech in the audio section of Module One
in the CD resource. Discuss as a class. What was
his speech about?
Students are to work in pairs/groups to research
the following questions:
Who was Sir Henry Parkes and what was his role in the
move towards Federation?
Why was Henry Parks known as the `Father of
Federation?
What was his famous speech `The Tenterfield
Address about?
What is significant about the date of Parkes death?
Why do you think Parkes is referred to as one of the
most significant politicians in Australian history?

Lesson Four
BTN - FEDERATION
Students are to watch the Behind the News video on
Federation - http://www.abc.net.au/btn/story/
s3962777.htm
Students are to discuss the BtN Federation story with
another student and record the main points in their
books.
Discuss the following questions:

Before Federation, Australia was divided into six separate

______________.
Which other country might have been part of Australia?
Who was Henry Parkes?
What was his famous speech about?
Why were initial attempts to become a Federation rejected?
What role did Alfred Deakin play in Australia becoming a
Federation?
In what year did Australia become a nation?
Who was Australias first Prime Minister?
How did Federation impact on Indigenous people and Chinese
migrants?

Students make a timeline of key events leading to

Australias Federation. They need to include the date,
event, a brief description of what happened and an
image (if available). Students can create their timeline in
any way they choose. An interactive timeline creator is
available at the Read Write Think website http://
www.readwritethink.org/classroom-resources/studentinteractives/timeline-30007.html

Lesson Five

Lesson Six

CONSTITUTION

STOLEN GENERATIONS

Students are to watch the Behind the News video

on the Constitution - http://www.abc.net.au/btn/story/

Students are to watch the Behind the News video on

the Stolen Generations - http://www.abc.net.au/btn/
story/s2219619.htm
Discuss what students may know about the Stolen
Generations. Students are to write notes in their books.
Play video The Apology - http://www.myplace.edu.au/
teaching_activities/2008/1/the_apology.html
In this clip, Laura looks at the faces of family and
friends watching the apology at the local community
centre and observes their reactions. The expressions on
the faces of people in the clip demonstrate strong
feelings about it. These facial expressions and gestures
are emotional signposts.
Ask students to brainstorm ideas on how both Laura
and Aunty Bev are affected by the apology. Student
responses can be mapped out on a class poster.
Ask students to write what they believe are the
thoughts of Laura or Aunty Bev about the apology.
Construct a hot seat role-play where students take on
the role of significant people in the apology. For example,
it could be Kevin Rudd, or an Indigenous person in
parliament. Students stay in role and answer questions
from the class about how they perceived the
significance of the apology.
After watching the clip and parts of the apology,
students can write a diary entry and explain how they
feel

s3939299.htm

Discuss with students:

What is a constitution?
What sorts of things are set out in Australias constitution?
When was Australias constitution drawn up?
Which group of people were discriminated against in the
original constitution? 6. What is a referendum?
What two changes to the constitution happened as a result
of the referendum in 1967?
Why do you think the constitution is described as the
countrys birth certificate?
Should Australias constitution be changed? Why/why not?

Clarify students understanding of the information

in the BtN Constitution story. In pairs, students
discuss the meaning of the following words:
Constitution, Referendum, Colonies & Federation.
Students then report back to the class to share
their understandings.
As a class, discuss whether the constitution should
be changed to recognise Aboriginal and Torres
Strait Islander people. Design a poster or script a
radio or television broadcast to persuade people to
take an interest in Aboriginal peoples well being.
Teacher resource - http://museum.wa.gov.au/exhibitions/
online/referendum/documents/1967%20Referendum
%20Teacher%20Resouce.pdf

Lesson Seven

Lesson Eight

POLITICAL RIGHTS

THEN & NOW - IMMIGRATION

Use sources 1-4 from http://www.sl.nsw.gov.au/

services/learning_at_the_Library/
curriculum_resources/
stage_3_actions_for_aboriginal_rights.pdf
Students are to complete the table and place
sources in chronological order
Students are to then choose one of the events
recorded in Sources 1-4 and assume the
perspective of an Aboriginal person involved this
event. They are to write a letter to the editor of a
newspaper (300 words) in which you
-describe the action you are taking
-explain why you are taking this action
-describe the outcome you aim to achieve
-explain the importance of this action to Aboriginal
people

Show students source Federation Procession http://

www.acmssearch.sl.nsw.gov.au/search/itemLarge.cgi?
itemID=799093&size=full&album=1&collection=823827
Show students source Centenary of Federation
parade http://www.acmssearch.sl.nsw.gov.au/search/
itemDetailPaged.cgi?itemID=414042
Compare these sources. Ask students to look carefully
at the details in both. How many similarities and
differences can they find between the two?
Students are to use both sources, as well as their own
knowledge to describe how Australia has changed since
Federation in 1901
Using Module Three in the CD resource, read the book
We are Australian and discuss how migration has
shaped our country
Analyse the resources Waves of Chinese & Italian
Immigration and discuss as a whole class
Discuss the difficulties some people faced when
arriving in Australia and attempting to make this country
their new home
Students are to research a migrants story and
personal experience with this before writing a letter
home to a close friend relating your experiences and
the strategies you used to cope in your new home,
Australia.