Modern History
Unit 3AHIM
Cohesion and division
Learning context: Australia (1880s–1920s)
This unit package contains

a teaching program

an assessment outline

assessment tasks (where available)
Modern History Unit 3A
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2
Modern History Unit 3A
Modern History Unit 3A
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PROGRAM: 3AHIM Cohesion and division
AUSTRALIA 1880s–1920s
Week
Focus
(Cohesion and
Division)
Content
Working with historical narrative
2–4
Spring
4
Course/WACE
requirements.
 Introduction to
Australia in 1880.
 What was Australia
like after almost 100
years of European
settlement?
 Consider the
political, social,
economic forces
that had shaped
Australia and how
some of these
forces were
cohesive and how
others were
divisive.
Core beliefs that had shaped Australia up to this
point:
 democratic and parliamentary traditions
 bushranging
 gold rushes
 unionism
 ‘egalitarianism’
 ‘the bush’
 sectarianism
 migration
 the Aboriginal experience.
Trends and developments:
The emergence of a distinct Australian Culture
e.g. Boldrewood, Roberts, Lawson, Patterson in
the ‘80s and ‘90s and the influence of The Bulletin
magazine.
Major event/peoples:
 1888 celebration of settlement
 Major General Edward’s report on Australia’s
defence
 gold discoveries
 Ned Kelly
 WG Spence
 Henry Parkes and the Tenterfield Oration.
Modern History Unit 3A
Historical thinking and
methodology
Students:
 locate, identify and select
information
 interpret and analyse
information
 identify gaps in evidence
 present findings in the
form of notes and reports
to class discussions
 make notes on the key
events and the forces that
shaped Australia to 1890
as well as the emergence
of a distinct (or not)
colonial Australian
identity.
Assessment
Historical explanation and
representation
Explain the different
explanations and
interpretations of events:
 Ned Kelly: His version of
events contained in the
Jerilderie letter and the
official Victorian
Government version of
events
OR
 Analyse Parkes’
Tenterfield oration, its
importance and its various
interpretations.
Week
4-6
Spring
6-8
Spring
Focus
(Cohesion and
Division)
 The degree to
which the 1890’s
depression and
strikes, as well as
their effects,
resulted in cohesion
and division in
Australia.

To what degree
was Federation an
expression of a
common colonial
identity?
 How did Federation
then shape
Australian identity?
Working with historical narrative
Historical thinking and
methodology
Historical explanation and
representation
Assessment
Events and developments:
Students:
 the 1890s: Depression and political turmoil in the  locate, identify and select
‘East’ vs. Prosperity and self government in the
information
West
 interpret and analyse
 the growth of the union movement
information
 the 1890s strikes
 identify gaps in evidence
 the development of Political Labor and the party
 present findings to class
system of politics
discussions
 the effect of Labor on colonial politics: Reformers  make notes on the key
or Radicals?
events and the forces
surrounding the 1890’s
strikes and depression;
the extent of cohesion and
division; and how these
events shaped national
identity. Attempts must be
made to synthesise
information in order to
arrive at conclusions.
Examine documents from the Task 1
Explanation:
period and account for the
various perspectives of the
(Essay)
events of the 1890s e.g. the
Australian Identity
(Week 5/6 Spring)
views of:
 the shearers and seamen
 The Bulletin magazine
 the views represented in
major newspapers such
as the Courier Mail or The
Age.
Forces for Federation:
 defence
 ‘White Australia’
 growth of a cultural identity.
Forces against Federation:
 States’ rights
 intercolonial rivalry
 free trade vs. protection.
Personalities: such as Parkes, Barton, Deakin,
Reid, Forrest.
Events: Timeline of events which led to Federation
in 1901.
Effect of Federation on the Republican movement
and relations with Britain.
Developments:
Social effect of Federation on:
 women
 Aborigines
 migrants (both Asian and European)
 non-white Australians after 1901.
Examine the various
viewpoints of those who
supported or opposed
Federation and explain their
various perspectives:
 the states, particularly WA
and QLD when compared
with NSW and VIC
 bosses and unionists
 city people and rural
people.
Modern History Unit 3A
Students:
 locate, identify and select
information
 interpret and analyse
information
 identify gaps in evidence
 present findings to class
discussions
 make notes on the key
events, personalities and
the forces involved in the
achievement of
Federation as well as how
Federation affected
various groups. Notes
need to show some
attempt at synthesising
information and drawing
conclusions.
Task 2
Document study:
Federation
(Week 8 Spring)
5
Focus
(Cohesion and
Division)
Week
Working with historical narrative
Historical thinking and
methodology
Historical explanation and
representation
Assessment
Economic effects of Federation:
 the Federal Arbitration Court
 establishment of the Commonwealth Bank
 Federal/State finances.
1-3
Term 1

To what degree
was Australia a
‘working man’s
paradise’ between
1901 and 1914?
 Were all sections of
society in
agreement that this
should happen?
 Did all sections of
Australian society
share in ‘paradise’?
Pages 34-51
Darlington.
Pages 12-15 Cameron
3-6
Term 1

Did The Great War
cause cohesion or
division in
Australia?
The ‘Working man’s paradise’?
Events:
 the compromise of Federation: Internal free
trade and protection from overseas, both
economic and social
 the Immigration Restriction Act
 the Harvester Judgement 1907 and its shortand long-term effects
 the growth of social services between 1900 and
1914.
Personalities:
 Deakin
 Higgins
 Fisher
 Cook.
Students:
 locate, identify and select
information
 interpret and analyse
information
 identify gaps in evidence
 present findings to class
discussions
 make notes on the key
events and the forces that
shaped Australia in this
period in order to answer
the question: ‘To what
degree was Australia a
working man’s paradise?’
 analyse the status and
wellbeing of various
groups in Australian
society by examining
documents and statistics.

Identify and explain the
points of view represented
in the documents and the
ways that these views are
made evident.
 Consider European and
non–European
Australians as well as
women and Aborigines.
Task 3
Document study:
The ‘Working man’s
paradise’
(Week 3 Summer)
The Great War
Events and developments:
 reasons for going to war
 supporters and opponents of the war
 treatment of German Australians
 Gallipoli and the experience of War
 conscription:

supporters and opponents e.g. bosses vs.
workers and the sectarian divide

the referenda and their results

short- and long-term effects of the
conscription issue.
Students:
 locate, identify and select
information
 interpret and analyse
information
 identify gaps in evidence
 present findings to class
discussions
 make notes on the key
personalities, events and
the forces that caused
significant changes to
Australia’s national
identity, as well how The

Task 4
Explanation: (Essay)
Conscription
(Week 6 Summer)
People:
6
Modern History Unit 3A
Identify the various
perspectives on The
Great War and in
particular, conscription.
 Explain the reasons
behind the various
perspectives.
 Also, examine how
perspectives on The
Great War and in
particular conscription
have changed, both
during The Great War and
since.
Focus
(Cohesion and
Division)
Week
Working with historical narrative
Historical thinking and
methodology
Assessment
Hughes, Mannix
The aftermath:
Social: a divided nation? The status of women, the
impact of 60 000 dead, the Anzac Legend
Political: impact on domestic politics both short- and
long-term
Economic: wartime economic development and then
war debt
External: relations with Britain, Australian
independence?
7-8
Term 1

How did Australia
change in the
1920s?
 What were the
forces that
promoted and
resisted change?
Great War and
conscription were both
cohesive and divisive for
Australia. Information in
notes needs to
demonstrate a range of
perspectives on these
contentious issues. A
conclusion about the
effect of The Great War
on Australia must be
attempted.
The 1920s:
Students:
Events and developments:
 locate, identify and select
 Political change:
information

effect of ALP split
 interpret and analyse

rise of the Country Party—the Bruce/Page
information
coalition
 identify gaps in evidence

unions, the ALP and the influence of
 present findings in the
Communism.
form of notes and reports
 Economic change:
to class discussions

Soldier settlement schemes
 make notes on the

‘Men, money and markets’—borrowing for
personalities, events and
expansion, exporting goods, mainly primary
forces that shaped
produce and encouraging (British) migration
Australia in the ‘20s,

manufacturing
particularly those listed in

union unrest and Bruce’s reaction .
the Historical narrative
 Social change:
column.

Soldier settlement schemes

war casualties and influenza

Australia’s relation to the rest of the world

technological change and its effect

changing role of women

Aborigines: massacres, control and protest

urbanisation

the Arts.
Historical explanation and
representation
Modern History Unit 3A
Identify and explain the
different viewpoints on the
issues of the ‘20s and ‘30s:
 the ALP split, the need for
a ‘Country Party ’
 returning soldiers and the
Soldier settlement
schemes
 the need to develop
Australia–‘Men, money
and markets’
 Bruce’s views vs. those of
the unions
 how technology changed
Australia
 differing views on
migration, the treatment of
Aborigines, the role and
status of women.
Task 5
Explanation:
Cognitive test
(Week 7)
Begin Historical
inquiry
7
Focus
Week
9
Term 1
4-6
Term 2
8
(Cohesion and
Working with historical narrative
Division)
 To what extent was
Australia a cohesive
society and how
divided was it
really?
 Did Australia live up
to its ideal of being
an egalitarian
nation?
 Had Australia
developed a unique
identity or was it still
largely British?
Cohesion and division:
The experience of the various groups in Australian
society (Some suggestions):
 those of British descent
 the Irish
 non–British European migrants
 non–European migrants such as the Chinese
and Kanakas
 women
 Aborigines
 ‘The Bush’ vs. ‘The City’
 workers vs. capitalists
 religious groups.
Revision and Exams
Modern History Unit 3A
Historical thinking and
methodology
Students:
 locate, identify and select
information
 interpret and analyse
information
 identify gaps in evidence
 present findings in the
form of notes and reports
to class discussions
 make notes on the key
events trends and issues
that shaped Australia in
the period 1900 to 1929.
Students need to
synthesise information
and come to a conclusion
on the following:
 To what degree did
Australia possess, by
1929, a distinctive
national identity?
 To what extent was
Australia a cohesive
society?
Historical explanation and
representation
Assessment

Identify the various groups Task 6
that make up Australian
Cognitive test
(Week 9 Summer)
society in the 1920 s.
 Examine their status and
wellbeing.
 Analyse the way in which
each group is presented
and how their
representations have
changed within the time
period as well as later.
 Identify omissions or gaps
in evidence.
Task 7
Exam
Assessment outline for Unit 3AHIM—Cohesion and division
Australia 1880s–1920s
Total task
weight
10%
Task type
Task 6: Historical inquiry
An inquiry into Australian society.
Explanation
Task 1: Essay
1880s-1890
15%
Task 4: Essay
World War One
7.5%
Task 2: Document study
Federation
10%*
10%
Outcome 4
Interpretations and
perspectives















5%
Task 5: Cognitive test
Short answer.
10%
Outcome 1
Outcome 2
Outcome 3
Individual task
Historical investigation Understanding the past Continuity and change
weight
and participation
Task 3: Document study
The ‘working man’s paradise’
Task 7: Exam
2.5%
5%




5%




10%*




*please note 5% of the 3A Examination mark will come from the end of year 3A/3B Examination
Modern History Unit 3A
9
3AHIM—Cohesion and division
TYPE: Explanation
OUTCOMES: Outcome 1: Historical investigation, communication and participation;
Outcome 2: Understanding the past; Outcome 3: Continuity and change;
Outcome 4: Interpretations and perspectives
CONTENT: Historical thinking and methodology; Working with historical narrative; Historical
explanation and representation
TASK 1: Explanation
Write an in-class essay in response to the following:
Argue for and against the proposition that by 1890 a distinctive Australian identity had emerged.
Time for the task:
50 minutes—5 minutes planning time and 45 minutes writing time.
What you need to do:
Write a formal essay in which you develop an hypothesis about Australian identity in 1890. Your
essay should include:
 a developed argument addressing the hypothesis
 a variety of evidence to support the points being made
 an explanation of the different perceptions of Australia’s identity.
This task is worth 10% of your unit mark.
What needs to be submitted for assessment?
Due dates
 The essay
Note to teachers:
It is expected that markers will assign marks holistically. Markers could use the criteria on the
following page to assist them in assigning a range of marks.
10
Modern History Unit 3A
GUIDE TO MARKING RESPONSES
Marks
Introduction
/3
Introductory paragraph comprising some context relevant to the area/topic of the essay, definition of
any terms in the question, a proposition/thesis statement and an outline of the narrative/thematic
structure of essay.
A few sentences outlining the theme of the essay and including a simple proposition.
A sentence or two outlining the ‘who’ or ‘what’ to be discussed in the essay.
No introduction to essay provided
3
Understanding of Historical Narrative
Demonstrates an understanding of the complexity of the inter-relationship between events, people and
ideas, and continuity and change.
Demonstrates an understanding of the narrative, for example that there are relationships between
events, people and ideas, and/or continuity and change.
A mainly chronological narrative with some content about, for example, events, people and ideas,
and/or continuity and change.
A simple narrative, not always showing an understanding of the correct chronology and with minimal
reference to events, people and ideas.
Response suggests no understanding of the chronology nor the narrative
Complexity of analysis/argument
2
1
0
/4
4
3
2
1
0
/6
Displays a high level of sophistication in the construction, development and depth of an argument or
analysis, including the complexity of the narrative.
Maintains a sustained argument throughout the essay that demonstrates a high level of analytical skill
and an understanding of the interconnectedness of the narrative.
A simple chronological narrative with minimal content about the changing circumstances leading to
continuity and/or change.
Discussion/argument suggests no understanding of the topic and/or historic analysis of changing
circumstance or continuity and change.
Evidence used to support historical narrative and argument/analysis
Detailed, accurate and relevant evidence used in a manner that assists critical analysis and evaluation.
In responding to an essay instruction of debate or evaluate the proposition, historical evidence is used
to argue for and against a view/proposition. Uses and cites accurately some quotations, or sources, or
statistics, to develop or strengthen arguments.
Use of detailed, accurate and relevant evidence throughout the essay. If quotations, sources, statistics
are used as supporting evidence, they are cited in some coherent fashion.
Mainly accurate evidence is used to support some lines of argument.
Evidence is used, some is accurate, but there are generalisations in the essay.
Limited evidence used and the response contains a number of generalisations and statements that lack
supporting evidence.
Very limited use of evidence and the response is mainly a series of generalisations.
No supporting evidence, OR
All evidence is incorrect.
5–6
3–4
1–2
0
/8
7–8
5–6
4
3
2
1
0
Conclusion
/2
Draws essay’s argument or point of view together.
Very superficial conclusion, or vaguely summarises with use of clichés such as ‘In conclusion...’ or one
that just repeats the proposition stated in the introduction.
No conclusion given.
[2]
[1]
0
Communication skills
/2
A well-written and well constructed argument using appropriate language of history. Sound use of the
conventions except where expression is enhanced by defying conventions.
Has some relevant use of historical terms, but is unable to express ideas with clarity of meaning.
Response is mainly unable to be understood by the marker.
2
TOTAL
1
0
/25
Modern History Unit 3A
11
Suggested further reading
Units 3A: Australia
BOLTON, G. (1996). Oxford history of Australia Volume 5: 1942–1995 the middle way.
Melbourne: Oxford University Press.
ISBN 9780195539646
A comprehensive history of the period. The approach is chronological. Some detailed references to
Western Australia.
COLLINS, J. (1991). Migrant hands in a distant land: Australia’s post-war immigration (2nd ed.).
Leichhardt, NSW: Pluto Press.
ISBN 0949138193
Chapters on: source of migrants; distribution of migrants; political, social and economic impact of migrants,
both from the migrants’ perspective as well as Australia/Australians’ perspective.
DENNIS, L. (1999). Australia since 1890 (2nd ed.). Melbourne: Addison Wesley Longman.
ISBN 0733905005
Suitable for the three time periods. This is a text that is accessible to students and covers the main broad
areas. Useful sources included within chapters as well as some topics covered with an in-depth source
study.
HIRST, J. (2009). Sense & nonsense in Australian history. Melbourne: Black Inc.
ISBN 9780977594931
Suitable for the three time periods. Examines developments and influences on identity.
IULIANO, S. (2010). Vite Italiane: Italian Lives in Western Australia. Crawley, WA: UWA
Publishing.
ISBN 9781921401503
Suitable for the three time periods. It is a study of the experiences of first generation Italian immigrants to
Western Australia and includes case studies. Useful data covering all three time periods.
KINGSTON, B. (1993). Oxford history of Australia Volume 3: 1860–1900 glad, confident morning.
Melbourne: Oxford University Press.
ISBN 9780195535198
Suitable for the time period 1880–1929. The text covers the economic difficulties of the 1890s, the pressure
for federation and the social values of the time.
MACINTYRE, S. (1993). Oxford history of Australia Vol 4: 1901–1942 the succeeding age.
Melbourne: Oxford University Press.
ISBN 9780195535181
Suitable for the first two time periods. It is a narrative history which explores the links between the social,
economic and political forces.
MASON, J. (2007). Experience of nationhood – Australia and the world since 1900
(5th ed.). Sydney: McGraw Hill.
ISBN 9780074716243
Suitable for all three time periods. It has a variety of source types, a range of supporting activities, a student
CD-Rom and a Teacher Resource package.
MCQUEEN, H. (2004). Social sketches of Australia 1888–2001 (3rd ed.). St Lucia, Queensland:
UQP.
ISBN 0702234400
Suitable for all three time periods. Detailed information on the everyday lives of Australians and considers
some important issues in Australian history.
12
Modern History Unit 3A
3AHIM—Cohesion and division
TYPE: Document study
OUTCOMES: Outcome 1: Historical investigation, communication and participation;
Outcome 2: Understanding the past; Outcome 3: Continuity and change;
Outcome 4: Interpretations and perspectives
CONTENT: Historical thinking and methodology; Working with historical narrative;
Historical explanation and representation
TASK 2:
In-class Document study. Read the documents then respond to the questions provided.
Time for the task:
50 minutes—5 minutes reading time and 45 minutes writing time.
What you need to do:
Analyse the documents and respond to the questions.
This task is worth 10% of your unit mark.
What needs to be submitted for assessment?

Due dates
The answers to the questions
Note to teachers:
See the following pages for sources, questions and marking guide.
Modern History Unit 3A
13
Document study 1: Federation
Source 1
Sir Henry Parkes' 1889 speech at Tenterfield,
as reported in the Sydney Morning Herald, 25 October 1889
The great question which they had to consider was, whether the time had not now arisen for the
creation on this Australian continent of an Australian Government, as distinct from a local
Government and an Australian Parliament. (Applause.) In other words, to make himself as plain
as possible, Australia had now a population of three and a half millions, and the American people
numbered only between three and four millions when they formed the great commonwealth of the
United States. The numbers were about the same, and surely what the Americans had done by
war, the Australians could bring about in peace. (Cheers.) Believing as he did that it was essential
to preserve the security and integrity of these colonies that the whole of their forces should be
amalgamated into one great federal army, feeling this, and seeing no other means of attaining the
end, it seemed to him that the time was close at hand when they ought to set about creating this
great national government for all Australia. This subject brought them face to face with another
subject. They had now, from South Australia to Queensland, a stretch of about 2000 miles of
railway, and if the four colonies could only combine to adopt a uniform gauge, it would be an
immense advantage in the movement of troops. These were the two great national questions
which he wished to lay before them....
As to the steps which should be taken to bring this about, a conference of the authorities had
been pointed to, but they must take broader and more powerful action in the initiation of this great
Council; they must appoint a convention of leading men from all the colonies, delegates appointed
by the authority of Parliament, who would fully represent the opinion of the different Parliaments of
the colonies. This convention would have to devise the constitution which would be necessary for
bringing into existence a federal government with a federal parliament for the conduct of this great
national undertaking. (Applause.)
Source 2
From The Bulletin, 2 July 1887
By the term Australian we mean not those who have been merely born in Australia. All white men
who come to these shores -with a clean record-and who leave behind them the memory of the
class–distinctions and the religious differences of the old world; all men who place the happiness,
the prosperity, the advancement of their adopted country before the interests of imperialism are
Australian. In this regard all men who leave the tyrant–ridden lands of Europe for freedom of
speech and right of personal liberty are Australians before they set foot on the ship which brings
them hither. Those who fly from an odious military conscription; those who leave their fatherland
because they cannot swallow the worm–eaten lie of the divine right of kings to murder peasants
are Australians by instinct–Australian and Republican are synonymous. No nigger, no Chinaman,
no kanaka, no purveyor of cheap coloured labour is an Australian.
[Cited in Mason, 1994]
14
Modern History Unit 3A
Source 3
Cartoon by L.Y. Hopkins, from The Bulletin, 1900
[Cited in Coleman & Tanner, 1973]
Modern History Unit 3A
15
Source 4
Cartoon from The Bulletin, 1900
(The figures A and C have ‘ode’ written on their papers. An ode is a poem. Figure B has ‘owed’
written on his roll of paper.)
[Cited in King, 1978]
16
Modern History Unit 3A
Source 5
From the The Western Mail, 1900, published under the heading
‘A Merry Christmas and a Happy New Year’
... The past year has been one of momentous changes. For ourselves it has seen the arrival of
Australian Federation. For the Empire it has seen a wonderful growth of Imperial sentiment, and
an extension of the bounds of the Queen's [Victoria] domains ... The white race has mastered the
brown, and subjugated the black.
[Cited in Murphy & Nile, 1990]
Source 6
From The Worker, Brisbane, 5 January 1901
For good or ill the several Australian colonies now constitute what is known as the Australian
Commonwealth. The old regime of inter-provincial rivalry and jealousy ... will be relegated to the
background under the new government, and what was a group of colonies steps upwards and
onwards to the dignity of a Nation. Victorians, Queenslanders or Westralians will be unknown, and
every child born of the soil, or approved and naturalized colonist will in future be an Australian. An
Australian, a citizen of a nation whose realm is a continent and whose destiny is – what?
[Cited in Darlington, 1987]
Source 7
Editorial from The Bulletin, 25 April 1903
(In 1903 the concept of Empire Day was suggested to celebrate the late Queen Victoria’s birthday
on 24th May.)
... Should Australia celebrate `the Empire’ and Imperialism with any glad holiday? Should a free,
democratic–aspiring people rejoice in the idea of becoming part of an Imperial system built upon
the ruins of freedom with the bones of patriot victims; make festival over the subjection of India
and Ireland and Africa and the future possible subjection of Australia’? Imperialism ... is in these
days of rationalism, of democracy, of political philosophy, an absurd anachronism* ... It maintains
it to be the business of a nation not to develop its own life and its own industries and its own
intellect, but to expand its territories, to take up the burden of governing other peoples to conquer
and to enslave. Democracy becomes impossible with Imperialism ... In short, Imperialism is utterly
opposed to any sane idea of Australianism.
[Cited in Mason, 1992]
*an outdated concept
Modern History Unit 3A
17
Questions:
1. Compare and contrast the messages of Sources 1 and 2.
(4 marks)
2. Describe the tone and explain the viewpoint of the cartoonists in Sources 3 and 4.
(4 marks)
3. Analyse the differing views towards a federated Australia as expressed in Sources 5 and 6.
(4 marks)
4. Explain and account for the message of Source 7.
(6 marks)
5. Analyse the extent to which these seven sources reflect the changing attitudes of Australians
to Federation and Empire between 1880 and 1905.
(7 marks)
Total marks = 25
Acknowledgements
Source 1: Parkes, H. (1889). [Transcript of address at Tenterfield School of Arts]. Retrieved
September, 2009, from Waverley Council website:
http://www.waverley.nsw.gov.au/library/localstudies/historical/federation/parkes.htm.
Source 2: Mason, K.J. (1994). Experience of Nationhood: Australia and the world since 1900.
Roseville, NSW: McGraw-Hill, p. 6.
Source 3: Coleman, P. & Tanner, L. (1973). Cartoons of Australian History. Melbourne: Nelson,
p. 30.
Source 4: King, J. (1978). Stop Laughing, This Is Serious. Stanmore, NSW: Cassell, p 73.
Source 5: Murphy, F. & Nile, R. (1990). The Gate of Dreams: The Western Mail. Perth: Fremantle
Arts Centre Press, p. 30.
Source 6: Darlington, R. (1987). Land of Hopes and Illusions. Drummoyne, NSW: Shakespeare
Head Press, p. 54.
Source 7: Mason, K.J. (1992). Experience of Nationhood: Australia and the world since 1900.
Roseville NSW: McGraw-Hill, p. 27.
18
Modern History Unit 3A
Marking guide for Document study
Teachers allocate marks according to the specific documents used. Answers may typically include
the following:
Question 1.
Compare and contrast the messages of Sources 1 and 2.
(4 marks)



indication of the point/s of comparison
indication of the point/s of contrast
accurate reference to supporting evidence from the sources.
Question 2.
Describe the tone and explain the viewpoint of the cartoonists in Sources 3 and 4.
(4 marks)



description of the tone of each cartoon
an indication of the viewpoint of both cartoonists
accurate reference to supporting evidence from the sources.
Question 3.
Analyse the differing views towards a federated Australia as expressed in Sources 5 and 6.
(4 marks)



articulation of the differing views
analysis of these views
accurate reference to supporting evidence from the sources.
Question 4.
Explain and account for the message of Source 7.
(6 marks)



explanation of the message of the source
a valid accounting for that particular message, which requires the message to be
seen in the context of the times. The quality of the accounting for the message is
the main discriminator in this question
accurate reference to supporting evidence from the sources.
Question 5.
Analyse the extent to which these seven sources reflect the changing attitudes of Australians to
Federation and Empire between 1880 and 1905.
(7 marks)




articulation of the changing attitudes
addressing the extent, including reference to omissions
analysis of the extent to which the sources do reflect the changing attitudes of the
time period. The quality of the analysis is the main descriminator in this question
accurate reference to supporting evidence from the sources.
Modern History Unit 3A
19
3AHIM—Cohesion and division
TYPE: Document study
OUTCOMES: Outcome 1: Historical investigation, communication and participation;
Outcome 2: Understanding the past; Outcome 3: Continuity and change;
Outcome 4: Interpretations and perspectives
CONTENT: Historical thinking and methodology; Working with historical narrative;
Historical explanation and representation
TASK 3:
In-class document study. Read the documents then respond to the questions provided.
Time for the task:
50 minutes—5 minutes reading time and 45 minutes writing time.
What you need to do:
Analyse the documents and respond to the questions.
This task is worth 10% of your unit mark.
What needs to be submitted for assessment?
□
The answers to the questions
Note to teachers:
See the following pages for sources, questions and marking guide.
20
Modern History Unit 3A
Due dates:
Document study 2: The ‘working man’s paradise’
Source 1
[Cited in Darlington, 1987]
Modern History Unit 3A
21
Source 2
One of the most perceptive observers of Australian society at the turn of the century was a
Frenchman, Albert Metin, who made the following comments on working class life:
‘The Australian workman has become a Gentleman, 'a monsieur'. He changes out of his working
clothes at the end of the day, he lodges well, he behaves like a member of decent society. If he
has to go to a meeting he will be freshly shaved, neatly dressed and conscious of his appearance
... Along with their manners the working man is adopting the opinions of middle class people
except on two points - 'factory acts' and universal suffrage ... Many keen Labour men say grace at
every meal, go to church every Sunday and rigorously keep the sabbath as a day of rest ...
'Everyone can read and libraries are plentiful. Australians also like to browse through their
newspapers which are more numerous than in Europe ... The working class's other leisure
activities are those of the English bourgeoisie ... Cricket, football, sports of all kinds have their
exponents ... I was in Melbourne and Sydney at the time of one [cricket] test series and the
crowds waiting for the results were nearly as large as those waiting for the result of a federation
referendum which was being decided at the same moment.’
[Cited in Metin, 1977]
Source 3
Mr Justice Higgins of the Arbitration Court in his November 1907 judgement fixed
minimum wages throughout the Commonwealth of Australia:
Provision for fair and reasonable remuneration* is obviously designed for the benefit of employees
in industry, and it must be meant to secure to them something which they cannot get by the
ordinary system of bargaining with the employers. I cannot think of any other standard more
appropriate than the normal need of the average employee, regarded as a human being, living in
a civilised community. I have invited counsel, and all concerned to suggest any other standard,
and they have been unable to do so. If, instead of individual bargaining, one can conceive of a
collective agreement an agreement between all employers in a given trade on one side, and all
employees on the other – it seems to me that the framers of the agreement would have to take as
the first and dominant factor the cost of living as a civilised being ... I cannot think that an
employer and an employee made a fair agreement as to wages when the workman submits to
work for a low wage to avoid starvation or pauperism** (or something like it) for himself and his
family, or that the agreement is `reasonable' if it does not carry a wage sufficient to ensure the
workman food, shelter, clothing, frugal*** comfort, and provision for evil days.
[Cited in Ward & Robertson, 1980]
* remuneration = wages
** pauperism = utter poverty
*** frugal = costing little
22
Modern History Unit 3A
Source 4
An advertisement from 1908
[Cited in Hirst, 1998]
Source 5
An extract from
the Commonwealth of Australia Invalid and Old Age Pensions Act 1908
Subject to this Act, every person who has attained the age of sixty-five years, or who, being
permanently incapacitated for work, has attained the age of sixty years, shall, whilst in Australia,
be qualified to receive the old age pension.
The following persons shall not be qualified to receive old-age pensions, namely:
Aliens*
naturalised subjects of the King who have not been naturalised for the period of three years
preceding the date of their pension claims
Asiatics (except those born in Australia),
or aboriginal natives of Australia, Africa, the Islands of the Pacific or New Zealand. *
[Cited in Wilson, Thomas & McMahon, 1996]
* Aliens = foreigners
Modern History Unit 3A
23
Source 6
Cartoon from the Australian publication The Goanna,
around the beginning of the twentieth century
[Cited in Johnston, 1980]
Source 7
Column by the ‘industrial editress’ of the journal Woman's Work, 1915
There is no living wage for women ... isn't it terrible that women must work by the sweat of their
brow and at the same time force every trifling reform which is not even bordering upon justice,
almost at the point of a bayonet? Meanwhile women working in the same trade as men must
accept a rate of wage founded on the basis of three-fifths of the men's rate ... Judge and
employers forget that women must have three meals a day, must have a roof over their heads,
must be clad as well as men ... I tell you it is poor treatment for the future mothers of the nation,
and a sorry outlook for the production of a lusty race.
[Cited in Aveling & Damousi, 1991]
24
Modern History Unit 3A
Questions:
1. Outline and contrast what Sources 1 and 2 indicate about living and working conditions in
Australia at the turn of the 20th Century.
(4 marks)
2. Explain the motive, purpose and reliability of Sources 3 and 4.
(4 marks)
3. Analyse and explain the perspectives contained in Sources 5, 6 and 7 regarding living and
working in Australia.
(4 marks)
4. Explain the context/s within which the seven sources are set, including the relevant events,
people and actions.
(6 marks)
5. Evaluate the significance of the period, themes and events depicted in these sources.
(7 marks)
Total: 25 marks
Acknowledgements
Source 1: Darlington, R. (1987). Land of Hopes and Illusions. Drummoyne, NSW: Shakespeare
Head Press, p. 37.
Source 2: Metin, A. (1977). Socialism Without Doctrine (R. Ward, Trans.). Chippendale, NSW:
Alternative Publishing Co-operative, pp. 188–190. (Original work published 1901)
Source 3: Ward, R., & Robertson, J. (Compilers). (1980). Such Was Life: Select documents in
Australian social history: Volume 2: 1851–1913. Chippendale, NSW: Alternative Publishing Cooperative, pp. 319–320.
Source 4: Hirst, J. (1998). Discovering Democracy: A guide to government and law in Australia.
Carlton South, Vic.: Curriculum Corporation, p. 52.
Source 5: Wilson, J., Thomas, J., & McMahon, A. (Eds). (1996). The Australian Welfare State:
Key documents and themes. South Melbourne, Vic.: MacMillan Education, p. 226.
Source 6: Johnston, S. (1980). We Came to Australia. Sydney: Methuen, p. 57.
Source 7: Aveling, M. & Damousi, J. (Eds). (1991). Stepping Out of History: Documents of
women at work in Australia. Sydney: Allen & Unwin, pp. 107–108.
Modern History Unit 3A
25
Marking guide for Document study
Teachers allocate marks according to the specific documents used. Answers may typically include
the following:
Question 1.
Outline and contrast what Sources 1 and 2 indicate about living and working conditions in
Australia at the turn of the 20th Century.
(4 marks)



outline of what each source indicates about the living conditions
indication of the point/s of contrast
accurate reference to supporting evidence from the sources.
Question 2.
Explain the motive, purpose and reliability of Sources 3 and 4.
(4 marks)



explanation of motive and purpose of each source
an assessment of the reliability of the sources
accurate reference to supporting evidence from the sources.
Question 3.
Analyse and explain the perspectives contained in Sources 5, 6 and 7 regarding living and
working in Australia.
(4 marks)



articulation of the differing perspectives
analysis and explanation of these perspectives
accurate reference to supporting evidence from the sources.
Question 4.
Explain the context/s within which the seven sources are set, including the relevant events,
people and actions.
(6 marks)



overview of the context/s of the sources
an explanation of the relevent events, people and actions, including any
omissions. The sophistication of the explanation of the context/s is the main
discriminator in this question
accurate reference to supporting evidence from the sources.
Question 5.
Evaluate the significance of the period, themes and events depicted in these sources.
(7 marks)




26
evaluation of the significance of the period
evaluation of the importance of the themes and events of the time period
the quality of the evaluation, particularly the longer term implications, is the main
descriminator in this question
accurate reference to supporting evidence from the sources.
Modern History Unit 3A
3AHIM—Cohesion and division
TYPE: Explanation
OUTCOMES: Outcome 1: Historical investigation, communication and participation;
Outcome 2: Understanding the past; Outcome 3: Continuity and change;
Outcome 4: Interpretations and perspectives
CONTENT: Historical thinking and methodology; Working with historical narrative; Historical
explanation and representation
TASK 4: Explanation
Write an essay in class in response to the following:
Discuss the proposition that the conscription issue resulted in long lasting and deep divisions in
Australian society.
Time for the task:
50 minutes—5 minutes planning time and 45 minutes writing time.
What you need to do:
Write a formal essay in which you develop a proposition about the divisive nature of the
conscription issue in Australia.
Your essay should include:
 a developed argument addressing the hypothesis
 a variety of evidence to support the points being made
 an explanation of the different perceptions of Australia’s identity.
This task is worth 10% of your unit mark.
What needs to be submitted for assessment?
□
Due dates:
The essay
Note to teachers:
It is expected that markers will assign marks holistically. Markers could use the criteria on the
following page to assist them in assigning a range of marks.
Modern History Unit 3A
27
GUIDE TO MARKING RESPONSES
Marks
Introduction
/3
Introductory paragraph comprising some context relevant to the area/topic of the essay, definition of
any terms in the question, a proposition/thesis statement and an outline of the narrative/thematic
structure of essay.
A few sentences outlining the theme of the essay and including a simple proposition.
A sentence or two outlining the ‘who’ or ‘what’ to be discussed in the essay.
No introduction to essay provided
3
Understanding of Historical Narrative
Demonstrates an understanding of the complexity of the inter-relationship between events, people
and ideas, and continuity and change.
Demonstrates an understanding of the narrative, for example that there are relationships between
events, people and ideas, and/or continuity and change.
A mainly chronological narrative with some content about, for example, events, people and ideas,
and/or continuity and change.
A simple narrative, not always showing an understanding of the correct chronology and with minimal
reference to events, people and ideas.
Response suggests no understanding of the chronology nor the narrative
Complexity of analysis/argument
2
1
0
/4
4
3
2
1
0
/6
Displays a high level of sophistication in the construction, development and depth of an argument or
analysis, including the complexity of the narrative.
Maintains a sustained argument throughout the essay that demonstrates a high level of analytical skill
and an understanding of the interconnectedness of the narrative.
A simple chronological narrative with minimal content about the changing circumstances leading to
continuity and/or change.
Discussion/argument suggests no understanding of the topic and/or historic analysis of changing
circumstance or continuity and change.
Evidence used to support historical narrative and argument/analysis
Detailed, accurate and relevant evidence used in a manner that assists critical analysis and
evaluation. In responding to an essay instruction of debate or evaluate the proposition, historical
evidence is used to argue for and against a view/proposition. Uses and cites accurately some
quotations, or sources, or statistics, to develop or strengthen arguments.
Use of detailed, accurate and relevant evidence throughout the essay. If quotations, sources, statistics
are used as supporting evidence, they are cited in some coherent fashion.
Mainly accurate evidence is used to support some lines of argument.
Evidence is used, some is accurate, but there are generalisations in the essay.
Limited evidence used and the response contains a number of generalisations and statements that
lack supporting evidence.
Very limited use of evidence and the response is mainly a series of generalisations.
No supporting evidence, OR
All evidence is incorrect.
5–6
3–4
1–2
0
/8
7–8
5–6
4
3
2
1
0
Conclusion
/2
Draws essay’s argument or point of view together.
Very superficial conclusion, or vaguely summarises with use of clichés such as ‘In conclusion...’ or
one that just repeats the proposition stated in the introduction.
No conclusion given.
[2]
[1]
0
Communication skills
/2
A well-written and well constructed argument using appropriate language of history. Sound use of the
conventions except where expression is enhanced by defying conventions.
Has some relevant use of historical terms, but is unable to express ideas with clarity of meaning.
Response is mainly unable to be understood by the marker.
2
TOTAL
28
1
0
/25
Modern History Unit 3A
3AHIM—Cohesion and division
TYPE: Explanation
OUTCOMES: Outcome 2: Understanding the past; Outcome 3: Continuity and change;
Outcome 4: Interpretations and perspectives
CONTENT: Historical thinking and methodology; Working with historical narrative; Historical
explanation and representation
TASK 5: Explanation—Cognitive test
Write responses to the following questions. This is a knowledge test so it will be conducted under
test conditions. No notes are allowed.
Time for the task:
45 minutes.
What you need to do:
Write responses to the questions.
This task is worth 5% of your unit mark.
What needs to be submitted for assessment?
□
Due dates:
The answers to the questions
See the following page for the questions.
Modern History Unit 3A
29
Cognitive test
Australia 1880 to 1920
1. Explain the significance of the following dates:

1888

1889

1890

1901

1903

1907

1915

1917

1919
(One mark each for a total of 9 marks)
2. In no more than six lines, outline the significance of five of the following people:

W G Spence

Henry Lawson

Edith Cowan

Vida Goldstein

Alfred Deakin

Henry Parkes

Edmund Barton

Nellie Melba

Billy Hughes

Daniel Mannix
(5 marks for each person for a total of 30 marks)
3. In no more than six lines explain the importance of the following events:

The strikes of the 1890s

The introduction of the State-based Aboriginal Protection Boards

The passing of the Immigration Restriction Act

The Harvester Judgement

Australian’s decision to support Britain in The Great War

ANZAC troops land at Gallipoli
(6 marks each for a total of 36 marks)
Total marks = 75
30
Modern History Unit 3A
3AHIM—Cohesion and division
TYPE: Historical inquiry
OUTCOMES: Outcome 1: Historical investigation, communication and participation; Outcome 2:
Understanding the past; Outcome 3: Continuity and change;
Outcome 4: Interpretations and perspectives
CONTENT: Historical thinking and methodology; Working with historical narrative; Historical
explanation and representation
TASK 6
Historical inquiry
Part A (15%)
Investigate the degree of cohesion and division that was evident in Australian society in the
1920s. Using a variety of source materials develop an hypothesis using different historical
perspectives as support. Present your hypothesis with supporting evidence. This can be done as
a set of notes or using a graphic organiser such as a retrieval chart or mindmap.
Part B (10%)
A verification essay written in class.
Part A:
Time for the task:
Three weeks. A limited amount of class time will be set aside for you to conduct research and
discuss your progress with your teacher. Most of the work is to be completed in your own time.
What you need to do:
Historical thinking and methodology:
1. Devise an hypothesis or proposition as a focus for the Historical inquiry.
2. Select appropriate and relevant sources which show a variety of perspectives and
interpretations.
3. Select and annotate seven sources, at least four of which must be primary sources.
4. Devise a range of focus questions to enable you to address the hypothesis and test the
evidence.
5. Use an appropriate set of notes or a graphic organiser to chart or record your findings.
6. Identify possible alternative interpretations from the evidence.
7. Compile a correctly formatted bibliography.
Working with historical narrative:
8. Show an understanding of the key people, ideas and events over the time period AND the
consequences of continuity and change. In particular examine:
 the influence of key people, events and ideologies within Australia
 the relationship between structures of power and authority and how it both unites and
divides the nation
 changing political, economic and social circumstances of individuals and groups in a
society over a time period
 the extent to which ideas, events and structures of power and authority were cohesive or
divisive.
Modern History Unit 3A
31
Historical explanation and interpretation:
9. Show that there there are different perspectives and that these can change. In particular
demonstrate that:
 a range of perspectives exist and that these perspectives may misrepresent the past
 that explanations and interpretations of events can change over time as a result of
changing and emerging evidence, the mythologising of events, and what are now seen as
anachronistic views.
What needs to be submitted for assessment?
□
Proposal and focus questions
□
Notes or graphic organiser
□
Seven annotated sources which show various perspectives and allow for
alternative views
□
A correctly formatted bibliography
Due dates:
This task is worth 15% of your unit mark.
Part B:
Validation essay
Time for the task:
45 minutes in class.
What you need to do:
Write an essay, based on your research material, in which you consider the degree of cohesion
and division present in Australian society in 1929. You need to:
 state your hypothesis
 present supporting information for your hypothesis. Make sure that you demonstrate that
both cohesion and division were evident in Australian society at this time, and that some
interpretations have changed with changing perspectives
 refer in your essay to the seven sources that you have selected and annotated
 come to a reasoned and logical conclusion based on the evidence you present.
You will be allowed access to your notes and annotated sources during the validation task.
This task is worth 10% of your mark for the unit.
What needs to be submitted for assessment?
□
Due dates:
The essay
Note to teachers:
It is expected that markers will assign marks holistically. Markers could use the criteria on the
following page to assist them in assigning a range of marks.
32
Modern History Unit 3A
Marking guide for Part A
Marks
The hypothesis/proposition
/4
Focus questions to address the hypthesis/proposition and to test the evidence
/4
Notes/organiser
/4
Seven sources:
 at least four primary sources
 different perspectives allowing for different interpretations
/14
Correctly formatted bibliography
/4
Total
/30
Teacher’s comment
Modern History Unit 3A
33
GUIDE TO MARKING RESPONSES
Marks
Introduction
/3
Introductory paragraph comprising some context relevant to the area/topic of the essay, definition of
any terms in the question, a proposition/thesis statement and an outline of the narrative/thematic
structure of essay.
A few sentences outlining the theme of the essay and including a simple proposition.
A sentence or two outlining the ‘who’ or ‘what’ to be discussed in the essay.
No introduction to essay provided
3
Understanding of Historical Narrative
Demonstrates an understanding of the complexity of the inter-relationship between events, people
and ideas, and continuity and change.
Demonstrates an understanding of the narrative, for example that there are relationships between
events, people and ideas, and/or continuity and change.
A mainly chronological narrative with some content about, for example, events, people and ideas,
and/or continuity and change.
A simple narrative, not always showing an understanding of the correct chronology and with minimal
reference to events, people and ideas.
Response suggests no understanding of the chronology nor the narrative
Complexity of analysis/argument
2
1
0
/4
4
3
2
1
0
/6
Displays a high level of sophistication in the construction, development and depth of an argument or
analysis, including the complexity of the narrative.
Maintains a sustained argument throughout the essay that demonstrates a high level of analytical skill
and an understanding of the interconnectedness of the narrative.
A simple chronological narrative with minimal content about the changing circumstances leading to
continuity and/or change.
Discussion/argument suggests no understanding of the topic and/or historic analysis of changing
circumstance or continuity and change.
Evidence used to support historical narrative and argument/analysis
Detailed, accurate and relevant evidence used in a manner that assists critical analysis and
evaluation. In responding to an essay instruction of debate or evaluate the proposition, historical
evidence is used to argue for and against a view/proposition. Uses and cites accurately some
quotations, or sources, or statistics, to develop or strengthen arguments.
Use of detailed, accurate and relevant evidence throughout the essay. If quotations, sources, statistics
are used as supporting evidence, they are cited in some coherent fashion.
Mainly accurate evidence is used to support some lines of argument.
Evidence is used, some is accurate, but there are generalisations in the essay.
Limited evidence used and the response contains a number of generalisations and statements that
lack supporting evidence.
Very limited use of evidence and the response is mainly a series of generalisations.
No supporting evidence, OR
All evidence is incorrect.
5–6
3–4
1–2
0
/8
7–8
5–6
4
3
2
1
0
Conclusion
/2
Draws essay’s argument or point of view together.
Very superficial conclusion, or vaguely summarises with use of clichés such as ‘In conclusion...’ or
one that just repeats the proposition stated in the introduction.
No conclusion given.
[2]
[1]
0
Communication skills
/2
A well-written and well constructed argument using appropriate language of history. Sound use of the
conventions except where expression is enhanced by defying conventions.
Has some relevant use of historical terms, but is unable to express ideas with clarity of meaning.
Response is mainly unable to be understood by the marker.
2
TOTAL
34
1
0
/25
Modern History Unit 3A