Australia in the
20th Century:
Working historically
Teacher support
-
Programming for Stage 5 History
-
Sample teaching program
Available at www.macmillan.com.au
Mark Anderson
Paul Ashton
ISBN: 0 7329 9271 0
Australia in the 20th Century Teaching Program
Page 2
Programming Stage 5 History Australia in the 20th Century: Working historically
Teachers can use Australia in the 20th Century: Working historically to cover the mandatory syllabus requirements in two ways:
chronologically or thematically. The scope and sequence for each of these approaches is shown below. It is assumed that mandatory Stage 5
History is taught for an average of 12 hours each term over 8 terms or 4 semesters. The site study can be integrated into any of the topics or
themes.
Approach 1: Chronological
Chapter / Topic
Year 9
Term 1
Term 2
Term 3
Year 10
Term 4
Term 1
Term 2
Term 3
Chapter 1
Australia to 1914
1.1 What was life like in Australia at the turn of the century?
 How did people live in Australia around the turn of the century? Page 4
 Working conditions in Australia around the turn of the century. Page 9
 Social legislation 1901 – 1914. Page 14
1.2 How and why did Federation occur?
 The reasons for Federation. Page 23
 The Australian Constitution. Page 31
1.3 What were the voting rights of various groups in Australia at
Federation?
 The composition of the Australian population at Federation. Page 34
 Voting rights of different groups in Australia at Federation. Page 35
 Women and the vote. Page 36
1.4 How and why was the Immigration Restriction Act 1901 introduced?
 The origins and implementation of the Immigration Restriction Act. Page
38
 Australia’s view of Indigenous and Asian peoples. Page 41
Chapter 2
Australia and World War I
2.1 Why did Australia become involved in World War I?
 Australia as a member of the British Empire. Page 46
 Australia’s regional context. Page 47
 Australia’s involvement in World War I. Page 49
 Why did individual Australians become involved? Page 52
 Where did Australians fight during World War I? Page 55
2.2 What were the experiences of Australians in the Gallipoli campaign?
 Background to the Gallipoli campaign. Page 60
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Term 4
Australia in the 20th Century Teaching Program
Page 3
Chapter / Topic
Year 9
Term 1
Term 2
Term 3
Year 10
Term 4
Term 1
Term 2
Term 3
2.2 (continued)
 The campaign begins. Page 62
 The Gallipoli campaign: May to July. Page 66
 The Gallipoli campaign: August to December. Go to
www.macmillan.com.au
 Gallipoli virtual site study. Go to www.macmillan.com.au
2.3 How and why was the Anzac legend created?
 Source-based inquiry. Pages 72 - 76
2.4 What was the impact of World War I on the Australian homefront
1914-1918?
 How and why the conscription debate divided Australian society. Page
78
 What were the experiences of women during World War I? Page 86
 What were the experiences of Indigenous peoples during World War I?
Page 89
 What were the experiences of people of German descent during World
War I? Page 91
Chapter 3
Australia between the Wars
At least ONE study to be chosen from EACH of Sections A, B, C and D in
EITHER the 1920s AND/OR the 1930s
3.1 What were the differing experiences of various groups during the
interwar period?
Section A
 Returned soldiers. Page 97
 Women: The modern girl. Page 103
 The unemployed. Page 104
 The wealthy. Page 107
 Stolen children. Page 107
3.2 What was the contribution and significance of at least one Australian,
one important event and one political development during the interwar
period?
Section B
 Individuals in the 1920s: Dame Nellie Melba. Page 110
 Individuals in the 1920s: Rev John Flynn. Page 112
 Working historically: Researching Charles Kingsford Smith. Page 112
 Individuals in the 1930s: Sir Donald Bradman. Page 122
 Individuals in the 1930s: Margaret Preston. Page 124
 Working historically: Researching Sir Isaac Isaacs. Page 126
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Term 4
Australia in the 20th Century Teaching Program
Page 4
Chapter / Topic
Year 9
Term 1
Term 2
Term 3
Year 10
Term 4
Term 1
Term 2
Term 3
3.2 (continued)
Section C
 Events of the 1920s: The construction of Canberra. Page 113
 Events of the 1920s: The Coniston massacre. Page 113
 Working historically: Researching the introduction of ‘talkies’. Page 114
 Events of the 1930s: The death of Phar Lap. Page 127
 Events of the 1930s: The opening of the Sydney Harbour Bridge. Page
129
 Events of the 1930s: The Aboriginal Day of Mourning. Page 132
Section D
 Political developments of the 1920s: Compulsory and preferential voting.
Page 115
 Political developments of the 1920s: Founding of the Country Party.
Page 117
 Political developments of the 1920s: The growth of unionism and the
ACTU. Page 120
 Political developments of the 1930s: The dismissal of Jack Lang. Page
137
 Political developments of the 1930s: Responses of governments to the
Great Depression. Page 140
Chapter 4
Australia and World War II
4.1 Why was Australia involved in World War II?
 Background to World War II. Page 148
 Where did Australians fight in World War II? Page 151
4.2 What were some of the experiences of Australians as a result of their
involvement in the war?
 The Rats of Tobruk. Page 153
 Prisoners of war. Page 155
 The Kokoda campaign. Go to www.macmillan.com.au
 Australian nurses serving in the war. Page 160
4.3 What was the impact of the war on Australian civilians?
 The bombing of Darwin. Page 164
 The Japanese submarine attacks on Sydney. Page 166
 The internment of ‘enemy aliens’. Page 168
 What wartime government controls were imposed on civilians during
WWII? Page 170
 Conscription. Page 175
 Censorship. Page 179
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Term 4
Australia in the 20th Century Teaching Program
Page 5
Chapter / Topic
Year 9
Term 1
Term 2
Term 3
Year 10
Term 4
Term 1
Term 2
Term 3
4.3 (continued)
 The changing roles of Australian women in World War II. Page 183
4.4 How did Australia’s relationship with Britain and the USA change
during World War II?
 Australia looks to America. Page 187
Chapter 5
Australia in the Vietnam War Era
5.1 How and why did the Australian government respond to the threat of
communism after World War II?
 Communism, capitalism and the Cold War. Page 192
 The Korean War. Page 194
 The ANZUS Treaty. Page 196
 SEATO. Page 198
 The response to communism within Australia: attempts to ban the
Communist Party. Page 199
 The Petrov Affair. Page 204
5.2 Why did Australians become involved in the Vietnam War?
 Why Australia became involved in the Vietnam War. Page 208
5.3 How did various groups respond to Australia’s involvement in the
Vietnam War?
 How various groups responded. Page 213
 The end of involvement. Page 217
5.4 What was the impact of the war on Australia and neighbouring
countries?
 Vietnam veterans. Page 219
 Indochinese refugees. Page 222
 Australian culture. Page 224
 Australia’s relations with Asia. Page 226
Chapter 6
Changing Rights and Freedoms
6.1 is compulsory AND choose either 6.2 (migrants) OR 6.3 (women)
6.1 How have the rights and freedoms of Aboriginal peoples in Australia
changed during the post-war period?
 Change over time: The paternalistic view. Page 232
 Group: The stolen generations. Page 244
 Events/issues: The 1967 referendum. Page 246
 Land rights and native title. Page 248
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Term 4
Australia in the 20th Century Teaching Program
Page 6
Chapter / Topic
Year 9
Term 1
Term 2
Term 3
Year 10
Term 4
Term 1
Term 2
Term 3
6.2 How have the rights and freedoms of migrants in Australia changed
during the post-war period?
 Change over time: Changing patterns of migration. Page 256
 Group: A post-World War II migrant group–Indians. Page 258
 Group: Enemy aliens in World War I. Page 260
 Events/issues: The Snowy Mountains Scheme. Page 263
6.3 How have the rights and freedoms of women in Australia changed
during the post-war period?
 Change over time: Achievements of the Women’s Liberation movement.
Page 270
 Group: Women in the Great Depression. Page 271
 Group: Women’s liberation post-World War II. Page 272
 Events/ issues: Women’s suffrage. Page 275
 Events/ issues: Women in parliament. Page 277
 Events/ issues: Equal pay for women. Page 279
Chapter 7
People Power and Politics in the Post-war Period
7.1 What role has Australia played in international affairs in the postwar period?
 Australia as a global citizen. Page 285
 Australia’s role within the UN in East Timor. Page 289
 What was the purpose of Australia’s regional agreements? Page 293
7.2 What have been some of the important political developments in
post-war Australian history?
Select one Prime Minister from:
 Robert Gordon Menzies. Page 299
 Joseph ‘Ben’ Chifley. Page 301
 Holt, Gorton, McMahon and Whitlam. Page 307
 Malcolm Fraser. Page 312
 Bob Hawke. Page 314
 Paul Keating. Page 316
 John Howard. Page 317
7.3 How have significant individuals and groups exercised their
democratic rights in the post-war period?
Select one from:
 The Freedom Ride. Page 319
 Working historically: Researching Women’s liberation and Germaine
Greer. Page 322
 Working historically: Researching Green Bans and Jack Mundey
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Term 4
Australia in the 20th Century Teaching Program
Page 7
Chapter / Topic
Year 9
Term 1
Term 2
Term 3
Year 10
Term 4
Term 1
Term 2
Term 3
7.3 (continued)
 The Whitlam dismissal. Page 323
 ICT: Green politics and Bob Brown. Page 328
 Republicanism. Page 328
 ICT: One Nation and Pauline Hanson. Page 337
Chapter 8
Australia’s Social and Cultural History in the Post-war World
8.1 What have been the major social and cultural features of a post-war
decade–changing technology?
 Housing. Page 340
 Home appliances. Page 350
 Entertainment. Page 351
 Transport. Page 353
 Communications. Page 355
8.2 What have been the major social and cultural features of a post-war
decade–the 1960s?
 The ‘swinging sixties’. Page 356
 Fashion. Page 357
 Music. Page 359
 Entertainment. Page 362
 Sport. Page 366
 American influences on popular culture. Page 367
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Term 4
Australia in the 20th Century Teaching Program
Page 8
Approach 2: Thematic
Year 9
Semester 1
Theme
Social and
Cultural
History
Chapter 1
1.1 What
was life like
in Australia
at the turn of
the century?
Page 4
Chapter 2
2.4 What
was the
impact of
World War I
on the
Australian
homefront
1914-1918?
Experiences
of women
Page 86
2.3 How and
why was the
Anzac
legend
created?
Page 72
Year 9
Semester 2
Changing
Rights and
Freedoms
1.3 What
were the
voting rights
of various
groups in
Australia at
Federation?
Page 34
2.4 What
was the
impact of
World War I
on the
Australian
homefront
1914-1918?
Experiences
of people of
German
descent
Page 91
Chapter 3
3.1 What were
the differing
experiences of
various groups
during the
interwar period?
Page 96
Chapter 4
4.2 What
were some
of the
experiences
of
Australians
as a result of
their
involvement
in the war?
Changing
roles of
women
Page 183
Chapter 5
5.3 How did
various
groups
respond to
Australia’s
involvement
in the
Vietnam
War?
Page 213
4.3 What
was the
impact of
the war on
Australian
civilians?
Internment
of enemy
aliens
Page 168
5.1 How and
why did the
Australian
government
respond to
the threat of
communism
after World
War II?
Page 192
Chapter 6
Chapter 7
5.4 What
was the
impact of the
war on
Australia
and
neighbouring
countries?
Page 219
Chapter 8
8.1 What
have been
the major
social and
cultural
features of a
post-war
decade–
changing
technology?
Page 340
8.2 What
have been
the major
social and
cultural
features of a
post-war
decade–the
1960s?
Page 356
6.1 How
have the
rights and
freedoms of
Aboriginal
peoples in
Australia
changed
during the
post-war
period?
6.2 Migrants
Page 256
7.3 How
have
significant
individuals
and groups
exercised
their
democratic
rights in the
post-war
period?
Page 318
6.3 Women
Page 269
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Year 10
Semester 1
Year 10
Semester 2
Theme
Australia’s
International
Relationships
Australia’s
Political
Developments
Chapter 1
1.4 How and
why was the
Immigration
Restriction
Act 1901
introduced?
Page 38
1.2 How and
why did
Federation
occur?
Page 23
Chapter 2
2.1 Why did
Australia
become
involved in
World War
I?
Page 46
2.4 What
was the
impact of
World War I
on the
Australian
homefront
1914-1918?
The
conscription
debate
Page 78
Page 9
Chapter 3
3.2 What was the
contribution and
significance of at
least one
Australian, one
important event
and one political
development
during the
interwar period?
Compulsory and
preferential
voting
Page 115
Founding of the
Country Party.
Page 117
The dismissal of
Jack Lang. Page
137
Chapter 4
4.1 Why was
Australia
involved in
World War
II?
Page 148
4.4 How did
Australia’s
relationship
with Britain
and the USA
change
during
World War
II?
Page 187
4.3 What
was the
impact of
the war on
Australian
civilians?
Wartime
government
controls
Page 170
Chapter 5
5.2 Why did
Australians
become
involved in
the Vietnam
War?
Page 208
5.4 What
was the
impact of the
war on
Australia
and
neighbouring
countries?
Page 219
5.1 How and
why did the
Australian
government
respond to
the threat of
communism
after World
War II?
Referendum
to ban
Communism
Page 199
Chapter 6
Chapter 7
7.1 What role
has Australia
played in
international
affairs in the
post-war
period?
Page 284
7.2 What
have been
some of the
important
political
developments
in post-war
Australian
history?
Page 299
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Chapter 8
Australia in the 20th Century Teaching Program
Page 10
Sample Program based on Australia in the 20th Century: Working historically
Topic: Australia to 1914
Students learn about:
• how people lived in Australia around the
turn of the century
• working conditions in Australia around
the turn of the century
• the reasons for Federation
• the Australian Constitution
• voting rights of different groups in
Australia at Federation
• the composition of Australia’s population
at Federation
• the origins and implementation of the
Immigration Restriction Act 1901
• social legislation 1901–1914, including
– Harvester Judgement: basic wage
– invalid and old-age pension schemes
– maternity allowance scheme
Students learn to:
Australia in the 20th Century: Working historically references
• use primary sources to describe
features of lifestyle of a variety of
social groups
• identify the working conditions of
men, women and children
• explain the arguments for and against
Federation
• describe the main features of the
Australian Constitution
• identify the voting rights of
Aboriginal peoples, women and other
groups at Federation
• identify the ethnic composition of
Australia at Federation
• outline the reasons for the
introduction of the Immigration
Restriction Act 1901
• explain how the Immigration
Restriction Act 1901 was used to
restrict immigration
• outline the major social legislation of
the new Federal Government that
affected living and working conditions
in Australia
1.1 What was life like in Australia at the turn of the century?
 How did people live in Australia around the turn of the century? Page 4
 Working conditions in Australia around the turn of the century. Page 9
 Social legislation 1901 – 1914. Page 14
1.2 How and why did Federation occur?
 The reasons for Federation. Page 23
 The Australian Constitution. Page 31
1.3 What were the voting rights of various groups in Australia at Federation?
 The composition of the Australian population at Federation. Page 34
 Voting rights of different groups in Australia at Federation. Page 35
 Women and the vote. Page 36
1.4 How and why was the Immigration Restriction Act 1901 introduced?
 The origins and implementation of the Immigration Restriction Act. Page 38
 Australia’s view of Indigenous and Asian peoples. Page 41
Focus outcomes:
Working historically and ICT skills integrated into this topic:
A student:
5.1 explains social, political and cultural developments and events and evaluates their
impact on Australian life
5.3 explains the changing rights and freedoms of Aboriginal peoples and other
groups in Australia
5.5 identifies, comprehends and evaluates historical sources
5.8 locates, selects and organises relevant historical information from a number of
sources, including ICT, to undertake historical inquiry
5.9 uses historical terms and concepts in appropriate contexts
• identify different types of sources
• comprehend and use historical sources
• use historical language, terms and concepts appropriately to engage in historical
inquiry
• locate, select and organise historical information from a variety of sources
• select the appropriate form of communication for specific purposes.
• comprehend and use historical sources, including a website
• locate, select and organise historical information from a variety of sources,
including ICT
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Topic: Australia and World War I
Students learn about:
Students learn to:
• Australia as a member of the British
Empire and Australia’s regional context
• Australia’s involvement in World War I
• the Gallipoli campaign
• the creation of the Anzac Legend
• the conscription issue in WWI
• the experiences of ONE of the following
during World War I in Australia:
– persons of German descent
– women
– indigenous peoples
• Australia’s commemoration of World
War I
• describe Australia’s relationship with
Britain in 1914
• explain the reasons for Australia’s
involvement in World War I
• identify the places where Australians
fought in World War I
• describe the experiences of
Australians in the Gallipoli campaign
using a variety of sources, including a
database or website
• explain how and why the Anzac
Legend was created
• explain how and why the
conscription debate divided Australian
society
• describe the experiences of a
particular group during World War I in
Australia
• outline the ways that Australia has
commemorated World War I over time
Page 11
Australia in the 20th Century: Working historically references
2.1 Why did Australia become involved in World War I?
 Australia as a member of the British Empire. Page 46
 Australia’s regional context. Page 47
 Australia’s involvement in World War I. Page 49
 Why did individual Australians become involved? Page 52
 Where did Australians fight during World War I? Page 55
2.2 What were the experiences of Australians in the Gallipoli campaign?
 Background to the Gallipoli campaign. Page 60
 The campaign begins. Page 62
 The Gallipoli campaign: May to July. Page 66
 The Gallipoli campaign: August to December. Go to www.macmillan.com.au
 Gallipoli virtual site study. Go to www.macmillan.com.au
2.3 How and why was the Anzac legend created?
 Source-based inquiry. Pages 72 - 76
2.4 What was the impact of World War I on the Australian homefront 1914-1918?
 How and why the conscription debate divided Australian society. Page 78
 What were the experiences of women during World War I? Page 86
 What were the experiences of Indigenous peoples during World War I? Page 89
 What were the experiences of people of German descent during World War I?
Page 91
Focus outcomes:
Working historically and ICT skills integrated into this topic:
A student:
5.2 assesses the impact of international events and relationships on Australia’s
history
5.4 sequences major historical events to show an understanding of continuity, change
and causation
5.5 identifies, comprehends and evaluates historical sources
5.6 uses sources appropriately in an historical inquiry
5.7 explains different contexts, perspectives and interpretations of the past
5.10 selects and uses appropriate oral, written and other forms, including ICT, to
communicate effectively about the past for different audiences
• sequence events within the time period
• identify perspectives of different individuals and groups
• interpret history within the context of the actions, values, attitudes and motives of
people from the past
• identify, comprehend and use historical sources as part of an historical inquiry
• select and use appropriate text forms to communicate effectively about the past
• identify, comprehend and use historical sources, including a database/website, as
part of a historical inquiry
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Topic: Australia between the Wars – the 1920s
Students learn about:
Students learn to:
1920s
Section A: Group
• the varying experiences of
at least ONE of the
following:
– returned soldiers
– women
– workers
Section B: Individual
• the contribution and
significance of at least ONE
significant individual from
the 1920s eg:
– Rev John Flynn
– Dame Nellie Melba
– Sir Charles Kingsford
Smith
Section C: Event
• the significance of at least
ONE important event eg:
– construction of
Canberra
– the Conniston massacre
– introduction of ‘talkies’
Section D: Political Development
• the significance of ONE of
the following for Australia’s political
development:
– compulsory and preferential voting
– founding of the Country Party
– growth of unionism and
establishment of ACTU
• describe the experiences of
the chosen group/s
• outline the achievements of
the chosen individual
• explain the contribution and
significance of the chosen
individual to Australian history
• outline the main features and/or
developments of the chosen event
• explain the significance of
the event to Australian history
• outline the main developments and/or
features of the chosen study
• assess the significance of the
chosen study to Australia’s political
development
Page 12
Australia in the 20th Century: Working historically references
At least ONE study to be chosen from EACH of Sections A, B, C and D in EITHER
the 1920s AND/OR the 1930s
3.1 What were the differing experiences of various groups during the interwar
period?
Section A
 Returned soldiers. Page 97
 Women: The modern girl. Page 103
3.2 What was the contribution and significance of at least one Australian, one
important event and one political development during the interwar period?
Section B

Individuals in the 1920s: Dame Nellie Melba. Page 110

Individuals in the 1920s: Rev John Flynn. Page 112

Working historically: Researching Charles Kingsford Smith. Page 112
Section C

Events of the 1920s: The construction of Canberra. Page 113

Events of the 1920s: The Coniston massacre. Page 113

Working historically: Researching the introduction of ‘talkies’. Page 114
Section D



Political developments of the 1920s: Compulsory and preferential voting. Page 115
Political developments of the 1920s: Founding of the Country Party. Page 117
Political developments of the 1920s: The growth of unionism and the ACTU. Page 120
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Page 13
Focus outcomes:
Working historically and ICT skills integrated into this topic:
A student:
5.1 explains social, political and cultural developments and events and evaluates their
impact on Australian life
5.4 sequences major historical events to show an understanding of continuity, change
and causation
5.5 identifies, comprehends and evaluates historical sources
5.6 uses sources appropriately in an historical inquiry
5.7 explains different contexts, perspectives and interpretations of the past
5.8 locates, selects and organises relevant historical information from a number of
sources, including ICT, to undertake historical inquiry
• sequence events within the time period
• identify, comprehend and evaluate a range of sources
• identify perspectives of different individuals or groups
• plan historical research to suit the purpose of an inquiry
• select appropriate forms of communication for specific purposes.
• identify, comprehend and evaluate a range of sources, including ICT
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Topic: Australia between the Wars – the 1930s
Students learn about:
Students learn to:
1930s
Section A: Group
• the varying experiences of at least ONE
of the following:
– the unemployed
– the wealthy
– stolen children
Section B: Individual
• the contribution and
significance of at least ONE individual
from the 1930s eg:
– Sir Donald Bradman
– Margaret Preston
– Nancy Walton
– Roy Rene
– Sir Isaac Isaacs
Section C: Event
• the significance of at least ONE
important event eg:
– the death of Phar Lap
– opening of Sydney Harbour Bridge
– the Aboriginal Day of Mourning
Section D: Political development
• the significance of ONE of the following
for Australia’s political development:
– dismissal of Jack Lang
– the responses of governments to the
Great Depression
• describe the experiences of
the chosen group/s
• outline the achievements of
the chosen individual
• explain the contribution and
significance of the chosen
individual to Australian history
• outline the main features and/or
developments of the chosen event
• explain the significance of
the event to Australian history
• outline the main developments and/or
features of the chosen study
• assess the significance of the
chosen study to Australia’s political
development
Page 14
Australia in the 20th Century: Working historically references
At least ONE study to be chosen from EACH of Sections A, B, C and D in EITHER
the 1920s AND/OR the 1930s
3.1 What were the differing experiences of various groups during the interwar
period?
Section A
 The unemployed. Page 104
 The wealthy. Page 107
 Stolen children. Page 107
3.2 What was the contribution and significance of at least one Australian, one
important event and one political development during the interwar period?
Section B



Individuals in the 1930s: Sir Donald Bradman. Page 122
Individuals in the 1930s: Margaret Preston. Page 124
Working historically: Researching Sir Isaac Isaacs. Page 126
Section C



Events of the 1930s: The death of Phar Lap. Page 127
Events of the 1930s: The opening of the Sydney Harbour Bridge. Page 129
Events of the 1930s: The Aboriginal Day of Mourning. Page 132
Section D
 Political developments of the 1930s: The dismissal of Jack Lang. Page 137
 Political developments of the 1930s: Responses of governments to the Great Depression.
Page 140
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Page 15
Focus outcomes:
Working historically and ICT skills integrated into this topic:
A student:
5.1 explains social, political and cultural developments and events and evaluates their
impact on Australian life
5.4 sequences major historical events to show an understanding of continuity, change
and causation
5.5 identifies, comprehends and evaluates historical sources
5.6 uses sources appropriately in an historical inquiry
5.7 explains different contexts, perspectives and interpretations of the past
5.8 locates, selects and organises relevant historical information from a number of
sources, including ICT, to undertake historical inquiry
• sequence events within the time period
• identify, comprehend and evaluate a range of sources
• identify perspectives of different individuals or groups
• plan historical research to suit the purpose of an inquiry
• select appropriate forms of communication for specific purposes.
• identify, comprehend and evaluate a range of sources, including ICT
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Topic: Australia and World War II
Students learn about:
Students learn to:
• Australia’s involvement in WWII
• the experiences of Australians serving in
WWII, with particular emphasis on ONE
of the following:
– Kokoda or another New Guinea
campaign
– prisoners of war
– a campaign in another theatre of war
– Australian nurses serving in the war
• the impact of the war on Australian
civilians with a particular emphasis on
ONE of the following:
– the bombing of Darwin
– the Japanese submarine attack on Sydney
– the internment of ‘enemy aliens’
– a significant local event or issue
• wartime government controls including
– conscription
– manpower controls
– rationing
– censorship
• the changing roles of Australian women
in WWII
• Australia’s changing relations with
Britain and the USA during WWII
• explain the reasons for Australia’s
involvement in WWII
• identify the places where Australians
fought in WWII
• describe the experiences of
Australians serving in WWII, with
emphasis on the chosen study
• explain the impact of the war on
Australian civilians with a particular
emphasis on the chosen event or issue
• describe the controls on civilian life
imposed by the wartime government
• outline the arguments for and against
such controls in wartime.
• describe the changing roles of
women during WWII
• explain how and why Australia’s
relationship with Britain and the USA
changed during WWII
Page 16
Australia in the 20th Century: Working historically references
4.1 Why was Australia involved in World War II?
 Background to World War II. Page 148
 Where did Australians fight in World War II? Page 151
4.2 What were some of the experiences of Australians as a result of their
involvement in the war?
 The Rats of Tobruk. Page 153
 Prisoners of war. Page 155
 The Kokoda campaign. Go to www.macmillan.com.au
 Australian nurses serving in the war. Page 160
4.3 What was the impact of the war on Australian civilians?
 The bombing of Darwin. Page 164
 The Japanese submarine attacks on Sydney. Page 166
 The internment of ‘enemy aliens’. Page 168
 What wartime government controls were imposed on civilians during WWII?
Page 170
 Conscription. Page 175
 Censorship. Page 179
 The changing roles of Australian women. Page 183
4.4 How did Australia’s relationship with Britain and the USA change during World
War II?
 Australia looks to America. Page 187
Focus outcomes:
Working historically and ICT skills integrated into this topic:
A student:
5.2 assesses the impact of international events and relationships on Australia’s
history
5.3 explains the changing rights and freedoms of Aboriginal peoples and other
groups in Australia
5.4 sequences major historical events to show an understanding of continuity, change
and causation
5.5 identifies, comprehends and evaluates historical sources
5.7 explains different contexts, perspectives and interpretations of the past
• sequence major events within the relevant period of time
• explain different perspectives of individuals and groups
• recognise that historians may interpret events differently
• use and evaluate historical sources for an historical inquiry.
• create a formatted, multi-paged document as part of an historical inquiry
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Topic: Australia in the Vietnam War Era
Students learn about:
Students learn to:
• Australia’s response to the threat of
communism in Asia after WWII including:
– Korean War
– ANZUS Treaty
– SEATO Alliance
• the response to the threat of communism
within Australia including:
– referendum to ban the Communist Party
– the Petrov Affair
• Australia’s involvement in the Vietnam
War
• differing views of Australia’s
involvement in the Vietnam War eg:
– supporters of the war
– conscientious objectors
– the moratorium movement
• the impact of the war on ONE of the
following:
– Vietnam veterans and families
– Indo-Chinese refugees
– Australian culture
– Australia’s relations with Asia
• sequence the key events in
Australia’s response to the threat of
communism in Asia after WWII
• explain the purpose of the treaties
Australia contracted during this period
• outline the key developments in
Australia’s response to communism
within Australia
• explain the reasons for Australia’s
involvement in the Vietnam War
• explain the reasons why different
groups within Australia supported or
opposed Australia’s involvement in the
Vietnam War
• select appropriate sources that reflect
different perspectives about
Australia’s involvement in the
Vietnam War
• assess the impact of the war on the
chosen study
Page 17
Australia in the 20th Century: Working historically references
5.1 How and why did the Australian government respond to the threat of
communism after World War II?
 Communism, capitalism and the Cold War. Page 192
 The Korean War. Page 194
 The ANZUS Treaty. Page 196
 SEATO. Page 198
 The response to communism: attempts to ban the Communist Party. Page 199
 The Petrov Affair. Page 204
5.2 Why did Australians become involved in the Vietnam War?
 Why Australia became involved in the Vietnam War. Page 208
5.3 How did various groups respond to Australia’s involvement in the Vietnam War?
 How various groups responded. Page 213
 The end of involvement. Page 217
5.4 What was the impact of the war on Australia and neighbouring countries?
 Vietnam veterans. Page 219
 Indochinese refugees. Page 222
 Australian culture. Page 224
 Australia’s relations with Asia. Page 226
Focus outcomes:
Working historically and ICT skills integrated into this topic:
A student:
5.1 explains social, political and cultural developments and events and evaluates their
impact on Australian life
5.2 assesses the impact of international events and relationships on Australia’s
history
5.3 explains the changing rights and freedoms of Aboriginal peoples and other
groups in Australia
5.4 sequences major historical events to show an understanding of continuity, change
and causation
5.5 identifies, comprehends and evaluates historical sources
5.7 explains different contexts, perspectives and interpretations of the past
• sequence key events in Australia’s military response to the threats of communism
in Asia after WWII
• draw conclusions about the usefulness of sources for a specific historical inquiry
• identify perspectives of different groups
• interpret history within the context of the actions, values, attitudes and motives of
people from the past
• recognise that historians may interpret events differently.
• select suitable software to present a research task using ICT
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Topic: Changing Rights and Freedoms
Students learn about:
Students learn to:
Section A is compulsory AND choose
either migrants OR women.
Section A: Aboriginal
Peoples
Change over Time
• changing
government policies towards Aboriginal peoples over
time, including:
– protection
– assimilation
– integration
– self determination
Group
• the varying experiences of:
– the stolen generations
Events/Issues
• the role of the following in the
struggle of Aboriginal peoples for rights and
freedoms:
– 1967 Referendum
– Land Rights and Native Title
AND
Section B: Migrants
• the changing patterns of migration
1945–2000
• the experiences of ONE of the
following:
– a migrant group in post-WWII
period
– ‘enemy’ aliens in WWI or WWII
• the role of ONE of the following in the history of
post- WWII migration:
– Snowy Mountains Scheme
– 1970s boat people
– multiculturalism
OR
Section C: Women
• the achievements of the women’s movement in the
post-WWII period
• the experiences of ONE of the following:
– women during the Great Depression
– women’s liberationists in post-WWII period
• the role of ONE of the following in the changing
rights and freedoms of Australian women:
– women’s suffrage
– women in parliament
– equal pay for women
• account for continuity and/or
change over time in the relevant
study
• examine the experiences of the
chosen group/s using a range of
sources
• outline the important developments
in a key event/issue relating to the
chosen study
• explain the significance of the
event/issue for the changing rights
and freedoms of the chosen study
Page 18
Australia in the 20th Century: Working historically references
6.1 How have the rights and freedoms of Aboriginal peoples in Australia changed
during the post-war period?
 Change over time: The paternalistic view. Page 232
 Group: The stolen generations. Page 244
 Events/issues: The 1967 referendum. Page 246
 Land rights and native title. Page 248
AND
6.2 How have the rights and freedoms of migrants in Australia changed during the
post-war period?
 Change over time: Changing patterns of migration. Page 256
 Group: Post-World War II Indian migrants. Page 258
 Group: Enemy aliens in World War I. Page 260
 Events/issues: The Snowy Mountains Scheme. Page 263
OR
6.3 How have the rights and freedoms of women in Australia changed during the
post-war period?
 Change over time: Achievements of the Women’s Liberation movement. Page
270
 Group: Women in the Great Depression. Page 271
 Group: Women’s liberationists. Page 272
 Events/ issues: Women’s suffrage. Page 275
 Events/ issues: Women in parliament. Page 277
 Events/ issues: Equal pay for women. Page 279
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Page 19
Focus outcomes:
Working historically and ICT skills integrated into this topic:
A student:
5.1 explains social, political and cultural developments and events and evaluates their
impact on Australian life
5.3 explains the changing rights and freedoms of Aboriginal peoples and other
groups in Australia
5.8 locates, selects and organises relevant historical information from a number of
sources, including ICT, to undertake historical inquiry
5.9 uses historical terms and concepts in appropriate contexts
5.10 selects and uses appropriate oral, written and other forms, including ICT, to
communicate effectively about the past for different audiences
• use historical terms and concepts appropriately
• explain continuity and change over time in the chosen topic
• interpret history within the context of the actions, values, attitudes and motives of
individuals or groups
• identify and explain perspectives of different individuals and groups
• sequence key events / developments in each study.
• locate, select and organise historical information from relevant websites for the
purpose of an historical investigation
• select appropriate computer-based applications, eg Publisher, PowerPoint, to
communicate the results of an historical inquiry.
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Topic: People Power and Politics in the Post-war Period
Students learn about:
Students learn to:
Section A is mandatory. A choice of ONE
event/individual from Section B and ONE
Prime Minister in Section C.
Section A: Australia as a Global Citizen
Australia’s role in the following:
– United Nations, including UNESCO, and
UN conventions
– regional agreements, including Colombo
Plan, APEC
Section B: People Power
Events / Issues Individuals
– Freedom Rides – Charles Perkins
– Women’s Liberation – Germaine Greer
– Green bans – Jack Mundey
– Whitlam dismissal – Sir John Kerr
– Green politics – Bob Brown
– Republicanism – Paul Keating
– One Nation – Pauline Hanson
Section C: Prime Ministers and Policies
– one Prime Minister in the post-war
period
• outline key developments in
Australia’s role within the UN in the
post-war period
• assess an achievement of Australia in
its role within the UN
• explain the purpose of Australia’s
regional agreements
• examine the role of the significant
individual in the chosen study
• assess the significance of the chosen
study for Australia in the post-war
period
• outline and explain a major policy or
issue of the term of office of the
chosen Prime Minister
• assess the contribution of the chosen
Prime Minister to Australia’s post-war
development
Page 20
Australia in the 20th Century: Working historically references
7.1 What role has Australia played in international affairs in the post-war period?
 Australia as a global citizen. Page 285
 Australia’s role within the UN in East Timor. Page 289
 The purpose of Australia’s regional agreements. Page 293
7.2 What have been some of the important political developments in post-war
Australian history?
Select one Prime Ministership from:
 Robert Gordon Menzies. Page 299
 Joseph ‘Ben’ Chifley. Page 301
 Holt, Gorton, McMahon and Whitlam. Page 307
 Malcolm Fraser. Page 312
 Bob Hawke. Page 314
 Paul Keating. Page 316
 John Howard. Page 317
7.3 How have significant individuals and groups exercised their democratic rights in
the post-war period?
Select one from:
 The Freedom Ride. Page 319
 Working historically: Researching Women’s liberation and Germaine Greer.
Page 322
 Working historically: Researching Green Bans and Jack Mundey
 The Whitlam dismissal. Page 323
 ICT: Green politics and Bob Brown. Page 328
 Republicans. Page 328
 ICT: One Nation and Pauline Hanson. Page 337
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Page 21
Focus outcomes:
Working historically and ICT skills integrated into this topic:
A student:
5.1 explains social, political and cultural developments and events and evaluates their
impact on Australian life
5.2 assesses the impact of international events and relationships on Australia’s
history
5.3 explains the changing rights and freedoms of Aboriginal peoples and other
groups in Australia
5.7 explains different contexts, perspectives and interpretations of the past
5.8 locates, selects and organises relevant historical information from a number of
sources, including ICT, to undertake historical inquiry
5.10 selects and uses appropriate oral, written and other forms, including ICT, to
communicate effectively about the past for different audiences
• outline key developments in Australia’s role within the United Nations
• interpret history within the context of the actions, values, attitudes and motives of
people from the past
• locate, select and organise information from a variety of sources
• distinguish between fact and opinion.
• use knowledge, understandings and relevant evidence to create an appropriate
historical text, using ICT
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.
Australia in the 20th Century Teaching Program
Page 22
Topic: Australia’s Social and Cultural History in the Post-war World
Students learn about:
Students learn to:
Australia in the 20th Century: Working historically references
Post-war Australia
• The impact of changing technology on
everyday life in post-war Australia:
– housing
– home appliances
– entertainment
– transport
– communications
Decade Study
• The social and cultural features of ONE
postwar decade including:
– fashion
– music
– entertainment
– sport
– British or American influences on
popular culture
• outline the impact of the main
technological changes over time on
everyday life in postwar Australia,
based on a selection of sources
• describe the main social and cultural
features of the chosen decade
• outline the main influences of Britain
or the USA on Australian popular
culture of the chosen decade
• assess the impact of the chosen
decade in shaping Australian identity
8.1 What have been the major social and cultural features of a post-war decade–
changing technology?
 Housing. Page 340
 Home appliances. Page 350
 Entertainment. Page 351
 Transport. Page 353
 Communications. Page 355
8.2 What have been the major social and cultural features of a post-war decade–the
1960s?
 The ‘swinging sixties’. Page 356
 Fashion. Page 357
 Music. Page 359
 Entertainment. Page 362
 Sport. Page 366
 American influences on popular culture. Page 367
Focus outcomes:
Working historically and ICT skills integrated into this topic:
A student:
5.1 explains social, political and cultural developments and events and evaluates their
impact on Australian life
5.2 assesses the impact of international events and relationships on Australia’s
history
5.4 sequences major historical events to show an understanding of continuity, change
and causation
5.5 identifies, comprehends and evaluates historical sources
5.6 uses sources appropriately in an historical inquiry
5.7 explains different contexts, perspectives and interpretations of the past
• identify different types and varieties of sources
• use and evaluate historical sources for the purpose of an historical inquiry
• plan historical research to suit the purpose of an historical inquiry
• locate, select and organise information from a variety of sources
• locate, select and organise information from a variety of sources, including internet
/ websites
• present research as a formatted, multi-paged document
• demonstrate knowledge of ethics regarding use of technology to communicate
information.
Published by Macmillan Education Australia. Copyright © Mark Anderson and Paul Ashton 2004.