Teaching program—Chapter 3: Nations and nationalism
Unit 1
Big Idea
Key knowledge and skills
Resources
VELS standards (adapted)
What is national
identity?
History:
1 The move to national identity
2 Expressions of national identity
3 Similarities and differences
between the Australian
colonies
Oxford Big Ideas
Humanities 3,
pp. 66–71
Humanities — History, Level 6
1 Students analyse events which
contributed to Australia’s social,
political and cultural development.
2 They use appropriate historical
language and concepts in historical
explanations.
Suggested answers to
all unit activities at
www.bigideas.com
Thinking processes:
1 Examining attitudes and ideas
about nationhood
2 The effect of background and
experience on thinking
Suggested rubrics for
Big Ideas activities at
www.bigideas.com.
Civics and citizenship:
Understanding the way in which
Australian identity developed.
Student rubric for Fresh
Ideas feature on
‘People, experiences
and attitudes’ at
www.bigideas.com.
Thinking processes, Level 6
1 Students experiment with
innovative possibilities within the
parameters of a task.
2 Students discriminate in the way
they use a variety of sources.
Civics and Citizenship, Level 6
1 Students describe the origins and
nature of the Australian nation.
Learning sequence
LESSON 1— THE DEVELOPMENT OF A NATIONAL IDENTITY
1
Conduct a short brainstorm: Ask students to suggest how our image of Australia is created, both for those living here and
for those living overseas. Look at the influence of books, television and film and discuss whether there is a ‘real’ Australian
character. Point out that three-quarters of Australia’s population live in urban areas, yet we still focus on the outback and
outback characters.
2
Read through pages 66 to 71, including the Fresh Ideas section, but explain that the students will develop a response to the
information there separately.
3
Talk about why developing a sense of national identity was important for the various colonies. Look at the things that the
colonies had in common and where, how and why they differed. On the board, divide a table into two columns, with ‘Early
19th century’ as the first heading and “Late 19th century’ as the second heading. Ask students to suggest the steps and
reasons that could be seen in each time period that led to the emerging Australian identity.
4
Ask students to complete the exercises outlined on page 71 page, after first working through the questions on pages 67
and 70 as a class. Complete Worksheet 3.1 as an extension or homework exercise.
LESSON 2 — PEOPLE, EXPERIENCES AND ATTITUDES
1
Reread the fresh ideas section, pages 68 and 69.
2
Complete the Fresh Ideas feature. You may prefer to do this activity in pairs or small groups. In reporting on findings,
encourage students to comment on their reflections and how they have developed views from the evidence presented to
them.
3
On completion of the chart on this topic, ask students to recall or comment on what they see the most important attitudes
that were expressed by those that saw Australia as a nation rather than as a series of smaller colonies.
4
Revisit the idea of Australia’s image. How realistic is the image that is presented to the world of Australia in film and stories
compared to the everyday Australia that the students live in? Does Australia have a distinctive national image?
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
Teaching program—Chapter 3: Nations and nationalism
Unit 2
Big Idea
Key knowledge and skills
Resources
VELS standards (adapted)
How do people
show their
national
identity?
History:
1 Australian identity
2 White Australia, attitudes towards
the Indigenous and to near
neighbours
Oxford Big Ideas
Humanities 3,
pp.72–77
Humanities — History, Level 6
1 Students analyse events which
contributed to Australia’s social,
political and cultural development.
2 Students analyse significant events
and movements which have
resulted in improvements in civil
and political rights.
.
Thinking processes, Level 6
1 They process and synthesise
complex information and complete
activities focusing on problem
solving and decision making which
involve a wide range and
complexity of variables and
solutions.
2 They take calculated risks when
defining tasks and generating
solutions.
Thinking processes:
1 Understand how images can be
created and related through art
and literature.
2 Apply appropriate strategies to
analyse sources and develop
viewpoints.
3 Analyse media for inference and
meaning.
Communication:
Expressing identity through art,
literature and symbols.
Suggested answers to
all unit activities at
www.bigideas.com
Suggested rubric for
Big Ideas activities at
www.bigideas.com
‘Woman’s Suffrage’
worksheet (and
suggested answers
where appropriate) at
www.bigideas.com
Communication, Level 6
1 Students use pertinent questions to
explore, clarify and elaborate
complex meaning.
2 Students demonstrate their
understanding of the relationship
between form, content and mode,
and select suitable resources and
technologies to effectively
communicate.
Learning sequence
LESSON 1—IDENTIFYING WITH AUSTRALIA
1
Ask students to suggest products that, through text and images, represent a strong identity with Australia. If possible, have
some examples from the Internet or print media to start this process (such as the Rosella tomato sauce label on page 74 of
the textbook).
2
Discuss what is displayed on these product labels and what the students feel is the intent in using these images.
3
Cover content on pages 72 to 74 and suggest that, in a similar manner, artists and authors were trying to sell a new
product: in this case an Australian identity that was unique to them rather than being part of another culture or its offerings.
4
How were the images and scenes offered by these creative people different from those that had been produced previously?
List as many differences as possible that are suggested by the students.
5
Complete the activities on page 74 orally or in writing.
6
Complete appropriate activities from the questions on page 77.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
LESSON 2 – GROWING AUSTRALIAN AWARENESS
1
2
This lesson predominantly revolves around the latter part of the 19th century. Ask students to read pages 75 and 76, and to
discuss groups or organisations that include the word ‘Australia’ or ‘Australian’. Get to think about when they were formed
and what their original aim was. See how many students have heard of the ANA and who, if anyone, can say what its
function is now.
Raise the question of why the unions might have been thinking of the colonies as one country. What advantage would it
have been for them to have a united or federated group of colonies?
3
Get the students to look closely at the images on page 76 and to reread the information about treatment of Indigenous
Australians and groups such as the Chinese and Kanakas. How and why do the students think the attitudes expressed
developed?
4
Complete the activities on page 76 in class orally or in writing, or for homework.
5
The remaining Big Ideas activities on page 77 can be completed for homework and/or for assessment. As an extension for
those students interested in this period, have them look at Worksheet 3.2. Get students that work on this to consider why
Australia was so advanced in the area of suffrage, particularly for women.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
Teaching program—Chapter 3: Nations and nationalism
Unit 3
Big Idea
Key knowledge and skills
Resources
VELS standards (adapted)
How does national
identity shape
nations?
History:
1 Moves to Federation.
2 A distinctive culture and
identity.
3 Defending the nation.
4 Key figures in the new nation.
Oxford Big Ideas
Humanities 3,
pp. 78–89
Humanities — History, Level 6
1 Students analyse events which
contributed to Australia’s social,
political and cultural development.
2 Students evaluate the contribution
of significant Australians to
Australia’s development.
3 They identify, comprehend and
evaluate a range of primary and
secondary sources.
Thinking processes:
1 Identifying meaning in images.
2 Influences on identity.
Interpersonal Development
Working in groups effectively and
efficiently.
Suggested answers to
all unit activities at
www.bigideas.com
Suggested rubric for
Big Ideas activities at
www.bigideas.com
Thinking processes, Level 6
1 Students discriminate in the way
they use a variety of sources.
2 They generate questions that
explore perspectives.
3 When reviewing information and
refining ideas and beliefs, students
explain conscious changes that
may occur in their own and others’
thinking and analyse alternative
perspectives and perceptions.
Interpersonal development, Level 6
1 Students work collaboratively,
negotiate roles and delegate tasks
to complete complex tasks in
teams.
2 They develop and implement
strategies for improving their
contributions to achieving the team
goals.
Learning sequence
LESSON 1— TOWARDS FEDERATION
1
Read Source 3.27 aloud to the class. Ask students what they think Sir Henry Parkes was talking about when he made the
statement at Tenterfield. After that, get them to suggest what some of those who didn’t agree with him might have said in
reply.
2
Move on and as a class read pages 78 to 81. After reading this, ask students to list in rank order at least three major
arguments in favour of federation (they must be able to support their ranking).
3
Ask students to complete the questions on page 81, either orally or in writing.
4
Students can then individually or in groups attempt to answer the following questions from page 89: Questions 1, 2, 3, 5, 7,
8, 9, 11, 12 and 13.
Excellent resource material can be found at www.naa.gov.au: ‘Documenting a Democracy’ and ‘Australian Prime Ministers’,
and at moadoph.gov.au ‘Federation Arches’ and ‘Colonies to Federation’.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
LESSON 2 — THE CONSTITUTION
1
Ask students if they know what the Constitution is. If they don’t know, ensure that you have a copy in order to show it in
class. These can be downloaded easily from sites such as the Australian Archives naa@gov.au . Explain that the
Constitution sets out the rules for the Federal government leaving anything not listed as a power for the new State. Have
students discuss why the smaller colonies might have insisted that the controls that the Federal government might have to
be so clearly set out. Why wouldn’t they prefer to set out the States rules and let the Federal government control the rest?
2
Read through page 82 and, as a class, answer the questions on that page.
3
See if students know why Canberra was established as the new Federal capital. Why weren’t Sydney or Melbourne
supported by the smaller states?
4
Study Tom Roberts’ painting on page 82. What does it say about the newly Federated Australia with regard to tradition and
origin? Get students to investigate why the first parliament was in Melbourne and where it met until moving to Canberra.
5
Carry out some research to see when the government moved to Canberra.
6
Complete question 15 on page 89.
LESSON 3— NATIONAL THOUGHT AND IDENTITY
1
Read the information about egalitarianism on page 83 and ask the students to talk about what they believe it means and
whether it could be said that Australia is or used to be an egalitarian society. How might the information about the Sargood
family support the argument about egalitarianism?
2
Get students to suggest what the term ‘working man’s paradise’ means and then read pages 83 through to 88. After
reading this section of the chapter, ask the students whether it is possible to argue that Australia was a working man’s
paradise and, if so, was it for everybody?
3
Ask the question ‘Who did not have equal rights soon after federation?’ and record the answers. Get students to think
particularly about the Indigenous people but look also at groups such as the Chinese and at women of any ethnicity.
4
Answer the questions on page 88 and then complete any unattempted questions on page 89.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia
Teaching program—Chapter 3: Nations and nationalism
Transferring ideas: Ireland
Big Idea
Key knowledge and skills
Resources
VELS standards (adapted)
What is the
significance of
national identity?
History:
1 Aspects of the history of
Ireland and the sources of its
cultural and historical
development
2 Aspects of similarity to and
difference from the
development of cultures and
history in other countries
3 Some ways in which religion
and politics have shaped
modern Ireland
Oxford Big Ideas
Humanities 3,
pp. 90–91
Humanities — History, Level 6
1 Students analyse the impact of
conflict in the twentieth and twentyfirst century.
2 They compare different
perspectives about events and
make links between historical and
contemporary issues.
Suggested answers
and rubric for
Transferring ideas
activities at
www.bigideas.com
.
Thinking processes:
1 Use a range of thinking
strategies to consider own
view about how some of the
beliefs and values of Ireland,
and aspects of its politics and
history, compare with those of
other civilisations.
2 Respond to questions that
require consideration of
different aspects of evidence
and a thoughtful answer.
Thinking processes, Level 6
1 Students make informed choices
based on their analysis of various
perspectives and sometimes
contradictory evidence.
2 They apply selectively a range of
creative thinking strategies to
broaden their knowledge and
engage with contentious,
ambiguous, novel and complex
ideas.
LESSON (IF COMPLETED IN CLASS)
1
Complete the Transferring Ideas spread in class or as homework as an assessable item. If desired, some of the activities
may be completed orally (as a class or in group discussion). Rubric and suggested answers supplied on Oxford web site.
2
In completing the section on Ireland, students may be surprised to discover the complexity and significance of Irish history.
By beginning to grasp this ‘broad picture’ view of what helps civilisations develop, what controls them and what advances
them (and subsequently changes or ends them), students consolidate their ability to transfer this understanding to other
analyses of civilisations.
Oxford Big Ideas Humanities 3 ISBN 978 0 19 557063 2
© Oxford University Press Australia