YEAR 9 HISTORY
Shaping a diverse
nation
UNIT GUIDE
Aligned with Australian Curriculum Version 9.0
Created in collaboration with First Nations cultural advisers
Written by teachers for teachers
? ESSENTIAL QUESTION
Prior to Federation, how have the everyday and working
experiences of First Nations people and non-European
migrants shaped the nation?
Warning – First Nations teachers and students are advised that this curriculum resource may contain images,
voices or names of deceased people.
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UNIT OVERVIEW
Shaping a diverse nation
Y9 HISTORY
Lesson time:
40 minutes
Lessons:
12
Duration:
3 to 4 weeks
In this unit, students will:
•
examine the everyday and working experiences of First Nations people and non-European migrants
•
explore the ways this nation has been shaped by First Nations Peoples and non-European migrants
•
consider the circumstances that drew people to this continent
•
identify the origin, purpose and context of a range of sources
•
understand the use of people as slaves by the British and other colonial empires
•
develop and use research skills to select appropriate sources.
The duration of this unit will vary depending on the skill sets of your students and the pace of your lessons.
Prior to starting this unit, students should have a solid understanding of the British colonisation this continent, however some
references and resources will expand on these ideas. A general understanding of colonialism, imperialism and the associated ideologies
would also be beneficial.
While the Chinese goldminers and Japanese pearl divers aren’t covered in significant detail in this unit, they’re two of many groups that
students could focus on in their research and assessment. Some relevant resources will be provided.
While this resource has been created so it can be taught in a linear fashion, feel free to start small. You may prefer to select a single
activity that connects to what you’re teaching or about to teach. Even small actions can make a big difference. Please keep in mind, you
don’t need to be an expert on this topic – we often learn alongside our students.
Australians Together resources are created in collaboration with First Nations cultural advisers.
The star symbol identifies an Australian Curriculum description or elaboration from ACARA’s Aboriginal and Torres Strait Islander
Histories and Cultures cross-curriculum priority.
Lesson 1 – Human movement and pre-Federation migration
AC T I V I T I E S
Why do people change locations?
Think and respond
L E A R N I N G O U T CO M E S
Students will ...
•
Pre-Federation migration quiz
Exit card pairs
Home learning
Survey others’ experiences
S H A P I N G A D I V E R S E N AT I O N draw on prior knowledge of human movement and
First Nations Peoples’ ongoing connection with this
continent
•
develop an understanding of why people move and
migrate
•
consider the circumstances that drew people to this
continent
•
develop an understanding of hidden histories and
historical accuracy.
© C o n c i l i a L t d t r a d i n g a s A u s t r a l i a n s To g e t h e r 2 0 2 3
p. 9
AC A R A CO D E S
AC9HH9K01
AC9HH9K06
AC9HH9K06
AC9HH9S05
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UNIT OVERVIEW
Lesson 2 – Questions of exploration
AC T I V I T I E S
Who was here first?
Quiz revision
L E A R N I N G O U T CO M E S
Students will ...
•
Question time
Read: ‘Opening up’
Complete open/closed table
Share your questions
draw on prior knowledge of human movement and
First Nations Peoples’ ongoing connection with this
continent
•
consider the circumstances that drew people to this
continent
•
explore the evidence of non-European knowledge
of this continent prior to European exploration
•
develop an understanding of effective questioning.
What’s in a name?
First foreign visitors to this continent
p. 17
AC A R A CO D E S
AC9HH9K01
AC9HH9K06
AC9HH9K06
AC9HH9S05
Find original names
Discuss: I was here first
Read: ‘Contact and trade’
Mapping the learning
Final questions
Lesson 3 – Evidence of non-European histories
AC T I V I T I E S
Primary and secondary source
analysis
Rock art: evidence + inference
Watch: ‘Macassan Bark Painting’
L E A R N I N G O U T CO M E S
Students will ...
p. 28
AC A R A CO D E S
AC9HH9K06
•
develop effective questioning techniques
AC9HH9K06
•
consider and analyse range of sources.
AC9HH9S01
AC9HH9S03
Did you know?
AC9HH9S04
Assessment: share your knowledge
AC9HH9S06
Lessons 4 to 6 – Colonialism and slavery
AC T I V I T I E S
Motivations for glory
Respond: low-stakes writing
L E A R N I N G O U T CO M E S
Students will ...
•
identify the origin, purpose and context of a range
of sources
•
understand the use of people as slaves by the
British and other colonial empires.
Read: ‘God, gold and glory’
Learn together
Evaluate sources
Slavery in our history
AC A R A CO D E S
AC9HH9K06
AC9HH9K06
AC9HH9S01
AC9HH9S03
AC9HH9S04
Discuss ideology
AC9HH9S06
Brainstorm other evidence
Lessons 7 and 8 – Whose history?
AC T I V I T I E S
Historical stereotypes
p. 36
p. 53
L E A R N I N G O U T CO M E S
Students will ...
AC A R A CO D E S
AC9HH9K06
Class discussion
•
build effective paraphrasing skills
Read missing histories
AC9HH9K06
•
consider the hidden histories and ideologies behind
the dominant narrative of Australia’s past
AC9HH9S01
Searching ‘Australia’s’ history
Research share and compare
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UNIT OVERVIEW
Lessons 7 and 8 – Continued
p. 53
AC T I V I T I E S
Recording history learning
L E A R N I N G O U T CO M E S
•
Practise paraphrasing
What’s in a name?
understand the role First Nations people and nonEuropean migrants have had in building the nation
we now know as Australia.
AC A R A CO D E S
AC9HH9S04
AC9HH9S06
Discuss effects: generalisation
Lessons 9 to 12 – Research and source analysis assessment
AC T I V I T I E S
Sharing history
L E A R N I N G O U T CO M E S
•
consider the connections between migrant and
First Nations communities in Australia
•
develop and use research skills to select
appropriate sources
•
use inference and evidence to analyse sources and
draw conclusions.
Sources analysis task
p. p. 64
AC A R A CO D E S
AC9HH9K01
AC9HH9K05
AC9HH9K06
AC9HH9K06
AC9HH9S02
AC9HH9S03
AC9HH9S04
AC9HH9S06
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UNIT OVERVIEW
Australians Together Learning Framework™
Our resources follow a framework of 5 Key Ideas that are designed to shape a new narrative for all Australians. Each Key Idea
underpins the content and activities in its section to take students on a transformational learning journey. You can download the
framework from our Curriculum Resources page.
The Wound
Our History
Why Me?
Our Cultures
My Response
Injustice from
the impact of
colonisation
A past that shapes
our story as a nation
What’s it got to do
with me?
Everyone has
culture. Know about
your culture and
value the cultures
of others
Steps we can
take to build a
brighter future
Australian Curriculum Alignment
Australian Curriculum Links
History/Year 9/ Knowledge and understanding/Making and transforming the Australian nation (1750–1914)/AC9HH9K01, AC9HH9K02,
AC9HH9K03, AC9HH9K04, AC9HH9K05, AC9HH9K06
History/Year 9/Skills/Questioning and research/AC9HH9S01, AC9HH9S02
History/Year 9/Skills/Using historical sources/AC9HH9S03, AC9HH9S04
History/Year 9/Skills/Historical perspectives and interpretations/AC9HH9S05, AC9HH9S06
History/Year 9/Skills/Communicating/AC9HH9S08
Australian Curriculum Content Descriptions
AC9HH9K01: The causes and effects of European imperial expansion and the movement of peoples in the late 18th and early 19th
centuries, and the different responses to colonisation and migration.
AC9HH9K02: The key social, cultural, economic and political changes and their significance in the development of Australian society
during the period.
AC9HH9K03: The causes and effects of European contact and extension of settlement, including their impact on the First Nations
Peoples of Australia.
AC9HH9K04: Significant events, ideas, people, groups and movements in the development of Australian society.
AC9HH9K05: Continuities and changes and their effects on ways of life and living conditions, political and legal institutions, and cultural
expression around the turn of the 20th century in Australian society.
AC9HH9K06: Different experiences and perspectives of colonisers, settlers and First Nations Australians and the impact of these
experiences on changes to Australian society’s ideas, beliefs and values.
AC9HH9S01: Develop and modify a range of historical questions about the past to inform historical inquiry.
AC9HH9S02: Locate, identify and compare primary and secondary sources to use in historical inquiry.
AC9HH9S03: Identify the origin and content of sources, and explain the purpose and context of primary and secondary sources.
AC9HH9S04: Explain the usefulness of primary and secondary sources, and the reliability of the information as evidence.
AC9HH9S05: Analyse cause and effect, and evaluate patterns of continuity and change.
AC9HH9S06: Compare perspectives in sources and explain how these are influenced by significant events, ideas, locations, beliefs and
values.
AC9HH9S08: Create descriptions, explanations and historical arguments, using historical knowledge, concepts and terms that
incorporate and acknowledge evidence from sources.
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UNIT OVERVIEW
Australian Curriculum Elaborations
AC9HH9K01: Identifying and describing the causes of the movement of peoples in the modern world, including the push factors [...].
AC9HH9K01: Identifying and describing the effects of the movements of peoples on colonised peoples, such as dispossession, disease,
and destruction of traditional society and culture.
AC9HH9K03: Examining the effects of colonisation, such as frontier conflict and massacres of First Nations Australians, the spread of
European diseases and the destruction of cultural lifestyles.
AC9HH9K05: Examining the living and working conditions in Australia around 1900 and making comparisons between different settings
(for example, rural versus urban) using sources such as photographs, paintings, diaries and newspapers.
AC9HH9K06: Investigating the experiences of a specific group of arrivals to Australia, such as convicts in Sydney, Hobart or Brisbane, or
free settlers in Melbourne, Adelaide, Perth or Darwin.
AC9HH9K06: Describing the impact of changes brought about by non-indigenous groups on First Nations Australians.
AC9HH9K06: Examining the experiences of non-Europeans in Australia prior to the 1900s, such as Japanese pearlers in Darwin,
Chinese people on the goldfields in Victoria and New South Wales, South Sea Islanders on sugar plantations in Queensland, and Afghan
cameleers in central Australia.
AC9HH9S01: Developing a range of questions about aspects of the past that require historical argument.
AC9HH9S01: Developing an inquiry question such as “What were the effects of the Industrial Revolution?” and refining it as further
factors are introduced into the research process.
AC9HH9S02: Locating historical sources from archives, museums and online collections.
AC9HH9S03: Identifying the context of a source, such as when and where it was produced, and whether it was at the same time as the
event being studied or after the event.
AC9HH9S03: Identifying literal and symbolic features of sources and explaining their purpose and inferences.
AC9HH9S03: Explaining the events, ideas and individuals represented in a visual source.
AC9HH9S04: Identifying that the reliability and usefulness of a source depends on the questions asked of it, such as an account having
a particular historical perspective and therefore being of use in revealing past prevailing attitudes.
AC9HH9S04: Determining the extent to which the accuracy or purpose of a source affects its usefulness.
AC9HH9S05: [...] observing and discussing patterns of causation and change, and/or identifying parts of the world that were involved in
or affected by a significant event.
AC9HH9S06: Determining whether or not the information in one historical source can be verified by information in another historical
source.
AC9HH9S06: Comparing and contrasting the range of perspectives at the time surrounding a historical event, and consider voices that
may be absent from the sources such as those of women, men, children, ethnic groups, Indigenous peoples and minority groups.
AC9HH9S08: Developing an explanation, interpretation or argument using historical concepts and terms such as contested historical
interpretations.
AC9HH9S08: Constructing a historical argument using selected evidence from sources to support an interpretation of the past; for
example, to affect the audience or justify an argument about a commemoration, settler societies or the Industrial Revolution.
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UNIT OVERVIEW
Glossary
archipelago: an extensive group or chain of islands, i.e. the Indonesian archipelago.
atrocities: shockingly cruel acts, usually involving atrocious physical violence.
biological warfare: the deliberate use of diseases and toxins in conflict, war or a terrorist attack.
blackbirding: the practice of kidnapping Pacific Islander people to be sold into slavery and forced labour, particularly on sugar and
cotton plantations in Australia, Fiji and Samoa. The kidnapped slaves were known as Kanakas and South Sea Islander people.
British: from Great Britain, the British Commonwealth or Empire. The British Empire started in the sixteenth century and reached
its peak in 1913, when it made up almost a quarter of the world’s population (23 per cent). Many colonies of the empire fought for
independence over the course of its rule. The empire’s end is considered to have come in 1997 when its colony Hong Kong was returned
to Chinese rule.
Christianity: the religious faith of Christians; the belief in the Christian god as the only god and in Jesus as the Son of God and the
Messiah (Christ), and the practices based on the teachings of Jesus Christ, as recorded in the Bible.
circa (c.): approximately (a Latin term).
civilised: the ‘improved’ state of a place or people in ways that are thought to be more advanced by the controlling power.
colonisation: the act of one country invading and taking over another country and its population; invading forces that colonise a
country are called colonists or colonisers; the invaded country is called a colony. The British began the colonisation of Australia in 1788.
contested: argued over; thought to be mistaken or wrong; debateable.
context: the circumstances in which something exists or happens and that allow it to be understood.
culture: the ideas, customs and social behaviours of particular people or society, transmitted from one generation to another.
dehumanising: making people seem less than human, incapable of special human qualities, such as intelligence, independent thought
and care for other people; denying people their dignity.
derogatory: insulting, disrespectful; expressing a low opinion.
empire: a large group of countries or states ruled by a single controlling power.
Europeans: people from Great Britain who colonised Australia from 1788; people from the European continent.
exploitation: the act of unfairly using someone for your own advantage and to benefit from their work; making use of and benefitting
from a resource.
explorers: people who travel to and investigate unknown places; in many cases in history the term is used to describe the investigation
of inhabited lands by colonising powers, places that are well known to inhabitants but not to explorers.
Federation: the process of the six British colonies – New South Wales, Victoria, Queensland, South Australia, Western Australia and
Tasmania – becoming a nation on 1 January 1901.
First nations people: Aboriginal and Torres Strait Islander people.
glory: admiration, honour and praise gained by great achievements and success.
ideology: a system of beliefs and ideals, on which people, societies and countries base their actions, especially in relation to politics and
economics. Ideologies are often used to justify the social organisation of a society and systems of inequality.
inference: processing a range of information and evidence, some of which isn’t obvious, to reach a conclusion or an ‘educated guess’.
Macassan (Makassar): a People from the region of Sulawesi (an island in modern-day Indonesia). There’s rich physical and linguistic
evidence of various Indigenous groups visiting the coast of northern Australia long before the British or Dutch visited Australia.
massacres: “the deliberate and unlawful killing of six or more undefended people in one operation” (Ryan et al. 2022).
migration: the movement of people from one place or country to another. (Also applies to the seasonal movement of animals from one
part of the world to another.)
mosque: a place of prayer and worship for Muslims.
Muslims: people of the Islamic faith; Islam’s a monotheistic religion that recognises Allah as the only god and follows the teaching of
Allah’s prophet Muhammad as recorded in the Quran. The word Allah means ‘God’ and is used in Arabic to refer to God in any religion.
New World: (historical term) the continental landmass of the Americas: North, Central and South America.
non-European: people from countries, regions and continents other than Britain and Europe, such as Japan, China, the Middle East and
Asia.
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UNIT OVERVIEW
Oceania: the geographical region made up of islands and groups of islands throughout much of the southern and central Pacific Ocean,
including Australia, Melanesia, Micronesia, New Zealand and Polynesia.
primary sources: first-hand accounts of an event or time period, usually created at the time being studies (e.g. artefacts, diary entries,
oral histories and official documents).
pseudoscience: a claim or system that has no basis in science, but its believers try to make it appear scientific. It’s often the result of
research based on incorrect data, ideas or hypotheses, or flawed experiments. Examples include phrenology, the study of bumps on
a person’s skull to determine their character (used to justify racist theories and slavery); and astrology, various systems of belief that
there’s a relationship between stars and planets and people’s personalities and what will happen in their lives.
resources: materials in an environment that can be used to make profit or for other benefits.
secondary sources: second-hand accounts of an event or time period, usually created after the time being studied. Used to analyse,
synthesise and interpret primary sources (e.g. this resource, a documentary, a research paper or even a short video on social media).
slavery: the ownership of people as property, and the use of them and their labour for personal and financial gain; the system of owning
slaves; the condition of being forced to work very hard without rights and proper payment.
South Sea Islander people: labour recruits who were kidnapped from Pacific Islands between 1864 and 1904 and brought to Australia
to work in the cotton and sugar plantation fields of Queensland, either as slaves or forced labour. Many South Sea Islander people today
are Australian-born descendants of these people.
Sulawesi: an island in the middle of the Indonesian archipelago, north-east of Bali, around 1800 kilometres directly north of Broome,
Western Australia.
treaty: a formal agreement between nation states or groups of people, usually over the ownership and use of land or the rules of trade.
Yolngu (Yolŋu): Traditional Custodians of Country from north-eastern Arnhem Land in the Northern Territory of Australia.
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LESSON OVERVIEW
Lesson 1
Human movement and pre-Federation migration
The Wound
Our History
Why Me?
Our Cultures My Response
Our History
There are many stories that make up Australia’s shared history. It’s important to use resources that include
perspectives and voices of First Nations people, such as those contained in this resource.
Why Me?
What’s this got to do with me? What do I need to know to understand the issues?
Learning outcomes
Students will ...
•
draw on prior knowledge of human movement and First Nations Peoples’ ongoing connection with this continent
•
develop an understanding of why people move and migrate
•
consider the circumstances that drew people to this continent
•
develop an understanding of hidden histories and historical accuracy.
AC alignment
AC9HH9K01: Identifying and describing the causes of the movement of peoples in the modern world, including the push factors [...].
AC9HH9K06: Investigating the experiences of a specific group of arrivals to Australia, such as convicts in Sydney, Hobart or Brisbane, or
free settlers in Melbourne, Adelaide, Perth or Darwin.
AC9HH9K06: Describing the impact of changes brought about by non-indigenous groups on First Nations Australians.
AC9HH9K06: Examining the experiences of non-Europeans in Australia prior to the 1900s, such as Japanese pearlers in Darwin,
Chinese people on the goldfields in Victoria and New South Wales, South Sea Islanders on sugar plantations in Queensland, and Afghan
cameleers in central Australia.
AC9HH9S05: [...] observing and discussing patterns of causation and change, and/or identifying parts of the world that were involved in
or affected by a significant event.
Lesson materials
You’ll need:
•
one copy of the ‘Human movement’ handout per student or group – printed or digital
•
a device to present the ‘Pre-Federation migration’ PDF quiz slides to the class
•
a teacher copy of the Language and Terminology Guide to support explanation of appropriate terminology
•
one copy of the ‘Pre-Federation migration’ quiz answer sheet for each student.
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LESSON OVERVIEW
?
Essential question
Prior to Federation, how have the everyday and working experiences of First Nations people and non-European
migrants shaped the nation?
Inquiry question
Why do people change locations?
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LESSON 1
Before teaching
Prior knowledge and personal connection
This lesson’s been designed to identify prior knowledge and gaps in learning for students and educators. The concept of human
movement is relevant to everyone, and by considering this on a personal level and building from there, students can access this
knowledge easily.
Students will gain a basic knowledge of early human migration and an understanding that First Nations Peoples have lived on this
continent and maintained connection to Country for at least 60,000 years (AIATSIS 2022). You can access the AIATSIS site for further
information. Draw on students’ knowledge of their families’ and communities’ histories and consider patterns of cause and effect.
Activities
Why do people change locations?
Think and respond (20 mins)
Answer the questions to complete the ‘Human movement’ handout:
•
Why do people change locations?
•
Are you satisfied with where you are right now?
•
Would you like to move? Why or why not?
•
Do you know anyone who’s moved or travelled a long distance? What were their reasons for this?
•
Prior knowledge: how long have Aboriginal Peoples been present on this continent? How did this occur?
•
Which non-Indigenous Peoples travelled and/or migrated to this continent prior to Federation (1901)?
•
Are there gaps in your knowledge? Why?
•
What questions can you ask to fill gaps in your knowledge?
Activity resources
A ‘Handout annotations’ sheet is provided to refer to directly while teaching.
Educators and students are the sources of knowledge in this lesson. Rather than have students write their answers,
you may prefer to give students time to think about these concepts and then discuss them. Alternatives to the
handout include using a group response collection site, like Padlet, or holding a yarning circle or class brainstorm and
discussion:
•
Padlet is a user-pays online platform for gathering, organising and presenting thoughts and ideas. A free limited
access membership is available.
•
For more information on yarning circles, see the ‘Yarning circles’ article (451 words, 2-minute read) by the
Queensland Curriculum and Assessment Authority (QCAA).
Pre-Federation migration quiz (10 mins)
Consider the statements in the ‘Pre-Federation migration’ quiz slides. Answer true or false for each on the ‘Pre-Federation
migration’ quiz answer sheet.
Activity resources
For this activity, you’ll need the quiz question PDF slides for presentation to the class and a quiz answer sheet for each
student.
To read up on language choices and appropriate terms when teaching about First Nations histories and cultures, take
a look at the Australians Together Language and Terminology Guide or the AIATSIS page on language use, ‘Australia’s
First Peoples’ (1,153 words, 7-minute read). You may wish to share these resources with students and/or colleagues.
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LESSON 1
Exit card pairs (10 mins)
With a partner, discuss and write your answers to these questions before the end of the lesson:
•
Why aren’t First Nations Peoples commonly considered explorers despite having lived in Australia for over 60,000 years
(AIATSIS 2022)?
•
Why should First Nations Peoples be considered explorers?
Home learning
Survey others’ experiences
Ask friends, family and community members about their knowledge and experience of human movement. Do their experiences
reflect the responses you discussed in class?
Resources for further learning
The following resources may be helpful in your own professional development or to help further guide your
students in this learning:
The AIATSIS ‘Map of Indigenous Australia’ shows the general locations of larger groupings of First Nations Peoples
across the continent. It can be a valuable addition to the classroom wall as a visual prompt for students to
recognise the diversity of First Nations cultures.
For help with pronunciation of First Nations language groups and locations, the ‘Gambay First Languages Map’
and 50 Words Project are valuable interactive resources.
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H A N D O U T A N N O TAT I O N S
Human movement
Why do people change locations?
Encourage students to think about short-term (to school, to the canteen) and long-term movement. Consider people that they know
who’ve moved long distances (e.g. migration, environment, travel, work, safety, resources). Consider this also in terms of larger groups of
people.
Are you satisfied with where you are right now? Would you like to move? Why or why not?
To encourage critical thinking, have students consider this at an individual level – their seat is uncomfortable, the classroom is too cold/
loud/overwhelming.
Do you know anyone who’s moved or travelled a long distance? What were their reasons for this?
This question helps students connect this topic to their own lives and experiences.
Prior knowledge: how long have Aboriginal Peoples been present on this continent? How did this occur?
A widely accepted date range, supported by archaeological evidence, is around 60,000 years (AIATSIS 2022) to 65,000 years (National
Museum Australia 2022a). However, others argue that evidence shows the date’s more likely around 50,000 years and that arrival to this
continent would have involved ‘a series of hazardous sea voyages across island southeast Asia’ (Cooper, Williams and Spooner 2018).
Which non-Indigenous Peoples travelled and/or migrated to this continent prior to Federation (1901)?
There’ll be knowledge gaps for students and staff; this is a common experience for many. Celebrate when students bring new or
interesting knowledge to the table and recognise gaps in your own knowledge.
Are there gaps in your knowledge? Why?
There’s no need to write a response to this, but the question could be discussed if students are engaged.
What questions can you ask to fill gaps in your knowledge?
Consider:
•
the 5Ws (who, what, when, where, why)
•
open and closed questions
•
questions that allow students to access the answers and information they seek.
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STUDENT HANDOUT
Human movement
Why do people change locations?
Are you satisfied with where you are
right now? Would you like to move?
Why or why not?
Do you know anyone who’s moved or
travelled a long distance?
What were their reasons for this?
Prior knowledge: how long have Aboriginal Peoples been present on this continent?
How did this occur?
Which non-Indigenous Peoples travelled and/or migrated to this continent prior to
Federation (1901)?
What questions can you ask to fill gaps in your
knowledge?
Are there gaps in your
knowledge? Why?
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S L I D E S A N N O TAT I O N S
Slide 1
This formative assessment activity should be used to gauge prior knowledge.
Use this presentation alongside the provided handout.
If you can, complete the quiz with students and share your own gaps in knowledge.
Slide 2
Vocabulary: have students select between 3 and 8 words from the list based on prior knowledge and familiarity.
Students should develop understanding of these terms in a way that works for them. Some options include:
•
having a discussion with a classmate
•
finding synonyms
•
translating words into a more familiar language or dialect
•
finding the roots of words (etymology) (e.g. ‘explore’ comes from the Latin explōrāre, which means ‘to investigate, to search out’).
Note: be mindful of outdated terms like ‘aborigine’. Consider why terms have changed over time.
Slides 3–8
Questions a–f:
As you complete the quiz with your students, feel free to stop and discuss words and ideas of interest, or to clarify.
If you’re not sure yourself, don’t be afraid to demonstrate your own learning of the term or concept, as this can assist yourstudents to
understand the process.
Answers
Some of these parts of history are unfamiliar to many Australians. Have some been hidden?
Why? How?
Upon completion, have students consider the statements. Do we know that they are true? How?
What may affect the availability of accurate historical information?
Reflection
The next lesson will allow students to improve their questioning skills, an important element of the History curriculum.
What’s an effective question?
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QUIZ ANSWER SHEET
Pre-Federation migration
New vocabulary
Record any new or unfamiliar vocabulary here.
True or false?
Write ‘True’ or ‘False’ for each statement based on what you think is the most accurate.
Statement
True or False
Aboriginal Peoples on the continent now known as Australia had no contact
with non-European Peoples before to colonisation.
T or F
In 1901, a national policy was put in place to make sure Australia had a diverse
population, including all ethnicities and cultures.
T or F
Australia’s first mosque was built in Marree, South Australia in c.1862.
T or F
The Chinese population was once larger than the British/white Australian
population on Larrakia land (Darwin).
T or F
British colonisers brought slaves in from outside the Australian mainland.
T or F
Europeans were the first to explore the continent now known as Australia.
T or F
Which statements surprised
you?
How could you find out more
about the topics explored in
this quiz?
What sort of questions could
you ask in order to explore
these topics further?
Notes and ideas
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LESSON OVERVIEW
Lesson 2
Questions of exploration
The Wound
Our History
Why Me?
Our Cultures My Response
Our History
There are many stories that make up Australia’s shared history. It’s important to use resources that include
perspectives and voices of First Nations people, such as those contained in this resource.
Our Cultures
Help students connect with and acknowledge the importance of culture and examine the living cultures of
First Nations Peoples, which have adapted and survived since colonisation.
Learning outcomes
Students will ...
•
draw on prior knowledge of human movement and First Nations Peoples’ ongoing connection with this continent
•
consider the circumstances that drew people to this continent
•
explore the evidence of non-European knowledge of this continent prior to European exploration
•
develop an understanding of effective questioning
AC alignment
AC9HH9K01: Identifying and describing the causes of the movement of peoples in the modern world, including the push factors [...].
AC9HH9K06: Investigating the experiences of a specific group of arrivals to Australia, such as convicts in Sydney, Hobart or Brisbane, or
free settlers in Melbourne, Adelaide, Perth or Darwin.
AC9HH9K06: Describing the impact of changes brought about by non-indigenous groups on First Nations Australians.
AC9HH9K06: Examining the experiences of non-Europeans in Australia prior to the 1900s, such as Japanese pearlers in Darwin,
Chinese people on the goldfields in Victoria and New South Wales, South Sea Islanders on sugar plantations in Queensland, and Afghan
cameleers in central Australia.
AC9HH9S05: [...] observing and discussing patterns of causation and change, and/or identifying parts of the world that were involved in
or affected by a significant event.
Lesson materials
You’ll need:
•
students’ copies of the ‘Human movement’ handout from last lesson
•
a copy of the ‘Questions of exploration’ handout for each student
•
a device with internet access to present an online map to the class.
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LESSON OVERVIEW
?
Essential question
Prior to Federation, how have the everyday and working experiences of First Nations people and non-European
migrants shaped the nation?
Inquiry question
How and why did First Nations Peoples establish and maintain relationships with foreign neighbours prior to
British colonisation?
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LESSON 2
Before teaching
This lesson’s been designed to share information about the relationship between Asia and this continent know known as Australia
prior to European colonisation. It also explores the skills of effective questioning and source analysis. A basic knowledge of effective
questioning (e.g. open and closed questions) will be helpful in the delivery of this lesson.
Activities
Who was here first?
Quiz revision (5 mins)
Consider the true/false quiz previously undertaken.
•
What did you discover that was intriguing?
•
What questions did you have about the information presented?
Refer to your quiz answer sheet if you need.
Question time
Read: ‘Opening up’ (5 mins)
Read the ‘Opening up’ section of the ‘Questions of exploration’ handout and discuss the difference between an open and a
closed question.
Activity resources
This RMIT resource, Using Questions in Class, about open and closed questioning, supports the teaching of this skill.
Download the PDF to access the whole document.
Complete open/closed table (10 mins)
Complete the ‘Open and closed questions’ table in the handout, using the first example as a guide.
Activity notes
Consider these examples.
Closed questions:
•
Where did people first explore this continent?
•
What’s false about the statement?
Open questions:
•
Why weren’t Europeans considered the first people to explore this continent?
•
What evidence is there to suggest that Europeans weren’t the first people to explore this continent?
•
Why don’t people know much about other explorers?
•
Why aren’t First Nations people called explorers, when they’ve been on this land for tens of thousands of years?
Share your questions (5 mins)
As a class, discuss the idea that Europeans were the first people to explore this continent.
What open and closed questions does it prompt?
Write the questions you come up with on the board.
What’s in a name?
First foreign visitors to this continent (10 mins)
There are many theories surrounding who was the first foreign community to make contact with the First Nations Peoples and
show an awareness of the southern continent now known as Australia.
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LESSON 2
Discuss the following questions:
•
Who knew about this continent prior to 1788?
•
Why do you think people argue about knowledge of this continent prior to British colonisation?
Discuss and jot down all the names you can think of for this continent.
Activity notes
Prompt students to consider the terms great southern land, the land down under, terra Australis and New Holland.
How have these terms affected people’s knowledge of Aboriginal nations and place names?
Student might also consider state and territory names.
Find original names (5 mins)
As a class, look at the AIATSIS ‘Map of Indigenous Australia’.
What place names are relevant to your life?
Add to your brainstorm.
Activity resouces
The AIATSIS ‘Map of Indigenous Australia’ is useful for finding names of First Nations Countries and identifying on
which Country places of importance for students can be found.
Discuss: I was here first (10 mins)
Consider the argument of ‘I was here first’ that many may have with siblings or classmates.
•
Why does this occur?
•
What are the consequences?
•
How does this apply to land?
Activity notes
Have students consider that even kids arguing about who was ‘there first’ can be highly contested, and it’s often about
power and people agreeing on what’s considered ‘fair’. Generally, both sides bring differing views and versions of what’s
correct. Some will manipulate the truth to gain favour with an adult or to get the other person in trouble. We can see
these ideas applied on a larger scale in the context of exploration, trade, colonisation and mapping.
Read: ‘Contact and trade’ (5 mins)
Read the short handout section, ‘Contact and trade’, then complete the mapping and final questions.
Mapping the learning (20 mins)
Locate the key areas mentioned in the handout reading, ‘Contact and trade’ and mark them on the blank map provided.
Add the details of trading routes from the map in the Monash University news article, ‘An alternate history of Makassan
trepangers in modern Australia: rice cooker, Makassan town and a business council’. Be sure to add a key for the routes too.
Activity resources
The Monash University news article, ‘An alternate history of Makassan trepangers in modern Australia: rice cooker,
Makassan town and a business council’ (1,032 words, 5-minute read) contains a map identifying the main route of
the trepang trade into this continent. Scroll down to the first map image, after paragraph 5. The image can also be
viewed and downloaded through Research Gate as Figure 12 in the article ‘Macassan history and heritage: journeys,
encounters and influences’.
Cater to your class; some may be able to identify Sulawesi and Mitwati (Yolŋu Country), while others may struggle to
identify compass points or continents. A geography refresher may be useful. Worldle can be a fun way for students to
brush up on knowledge of countries, as is the quiz game on WorldMap.io.
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LESSON 2
Final questions (5 mins)
Answer these last questions in the spaces provided in the handout or in your exercise book.
•
Who can claim to have been here first, based on the ‘Contact and trade’ reading?
•
What further questions could we ask and research?
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STUDENT HANDOUT
Questions of exploration
Glossary
archipelago: an extensive group or chain of islands, i.e. the Indonesian archipelago.
circa (c.): approximately (a Latin term).
contested: argued over; thought to be mistaken or wrong; debateable.
Europeans: people from Great Britain who colonised Australia from 1788; people from the European
continent.
explorers: people who travel to and investigate unknown places; in many cases in history the term is
used to describe the investigation of inhabited lands by colonising powers, places that are well known to
inhabitants but not to explorers.
Macassan (Makassar): a People from the region of Sulawesi (an island in modern-day Indonesia). There's
rich physical and linguistic evidence of various Indigenous groups visiting the coast of northern Australia
long before the British or Dutch visited Australia.
mosque: a place of prayer and worship for Muslims.
non-European: people from countries, regions and continents other than Britain and Europe, such as
Japan, China, the Middle East and Asia.
Sulawesi: an island in the middle of the Indonesian archipelago, north-east of Bali, around 1800
kilometres directly north of Broome, Western Australia.
Yolngu (Yolŋu): Traditional Custodians of Country from north-eastern Arnhem Land in the Northern
Territory of Australia.
Open and closed questioning
Opening up
Effective questioning is a skill that’s relevant and useful in many parts of our lives. Knowing what sort of
questions to ask and how to ask them helps guide our learning both in and out of the classroom.
Closed questions
In considering the statement from quiz question ‘f’, which is false, we could ask:
What is false about the statement? (Closed question)
This may prompt the answer: Europeans weren't the first to explore this continent.
Does the question above allow us access to the details and answers we're seeking? If not, we must ask
an open question.
It's important to note that closed questions are an important part of the process of inquiry
and research, as they lead us to open questions and a deeper understanding of the topic we're
investigating.
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STUDENT HANDOUT
Open questions
An open question usually allows for a more detailed answer. They usually begin with 'why' and 'how', but
sometimes also 'what'. Some examples include:
•
Why weren't Europeans considered the first people to explore this continent?
•
What evidence is there to suggest that Europeans weren’t the first people to explore this
continent?
Question time
Complete open/closed table
Complete the ‘Open and closed questions’ table below, using the first example as a guide. One question
per box is sufficient but try to complete more if you can.
Share your questions
As a class, consider the idea that Europeans were the first people to explore this continent.
What questions does this idea prompt?
Take turns to write the questions you came up with on the board.
What’s in a name?
First foreign visitors to this continent
There are many theories surrounding who was the first foreign community to make contact with First
Nations Peoples and show awareness of this continent.
•
Who knew about this continent prior to 1788?
•
Why do you think people argue about knowledge of this continent prior to British colonisation?
Australia is a place of many names.
How many can you think of?
Original names
Look at the AIATSIS ‘Map of Indigenous Australia’ online as a class or in pairs.
What names could you add to your brainstorm above?
I was here first
Consider the argument of ‘I was here first’ that many of you may have had with siblings or classmates.
•
Why does this occur?
•
What are the consequences?
•
How does this apply to land?
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S H A P I N G A D I V E R S E N AT I O N British colonisers brought
people in from outside the
Australian mainland to work
for little to no pay. (true)
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Where’s Marree?
The first mosque to be
built in this continent was in
Marree circa 1862. (true)
Who built the mosque?
Who were the non-European explorers?
Closed questions
Europeans were the first to
explore the continent now
known as Australia. (false)
In 1901, a national policy
was put in place to make
sure Australia had a diverse
population, including all
ethnicities and cultures.
(false)
Statement from
Lesson 1 quiz
Open questions
Evidence
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STUDENT HANDOUT
STUDENT HANDOUT
Contact and trade
There’s some evidence to suggest that Chinese
explorers were aware of this continent as early as the
15th century, during the Ming Dynasty; however, it’s
highly contested. The first well known contact between
Aboriginal Peoples and overseas communities involved
those who inhabited the archipelago we now know
as Indonesia, the Torres Strait Islands and Papua New
Guinea (Blair and Hall 2022).
Yolngu People, and other First Nations communities in
the tropical north of this continent, traded with people
from Makassar, a port on the island of Sulawesi, which
is located in modern-day Indonesia. These traders, who
came from diverse backgrounds, exchanged items such
as tobacco, cloth and steel knives for the highly soughtafter trepang (sea cucumber), turtle shells and pearl
shells, which were available in northern First Nations
communities. This was then taken to trade in other parts
of Asia (National Museum Australia 2022b).
This trade occurred from at least the 1700s and had
significant influences on First Nations communities in
the north of the continent. Macassan traders have had
an impact on everything from storytelling, artwork,
tools and even language. For example, the words rrupia
(money) and balanda (white man) are used in modern
Yolngu language (Snell 2016).
Bright red sea cucumber/trepang
S H A P I N G A D I V E R S E N AT I O N Ming Dynasty: fact box
•
1368–1644
•
Last imperial dynasty of
China
•
After the fall of the
Mongol-led Yuan
Dynasty
•
Great economic and
cultural expansion,
including foreign trade
Measuring centuries
15th century = 1400s
Why?
Yolgnu sea Country
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STUDENT HANDOUT
Mapping the learning
On the blank map below, locate and mark the key areas mentioned in the ‘Contact and trade’ section
above.
Add the details of trading routes using the map from the Monash University news article, ‘An alternate
history of Makassan trepangers in modern Australia: rice cooker, Makassan town and a business council’
(scroll down to the first map image).
You may have worked with the acronym BOLTSS for mapping in geography: border, orientation,
legend (key), title, scale and source. The border and scale have been provided. Be sure to add
the remaining BOLTSS features:
•
a north arrow (orientation)
•
a key for the routes (legend)
•
a caption for your map (title)
•
source details.
Final questions
Answer these last questions in the space provided. If you run out of space, use your exercise book.
•
Who can claim to have been here first, based on the ‘Contact and trade’ reading?
•
What further questions could we ask and research?
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Approximate scale
S H A P I N G A D I V E R S E N AT I O N 0
1000 km
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STUDENT HANDOUT
LESSON OVERVIEW
Lesson 3
Evidence of non-European histories
The Wound
Our History
Why Me?
Our Cultures My Response
Our History
There are many stories that make up Australia’s shared history. It’s important to use resources that include
perspectives and voices of First Nations people, such as those contained in this resource.
Our Cultures
Help students connect with and acknowledge the importance of culture and examine the living cultures of
First Nations Peoples, which have adapted and survived since colonisation.
Learning outcomes
Students will ...
•
develop effective questioning techniques
•
consider and analyse range of sources.
AC alignment
AC9HH9K06: Investigating the experiences of a specific group of arrivals to Australia, such as convicts in Sydney, Hobart or Brisbane, or
free settlers in Melbourne, Adelaide, Perth or Darwin.
AC9HH9K06: Describing the impact of changes brought about by non-indigenous groups on First Nations Australians.
AC9HH9K06: Examining the experiences of non-Europeans in Australia prior to the 1900s, such as Japanese pearlers in Darwin,
Chinese people on the goldfields in Victoria and New South Wales, South Sea Islanders on sugar plantations in Queensland, and Afghan
cameleers in central Australia.
AC9HH9S01: Developing a range of questions about aspects of the past that require historical argument.
AC9HH9S01: Developing an inquiry question such as “What were the effects of the Industrial Revolution?” and refining it as further
factors are introduced into the research process.
AC9HH9S03: Identifying the context of a source, such as when and where it was produced, and whether it was at the same time as the
event being studied or after the event.
AC9HH9S03: Identifying literal and symbolic features of sources and explaining their purpose and inferences.
AC9HH9S03: Explaining the events, ideas and individuals represented in a visual source.
AC9HH9S04: Determining the extent to which the accuracy or purpose of a source affects its usefulness.
AC9HH9S06: Determining whether or not the information in one historical source can be verified by information in another historical
source.
Lesson materials
You’ll need:
•
a copy of the ‘Primary and secondary source analysis’ handout for each student or student pairs
•
a device with internet access to present an online video to the class.
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LESSON OVERVIEW
?
Essential question
Prior to Federation, how have the everyday and working experiences of First Nations people and non-European
migrants shaped the nation?
Inquiry questions
How do primary sources allow us access to evidence?
What skills are required to analyse a source and draw conclusions?
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LESSON 3
Before teaching
Students will work on forming open and closed questions based on some of the statements from Lesson 1. This will lead into a source
analysis task, which can be a summative assessment.
Activities
Primary and secondary source analysis
Rock art: evidence + inference (10 mins)
Read through the ‘Evidence and inference’ section of the ‘Primary and secondary source analysis’ handout.
Using inference, complete the guiding questions about this primary source in the section ‘Primary source: using inference’.
Secondary source analysis
Watch: ‘Macassan Bark Painting’ (10 mins)
As a class, watch the Macassan Bark Painting video from the South Australia Maritime Museum and consider the information it
shares about Macassan (Makassar) people.
Respond to the prompts in the handout for the video, then complete those for the ‘Questions = research = questions’ activity.
Activity resources
The Macassan Bark Painting video (01:17) from the SA Maritime Museum describes a bark painting displayed at the
South Australian Maritime Museum.
Did you know?
Assessment: share your knowledge (20 mins)
In the context of Australian history, the First Nations–Asia connection isn’t common knowledge for many. How might you
change that?
Create a short educational text to demonstrate your knowledge of the contact and trading that occurred between Yolngu
communities and Makassar people.
You may choose to do this as a poster, TikTok video, audio file, a quiz or any other type of text that could be used to educate.
Assessment opportunity
This activity could be used as a formative or summative task.
In some contexts, students could spend more time on this activity at home.
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STUDENT HANDOUT
Primary and secondary source analysis
Glossary
inference: processing a range of information and evidence, some of which isn’t obvious, to reach a
conclusion or an 'educated guess'.
primary sources: first-hand accounts of an event or time period, usually created at the time being
studies (e.g. artefacts, diary entries, oral histories and official documents).
secondary sources: second-hand accounts of an event or time period, usually created after the
time being studied. Used to analyse, synthesise and interpret primary sources (e.g. this handout, a
documentary, a research paper or even a short video on social media).
Evidence and inference
We've already read about First Nations partnerships with the traders from Makassar, but what evidence
proves these claims? A large range of primary sources and secondary sources, which document
Yolngu contact with Makassar fishers, help us to understand the nature of their relationship and the
impact they’ve had on each other.
Sometimes, however, primary sources don’t provide all the information we need, and we have to use
secondary sources and inference to help us answer our questions.
Inference falls short when we have limited knowledge. Be ready to guess and share ideas, even if they're
not accurate or seem absurd.
Primary source: using inference
The image in Figure 1 shows rock art from Arnhem Land, where First Nations Peoples formed an
ongoing partnership with traders from Makassar.
Based on that knowledge, and using inference, what do you think is depicted in the artwork?
If the caption were removed, how would this make analysing the source more challenging?
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Figure 1: A rock art site in the south-east of Groote Eylandt depicting a Makassan prau
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STUDENT HANDOUT
STUDENT HANDOUT
Consider the primary source, and write your responses using prior knowledge, new information and
inference.
Question
Response
What can we see/read?
How has this source been created?
What is the source made from?
What does this source communicate to us?
What evidence does it contain?
What is the purpose of the source?
Who’s the intended audience?
How reliable is this source?
What conclusions can we draw from this source?
What questions does it prompt?
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STUDENT HANDOUT
Secondary source analysis
Watch: ‘Macassan Bark Painting’
Watch the Macassan Bark Painting video from the South Australia Maritime Museum.
This video’s a secondary source. It describes a primary source bark painting displayed at the South
Australian Maritime Museum, along with additional information.
What additional information is provided?
How does this video (a secondary source) complement the information shared in the primary source?
Questions = research = questions
Our original questions were:
•
Why weren't Europeans considered the first people to explore this continent?
•
What evidence is there to suggest that Europeans weren’t the first people to explore this
continent?
When researching, we'll often come up with more questions. Record them and let them guide your
research. Additional questions should become a part of your regular research and source analysis
process.
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STUDENT HANDOUT
How do the sources increase our understanding of relationships between First Nations people and
other near-by people groups?
How do the sources challenge the common ideas of what’s considered to be 'Australian history'?
Did you know?
Share your knowledge
In the context of Australian history, the First Nations–Asia connection isn’t common knowledge for
many. How might you change that?
Create a short educational text (video, animation, social media post) to share your knowledge with a
larger audience. Be sure to include a source or two to back up your claims and let people know where
they can find out more.
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LESSON OVERVIEW
Lessons 4–6
Colonialism and slavery
The Wound
Our History
Why Me?
Our Cultures My Response
The Wound
The story of our nation’s past is hard to face but it’s important; it’s left a wound that can be seen in the
inequality between First Nations people and non-Indigenous Australians. How does this wound continue to
have an impact today?
Our History
There are many stories that make up Australia’s shared history. It’s important to use resources that include
perspectives and voices of First Nations people, such as those contained in this resource.
Learning outcomes
Students will ...
•
identify the origin, purpose and context of a range of sources
•
understand the use of people as slaves by the British and other colonial empires.
AC alignment
AC9HH9K06: Investigating the experiences of a specific group of arrivals to Australia, such as convicts in Sydney, Hobart or Brisbane, or
free settlers in Melbourne, Adelaide, Perth or Darwin.
AC9HH9K06: Describing the impact of changes brought about by non-indigenous groups on First Nations Australians.
AC9HH9K06: Examining the experiences of non-Europeans in Australia prior to the 1900s, such as Japanese pearlers in Darwin,
Chinese people on the goldfields in Victoria and New South Wales, South Sea Islanders on sugar plantations in Queensland, and Afghan
cameleers in central Australia.
AC9HH9S01: Developing a range of questions about aspects of the past that require historical argument.
AC9HH9S01: Developing an inquiry question such as “What were the effects of the Industrial Revolution?” and refining it as further
factors are introduced into the research process.
AC9HH9S03: Identifying the context of a source, such as when and where it was produced, and whether it was at the same time as the
event being studied or after the event.
AC9HH9S03: Identifying literal and symbolic features of sources and explaining their purpose and inferences.
AC9HH9S03: Explaining the events, ideas and individuals represented in a visual source.
AC9HH9S04: Determining the extent to which the accuracy or purpose of a source affects its usefulness.
AC9HH9S06: Determining whether or not the information in one historical source can be verified by information in another historical
source.
Lesson materials
You’ll need:
•
a copy of the ‘God, gold and glory’ handout for each student.
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LESSON OVERVIEW
?
Essential question
Prior to Federation, how have the everyday and working experiences of First Nations people and non-European
migrants shaped the nation?
Inquiry questions
How and why are some histories hidden?
How was slavery used by colonisers to achieve the goals of ‘God, gold and glory’?
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L E S S O N S 4–6
Before teaching
This lesson’s intended to help students to understand the extent of slavery across the world, including Australia. Students will examine
the European empires’ competitive push to spread Christianity, access valuable resources and be the most powerful and successful –
God, gold and glory. If these are concepts you’ve already covered, you may wish to skip the first part of the lesson.
Some of this content on slavery and exploitation can be quite confronting, so proceed with caution and ensure the needs and
vulnerabilities of your students are kept in mind.
Activities
Motivations for glory
Respond: low-stakes writing (10 mins)
Write anything that comes to mind in answer to the following prompts:
•
What is glory?
•
Why do people want to achieve glory?
•
Consider the individual, community, and national versions of ‘glory’, and that of an entire empire. How could each version
be viewed as positive or negative?
Activity resources
Low-stakes writing’s a versatile activity that allows students to express themselves without the risks associated with
summative assessment. It’s a way to regurgitate ideas and help students connect to the topic at hand.
Edutopia’s article, ‘Low-stakes writing and critical thinking’ (3,941 words, 16-minute read), explains this literacy tool and
offers prompts for how to use it.
Read: ‘God, gold and glory’ (15 mins)
Read through the ‘God, gold and glory for whom?’ section of the ‘God, gold and glory’ handout.
Write your answers to the questions provided in the handout.
Learn together (15 mins)
Discuss some of the questions that come up in the handout as a class:
•
Why do people want to achieve glory?
•
What’s the dominant historical narrative in Australia?
•
Has it changed over the last decade?
•
Why do you think most Australians are more familiar with the history of slavery in the United States of America than our
own?
•
What additional primary sources could support the fact that slavery existed on this continent?
Activity notes
The time allowed for class discussion is across the three lessons.
When discussing the reading, consider the following points:
•
How much do students know about imperialism and the European empires?
•
Can they name the European empires?
•
Do they know where they are, what languages they speak and the colonies they established around the world?
Use common knowledge like sports, music and pop culture, to help students make links, for example:
•
Lionel Messi’s from Argentina. What language do they speak in Argentina? Why do they speak that language
there?
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L E S S O N S 4–6
•
Where does reggae music come from? What language/s are used in reggae music? Why are those languages
used?
As these links can take you and students down a rabbit hole, ensure they record their questions to allow you to
proceed with the lessons. Students may come up with questions you can’t answer – consider that an opportunity for
you to learn together.
When considering languages after reading the passages, consider the languages that were there before colonial
expansion. Why are European languages spoken across the world? What happened to the others? Do they know about
the atrocities that were committed in the pursuit of God, gold and glory?
The consequences and legacy of European imperialism will be discussed in the last lesson of this unit, but any links you
can make to the consequences of colonialism should be noted.
Evaluate sources (30 mins)
Consider each of the primary sources in the handout and answer the questions to understand and evaluate sources A, B and C.
Activity notes
While students may be able to follow along easily with this activity, some may need a little help with inference due to
gaps in their knowledge and/or skills. Consider the concept of slavery. What does slavery look like? What opinions did
people have of slavery? When was slavery common?
Have students infer based on what they can see or read. Consider the setting, the captions, clothing styles, items in the
images (e.g. chains), and knowledge of attitudes towards slavery and people of non-European heritage during these
time periods.
Slavery in our history (40 mins)
Working in groups, read your assigned sections of the SBS article, ‘10 things you should know about slavery in Australia’, then
discuss as a group what you learnt from reading your section.
Using the learning from and discussion of the article, along with the evidence from sources A, B and C, conduct some further
research (sources provided) to answer the questions in the handout:
1.
How’s the provision of rations to Aboriginal workers as ‘payment’ for their labour an indicator of slavery?
2.
How was the practice of ‘blackbirding’ used to build a workforce of slaves from island nations including Vanuatu and the
Solomon Islands?
3.
What similarities can be identified between the experiences of First Nations people and South Sea Islander people in the
context of slavery?
Activity resources
The SBS NITV article, ‘10 things you should know about slavery in Australia‘ (1,631 words, 10-minute read total), gives
a valuable overview of this continent’s shared history, broken down into key points. The article can be separated into
more manageable sections of three to four minutes reading time for Year 9 students:
Section 1
Section 3
1.
143 words
5.
111 words
9.
2.
83 words
6.
96 words
10. 297 words
3.
198 words
7.
247 words
4.
90 words
8.
163 words
514 words
S H A P I N G A D I V E R S E N AT I O N Section 2
617 words
213 words
510 words
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L E S S O N S 4–6
Further research
The Australians Together article, ‘Stolen wages – Iris’s story’ (780 words, 4-minute read) includes an embedded video of
Iris Paulson (02:32).
The United Nations association of Australia shares the article ‘Was there slavery in Australia? Yes. It shouldn’t even be
up for debate - UNAA’ (1,060 words, 7-minute read) that explains the raw facts of slavery on this continent.
The Conversation article ‘Australia’s hidden history of slavery: the government divides to conquer’ (1,960 words,
13-minute read) is a personal account of the descendant of a South Sea Islander slave.
The trailer for the documentary The Devil’s Miner (01:53) is another useful resource, based on the daily life of a teenage
boy who’s forced to work with his brother in the silver mines of Potosi, Bolivia. The devastating legacy of Spanish
colonial rule is very obvious.
This diagram of a slave ship from the British Library illustrates that when images such as these became public, a
movement to abolish the trans-Atlantic slave trade was ignited.
For gaps in knowledge regarding imperialism and the impact of European colonisation across the world, consider
exploring the following topics:
•
the Scramble for Africa
•
the transatlantic slave trade
•
the trade of resources (e.g. ivory and silver)
•
the Dutch East India Company
•
biological warfare with infectious diseases.
You can find links to some of these topics below:
•
the transatlantic slave trade: MapMaker: transatlantic and intra-Americas slave trade (nationalgeographic.org)
•
the Scramble for Africa: ‘Less scrambling, more reflecting: how we can better teach about the European
colonization of Africa’ (liberatingnarratives.com)
•
biological warfare: Native voices: 1763–64: Britain wages biological warfare with smallpox (nih.gov).
Discuss ideology (5 mins)
As a class, discuss the concept of ideology in preparation for the next lesson.
•
What’s an ideology?
•
What does the evidence of the enslavement of First Nations Peoples across Oceania tell us about European ideologies?
Brainstorm other evidence (5 mins)
As a class, brainstorm what types of primary sources and evidence in those sources you’ve worked with that support the fact
that slavery existed in Australia. What other primary sources or evidence could be used to do the same?
Write your answers on the board in dot points.
Activity notes
Students might consider the following:
•
photographs
•
chains pictured in photograph
•
news articles and images
•
oral histories
•
personal correspondence
•
diary entries
•
official documents.
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STUDENT HANDOUT
God, gold and glory
Glossary
blackbirding: the practice of kidnapping Pacific Islander people to be sold into slavery and forced
labour, particularly on sugar and cotton plantations in Australia, Fiji and Samoa. The kidnapped slaves
were known as Kanakas and South Sea Islander people.
British: from Great Britain, the British Commonwealth or Empire. The British Empire started in the
sixteenth century and reached its peak in 1913, when it made up almost a quarter of the world’s
population (23 per cent). Many colonies of the empire fought for independence over the course of its
rule. The empire’s end is considered to have come in 1997 when its colony Hong Kong was returned to
Chinese rule.
Christianity: the religious faith of Christians; the belief in the Christian god as the only god and in Jesus
as the Son of God and the Messiah (Christ), and the practices based on the teachings of Jesus Christ, as
recorded in the Bible.
exploitation: the act of unfairly using someone for your own advantage and to benefit from their work;
making use of and benefitting from a resource.
glory: admiration, honour and praise gained by great achievements and success.
New World: (historical term) the continental landmass of the Americas: North, Central and South
America.
Oceania: the geographical region made up of islands and groups of islands throughout much of the
southern and central Pacific Ocean, including Australia, Melanesia, Micronesia, New Zealand and
Polynesia.
primary sources: first-hand accounts of an event or time period, usually created at the time being
studies (e.g. artefacts, diary entries, oral histories and official documents).
rations: a limited or set amount of something (usually food) a person is allowed to have, such as an
amount of tea, flour or meat.
resources: materials in an environment that can be used to make profit or for other benefits.
slavery: the ownership of people as property, and the use of them and their labour for personal and
financial gain; the system of owning slaves; the condition of being forced to work very hard without
rights and proper payment.
South Sea Islander people: labour recruits who were kidnapped from Pacific Islands between 1864 and
1904 and brought to Australia to work in the cotton and sugar plantation fields of Queensland, either
as slaves or forced labour. Today’s South Sea Islander people are Australian-born descendants of these
people.
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STUDENT HANDOUT
Motivations for glory
Define
What’s glory?
Discuss
As a class, discuss why you think people want to achieve glory.
Read
God, gold and glory for whom?
European empires, including the British, Dutch, French, Portuguese and Spanish, competed against
each other to achieve glory. Their glory would be gained by colonising and controlling areas of the world
that were known to Europeans, such as Asia, and areas still unknown, such as the New World and
Oceania. They aimed both to spread Christianity across the world and to take and use the resources of
the lands that they invaded, including silver, gold, gemstones and animal products (ivory, furs). Another
‘resource’ they took were people, as slaves. Ultimately, European empires hoped to come out on top as
the richest and most successful in the world and earn their rightful place in heaven. They thought their
devastating thoughts, decisions and actions were not just approved by God, but desired by Him – they
were God’s will (Stanley 2019).
The dominant narrative
A dominant narrative is the story or version of events that’s often accepted as fact without considering
other perspectives. The most powerful and dominant members of society are in control of the narrative
or version of events that’s heard, read and shared by the populations. It’s often said that ‘history is
written by the winners’, which means that those who are silenced by death, exploitation and control
aren’t usually heard by the majority.
Who was and is silenced in the context of colonialism?
When the more powerful members of society are in control of the dominant narrative, other voices are
not heard as much or are completely silenced. In the context of colonialism, some of the people who
were and still are silenced include:
• religious and ethnic minorities
• First Nations Peoples
• speakers of certain languages and
• slaves
dialects
• women
• allies of particular people and groups
• children
• people living in poverty
• members of LBGTIQ+ communities
• people with disabilities.
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STUDENT HANDOUT
Who else?
Discuss:
•
What's the dominant historical narrative in Australia?
•
Has it changed over the last decade?
Slavery: silence in our history
Slavery’s something that’s not always synonymous with Australia. The British Empire’s
enslavement and exploitation of people in this continent’s colonies in pursuit of glory is so
unknown that many people are more familiar with the history of slavery in the United States.
Discuss
Why do you think most Australians are more familiar with the history of slavery in the
United States of America than our own?
Evaluate sources
To effectively analyse sources and draw conclusions, you must be able to use evidence to find out or
infer the origin, purpose and context of sources.
Answer the questions about origin, purpose and context for sources A, B and C.
Origin:
•
Where does the source come from?
•
Who created it?
•
What’s it made with or from?
•
From where did it originate?
Purpose:
•
Why was it made?
•
Who was it made or used for?
•
What reactions/responses was it aiming to achieve?
Context:
Similar to origin but not the same.
•
What clues are there about the location presented in this source?
•
What time of the day, week, year, decade or century did it come from?
•
What was happening at the time the source was made?
•
What were the states of mind of the people or communities associated with this source?
The prompting questions will help you infer, gather evidence and draw conclusions. They may also
prompt further questions to give your research some direction.
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STUDENT HANDOUT
Source A
Figure 2: A ‘Slave Map of Modern Australia’ printed in the British Anti-Slavery Reporter, 1891
Origin?
•
Where does the source come from?
•
What’s it made with or from?
•
Who created it?
•
From which region or location did it
originate?
Purpose?
•
Why was it made? Who was it made for?
•
What reactions/responses might it have aimed to achieve?
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STUDENT HANDOUT
Context?
•
What clues are there about the location represented in this source?
•
What time of the day, week, year, decade or century did it come from?
•
What was happening at the time the source was made?
•
What do you think the source creator/s felt about the topic represented? What evidence is there
to support your opinion?
Further research/questions:
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STUDENT HANDOUT
Source B
Figure 3: A group of Australian South Sea Islander women labourers on a sugar cane
plantation near Cairns, Queensland, c. 1890
Origin?
•
Where does the source come from?
•
What’s it made with or from?
•
Who created it?
•
From which region or location did it
originate?
Purpose?
•
Why was it made? Who was it made for?
•
What reactions/responses might it have aimed to achieve?
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STUDENT HANDOUT
Context?
•
What clues are there about the location represented in this source?
•
What time of the day, week, year, decade or century did it come from?
•
What was happening at the time the source was made?
•
What do you think the source creator/s felt about the topic represented? What evidence is there
to support your opinion?
Further research/questions:
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STUDENT HANDOUT
Source C
Figure 4: Chained Aboriginal prisoners wearing riji (carved pearl shell) as they stand in the
mangroves of Broome, c. 1910.
Origin?
•
Where does the source come from?
•
What’s it made with or from?
•
Who created it?
•
From which region or location did it
originate?
Purpose?
•
Why was it made? Who was it made for?
•
What reactions/responses might it have aimed to achieve?
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STUDENT HANDOUT
Context?
•
What clues are there about the location represented in this source?
•
What time of the day, week, year, decade or century did it come from?
•
What was happening at the time the source was made?
•
What do you think the source creator/s felt about the topic represented? What evidence is there
to support your opinion?
Further research/questions:
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STUDENT HANDOUT
Identify other evidence
While sources A, B and C support the fact that slavery existed on the continent now known as 'Australia',
understanding or inferring the origin, purpose and context of the sources help us gather further
evidence through research.
Source A indicates that not only did slavery exist, but also that Aboriginal Peoples were enslaved and
others lost their lives in the Black War. Source A also indicates that there was opposition to slavery, due
to the image being published in an anti-slavery publication.
Sources B and C provide solid evidence that the people in the photos existed and there are many signs
that point towards slavery and mistreatment.
Explore different sources
Beyond searching for secondary sources like articles about the people in the photos and the practices
of that time, what additional primary sources could support the fact that slavery existed on this
continent? What primary source material have you come across already? Discuss and take notes:
Slavery in our history
Working in groups of three, read your assigned sections of the SBS article, ‘10 things you should know
about slavery in Australia’, then discuss as a group what you learnt from reading your section.
Using the learning from and discussion of the article along with the evidence from sources A, B and C,
work as a group to conduct some further research (sources provided) to answer the questions.
rations: a limited or set amount of something (usually food) a person is allowed to have, such
as an amount of tea, flour or meat.
In the 1840s in South Australia, as Aboriginal people continued to be forced off their Country
by colonisers, the government gave out rations “with the aim of gaining some control over the
local Aboriginal population” (Foster 2000, p. 4). With such limited access to Country, Aboriginal
people were struggling more and more to find food and the government thought rations
would reduce the frequency with which First Nations people were forced to take colonists’
produce, sheep and other stock just to survive (Foster 2000).
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STUDENT HANDOUT
1. How’s the provision of rations to Aboriginal workers as 'payment' for their labour an indicator of
slavery?
2. How was the practice of ‘blackbirding’ used to build a workforce of slaves from island nations
including Vanuatu and the Solomon Islands?
3. What similarities and differences can be identified between the experiences of First Nations
people and South Sea Islander people in the context of slavery? Use the Venn diagram to map
your response:
Nations people
First
Differences
South Sea Islander
Differences
pe o
ple
Similarities
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STUDENT HANDOUT
4. Considering sources A, B and C, as well as any additional sources accessed above, which source
was the most informative and reliable? Explain your answer.
Evidence of colonial ideologies
As a class, discuss the following question:
What does the evidence of the enslavement of First Nations Peoples across Oceania tell us
about European colonial ideologies?
Brainstorm other evidence
As a class, discuss and write on the board, in dot points, your answers to the following:
•
What types of primary sources, and what evidence in those sources, you’ve worked with
supports the fact that slavery existed in Australia?
•
What other primary sources or evidence could be used to do the same?
•
Write your answers on the board.
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LESSON OVERVIEW
Lessons 7 & 8
Whose history?
The Wound
Our History
Why Me?
Our Cultures My Response
Our History
There are many stories that make up Australia’s shared history. It’s important to use resources that include
perspectives and voices of First Nations people, such as those contained in this resource.
Why Me?
What’s this got to do with me? What do I need to know to understand the issues?
Learning outcomes
Students will ...
•
build effective paraphrasing skills
•
consider the hidden histories and ideologies behind the dominant narrative of Australia’s past
•
understand the role First Nations people and non-European migrants have had in building the nation we now know as Australia.
AC alignment
AC9HH9K06: Investigating the experiences of a specific group of arrivals to Australia, such as convicts in Sydney, Hobart or Brisbane, or
free settlers in Melbourne, Adelaide, Perth or Darwin.
AC9HH9K06: Describing the impact of changes brought about by non-indigenous groups on First Nations Australians.
AC9HH9K06: Examining the experiences of non-Europeans in Australia prior to the 1900s, such as Japanese pearlers in Darwin,
Chinese people on the goldfields in Victoria and New South Wales, South Sea Islanders on sugar plantations in Queensland, and Afghan
cameleers in central Australia.
AC9HH9S01: Developing a range of questions about aspects of the past that require historical argument.
AC9HH9S01: Developing an inquiry question such as “What were the effects of the Industrial Revolution?” and refining it as further
factors are introduced into the research process.
AC9HH9S03: Identifying the context of a source, such as when and where it was produced, and whether it was at the same time as the
event being studied or after the event.
AC9HH9S03: Identifying literal and symbolic features of sources and explaining their purpose and inferences.
AC9HH9S03: Explaining the events, ideas and individuals represented in a visual source.
AC9HH9S04: Determining the extent to which the accuracy or purpose of a source affects its usefulness.
AC9HH9S06: Determining whether or not the information in one historical source can be verified by information in another historical
source.
Lesson materials
You’ll need:
•
a teacher copy of the Language and Terminology Guide to support explanation of appropriate terminology
•
a copy of the ‘Whose history?’ and ‘Recording history’ handouts for each student.
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LESSON OVERVIEW
?
Essential question
Prior to Federation, how have the everyday and working experiences of First Nations people and non-European
migrants shaped the nation?
Inquiry questions
What roles have First Nations Peoples and people of non-European heritage played in the making of the nation
we now know as Australia?
How have colonial ideologies affected the way our nation’s history is understood?
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L E S S O N S 7& 8
Before teaching
In this lesson, students explore the role that First Nations Peoples and non-European migrants have played in making the nation we now
know as Australia. Often, the dominant narrative of White Australia and the colonial ideologies regarding race, social hierarchies and
land ownership have led to many parts of Australian history being obscured.
Actively seek prior knowledge that your students may have and share any gaps in knowledge that you had before teaching this unit.
Gaps in knowledge are an additional indicator of the dominant narrative obscuring some parts of history.
Some of this content can be quite confronting, so proceed with caution and ensure the needs and vulnerabilities of students accessing
this lesson are kept in mind.
Activities
Historical stereotypes
Class discussion (5 mins)
As a class, create a brainstorm on the board of all the thoughts that come to mind in response to the simple prompt:
Australian history?
Read ‘Missing histories’ (5 mins)
Read the ‘Missing histories’ and ‘Towards a ‘White Australia’’ sections of the ‘Whose history?’ handout. Then answer this question:
Why are some people and parts of history left out of the most well-known national narrative?
Searching ‘Australia’s’ history (25 mins)
In groups of three or four, use a range of different sources to complete a basic search of Australian history.
Sources you could use include websites found in an online search, as well as relevant books and textbooks from the library. Some
of the A–Z encyclopedia sets that used to be common may be an interesting point of reference. Check out the entries about
Australian history.
Skim and scan the sources with the following discussion points in mind – take some notes as you go so you don’t forget what you
find:
•
When does Australian history ‘begin’ in the sources that appear first?
•
What language is used? Look out for outdated terms that aren’t used today, like aborigine.
•
How are Aboriginal and Torres Strait Islander people described? How much detail is used?
•
Are First Nations people referred to in past tense only?
•
Which individuals and groups are mentioned the most?
•
Who or what is seen in the images?
•
What’s been left out?
Activity resources
These resources might be useful to students in their research:
•
The Aussified documentary video, A Short History of the White Australia Policy (05:30)
•
ABC’s Tiny Oz clip, Broome: the tourist hot spot with a confronting past (03:05).
The Australians Together ‘Pride and pain’ timeline of our shared history also includes a selection of relevant articles
and video clips.
Skimming and scanning for information in a source is a teachable skill. For a breakdown of the process that students
could use, see ‘Skimming and scanning: teaching strategies for reading comprehension’ (919 words, 4-minute read),
from the Queensland Curriculum & Assessment Authority (QCAA).
To support discussion of appropriate terms when teaching about First Nations histories and cultures, take a look at the
Australians Together Language and Terminology Guide or the AIATSIS page on language use, ‘Australia’s First Peoples’
(1,153 words, 7-minute read). You may wish to share these resources with students and/or colleagues.
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L E S S O N S 7& 8
Research share and compare (5 mins)
As a class, go through the points for consideration to compare your research findings.
•
What were some common themes and topics?
•
Did anyone have significantly different results appear?
Consider the reasons behind this, such as differing attitudes of the time as well as internet algorithms and most viewed sites.
Recording history learning
As a class and then in pairs or groups, follow the instructions in the ‘Recording history’ handout’ to work with research, note
taking and creating original writing from sources.
Practise paraphrasing (40 mins)
As a class, read through the steps in the handout and work through the example provided.
In pairs or groups, select and read or view one of the three sources below.
Use steps 1 to 5 to paraphrase and summarise in your own words.
Then swap with a partner or group member to practise paraphrasing and avoid plagiarism by checking accuracy and suggesting
possible adjustments.
Activity resources
For more information and skimming strategies visit the RMIT page ‘Strategies for skimming and scanning’.
Resources for the handout activities are provided below.
Pairs
•
One student views the ABC News video, Victoria says Sorry to the Australian–Chinese Community (02:17).
•
One student reads the ‘Indentured labour’ webpage (365 words, 2-minute read) from the Broome Historical
Society and Museum.
Groups of three to five
Each student in the group reads and summarises a section or two of the ABC News article ‘Australia’s Afghan
cameleers’ forgotten history revived by their living relatives’ (1238 words total, 1- to 3-minute read each section). The
sections are listed here:
•
Introduction 162 words
•
An Afghan and Aboriginal history 231 words
•
Children at risk 163 words
•
Search for final resting place 377 words
•
Long history of the Australian mosque 305 words.
What’s in a name?
Discuss effects: generalisation (5 mins)
As a class, read the ‘What’s in a name?’ section of the handout then answer the following questions:
•
How do generalisations and the use of blanket terms affect people and the understanding of their communities?
•
How can we compare the generalisation of non-European migrants and First Nations people?
•
How have cultures and histories been erased and misunderstood through generalisations?
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STUDENT HANDOUT
Whose history?
Glossary
atrocities: shockingly cruel acts, usually involving atrocious physical violence.
biological warfare: the deliberate use of diseases and toxins in conflict, war or a terrorist attack.
colonisation: the act of one country invading and taking over another country and its population;
invading forces that colonise a country are called colonists or colonisers; the invaded country is called a
colony. The British began the colonisation of Australia in 1788.
civilised: the ‘improved’ state of a place or people in ways that are thought to be more advanced by the
controlling power.
culture: the ideas, customs and social behaviours of particular people or society, transmitted from one
generation to another.
dehumanising: making people seem less than human, incapable of special human qualities, such as
intelligence, independent thought and care for other people; denying people their dignity.
Federation: the process of the six British colonies – New South Wales, Victoria, Queensland, South
Australia, Western Australia and Tasmania – becoming a nation on 1 January 1901.
massacres: “the deliberate and unlawful killing of six or more undefended people in one operation”
(Ryan et al. 2022).
migration: the movement of people from one place or country to another. (Also applies to the seasonal
movement of animals from one part of the world to another.)
pseudoscience: a claim or system that has no basis in science, but its believers try to make it appear
scientific. It’s often the result of research based on incorrect data, ideas or hypotheses, or flawed
experiments.
treaty: a formal agreement between nation states or groups of people, usually over the ownership and
use of land or the rules of trade.
Historical stereotypes
Brainstorm: Australian history
On the white board brainstorm all the thoughts that come to mind in response to this topic.
As a class discuss:
Why are some people and parts of history left out of the most well-known national narrative?
Missing histories
European colonisation was a race for glory against other European powers; who could take the most
land and be the most successful and powerful? These goals were pursued with the ideologies of 'God,
gold and glory' in mind.
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STUDENT HANDOUT
God: the goal was to spread Christianity to the 'New World', which included converting and 'civilising'
Peoples across the world. Many First Nations Peoples of the world were seen as 'savages' or people
who needed to be 'saved'. Racist beliefs were often falsely presented as pseudoscience, for instance,
measurements of human skulls were used to prove white superiority, and health data was used to prove
First Nations people “were predisposed to disease and destined for extinction.” (Harvard Library 2023)
People of non-European heritage were seen more like animals than humans. According to colonists, First
Nations Peoples in Australia were inferior to the ‘white man’ and considered to be a 'dying race' (Nott
and Gliddon 1854).
Gold: European empires wanted to
gain control and have easy access to
the most valuable resources in the
world. These included silver in central
South America, ivory in many parts
of the African continent, and people
everywhere. Terra Australis Incognita,
the Latin term used by Europeans to
refer to the 'great unknown southern
continent', European colonisers were
drawn south due to the potential for rich
resources (National Library of Australia
2023).
Post European contact, colonisers
wanted access to gold, pearls and places
to build cities, ports, roads and railways,
as well as establishing European
Figure 5: Some ideas were presented as scientific fact, which
methods of agriculture. In many cases,
helped European powers justify the atrocities they committed
First Nations Peoples were exploited,
through colonisation
enslaved, forced off their land or lost
their lives through everything from violent massacres to the spread of diseases like smallpox, which was
sometimes deliberately used as a method of biological warfare (Thorpe et.al. 2021; Finzsch 2021).
Glory: the determination to spread Christianity while dehumanising First Nations Peoples using
pseudoscience meant that atrocities committed by colonisers were seen as 'justifiable'. The declaration
of this continent as terra nullius (land belonging to no-one) by the British dismissed more than 60,000
years of connection to Country and culture due to the European views of what was considered civilised
and what wasn't (Stanley 2019).
Did you know:
Terra nullius is a Latin term meaning ‘land belonging to no-one’. British colonisation and
subsequent Australian land laws were established on the claim that Australia was terra nullius,
justifying acquisition by British occupation without treaty or payment. This effectively denied
First Nations Peoples’ prior occupation of and connection to the land.
(Australians Together 2023, para 2)
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STUDENT HANDOUT
Towards a ‘White Australia’
The White Australia Policy (laws to restrict nonwhite migration) was officially established as
part of Federation in 1901. The racist ideologies
behind the policy, however, were at the core
of the establishment of Australia as a British
colony, meaning that both Indigenous Peoples
and non-white immigrants weren’t seen as
desirable members of the Australian population
(National Museum of Australia 2022c).
Those who didn't fit the 'white Australia'
image suffered in a range of ways. Although
many were seen as vital in building the nation,
particularly as low paid workers or unpaid
workers (slaves), they experienced many
restrictions (Melbourne Herald 1901).
Figure 6: Sheet music for ‘White Australia’
(Australia the White Man's Land), composed
by W. E. Naunton with words by Naunton
and H. J. W. Gyles, 1910
Is Australia still being colonised?
A continuing colonisation?
To what extent are colonial ideas still present in today's society?
Searching ‘Australia’s’ history
Using a range of sources, work in pairs to complete a basic search of Australian history. Take notice of
the first results you come across.
Consider the following questions:
•
When does Australian history 'begin' in the sources that appear first?
•
What language is used? Look out for outdated terms like aborigine.
•
How are Aboriginal and Torres Strait Islander people described? How much detail is used? Are
First Nations people referred to in past tense only?
•
Which individuals and groups are mentioned the most?
•
Who or what is seen in the images?
•
Who and what has been left out?
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STUDENT HANDOUT
Recording history
Glossary
derogatory: insulting, disrespectful; expressing a low opinion.
Muslims: people of the Islamic faith; Islam’s a monotheistic religion that recognises Allah as the only god
and follows the teaching of Allah’s prophet Muhammad as recorded in the Quran. The word Allah means
‘God’ and is used in Arabic to refer to God in any religion.
In your own words
It might be possible to use artificial intelligence (AI) to complete a task like this, but we’re left no smarter
or well-informed than before the AI was used. The knock-on effects of ignorance include making
incorrect decisions, not understanding why decisions are incorrect, inability to come up with or consider
alternatives, negative outcomes from decisions, and fear of what we don’t know. You can choose AI or
you can choose knowledge!
Practise paraphrasing
•
How do you use research and effectively communicate in your own words?
•
How do you avoid plagiarism?
While this can be easy if the subject is well known to you, it can be difficult, particularly if the subjects
are unfamiliar and your sources are complex.
Q.
What if a written text is really long? Do I have to read all of it?
A.
Generally speaking, you can scan or skim read a text to locate the key
ideas you're seeking and decide whether the source is useful. Skimming
a text is a time saver. For more information and skimming strategies visit
the RMIT page ‘Strategies for skimming and scanning’.
Step 1: Access the source and read, listen, watch or interact.
Step 2: Record your source's name and details. A web address is a helpful starting point.
Step 3: Record some basic notes based on the key concepts in a text or the information you’re seeking.
Jot down any unfamiliar terms and find definitions, translations or synonyms. Avoid any direct
quotes unless you plan to acknowledge them in your own writing.
Step 4: Have a go at writing in your own words. Use common sentence starters to help you out. If you're
more comfortable speaking, try that instead! Recording your thoughts and using speech to text
technology can be a great way to overcome this barrier.
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STUDENT HANDOUT
Step 5: Draft and edit your work. Read through it several times, out loud if you can. Does it sound right?
Have you included relevant vocabulary? Can anyone else have a read and make suggestions?
Step 6: Check for similarity to the original text. What changes could be made to avoid plagiarism?
Q.
How do you avoid similarity to the original text?
A.
It's helpful to use more than one source, as your notes about
multiple sources will allow you to combine your ideas and also allow
you a better understanding of the topic, which should make it easier
to speak or write about it. Effective academic writing and research
requires a wide range of sources to support your ideas.
Paraphrasing process example
See how each step of the paraphrasing process is followed below:
Step 1: Access the source
Warning: distressing content
Read the ‘Remembering massacres’ section of the Australian Museum webpage, also titled
'Remembering massacres’.
Step 2: Record source details (see notes)
Step 3: Record notes
Notes
Aus. Museum - 'Remembering Massacres'
https://australian.museum/learn/first-nations/unsettled/remembering-massacres/
Murder – method used by colonisers (police, gov., citizens) against First Nations Peoples
Why? Fight against Aboriginal Ppls. defending land, families etc.
Not random
Well planned
‘Dispersal’ – code word in official records for massacres and violence
Still remembered by First Nations communities
Step 4: Rewrite in own words
Violence and massacres were some of the main ways that the British colonisers used to fight
against First Nations Peoples who were defending themselves, their families and their land. The
attacks weren’t random, but were planned and deliberate, and they occurred across the continent.
In official documents, ‘dispersal’ was used as a code word for the massacres and violence that was
committed as a way to cover up the details. These horrific events are still remembered by First
Nations people today and the trauma they caused is passed down through generations.
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STUDENT HANDOUT
Step 5: Draft and edit your work – use the prompting questions here to assess the example
paraphrasing above.
•
Is it well written?
•
How could it be improved?
•
How could it be changed or edited?
•
Are there statements that might need more evidence?
Step 6: Compare to the source – check it against the source.
Is it too similar to the original source material, to what was written on the website?
Now it's your turn …
Select and read or view one of the three sources below.
Use steps 1 to 5 to paraphrase and summarise in your own words.
Then swap with a partner or group member to avoid plagiarism by checking accuracy and suggesting
possible adjustments.
Pairs
•
one student views the ABC News video, Victoria says Sorry to the Australian–Chinese
Community
•
one student reads the ‘Indentured labour’ webpage from the Broome Historical Society
and Museum.
Groups of three to five
Each student in the group reads and summarises a section or two of the ABC News article ‘Australia's
Afghan cameleers' forgotten history revived by their living relatives’.
•
Introduction – 162 words
•
An Afghan and Aboriginal history – 231 words
•
Children at risk – 163 words
•
Search for final resting place – 377 words
•
Long history of the Australian mosque – 305 words.
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STUDENT HANDOUT
What's in a name?
Read about generalisation
Many of the communities mentioned in this unit were (and still often are) named based on
generalisations and stereotypes.
The term Kanaka (derogatory) was used to describe South Sea Islander people who were ‘blackbirded’
from islands including the Solomon Islands, Vanuatu, Fiji and Papua New Guinea.
Pearl divers of mostly Asian origin were often referred to as 'Japanese'. While many did come from
Japan, divers also came from Malaysia, the Philippines, China and Timor. First Nations people and South
Sea Islander people were also involved in the pearling industry.
Cameleers (camel handlers and drivers) worked in the outback leading camel trains, which transported
supplies to outback towns, mines and private stations, and guided travellers. Known as 'Afghans' or
'Ghans', they were from a range of places including Afghanistan, Pakistan, India, Egypt and Turkey. The
majority were Muslims, but some followed other religions, including Sikhism.
Discuss effects
Answer the following questions:
•
How do generalisations and the use of blanket terms affect people and the understanding of
their communities?
•
How can we compare the generalisation of non-European migrants and First Nations people?
•
How have cultures and histories been erased and misunderstood through generalisations?
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LESSON OVERVIEW
Lessons 9–12
Whose history?
The Wound
Our History
Why Me?
Our Cultures My Response
Our History
There are many stories that make up Australia’s shared history. It’s important to use resources that include
perspectives and voices of First Nations people, such as those contained in this resource.
My Response
Help students critically and creatively process and demonstrate their learning on this topic by exploring
meaningful ways to respond. Ask students to come up with their own ideas about what they can do beyond
the classroom.
Learning outcomes
Students will ...
•
consider the connections between migrant and First Nations communities in Australia
•
develop and use research skills to select appropriate sources
•
use inference and evidence to analyse sources and draw conclusions.
AC alignment
AC9HH9K01: Identifying and describing the causes of the movement of peoples in the modern world.
AC9HH9K01: Identifying and describing the effects of the movements of peoples on colonised peoples, such as dispossession, disease,
and destruction of traditional society and culture.
AC9HH9K05: Examining the living and working conditions in Australia around 1900 and making comparisons between different settings
(for example, rural versus urban) using sources such as photographs, paintings, diaries and newspapers.
AC9HH9K06: Investigating the experiences of a specific group of arrivals to Australia, such as convicts in Sydney, Hobart or Brisbane, or
free settlers in Melbourne, Adelaide, Perth or Darwin.
AC9HH9K06: Describing the impact of changes brought about by non-indigenous groups on First Nations Australians.
AC9HH9K06: Examining the experiences of non-Europeans in Australia prior to the 1900s, such as Japanese pearlers in Darwin,
Chinese people on the goldfields in Victoria and New South Wales, South Sea Islanders on sugar plantations in Queensland, and Afghan
cameleers in central Australia.
AC9HH9S02: Locating historical sources from archives, museums and online collections.
AC9HH9S03: Identifying the context of a source, such as when and where it was produced, and whether it was at the same time as the
event being studied or after the event.
AC9HH9S03: Identifying literal and symbolic features of sources and explaining their purpose and inferences.
AC9HH9S03: Explaining the events, ideas and individuals represented in a visual source.
AC9HH9S04: Identifying that the reliability and usefulness of a source depends on the questions asked of it, such as an account having
a particular historical perspective and therefore being of use in revealing past prevailing attitudes.
AC9HH9S04: Determining the extent to which the accuracy or purpose of a source affects its usefulness.
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LESSON OVERVIEW
AC9HH9S06: Determining whether or not the information in one historical source can be verified by information in another historical
source.
AC9HH9S06: Comparing and contrasting the range of perspectives at the time surrounding a historical event, and consider voices that
may be absent from the sources such as those of women, men, children, ethnic groups, Indigenous peoples and minority groups.
AC9HH9S08: Developing an explanation, interpretation or argument using historical concepts and terms such as contested historical
interpretations
AC9HH9S08: Constructing a historical argument using selected evidence from sources to support an interpretation of the past; for
example, to affect the audience or justify an argument about a commemoration, settler societies or the Industrial Revolution.
Lesson materials
You’ll need:
•
a copy of the ‘Sharing history’ assessment task handout for each student
•
a copy of the ‘Chinese miners in pre-Federation Australia’ example source analysis for each student, or present to students
digitally.
?
Essential question
Prior to Federation, how have the everyday and working experiences of First Nations people and non-European
migrants shaped the nation?
Inquiry questions
How do we search for and analyse appropriate, reliable sources?
How did non-European communities connect with and influence First Nations communities in Australia?
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L E S S O N S 9–12
Before teaching
The source analysis task in this lesson is designed for summative assessment but could instead be used as a formative class task. It can
be adapted to suit your content and students’ needs. An exemplar about the Chinese gold rush experience is provided for guidance, in
the form of an infographic, but the task could easily be presented in written, multi-modal or spoken formats.
Encourage your students to record their sources, including website URLs, so they can easily create a reference list based on you or
your school’s preferred referencing style. You may be able to have students learn referencing from your school librarian if you’re lucky
enough to have one. Or you could direct students to Melbourne’s Victoria University referencing guide – a link is provided in ‘Activity
resources’.
Activities
Sharing history
Sources analysis task
To complete this task, select one of the following topics:
•
Afghan cameleers (Australia’s first mosque was built in Marree circa 1862)
•
South Sea Islander people (British colonists brought people in from outside the mainland to work for little to no pay)
OR
Then select one primary and one secondary source relating to your chosen topic from the sources provided. You can find
primary sources within the secondary sources.
Use the checklist in the ‘Sharing history’ assessment task handout and the ‘Chinese miners in pre-Federation Australia’ example
source analysis handout to complete your own sources analysis. Be sure to make connections to the experiences of First Nations
Peoples.
Activity resources
Students can build their in-text referencing skills as a part of this learning. Victoria University’s guide has examples that
could be shared with students: Harvard Referencing: Sample In-Text References.
This video of a source analysis exemplar, Presentation Exemplar for Year 9 Humanities (02:50), could be shown to
students. It follows a similar structure to this task but covers the Palawa/Tasmanian experience. It’s created by teacher
and unit writer Stevie Picton and is available on YouTube.
The following sources on the two topics, Afghan cameleers and South Sea Islander people, can be provided to
students. Please note that primary sources can be found within the secondary sources.
Afghan cameleers
•
ABC News article, ‘Australia’s Afghan cameleers’ forgotten history revived by their living relatives‘ (1,263 words,
7-minute read) ·
•
YouTube video, Afghan Cameleers from Pakistan? TikTok by Aslanpahari (02:45)
•
SBS Dari news article, ‘Meet the fourth generation of a Baluch Afghan cameleer’ (850 words, 5-minute read)
•
The audio documentary, ‘Kings of the desert’ (25:57), is part of the 2019 Community Broadcasting Association of
Australia’s National Features & Documentary Series. It includes a written explanation from the producer, Saad
Kahlid (1,130 words, 7-minute read)
•
Australian Dictionary of Biography entries for Cameleers:
º
Mullah Abdullah
º
Mahomet Allum
º
Dervish Bejah
º
Faiz Mahomet
º
Abdul Wade.
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L E S S O N S 9–12
South Sea Islander people
•
‘Bittersweet journey’ (165 words, 1-minute read) is a collection of primary source images, a part of the Australian
South Sea Islanders exhibition by the State Library of Queensland (SLQ)
•
‘The written truth’ (158 words, 1-minute read) is a collection of primary source images, part of the same SLQ
exhibition
•
South Sea Islanders Slavery TikTok (03:03) is an informative video, available on YouTube
•
‘Buderim Indigenous and South Sea Islander memory map’, on the Buderim website, holds information and
primary sources
•
The Clothing the Gaps website has a collation of resources students could use – ‘Blackbirding: resources on
Australia’s slave trade’ – including:
•
º
ABC article, ‘Blackbirding: Australia’s history of luring, tricking and kidnapping Pacific Islanders’ (1,152
words, 9-minute read)
º
ABC video, Blackbirding descendants fight for Australian South Sea Islander recognition (06:22)
º
Australian National Maritime Museum article and primary sources, ‘Blackbirding: Australia’s slave trade?’
(680 words, 4-minute read)
In Mal and Geoffrey Meninga (08:20), a video from the State Library of Queensland, the brothers describe their
South Sea Islander family histories. This resource would be particularly good to engage students who are rugby
league fans, as Mal Meninga is known as one of the legends of the game.
Resources for further learning
The following resources may be helpful in your own professional development or to help further guide your
students in this learning.
The webpage, ‘Australian South Sea Islanders: a century of race discrimination under Australian law (2003)’ (4,000
words approx., 16-minute read for teachers) on the Australian Human Rights Commission website is a useful guide
to the significance and severity of human rights breaches against South Sea Islanders.
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A S S E S S M E N T TA S K
Sharing history
Source analysis task
Select one of the following topics:
•
Afghan cameleers (Australia’s first mosque was built in Marree in circa 1862)
•
South Sea Islanders (British colonisers brought people in from outside the mainland to work for
little to no pay).
OR
Select one primary and one secondary source relating to your chosen topic.
Checklist
After accessing the example source analysis for guidance, use the checklist to complete your source
analysis:
Title for your chosen topic
Basic 5Ws (who, what, when, where, why) of your chosen topic
Description of your primary source
•
Where does it come from?
•
Who created it?
Analysis of your primary source
•
What facts does it share?
•
What can you infer from it?
•
What evidence is provided?
Description of your secondary source
•
Where does it come from?
•
Who created it?
Analysis of your secondary source
•
What facts does it share?
•
What can you infer from it?
•
What evidence is provided?
Description of the People group’s connection with First Nations Peoples
•
Include any similarities in experiences and any relationships that existed.
Reference list to identify your sources.
•
Be sure to include in-text references as well.
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E X A M P L E S O U R C E A N A LY S I S
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E X A M P L E S O U R C E A N A LY S I S
References
Cahir F (2012) Black Gold (pp. 28–29), ANU Press, accessed 19 September 2023.
Gunny sack with gold ore, Freepic.com
Museums Victoria (2017) Many Roads: stories of the Chinese on the goldfields [screenshot of video
image], Victoria Collections, accessed 19 September 2023, © Copyright of Wind & Sky Productions.
Reproduced with permission.
Phil May (1886) The Mongolian Octopus: his grip on Australia 1886 [drawing], The Dictionary of Sydney,
State Library of NSW, accessed 19 September 2023.
State Library of NSW (2018) Eureka! The rush for gold: Minority miners, State Library of NSW, accessed
19 September 2023.
State Library of Victoria (c. 1800–1920) Album of photographs, postcards and clippings, State Library of
Victoria, accessed 19 September 2023.
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UNIT OVERVIEW
Shaping a diverse nation
Y9 HISTORY
References
AIATSIS (2022) Australia’s First Peoples, AIATSIS website, accessed 14 September 2023.
Australians Together (2023) Mabo and native title, Australians Together website, accessed 14 September 2023.
Blair S and Hall N (2022) ‘Travelling the ‘Malay Road’: recognising the heritage significance of the Macassan maritime trade route’,
Macassan history and heritage, Australian National University website, accessed 14 September 2023.
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Image acknowledgments
Cover image: North East Island, off Groote Eyelandt, Xavier Hoenner/Shutterstock.com
Figure 1: A rock art site in the south-east of Groote Eylandt (n.d.) A rock art site in the south-east of Groote Eylandt depicting
a Makassan prau [rock painting], ABC News website, accessed 14 September 2023. Reproduced with permission from the
Anindilyakwa Land Council.
Figure 2: British Anti-Slavery Reporter (1891) A ‘Slave map of modern Australia’ printed in the British Anti-Slavery Reporter’ [map
drawing], The Conversation, accessed 14 September 2023.
Figure 3: State Library of Queensland (1890) A group of Australian South Sea Islander women labourers on a sugar cane plantation
near Cairns, Queensland, c. 1890 [photograph], State Library of Queensland, accessed 14 September 2023. Reproduced with
permission.
Figure 4: Chained Aboriginal prisoners (1910) Chained Aboriginal prisoners wearing riji (carved pearl shell) as they stand in the
mangroves of Broome, c. 1910 [photograph], Freney Collection, accessed 14 September 2023. Reproduced with permission from
courtesy of the Broome Historical Society.
S H A P I N G A D I V E R S E N AT I O N © C o n c i l i a L t d t r a d i n g a s A u s t r a l i a n s To g e t h e r 2 0 2 3
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Figure 5: Nott, JC and Gladdon GR (1854) ‘Some ideas were presented as scientific fact, which helped European powers justify the
atrocities they committed through colonisation’ [drawings], in Types of mankind: or, Ethnological researches, based upon the ancient
monuments, paintings, sculptures, and crania of races, and upon their natural, geographical, philological and Biblical history (457–458),
Lippincott, Grambo & Company, accessed 14 September 2023. Reproduced with permission.
Figure 6: Naunton WE and Gyles HJW (1910) Sheet music for ‘White Australia’ [Front cover page of sheet music], Museums Victoria
collections, accessed 14 September 2023. Reproduced with permission.
Yolgnu sea Country, photograph by Peter Bergmeier, © Concilia Ltd. Reproduced with permission.
Bright red sea cucumber/trepang, e2dan/Shutterstock.com
First published in 2023 by Concilia Ltd trading as Australians Together, Adelaide, South Australia.
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