SAMPLE PROGRAM FOR
HISTORY STAGE 5
USING EXAMPLES FROM
RETROACTIVE 2 SECOND EDITION
TOPIC 1: Australia to 1914
Retroactive 2, 2nd ed., Chapter 1, pp. 2-35
INQUIRY QUESTIONS:
What was life like in Australia at the turn of the century?
How and why did Federation occur?
What were the voting rights of various groups in Australia at Federation?
How and why was the Immigration Restriction Act of 1901 introduced?
TIME ALLOCATION:
OUTCOMES
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
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 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.
ICT skills appropriate for this topic may include:
 comprehend and use historical sources, including a website
 locate, select and organise historical information from a variety of sources,
including ICT.
STUDENTS
LEARN ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch.
1):
TEACHING/LEARNING STRATEGIES:

how people lived
in Australia at
the turn of the
century

use primary sources
to describe features
of lifestyle of a
variety of social
groups
1.1 Turn of the
century –
ordinary
Australian lives
(pp. 4-7)

working
conditions in
Australia around
the turn of the

identify the
working conditions
of men, women and
children
Teacher-led narration/discussion of Introduction p. 2, concept of changes of a new century and the
contrasting images of Australian society shown on pp. 2-3, to set background for topic.
Student reading of pp. 4-7, note-taking to summarise features of lives. Class questioning to check
understanding, CYU 1-8.
Class discuss sources on pp. 4-7 volunteers to read source 1.1.2.
Discuss in groups the way technology has changed the world, give group feedback for summary
table on whiteboard.
Individual literacy/empathy tasks, US 1-7. (Note that students can type answers on screen if using the
CD-ROM: click on Activities heading, type responses below each question, save and/or print out.)
Oral and ICT tasks, R&C 1-4. See also Worksheet 1.1 – timeline.
Sample work program using Retroactive 2 Second Edition
2
STUDENTS
LEARN ABOUT:
STUDENTS LEARN
TO:
century

the reasons for
Federation

CONTENT (Ch.
1):
TEACHING/LEARNING STRATEGIES:
1.2 The lighter
side of life for
rich and poor (pp.
8-11)
Class reading and discussion of social scene and entertainments from text and sources pp. 8-11.
Discuss European dress of picnickers and beachgoers, extent of gambling and alcohol use,
larrikinism, public celebrations – class contributions to compare with today.
Class quiz to check learning, CYU 1-6.
Work in pairs to answer source questions, US 1-8, teacher-led discussion to gather feedback.
Reinforce relationship with Britain and Empire through reading of source 1.2.10.
See also Worksheet 1.2 – fun game of charades or tableau vivant group exercise to draw students
into the period.
1.3 Conditions
for the workers
(pp. 12-15)
Teacher-led narration/discussion of text and sources pp. 12-14, working conditions of different
groups, men, women, children, indigenous people.
Contrast city and country work (p. 14 shearers). Poor safety, hours, pay, government disinterest in
workers, increase in strikes.
Class reading and discussion of text on Eight-Hour Day movement, labour movement and
establishment of ALP, pp. 14-15. Whiteboard summary of reasons for growth of trade unionism and
significance of political power through formation of ALP.
Teacher-directed examination of occupations graph source 1.3.7, suggest how graph might differ
today.
Invite oral responses to CYU 1-9, p. 15, to check learning.
Individual student work to complete US 1-10, p. 15
Work in pairs to complete Comm. question, p. 15.
See also web activity using ABS article, ‘Surfing the net’ q. 1, p. 35, compare social and
employment data from 1901 with today.
Optional extension: students search web for ALP history, membership, policies etc.
More info on trade union history, Harvester Judgement etc see ACTU website ‘Worksite for schools’
and ‘Assignment help’, ‘H’ for History; links at:
http://www.worksite.actu.asn.au/showall.php3?secid=9&page=article&artid=471
http://www.worksite.actu.asn.au/showall.php3?secid=3&page=article&artid=477
explain the
arguments for and
against Federation

the Australian
Constitution

describe the main
features of the
Australian
Constitution

voting rights of
different groups
in Australia at
Federation

identify the voting
rights of Aboriginal
peoples, women
and other groups at
Federation

the composition
of Australia’s
population at
Federation

identify the ethnic
composition of
Australia at
Federation

the origins and

outline the reasons
Sample work program using Retroactive 2 Second Edition
3
STUDENTS
LEARN ABOUT:
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:


for the introduction
of the Immigration
Restriction Act
1901
explain how the
Immigration
Restriction Act
1901 was used to
restrict immigration
CONTENT (Ch.
1):
TEACHING/LEARNING STRATEGIES:
1.4 Ups and
downs – towards
Federation (pp.
16-19)
Teacher exposition of concept of colony, state and Federation.
Class discussion of development of states using source 1.4.1 maps, and differences between states at
turn of century, US 1, p. 19 to check learning.
Map work source 1.4.2 to locate countries of our region once ruled by European powers, US 2, p. 19.
Group work on paintings to answer US 3 p. 19, students find other art examples, poems of Lawson,
Paterson etc, spokesperson shares group’s ideas and findings with class. Suggested websites:
http://members.ozemail.com.au/~natinfo/lawson/
http://www.wallisandmatilda.com.au/banjo-paterson-poems.shtml
Class mind map on whiteboard of reasons for Federation and arguments for and against, using text
pp. 16-18, to answer CYU 1 p. 19.
Class discussion of moves towards Federation from 1880s, role of Parkes, conventions and
successful referendum, using pp. 18-19, class quiz to answer CYU 2-4 p. 19.
Refer also to photo of swearing-in ceremony and intro on p. 2, discuss the formality, style of dress,
position of women in photo.
View video ‘Federation: a Three Part Journey to Nationhood’ for discussion. See website at:
http://abc.net.au/federation/journey/
See www.nga.gov.au ‘Federation’ page (do search for term ‘Tom Roberts’) for painting of opening
of first Parliament, invitation etc.
Additional relevant activities on ‘Review and exam practice’ spread, web activities ‘Surfing the net’
q. 2, ‘Using sources’ qs 1 & 2, p. 35.
See also tables of voting figures in Worksheet 1.3. Check class learning through student-devised quiz
questions, see Worksheet 1.4.
1.5 Features of
the Constitution
and government
(pp. 20-23)
Reinforce Civics and Citizenship concept as highlighted through textbook. Teacher exposition and
class discussion of the Constitution, Parliament, levels of government, pp. 20-22. Students complete
CYU 1-3 and US 1-3, p. 23.
Individual student investigation of system of government, eg Australian Parliament site at
www.aph.gov.au, click on ‘Education’ and ‘Parliament: an overview’.
See also Worksheet 1.5 on process for passing laws.
Teacher exposition and discussion of text on changing and interpreting the Constitution, cross-ref to
1967 referendum p. 190, Whitlam dismissal pp. 254 and 280-283 and republicanism p. 259.
Class discussion of text pp. 22-23 on links to Britain, summary of main points on whiteboard.
outline the major
social legislation of
the new Federal
Government that
affected living and
working conditions
in Australia
Sample work program using Retroactive 2 Second Edition
4
STUDENTS
LEARN ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch.
1):
TEACHING/LEARNING STRATEGIES:
1.6 Voting rights:
Australian
Aborigines and
women (pp. 2425)
Teacher-directed reading and discussion of p. 24, concept of franchise in relation to inequality of
indigenous groups. Cartoon study source 1.6.1 (more on importance and analysis of cartoons in
Worksheet 1.7).
Reinforce significance of South Australia decision to give women vote in 1894. Discussion of text p.
25 and sources 1.6.3 and 1.6.4 on women’s struggles for recognition.
Individual work to answer CYU 1-3 and US 1-4. See empathy/literacy activity in Worksheet 1.6.
1.7 Australia’s
population and
racial issues
around 1900 (pp.
26-29)
Analysis of text p. 26 and table of composition of Australia’s population in 1901, source 1.7.1.
European dominance, study source 1.7.2 photo – clothing, motor car, affluence.
Teacher-directed discussion of racism and discrimination.
Examine attitudes to Chinese workers p.p. 26-7, cartoon studies, sources 1.7.3 and 1.7.4. Contrast
with Quong Tart story and source 1.7.5 p 27.
Issue of blackbirding and experience of sugar cane workers, p. 28 and sources.
Check learning with CYU 1-6 and US 1-6, p. 29 (plus Worksheet 1.7 on cartoons).
Reading and discussion of text p. 29 and source 1.7.9 views on moves towards White Australia
policy. Teacher summary/mind map of debates on issue on whiteboard.
1.8 Immigration
and a ‘white
Australia’ (pp.
30-31)
Reading of text pp. 30-31, student note-taking to consolidate understanding of text and sources on
immigration and White Australia policy.
Examine 1909 theatre poster for the play ‘White Australia’ on p. 3, students describe what is
happening in each scene and discuss poster as evidence of many people’s support for idea of a
‘white’ Australia.
Complete CYU 1-3 p. 31 by inviting responses from class.
Work in pairs to complete US 1-4 p. 31 and invite students to share responses with class.
1.9 Social
legislation: a
helping hand (pp.
32-33)
Revisit pp. 12-15 on workers’ conditions and rise of labour movement. Teacher exposition of
information on pp. 32-33 on social legislation introduced by governments in the first 14 years after
Federation to address some work and social issues.
Check learning by class quiz using CYU 1-6.
Individual source studies to complete US 1-3 p. 33. Research situation overseas using ICT task R&C
p. 33.
Revise glossary terms p. 3, and consolidate learning of terms and main points of topic using
crossword in Worksheet 1.8.
Sample work program using Retroactive 2 Second Edition
5
STUDENTS
LEARN ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch.
1):
TEACHING/LEARNING STRATEGIES:
Review & exam
practice (pp. 3435)
Individual work to complete Multiple choice practice questions 1-10, p. 34, Extended response qs 1
& 2 p. 35.
Work in pairs to complete ‘When did it happen’ p. 35, and present a timeline.
Answers to multiple choice: 1C; 2C; 3A; 4B; 5D; 6A; 7A; 8A; 9D; 10B
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on ‘Australia 1900-1914’; see
icon to click at top of p. 34 or open test from main menu. Students complete 15 questions on CD,
click on typewriter illustration at bottom right to view results, print out or email score.
See also On-Line Testing at www.jaconline.com.au/retroactive/retroactive2 (20 multiple choice
questions for topic revision).
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
6
RESOURCES USED FOR ‘AUSTRALIA TO 1914’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
7
HISTORY REGISTER – STAGE 5
TOPIC 1: Australia to 1914
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
 How people lived
 Australian Constitution
 Immigration Restriction Act
 Working conditions
 Voting rights
 Social legislation
 Reasons for Federation
 Composition of population
 Other: _______________________
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
8
TOPIC 2: Australia and World War I
Retroactive 2, 2nd ed., Chapter 2, pp. 36-67
INQUIRY QUESTIONS:
Why did Australia become involved in World War I?
What were the experiences of Australians in the Gallipoli campaign?
How and why was the Anzac legend created?
What was the impact of World War I on the Australian home front between 1914 and 1918?
TIME ALLOCATION:
OUTCOMES
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 a 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.
STUDENTS LEARN
ABOUT:
STUDENTS LEARN TO:

Australia as a
member of the
British Empire and
Australia’s regional
context

describe Australia’s
relationship with Britain in
1914

Australia’s
involvement in
World War I

explain the reasons for
Australia’s involvement in
World War I
identify the places where

Sample work program using Retroactive 2 Second Edition
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 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.
ICT skills appropriate for this topic may include:
 identify, comprehend and use historical sources, including a
database/website, as part of a historical inquiry.
CONTENT (Ch.2):
TEACHING/LEARNING STRATEGIES:
2.1 The guns of August
1914 (pp. 38-39)
Introduce World War I by reading Intro p.36, study sources showing Anzac
Cove photo and the Frank Crozier oil painting. Class discussion of the concept
of the ‘Anzac’ and the significance of World War I to Australian history.
Teacher narration of information on the origins of war pp. 38-39, invite oral
responses to CYU 1-5 and then individual written response to CYU 6 p.39.
Students working in small groups to analyse source 2.1.1, 2.1.2, 2.1.3 using US
1-3 p 39 as a guide.
Create a mind map of the causes of the First World War using pp. 38-39
sources as the stimulus material.
See Worksheet 2.1 for more on Triple Alliance and Triple Entente.
9
STUDENTS LEARN
ABOUT:
STUDENTS LEARN TO:
Australians fought in
World War I

the Gallipoli
campaign

the creation of the
Anzac legend


the conscription
issue in World War
I
the experiences of
ONE of the
following during
World War I in
Australia:
- persons of
German descent
- women
- indigenous
peoples

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
Sample work program using Retroactive 2 Second Edition
CONTENT (Ch.2):
TEACHING/LEARNING STRATEGIES:
2.2 Australia will be
there – the crimson
thread of kinship (pp.
40-41)
Invite volunteers for student reading of Australia’s relationship with Britain
and response to the outbreak of war in Europe pp. 40-41.
Individual student responses in notebooks or using CD-ROM activities file,
CYU 1-4 p. 41.
Examine the sources to establish the range of attitudes to the war, then US 1 p.
41 to stimulate empathy with enlisting men.
See also Worksheet 2.2 on Coo-ee marches.
Source work US 2 & 3 p.41 to establish the impact that the war had on society
and how Australians responded. Literacy task with ICT q. 3(c), on
conscientious objectors.
Extension task to design a recruitment poster R&C p73.
2.3 Stalemate in the
trenches (pp. 42-43)
Class discussion of stalemate situation and trench conditions on Western Front
(refer to map source 2.7.1 p 50 for location).
Individual student reading of labelling on source 2.3.1 illustration then
complete CYU 1-4 and US (a)-(e), p. 43.
2.4 Gallipoli –
Australia’s ‘baptism of
fire’ (pp. 44-45)
Examine p.44 text and map to establish location, lead-up to and progress of the
Gallipoli Campaign.
Teacher narration of information on Australia’s ‘baptism of fire’ at Gallipoli
pp.44-45.
Class discussion of the controversy surrounding Gallipoli using CYU 1-4 and
US 1-2, p.45, as a guide.
Create a timeline of the main events using CYU 5 p.45.
Examine sources 2.4.3 and 2.4.4 p. 45 to gain understanding of the conditions
endured by the troops and the temporary armistice.
Teacher-directed discussion to contrast the reality of war with the earlier
expectations of how the war would be fought and won. Students complete US 3
and Worksheet 2.3 to summarise learning.
Research further on web using ‘Site study’ suggestion, p. 45.
Weblinks: www.anzacsite.gov.au www.australiansatwar.gov.au
www.iwm.org.uk/online/gallipoli
www.awm.gov.au/virtualtour
10
STUDENTS LEARN
ABOUT:

STUDENTS LEARN TO:
Australia’s
commemoration of
World War I
Sample work program using Retroactive 2 Second Edition
CONTENT (Ch.2):
TEACHING/LEARNING STRATEGIES:
2.5 Gallipoli and the
birth of the Anzac
legend (pp. 46-47)
Individual student reading of text pp. 46-47 to extend knowledge of Gallipoli
living conditions and the emerging ‘Anzac Legend’.
Class discuss content and concepts using CYU 1-4 p. 47 as guide.
Empathy task US 1 p. 47 to describe personal experiences of life as a soldier on
the Gallipoli peninsula. See also photo of dugouts, source 2.12.1 p. 67.
Analysis of source 2.5.4 p. 47 according to US 3 p. 47.
Brainstorm the significance of the Gallipoli Campaign to World War I
Australians and concept of ‘coming of age’, Comm.1 p. 47.
Summary task using Worksheet 2.4.
Extension discussion on strengths and weaknesses of building a strong national
identity, Comm. 2 p. 47.
2.6 Gallipoli – film as a
source of history (pp.
48-49)
Viewing of the film ‘Gallipoli’ with noting of wartime attitudes and values
according to US 1-3 p. 49.
Small group analysis of the accuracy and value of the movie in understanding
the significance of the Gallipoli Campaign. Class divided into seven groups,
each group with responsibility for one of the tasks in US 4-10, p. 49, discuss
and complete task. Each group reports back to class.
Class brainstorm and summary on whiteboard to answer Comm. 1 p. 49.
Write a review of the film explaining themes, strengths and weaknesses,
Comm. 2, p. 49.
2.7 Australians at the
Somme and in Flanders’
fields (pp. 50-51)
Teacher narration of information on The Somme and Flanders’ Fields
battlefields pp. 50-51.
Summary notemaking on main events and significance of the Somme and
Passchendaele battles using CYU 1-3 p. 51.
Analysis of why this region was of such significance; source map 4.6.1.
Individual responses on Anzac attitudes to fighting US 2 p. 51.
Discussion of the impact of Passchendaele, US 3 p. 51.
Additional activities in Worksheets 2.5 and 2.6.
11
STUDENTS LEARN
ABOUT:
STUDENTS LEARN TO:
Sample work program using Retroactive 2 Second Edition
CONTENT (Ch.2):
TEACHING/LEARNING STRATEGIES:
2.8 ‘The enemy within’
– experiences of people
of German descent (pp.
52-55)
Syllabus option: cover this spread on German internees or ‘women’ (spread
2.9).
Civics and citizenship focus: discuss internment of German people in Australia,
class reading of pp. 52-55.
Class discussion of anti-German sentiments during wartime, discuss sources
2.8.1, 2.8.2 and 2.8.6. Contrast with achievements of Monash, see Retrofile p.
55, and others who fought for Australia. Individual responses to CYU 1-3 p.
55.
Photo analysis using sources 2.8.3, 2.8.4, 2.8.5 to establish how war would
have affected ‘enemy aliens’ in Australia, complete US 1-2, p. 55.
2.9 Women’s
experiences of the war
effort (pp. 56-57)
Student reading of pp. 56-57 to establish voluntary and paid roles of women
during the war. Individual responses to CYU 1-4, p. 57.
Class brainstorm on how the war would have changed the lives of Australian
women, put into a diagram form.
Invite volunteer to read source 2.9.3 p. 57. Examine sources 2.9.1 and 2.9.2 to
determine the sort of work women did and how important it was to the war
effort. Individual work to complete US 1-2, p. 57.
12
STUDENTS LEARN
ABOUT:
STUDENTS LEARN TO:
Sample work program using Retroactive 2 Second Edition
CONTENT (Ch.2):
TEACHING/LEARNING STRATEGIES:
2.10 The conscription
debate divides Australia
(pp 58-61)
Invite students to share knowledge of the concept of conscription and when it
has been debated in Australia.
Student reading of information on pp. 58-61.
Class analysis of graph showing patterns of enlistment 1915-1918, source
2.10.1. p. 58, US 1, p. 61. Group discussion of the differences between
Australian recruitment and what occurred in other nations. Answer CYU 1 p.
61.
Construct a timeline using CYU 2 p. 61 as a guide.
Individual notemaking on conscription referenda using responses to CYU 3.
Examine source material 2.10.2, 2.10.3, 2.10.4 to determine community
attitudes.
Work in small groups to complete CYU 4-7 and US 2-4, p. 61.
Individual analysis of text and sources on anti-conscription pp. 60-61, US 5-7.
R&C p. 61 – oral/literacy extension task: write a speech outlining the case for
or against conscription using primary sources.
See also extension tasks working in pairs: ‘Review & exam practice’ p. 67,
‘Developing your historical skills’, q. 3.
2.11 ‘We will remember
them’ –
commemoration of
World War I
Class reading of p. 62 paragraph 1 on sacrifices and impact of the war.
Class brainstorm to think of a headline to accompany a front page newspaper
article featuring source 2.11.1 as the main photo, responses on whiteboard.
Teacher exposition and narration of information on pp. 62-65 on ways we
commemorate the war. Invite students to share own or family experiences of
commemoration. Complete mind map on whiteboard, use CYU p. 65.
Students take turns to read aloud paragraphs from speech source 2.11.7, note
taking to summarise points.
Group work to discuss sources, complete US p. 65, share responses with class.
Research using weblinks and library to complete R&C 1-6.
Weblinks: www.dva.gov.au/commem/news/protection.htm
www.awm.gov.au
See Worksheet 2.7, a family’s search for war grave & multiple choice
questions.
13
STUDENTS LEARN
ABOUT:
STUDENTS LEARN TO:
CONTENT (Ch.2):
TEACHING/LEARNING STRATEGIES:
Review and exam
practice (pp. 66-67)
Individual work to complete Multiple choice practice questions 1-10, and
extended response p. 66.
Answers to multiple choice: 1B; 2D; 3A; 4C; 5A; 6A; 7D; 8C; 9B; 10D.
Work in pairs or groups on ‘Developing your historical skills’ q. 1, 2 and 5 p.
67.
Class project p. 67, as group work.
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on
‘Australia and World War I’; see icon to click at top of p. 66 or open test from
main menu. Students complete 15 questions on CD, click on typewriter
illustration at bottom right to view results, print out or email score.
See also On-Line Testing at www.jaconline.com.au/retroactive/retroactive2 (20
multiple choice questions for topic revision).
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
14
RESOURCES USED FOR ‘AUSTRALIA AND WORLD WAR I’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
15
HISTORY REGISTER – STAGE 5
TOPIC 1: Australia and World War I
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
 Australia & British Empire and regional context
 Creation of Anzac legend
 Commemoration of WWI
 Australia’s involvement in WWI
 Conscription issue in WWI
 Other: ________________
 Gallipoli campaign
 Experiences of either persons of German descent, women or indigenous peoples
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
16
TOPIC 3: Australia between the wars
Retroactive 2, 2nd ed., Chapter 3, pp. 68-95: The 1920s
INQUIRY QUESTIONS:
What were the differing experiences of various groups during the interwar period?
What was the contribution and significance of at least one Australian, one important
event and one political development during the interwar period?
N.B.: Schools may choose to cover 1920s (Ch 3) AND/OR 1930s (Ch 4)
OUTCOMES
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 a 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.
TIME ALLOCATION:
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 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.
ICT skills appropriate for this topic may include:
 identify, comprehend and evaluate a range of sources, including ICT.
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch.
3):
TEACHING/LEARNING STRATEGIES:


3.1 Rebuilding a
nation (pp. 70-71)
Introduce the period of the 1920s by class reading of Intro, p. 68, study photo pp. 68-69
and discuss the concept of change as symbolised by the aeroplane.
Volunteers to read text on pp. 70-71 followed by CYU 1-5 p. 71 as a guide to notemaking.
Examine source 3.1.1 to establish impact of changes in household technology and contrast
with the reality of some living conditions in source 3.1.2, complete US 1-2, p. 71.
Discussion to understand plight of soldier settlers. Empathy exercise through letter writing,
US 3 p. 71.
(Option to extend to cover Section A (Group) study on returned soldiers or workers.)
Teacher exposition on reasons for post-war immigration scheme, p. 71 text and R&C 2.
Extension: survey local area for evidence of different styles of architecture, followed by
R&C 1, p. 71, group report.
Section A (Group): the
varying experiences of at
least ONE of the
following:
- returned soldiers
- women
- workers
describe the
experiences of the
chosen group/s
Sample work program using Retroactive 2 Second Edition
17
STUDENTS LEARN
ABOUT:


STUDENTS LEARN
TO:
Section B (Individual):
the contribution and
significance of at least
ONE significant
individual from the 1920s
eg:
- Rev John Flynn
- Dame Nellie Melba (not
covered)
- Sir Charles Kingsford
Smith
additional individuals
covered:
- Edith Cowan
- Sir Walter Burley
Griffin

outline the
achievements of
the chosen
individual

explain the
contribution and
significance of the
chosen individual
to Australian
history
Section C (Event): the
significance of at least
ONE important event eg:
- construction of
Canberra
- the Conniston massacre
(not covered)
- introduction of the
‘talkies’ (not covered)


outline the main
features of the
chosen event
explain the
significance of the
event to
Australian history
Sample work program using Retroactive 2 Second Edition
CONTENT (Ch.
3):
TEACHING/LEARNING STRATEGIES:
3.2 Power and
protest – the
creation of the
ACTU (pp. 72-75)
Study (Syllabus section D): Significance of a 1920s political development: Growth of
unionism and creation of ACTU.
Teacher narration of text on political change and conflict, pp. 72-73, check learning using
CYU 1-3 and US 1-2, p. 75.
Class discussion of text on ‘ACTU’ pp. 73-75, on the trade union movement and the
government’s response to its growth and the strikes in the 1920s, students work in groups
to answer CYU 4-6 and US 3-5, share responses with class.
Revisit the role of cartoons in expressing the political life of a country.
Literacy and web research tasks, R&C 1-2, p. 75. See also Worksheet 3.1 on trade unions.
Extension tasks in ‘Review and exam practice’, p. 95:
Research and use ICT in ‘Develop your historical skills’ q. 1. Weblink: http://actu.asn.au/
Group research/oral task on technological changes in ‘Develop your historical skills’, q. 3.
3.3 A woman’s
place in 1920s
Australia (pp. 7679)
Study (Syllabus section A): Experiences of a group in 1920s: women.
Individual student reading of pp. 76-79 followed by class discussion through responses to
CYU 1-3 and US 1 p. 79.
Description of scenes depicted in sources 3.3.1 & 3.3.2 pp. 76-77 to examine patterns of
women’s employment in 1920s.
Examine source 3.3.3 p. 77 to explore the attitudes common to the 1920s. Write a response
to the ‘scribe’, US 2 p. 79.
Explain the position of women according to the evidence in source 3.3.4, answer US 3 p.
79.
Contrast image of young girls in source 3.3.5 and answer US 4, p. 79.
Class discussion of fashion using pp. 78-79 with CYU 3 p. 79 as a starting point.
Design a poster, US 5 p. 79 to express the changes in society and objections to women’s
behaviour of the 1920s. Extend to take on identity of a girl in source 3.3.5 photo and
respond to criticisms.
R&C 1&2 p. 79: research surf lifesaving movement by web search or site study. Present a
visual display, model or video clip. Or design a wall display on theme of women in 1920s.
See also ‘Review and exam practice’ p. 95, ‘Develop your historical skills’, q. 4, fashion
design activity.
18
STUDENTS LEARN
ABOUT:

Section D (Political
development): the
significance of ONE of
the following for
Australia’s political
development:
- compulsory and
preferential voting (not
covered)
- founding of the Country
Party (not covered)
- growth of unionism and
establishment of the
ACTU
STUDENTS LEARN
TO:
CONTENT (Ch.
3):
TEACHING/LEARNING STRATEGIES:

outline the main
developments
and/or features of
the chosen study
3.4 Edith Cowan
paves the way (pp.
80-81)

assess the
significance of the
chosen study to
Australia’s
political
development
Study (Syllabus section B): Contribution and significance of an individual.
Individual student reading of pp. 80-81 then work in pairs to examine sources and answer
US 1-2, p. 81.
Class discussion and feedback on Edith Cowan using CYU 1-3 p. 81, summarise her
contribution and significance on whiteboard.
Communication and ICT task, R&C 1, p. 81.
Research other individuals and perform role-plays using R&C 2, p. 81.
Revise 1920s content covered so far using crossword in Worksheet 3.2.
3.5 From sheep
station to national
capital (pp. 82-85)
Study (Syllabus section C): Significance of an important event: Construction of Canberra.
Class volunteers read aloud text pp. 82-84 and teacher-led discussion of sources. Invite
students to share own knowledge and experiences of Canberra.
Individual work to answer CYU 1-4 p. 85.
Work in pairs to complete US 1-4 p. 85. Discuss watercolours of Marion Mahony Griffin.
Web for Calthorpe’s House, heritage collection of 1920 furnishings etc.
http://www.museumsandgalleries.act.gov.au/calthorpes/index.asp
Additional research and class display, R&C, p. 85.
(Extend study to cover Walter Burley Griffin pp. 86-89 or study Burley Griffin as a section
B study - contribution and significance of an individual.)
3.6 Walter Burley
Griffin – designs for
a new way of living
(pp. 86-89)
Study (Syllabus section B): Contribution and significance of an individual.
Individual student reading of work and achievements of Walter Burley Griffin and Marion
Mahony, American architects in Australia (Relate to construction of Canberra pp. 82-85.)
Examine sources, visit Castlecrag or other location as site study if possible.
Class discussion of significance of architectural innovation, invite ideas for other examples
in the twentieth century.
Invite responses to CYU 2&3 and US 2&3, p. 89 and summarise on whiteboard.
Individual student work to answer CYU 1 and US 1, p. 89 - design an advert or write a
biography for Walter Burley Griffin or Marion Mahony Griffin on his/her contribution and
significance; share work with the class as a display or oral presentations.
See ‘Review and exam practice’, p. 95, qs 5 & 6 - additional activities and film and web
sources for the Burley Griffins.
Sample work program using Retroactive 2 Second Edition
19
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch.
3):
TEACHING/LEARNING STRATEGIES:
3.7 Pioneers of the
skies: Charles
Kingsford Smith
and John Flynn (pp.
90-93)
Study (Syllabus section B): Contribution and significance of an individual (choose from
options: Kingsford Smith and Reverend John Flynn).
Teacher exposition of aviation and radio technology opening up the world to triumph over
‘tyranny of distance’. Highlight excitement and public interest generated in 1920s by
individuals with a pioneering spirit (refer photo pp. 68-69). Discuss concept of
heroes/icons.
Class reading of text pp. 90-91 and Kingsford Smith sources, create timeline to consolidate
learning using CYU 1, p. 93. Refer also to chapter opening image pp. 68-69.
Work in pairs to answer CYU 2&3 and US 1-3, p. 93.
Teacher-directed discussion of problems in access to health care and significance of
Reverend John Flynn and Royal Flying Doctor Service.
Discuss comparison between flamboyant and humble heroes, invite students to think of
other examples. Students work individually to answer CYU 3&4 and US 4, p. 93.
Additional web research using weblinks and other resources, R&C 1 p. 93. Weblinks:
www.teachers.ash.org.au/aussieed/famouspeople.htm
www.flyingdoctorqueensland.net/whoweare/johnflynn.htm
General or group research tasks on aviation history, using US 2, R&C 2&3, p. 93.
See also Worksheets 3.3 and 3.4.
Review and exam
practice (pp. 94-95)
Individual work on Multiple choice practice questions 1-10, and extended response p. 94.
Answers to multiple choice: 1B; 2A; 3D; 4B; 5A; 6C; 7C; 8C; 9D; 10B.
Work in pairs or groups on ‘Develop your historical skills’ q. 2, 3 and 7, p. 95.
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on ‘The 1920s’; see
icon to click at top of p. 94 or open test from main menu. Students complete 15 questions
on CD, click on typewriter illustration at bottom right to view results, print out or email
score.
See also On-Line Testing at www.jaconline.com.au/retroactive/retroactive2 (20 multiple
choice questions for topic revision).
Sample work program using Retroactive 2 Second Edition
20
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch.
3):
TEACHING/LEARNING STRATEGIES:
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
21
RESOURCES FOR ‘AUSTRALIA BETWEEN THE WARS – the 1920s’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
22
HISTORY REGISTER – STAGE 5
TOPIC 3: Australia between the wars: the 1920s
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
 Experiences of group: _________________________________
 Significance of political development: _______________________
 Contribution of individual: _____________________________
 Other studies: ________________________________________________
 Significance of event: _________________________________
________________________________________________
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
23
TOPIC 3: Australia between the wars
Retroactive 2, 2nd ed., Chapter 4, pp. 96-127: The 1930s
INQUIRY QUESTIONS:
What were the differing experiences of various groups during the interwar period?
What was the contribution and significance of at least one Australian, one important
event and one political development during the interwar period?
N.B.: Schools may choose to cover 1920s (Ch 3) AND/OR 1930s (Ch 4)
OUTCOMES
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 a 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.
TIME ALLOCATION:
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 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.
ICT skills appropriate for this topic may include:
 identify, comprehend and evaluate a range of sources, including ICT.
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch 4):
TEACHING/LEARNING STRATEGIES:


4.1 The Great Crash
on Wall Street (pp.
98-99)
Introduce concept of economic ‘depression’ with class brainstorm of how contemporary
Australia would be altered with sudden and massive unemployment.
Teacher narration of Intro p. 160 and discussion of the two contrasting images on pp. 9697, followed by individual reading of pp. 98-99 text.
Use CYU 1-3 p. 99 as a guide to class discussion of the immediate background to the
1929 economic crisis.
Examine timeline, source 4.1.1 p. 98, in small groups to determine the economic problems
Australia faced, answer US 1, p. 99.
Individual source work to answer US 2&3, p. 99.
R&C p. 99 extension writing activity.
Section A (Group): the
varying experiences of at
least ONE of the
following:
- the unemployed
- the wealthy (not
covered)
- stolen children (covered
in ch. 7)
describe the
experiences of the
chosen group/s
Sample work program using Retroactive 2 Second Edition
24
STUDENTS LEARN
ABOUT:



Section B (Individual):
the contribution and
significance of at least
ONE significant
individual from the 1920s
eg:
- Sir Donald Bradman
- Margaret Preston
- Nancy Walton (not
covered)
- Roy Rene (not covered)
- Sir Isaac Isaacs (not
covered)
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
STUDENTS LEARN
TO:




outline the
achievements of
the chosen
individual
explain the
contribution and
significance of the
chosen individual
to Australian
history
outline the main
features of the
chosen event
explain the
significance of the
event to Australian
history
Section D (Political
Sample work program using Retroactive 2 Second Edition
CONTENT (Ch 4):
TEACHING/LEARNING STRATEGIES:
4.2 Going bust and
battling on (pp. 100101)
Study (Syllabus section A): Experiences of a group: the unemployed.
Individual student reading of text pp. 100-101 followed by notemaking using CYU 1-3 p.
101 as a guide.
Analysis of the source 4.2.1 graph, answer US 1 p. 101.
Combine information from source 4.2.1 and source 4.2.2 to write a slogan, US 2 p. 101.
Discuss plight of returned servicemen and analyse cartoon, US 3, p. 101.
Comm. p. 101 write article or complete group activity; prepare a television interview
program.
See also Worksheet 4.1 – devise a comic strip.
4.3 Surviving on the
‘susso’ – life for the
unemployed (pp.
102-105)
Study (Syllabus section A) on the unemployed (continued):
Examine source 4.3.1 p. 102 to establish who was affected by the unemployment of the
depression years.
Individual reading of text pp. 102-103 followed by notemaking using CYU 1-6 and US 1,
p. 105.
Read source 4.3.2 & analyse source 4.3.3 to gain an understanding of the suffering of the
unemployed; empathy task, US 2, p. 105.
Draw a mind map of the hardships the workers had to deal with according to US 3 p. 105
plan.
R&C 1, p. 105 extension task; create a class tribute to the depression generation by
interviewing survivors.
Individual reading of text pp. 104-105 followed by class discussion of Source 4.3.5, 4.3.6
and 4.3.7.
Answer CYU 7-10 to consolidate understanding of the variety of community responses to
the depression.
Choose either US 4, 5 or 6 p. 105 as a basis for a written response to the conditions of
depression Australia.
Prepare speeches on topic ‘A fair go for all in Australia’ (R&C 2 p. 105).
25
STUDENTS LEARN
ABOUT:
development): the
significance of ONE of
the following for
Australia’s political
development:
- dismissal of Jack Lang
- responses of
governments to the Great
Depression
STUDENTS LEARN
TO:


outline the main
developments
and/or features of
the chosen study
assess the
significance of the
chosen study to
Australia’s
political
development
Sample work program using Retroactive 2 Second Edition
CONTENT (Ch 4):
TEACHING/LEARNING STRATEGIES:
4.4 Building bridges
for the future (pp.
106-109)
Study (Syllabus section C): Significance of an event: Opening of Sydney Harbour Bridge
Class reading and discussion of pp. 106-109 to appreciate the challenges of building the
Sydney Harbour Bridge and what it came to represent to the depression generation, invite
class responses to CYU 1 & 3 and US (a) and (b) p. 109.
Literacy task to report on the joining of the arches, US 2, p. 109.
Extension: work in pairs to devise an imaginary interview between Captain de Groot and
the police officer who took him away after the ribbon incident.
R&C activity p. 109, to create a commemorative poster, refer also to fireworks photo on p.
1 as an additional photo source.
See also Worksheet 4.2, board game.
Extension: see ‘Review and exam practice’, p. 127 ‘Working independently’ q. 1.
4.5 The dismissal of
Jack Lang and the
Labor government
(pp. 110-113)
Study (Syllabus section D): Significance of political development: Dismissal of Jack Lang.
Individual reading of text pp. 110 on rise of Jack Lang followed by class discussion of the
widely differing views of Lang according to the evidence provided in source 4.5.1, 4.5.2
& 4.5.3.
Establish the bias of political speech and in source 4.5.3 p. 110 account for the bias of the
source. Students complete US 1 p. 113.
Teacher narration of text pp. 111-113 and discussion of major figures and themes using
CYU 1-7, p. 113.
Explain concepts of deflation and inflation as ideas for solutions to the depression, p. 111.
Examine source 4.5.5 p. 111 & source 4.5.4 cartoon to establish an understanding of the
Otto Neimeyer advice and plan to solve the economic problems of the day, answer US 2,
p. 113.
Group analysis of cartoons sources 4.5.4, 4.5.6, 4.5.7 and 4.5.8 to establish the points the
cartoonists are expressing and the usefulness of these sources in understanding the
political side of the depression. Design a political cartoon, US 5, p. 113. See also Stan
Cross’s famous cartoons in ‘Review and exam practice’, pp. 126-127, see ‘Working
independently’ q. 2.
Class quiz to check learning, using text and timeline source 4.5.9.
R&C p. 113 extension activity; compose and deliver a political speech.
See also Worksheet 4.3 on political parties.
Worksheet 4.4 crossword for revision of terms and concepts.
26
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
Sample work program using Retroactive 2 Second Edition
CONTENT (Ch 4):
TEACHING/LEARNING STRATEGIES:
4.6 Phar Lap – his
life and death and
their significance
(pp. 114-117)
Study (Syllabus section C): Significance of an important event: The death of Phar Lap.
Group discussion work on establishing a national icon of the modern age to appreciate the
significance of Phar Lap. Mind map qualities on whiteboard.
Teacher-led reading and discussion of pp. 114-117, students answer CYU 1-3 and US 1-7,
p. 117.
Work in pairs to answer R&C 1-4.
Weblinks for Phar Lap:
www.museum.vic.gov.au/pharlap/leaving/agua
www.museum.vic.gov.au/pharlap
4.7 Our Don
Bradman – lifting
Australia’s game
(pp. 118-121)
Study (Section B): Contribution and significance on an individual: Sir Donald Bradman.
Invite students to offer comparisons with players today and concept of star sportspeople.
Teacher-led reading and discussion of life and achievements of Bradman, pp. 118-121.
Importance in context of the depression and need for a national hero.
Work in small groups to read and discuss ‘Bodyline’ text p 120 and answer CYU 2 p. 121.
Work individually to prepare radio or TV script CYU 1 p. 121.
Class analysis and oral responses to source questions US 1-5 p. 121, summarise responses
on whiteboard.
Students complete US 6 p. 121 individually and share work with the class.
If possible view recent video/DVD ‘Bradman: Reflections on a Legend’ (2004, ABC
shops) for archival footage and perspectives on his life and significance. Students write
review.
Site study visit or weblink for Bradman Museum:
www.bradman.com.au
Song lyrics for Paul Kelly’s ‘Bradman’: http://www.paulkelly.com.au/lyrics/bradman.html
4.8 The Aboriginal
Day of Mourning
(pp. 122-123)
Study (Syllabus section C): Significance of important event: Aboriginal Day of Mourning.
Teacher exposition of information on Aboriginal Day of Mourning p. 122. Respond to
CYU p. 123 orally and note responses on whiteboard.
Invite students to take turns to read aloud from the manifesto source 4.8.3, p. 123.
Teacher-directed class discussion of rights to equal citizenship to answer US 1 & 2 p. 123.
Work in pairs to complete either R&C 2 or R&C 3, p. 123, share presentations with class.
Weblinks for clip art: www.clipartsite.com www.freeimages.com
27
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch 4):
TEACHING/LEARNING STRATEGIES:
4.9 Growing an
Australian identity –
the art of Margaret
Preston (pp. 124125)
Study (Syllabus section B): Contribution and significance on individual: Margaret
Preston.
Individual student reading and analysis of text and sources, pp. 124-125, complete CYU
1-3 p. 125.
Work in pairs to study paintings sources 4.9.2, 4.9.3, 4.9.4, and complete US, p. 125,
teacher invite pairs to share views with class.
Weblink for more on Preston and artwork:
www.margaretpreston.com/4652.html
Research suggestion R&C 2, p. 125, project on another individual of the 1930s, eg Roy
Rene, Nancy Walton, Sir Isaac Isaacs.
Review and exam
practice (pp. 126127)
Individual work on Multiple choice practice questions 1-10, and extended response pp.
126-127.
Answers to multiple choice: 1A; 2C; 3D (Answer ‘Both true’ missing in first printing);
4B; 5C; 6B; 7D; 8C; 9A; 10A.
Research ideas in ‘Working independently’ qs 1-4, p. 127.
Weblinks for ‘Working independently’ q. 1:
www.nsn.net.au
www.schools.nsw.edu.au
www.aph.gov.au
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on ‘The 1930s’; see
icon to click at top of p. 126 or open test from main menu. Students complete 15 questions
on CD, click on typewriter illustration at bottom right to view results, print out or email
score.
See also On-Line Testing at www.jaconline.com.au/retroactive/retroactive2 (20 multiple
choice questions for topic revision).
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
28
Sample work program using Retroactive 2 Second Edition
29
RESOURCES FOR ‘AUSTRALIA BETWEEN THE WARS – the 1930s’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
30
HISTORY REGISTER – STAGE 5
TOPIC 3: Australia between the wars: the 1930s
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
 Experiences of group: _________________________________
 Significance of political development: _______________________
 Contribution of individual: _____________________________
 Other studies: ________________________________________________
 Significance of event: _________________________________
________________________________________________
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
31
Retroactive 2, 2nd ed., Chapter 5, pp. 128-157
TOPIC 4: Australia and World War II
INQUIRY QUESTIONS:
TIME ALLOCATION:
Why was Australia involved in World War II?
What were some of the experiences of Australians as a result of their involvement in the war?
What was the impact of the war on the Australian home front?
How did Australia’s relationship with Britain and the United States change during World War II?
OUTCOMES
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.
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 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.
ICT skills appropriate for this topic may include:
 create a formatted, multi-paged document as part of an historical inquiry.
STUDENTS LEARN
ABOUT:
STUDENTS
LEARN TO:
CONTENT (Ch
5):
TEACHING/LEARNING STRATEGIES:


explain the
reasons for
Australia’s
involvement in
WWII
5.1 At war again
(pp. 130-133)

identify the
places where
Australians
fought in WWII
Introduce the topic of World War II through teacher reading of p. 128 introduction. Class discussion of
pp. 128-129 photograph and the evidence it provides of life in Sydney in 1942.
Teacher exposition of information on lead-up to war in Europe, p. 130, class analysis of map source
5.1.1 to establish areas of conflict in Europe and where Australians were mainly involved.
Individual student reading of text under ‘My melancholy duty’ pp. 131-132, class responses to find
reasons for Australia going to war, CYU 1, p. 133.
Teacher-led discussion on sources 5.1.3 and 5.1.4 and Australia’s relations with Britain, US 2, p. 133.
Individual student reading of pp. 132-133, then work in pairs to summarise areas where Australians
served and to answer CYU 2-5 and US 1, 3 and 4 share responses in class discussion.
Use sources 5.1.5 & 5.1.6 p. 132 as evidence of conditions in Tobruk, write short report on findings.
Tobruk research, R&C p. 133, weblink at: www.anzacday.org.au/history/ww2/anecdotes/tobruk.html
Individual student work to complete timeline US 1 and diary entry US 5, p. 133.
See also Worksheet 5.1 on numbers in armed services.
Australia’s
involvement in
World War II
Sample work program using Retroactive 2 Second Edition
32
STUDENTS LEARN
ABOUT:
STUDENTS
LEARN TO:
CONTENT (Ch
5):
TEACHING/LEARNING STRATEGIES:


5.2 At war with
Japan (pp. 134135)
Teacher-led analysis of map source 5.2.1 to understand Japanese expansion and establish why Japan
was perceived as such a threat to Australia in 1941-42.
Teacher exposition of information on Pearl Harbor attack and war in the Pacific, pp. 134-135. Students
work in pairs to complete CYU 1 and US 1 & 2, p. 135.
Teacher-led reading and discussion of fall of Singapore, p. 135, and significance for Australia. Elicit
student volunteers to read aloud source 5.2.4 on changing links with Britain and USA. Students offer
oral responses to CYU 3 and US 3, p. 135, for whiteboard summary. (See p. 138 for content on
prisoners-of-war.)
Extension: research more on Pearl Harbor attack and write a news flash.
http://plasma.nationalgeographic.com/pearlharbor/
5.3 Experiences
at Kokoda and
Milne Bay (pp.
136-137)
Teacher narration of text pp. 136-137 followed by CYU 1-3 p. 137 with timeline to consolidate
information.
Examine map source 5.3.1 p 136 to establish location of Australian action in PNG.
Use sources 5.3.1 to 5.3.5 to describe the difficulties and conditions on the Kokoda Trail.
Work in pairs to complete US 1 & 2, p. 137.
Australian War Memorial weblink (comment on ‘trail’ or ‘track’):
http://www.awm.gov.au/encyclopedia/kokoda/index.htm
More on Kokoda campaign and Milne Bay at:
http://www.awm.gov.au/atwar/remembering1942/index.htm
5.4 Experiences
of prisoners of
war (pp. 138139)
Teacher exposition of information in text p. 138 and examination of map source 5.4.1 to establish
locations of places. Invite class responses to answer CYU 1 & 2 and US 1 & 2, p. 139.
Individual reading of two experiences in sources 5.4.4 and 5.4.5 and answer US 3 p. 139, share
responses with class. Discuss importance of hearing people’s stories to prevent such things from
happening again.
If possible, view video Paradise Road and students discuss and/or present reviews of the video.
More info/evidence and activities on Sandakan Death March at weblink:
http://www.anzacday.org.au/education/activities/sandakan/sandakan01.html

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

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
Sample work program using Retroactive 2 Second Edition
33
STUDENTS LEARN
ABOUT:
STUDENTS
LEARN TO:
CONTENT (Ch
5):
TEACHING/LEARNING STRATEGIES:
on Sydney
- the internment of
‘enemy aliens’
- a significant
local event or issue
issue
5.5 Civilians
under attack:
Darwin and the
sub attack on
Sydney (pp. 140141)
Invite students to read aloud text pp. 140-141 and sources 5.5.1 and 5.5.3. Class responses to CYU 1-3.
Work in pairs to answer US 1-4, p. 141.
Class brainstorm on why the year 1942 was so significant to Australians.
Extension task R&C, p. 141, museum display using weblink at:
www.htansw.asn.au/teach/teach.html
http://www.htansw.asn.au/teach/juniorhistorydocs/webquests/attack/AAAQUEST.html
See also Australian War Memorial exhibition, ‘Australia under attack’, on-line site:
http://www.awm.gov.au/underattack/index.asp
National Archives fact sheet at:
http://www.naa.gov.au/Publications/fact_sheets/fs192.html
More photo sources at:
http://home.st.net.au/~dunn/japsubs/midgetsubs.htm
Webquest relating to attacks on Sydney and Darwin and the Kokoda Trail:
www.htansw.asn.au/teach/juniorhistorydocs/webquests/ww2/jun_webquestww2.html
5.6 Internment
of ‘enemy
aliens’ (pp. 142143)
Individual student reading of pp. 142-143 and analysis of sources, then work in pairs to answer CYU 14 and US 1-4, empathy tasks and role-play using photo, US 5, p. 143.
Extension: research Geneva Convention, R&C, p. 143.
Weblinks for Geneva Convention at: http://www.unhchr.ch/html/menu3/b/91.htm
http://www.unhchr.ch/html/menu3/b/92.htm
5.7 Wartime
government
controls (pp.
144-147)
Group reading of text and analysis of sources pp. 144-147 followed by teacher-directed class discussion
to answer CYU 1-4 and US 1-6, p. 147, to consolidate factual knowledge.
Use source 5.7.1 to describe image of the AIF recruit and reasons for enlisting, US 1, p. 147.
Read the text on conscription then use whiteboard to summarise the cases for and against.
Explain how the government justified censorship according to information in source 5.7.5, US 4, p. 146.
Alternatively, class divided into groups with each assigned an area of interest from pp. 144-147. Groups
to read allocated content and examine relevant source material. Individual notemaking followed by
presentation to class of findings from each group’s allocated topic.
Research extension activity: research the effect of WWII on the people of the local area. Record
interviews, and/or invite a speaker to talk to class about experiences.

wartime
government
controls including:
- conscription
- manpower
controls
- rationing
- censorship



the changing roles
of women in
WWII


Australia’s
changing relations
with Britain and
the USA during
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
Sample work program using Retroactive 2 Second Edition
34
STUDENTS LEARN
ABOUT:
WWII
STUDENTS
LEARN TO:
CONTENT (Ch
5):
TEACHING/LEARNING STRATEGIES:

5.8 The
changing roles of
women during
World War II
(pp. 148-151)
Teacher-led reading and discussion of information on pp. 148-151 to understand the roles and
community expectations of women at home and in armed services and how they changed during the
war, table summary on whiteboard to answer CYU 1 p. 151.
Assess the purpose and effectiveness of source 5.8.2 and attitudes of the time, US 2, p. 151.
Class discussion of the significance of the Centaur and discussion to answer US 4, p. 151.
Class analysis of cartoon source 5.8.5 to interpret meaning, answer US 5, p. 151.
Study the advert source 5.8.6 to identify society’s expectations of women when the soldiers returned.
Alternatively, work in groups to examine one source from pp. 149-151 and give feedback to class on
attitudes to women that are indicated in the chosen source, answer US 1-6, p. 151.
See also Worksheets 5.2 and 5.3 on women efforts and experiences in World War II.
5.9 Victory in
Europe, Victory
in the Pacific
(pp. 152-153)
Students volunteer to narrate text pp. 152-153 then complete CYU 1-4 p. 153 as individual notemaking.
Examine source 5.9.2 to appreciate the extent of destruction of the atomic bomb; complete US 2 p. 153.
Class discussion, comparison of source 5.9.3 with source 5.1.4 (article) and 5.1.3 (speech), p. 131, to
establish how Australia had changed, US 3, p. 153.
Research firebombing, R&C, p. 153.
See also Worksheet 5.4, for further research tasks.
5.10 Australia’s
changing
relations (pp.
154-155)
Teacher exposition of information on pp. 154-155 on attitudes to the US soldiers and the changes in
political ties with the USA & Britain, revisit Curtin speech p. 135 (source 5.2.4).
Invite class responses to answer CYU 1-5 and US 1-3, p. 155.
See crossword in Worksheet 5.5 for revision of topic.
explain how
and why
Australia’s
relationship
with Britain
and the USA
changed during
WWII
Sample work program using Retroactive 2 Second Edition
35
STUDENTS LEARN
ABOUT:
STUDENTS
LEARN TO:
CONTENT (Ch
5):
TEACHING/LEARNING STRATEGIES:
Review and
exam practice
(pp. 156-157)
Individual work on Multiple choice practice questions 1-10, and extended response pp. 156-157.
Answers to multiple choice: 1D; 2A; 3A; 4B; 5D; 6C; 7C; 8D; 9A; 10B.
Revision through glossary terms (p. 129).
Extension: investigate sinking of HMAS Sydney, ‘Working historically’ p. 157. HMAS Sydney
weblinks: www.naa.gov.au/Publications/fact_sheets/FS111.html
www.museum.wa.gov.au/mm/Museum/march/shipwrecks/sydney/Sydney.html
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on ‘Australia and World War II’;
see icon to click at top of p. 156 or open test from main menu. Students complete 15 questions on CD,
click on typewriter illustration at bottom right to view results, print out or email score.
See also On-Line Testing at www.jaconline.com.au/retroactive/retroactive2 (20 multiple choice
questions for topic revision).
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
36
RESOURCES FOR ‘AUSTRALIA AND WORLD WAR II’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
37
HISTORY REGISTER – STAGE 5
TOPIC 4: Australia and World War II
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
 Australia’s involvement in WWII
 Wartime government controls
 Experiences of Australians serving in WWII, with emphasis on: ______________________________
 Changing roles of women
 Impact of war on civilians, with emphasis on: _____________________________________________
 Australia’s changing relations
 Other studies: ___________________________________
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
38
TOPIC 5: Australia in the Vietnam War era
Retroactive 2, 2nd ed., Chapter 6, pp. 158-181
INQUIRY QUESTIONS:
How did the Australian government respond to the threat of communism after World War II?
Why did Australia become involved in the Vietnam War?
How did various groups respond to Australia’s involvement in the Vietnam War?
What was the impact of the war on Australia and/or neighbouring countries?
TIME ALLOCATION:
OUTCOMES
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.
STUDENTS LEARN
ABOUT:

Australia’s response
to the threat of
communism in Asia
after WWII
including:
- Korean War
- ANZUS Treaty
- SEATO Alliance
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 sequence key events in Australia’s military response to the threats of
communism in Asia after World War II
 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.
ICT skills appropriate for this topic may include:
 select suitable software to present a research task using ICT.
STUDENTS LEARN
TO:
CONTENT (Ch
6):
TEACHING/LEARNING STRATEGIES:

6.1 World
communism and
the Cold War (pp.
160-161)
Introduction to the concepts related to the Cold War through teacher narration of Introduction
p. 158 and study of photo pp. 158-159, followed by class discussion of why America became
so important to Australians of the post-war period.
Individual student reading of text pp. 160-161 followed by class responses to teacher
questioning using CYU 1-2 p. 161.
Group discussion of sources 6.1.1, 6.1.2 & 6.1.3 pp. 160-161 to establish how Australians
regarded communism during the 1950s. Completion of US 1-3 p. 161.
Group discussion on the meaning of speech source 6.1.4 followed by US 4 p. 161.
Extension research on Senator Joseph R McCarthy, using ICT.
See also research activity on communism and roles of world leaders in ‘Review and exam
practice’, ‘Civics and citizenship’ and ‘Investigate further’, q. 1, p. 181.
sequence the key
events in Australia’s
response to the threat
of communism in
Asia after WWII
Sample work program using Retroactive 2 Second Edition
39
STUDENTS LEARN
ABOUT:



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
STUDENTS LEARN
TO:


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
Sample work program using Retroactive 2 Second Edition
CONTENT (Ch
6):
TEACHING/LEARNING STRATEGIES:
6.2 Crushing the
communists – anticommunism in
Australia (pp. 162163)
Teacher to invite volunteers to narrate text pp. 162-163 followed by class discussion of anticommunism in Australia using CYU 1-4 p. 163 as a guide.
Examine source 6.2.1 p. 162 to determine the countries considered to be at greatest risk of
the spread of communism and respond to US 1 p. 163.
Explain the opposing views about the Communist Party Dissolution Bill by using text and
source 6.2.2 and respond to US 2 p. 163.
Discuss evidence from source 6.2.3 to appreciate the government argument for the
Dissolution Bill, respond to US 3 p. 163.
Students work in pairs to sequence the events and add more events to the timeline after
covering subsequent spreads (use Word or other software).
Organise a class debate on the topic of censorship according to Comm. p. 163.
See also Worksheet 6.1, research task to understand more on concept of communism.
6.3 The Petrov
Affair (pp. 164165)
Group reading of text pp. 164-165 and response to CYU 1-3 p. 165 to clarify main events
related to the Petrov Affair.
Group discussion of source 6.3. to establish the public response to Petrov crisis, US 1 p. 165.
Photograph study source 6.3.2 of distressed Mrs Petrov in one shoe, to look at how the media
portrayed the Petrov Affair followed by study of source 6.3.3 and US 3 p. 165.
See exhibition sources and web quest at: http://www.oph.gov.au/petrov/content.asp
http://www.oph.gov.au/petrovwebquest/
Article following Mrs Petrov’s death in 2002 at:
http://www.theage.com.au/articles/2002/07/26/1027497412417.html
Extension R&C on the life of Dr Herbert Evatt (see also p. 230). Design and write
promotional material using ICT for a documentary on life of Dr Evatt, R&C p. 165.
40
STUDENTS LEARN
ABOUT:
- 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
STUDENTS LEARN
TO:


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
Sample work program using Retroactive 2 Second Edition
CONTENT (Ch
6):
TEACHING/LEARNING STRATEGIES:
6.4 Why did
Australians fight in
Vietnam? (pp. 166167)
Read text p. 166 and answer CYU 1-5 p. 167 as summary of key developments.
R&C p. 167 class research task on the Australian response to the Cold War.
Source study of 6.4.1, 6.4.2 to appreciate the public view of Australia’s relationship with
America and the government’s view of our involvement in Vietnam; complete US 1 & 2 p.
167 to consolidate.
Analyse source 6.4.3 cartoon showing Australia confronting Indonesian president Sukarno
over Malaysia, to identify countries represented and the cartoon’s meaning, US 3, p. 167.
Using sources 6.4.4 & 6.4.5, explain argument for sending Australian troops overseas, US 4,
p. 167. In groups, consider value of cartoons as historical source material, base conclusions
on pp. 166-167 sources in particular, give group’s feedback to class.
6.5 Australia goes
‘all the way’ (pp.
168-169)
Map source study 6.5.1 to establish geographical location of the Indochina region and the
division of North and South Vietnam.
Teacher narration of text pp. 168-169 followed by class discussion to answer CYU 1-4 and
US 1, and timeline activity CYU 5, p. 169.
Cartoon source study 6.5.2 to establish the message being conveyed by the popular press
about Australia’s involvement in Vietnam and relationship with the United States; respond to
US 2, p. 169.
Discuss photo source 6.5.3 to analyse its usefulness in gaining information about the past
then work in pairs to answer US 3, p. 169.
Literacy task, R&C, p. 169. See also research ideas in ‘Review and exam practice’,
‘Investigate further’, q. 3-5, p. 181. Watch a movie (after checking rating), see ideas p. 181.
See also Worksheet 6.2, research and story writing.
6.6 ‘Save our sons’
– conscription and
anti-war protests
(pp. 170-171)
Teacher reading of source 6.6.1 to introduce ideas of the 1960s protest movements followed
by individual response to US 1 p. 171.
Individual reading of text pp. 170-171 followed by class discussion of CYU 1-4 p. 171.
Contrast source 6.6.2 & 6.6.3 for views on the nature of the protest movement then respond
to US 2 & 3 p. 171.
41
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
Sample work program using Retroactive 2 Second Edition
CONTENT (Ch
6):
TEACHING/LEARNING STRATEGIES:
6.7 The
moratorium
movement (pp.
172-173)
Examine photo source 6.7.1 and people’s recollections source 6.7.2 to gain an understanding
of the level of support of the moratorium movement of 1970 (see also protest photo on pp.
158-159); write a newspaper report in response (US 1 p. 173).
Group reading of text pp. 172-173 followed by group discussion of CYU 1-4 p. 173.
Use source 6.7.3 as starting point for a letter to a newspaper explaining the anti-war
movement; US 2 p. 173.
Invite guest speaker to address class about recollections, if possible, R&C 1, p. 173. Or
research to record community and family memories of the moratorium protest movement.
Collect, copy and set up class display of moratorium memorabilia. Design badges and
slogans, R&C 2, p. 173.
Extension: listen to protest songs, eg Bob Dylan ‘The Times They Are A-Changin’ and ‘A
Hard Rain’s A-Gonna Fall’ (lyrics at: http://www.bobdylan.com/songs/) or music from
‘Hair’.
See also Worksheet 6.3, compose a protest song or a script.
6.8 The voice of
the Vietnam
veteran (pp. 174175)
Individual student reading of text pp. 174-175 followed by CYU 1-4 p. 175 note making.
Study of sources 6.8.1 and 6.8.2 to establish the impact of war on the Vietnam servicemen;
complete US 1 & 2 p. 175.
Civics extension: research task, in groups or pairs, on the work and achievements of the
Vietnam Veterans’ Association using US 3 and R&C p. 175 as the guide.
Weblink for Vietnam Veterans Association: http://www.vvaa.org.au/ (see Education
Resources).
6.9 Refugees from
a war-torn world
(pp. 176-179)
Teacher exposition of information on pp. 176-179, inviting students to contribute from own
knowledge of refugees and experiences. Class responses to CYU 1-4, p. 179.
Work in pairs to study and interpret sources and answer US 1-5, p. 179, share ideas in
teacher-directed class discussion.
Extended research task, R&C 1, p. 179. Weblinks for research: www.abs.gov.au
www.emulateme.com
Class debate, R&C 2, p. 179.
Use crossword in Worksheet 6.4 for topic revision.
42
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch
6):
TEACHING/LEARNING STRATEGIES:
Review and exam
practice (pp. 180181)
Individual work on Multiple choice practice questions 1-10, and extended response pp. 180181.
Answers to multiple choice: 1B; 2C; 3C; 4B; 5B; 6A; 7D; 8B; 9A; 10C.
Civics and citizenship extension through research and class presentation (p. 181).
Revision through glossary terms (p. 159).
Weblinks for ‘Investigate further’ qs 1, 6, 7, p. 181.
www.s9.com/biography
www.anu.edu.au/polsci/austpol/aust/aust.html
http://rulers.org/
www.historychannel.com/today/
www.pathfinder.com/Life/thisday/
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on ‘The Vietnam War
era’; see icon to click at top of p. 180 or open test from main menu. Students complete 15
questions on CD, click on typewriter illustration at bottom right to view results, print out or
email score.
See also On-Line Testing at www.jaconline.com.au/retroactive/retroactive2 (20 multiple
choice questions for topic revision).
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
43
RESOURCES FOR ‘AUSTRALIA IN THE VIETNAM WAR ERA’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
44
HISTORY REGISTER – STAGE 5
TOPIC 5: Australia in the Vietnam War era
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
 Response to threat of communism in Asia
 Differing views of Australia’s involvement
 Response to threat of communism in Australia
 Impact of the war on: __________________________________
 Australia’s involvement in Vietnam War
 Other: _______________________
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
45
TOPIC 6: Changing rights and freedoms (Section A) Retroactive 2, 2nd ed., Ch. 7, pp. 182-211: Aboriginal peoples
NB: THIS SECTION ‘A’ IS COMPULSORY
TIME ALLOCATION:
INQUIRY QUESTIONS:
How have the rights and freedoms of Aboriginal peoples and other groups
in Australia changed during the post-war period?
OUTCOMES
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.
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 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.
ICT skills appropriate for this topic may include:
 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.
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch
7):
TEACHING/LEARNING STRATEGIES:


7.1 Fighting for
freedom (pp. 184185)
Class discussion of the significance of the Aboriginal flag p. 182 and how it expresses the
identity of the Aboriginal community. Teacher reading of Introduction p. 182 followed by
class discussion of photo p. 183 stimulus photo; what does it convey about Australian
indigenous people’s reasons for demonstrating?
Teacher exposition of information on p. 184 on status of Aboriginal people during and postwar. Class discussion of source 7.1.2 certificate and what it represented. Analyse Sally
Morgan’s interpretation in source 7.1.3. Class quiz to check learning using CYU 1-3 and US 1
and 2, p. 185.
Students work individually to complete US 2, empathy/literacy task.
Group or individual work to research and present speech in role of Reg Saunders, R&C, p.
185.
Change over time:
changing government
policies towards
Aboriginal peoples
over time, including:
- protection
- assimilation
- integration
- self-determination
account for
continuity and/or
change over time
in the relevant
study
Sample work program using Retroactive 2 Second Edition
46
STUDENTS LEARN
ABOUT:


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
STUDENTS LEARN
TO:

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

CONTENT (Ch
7):
TEACHING/LEARNING STRATEGIES:
7.2 From
protection to
integration (pp.
186-189)
Small group reading of text pp. 186-189 followed by class discussion and whiteboard
summary of the policies from protection to integration and definitions of terms. Students work
in pairs to answer CYU 1-6 and US 1, 2, 4, 7, p.189, come together as class to discuss
responses.
Draw a timeline using text and source 7.2.6 (US 5 p. 189).
Group work to respond to US 3, p. 189 in role of TV producer and design poster.
Individual work to examine sources to establish an understanding of the Wave Hill campaign;
respond to US 6, p. 189 literacy task.
See additional resource and activity in chapter 11, source 11.7.3, p. 285, Whitlam and
Lingiari in 1975.
Option to incorporate study here of Charles Perkins and the 1965 Freedom Rides (see section
10.1, pp. 244-247) in chronology or within study of activists in section 7.5.
Extension: cartoon drawing, R&C, p. 189.
7.3 Being counted
(pp. 190-191)
Teacher narration of text pp. 190-191 followed by class discussion of citizenship and
significance of the 1967 referendum, check learning using CYU 1-4 p. 191.
Work in pairs to draw timeline, CYU 5, p. 191.
Analysis of table source 7.3.1 information to determine rights Aboriginal people had across
Australia in 1962, class responses to US 1, p. 191.
Use sources 7.3.2 & 7.3.3 to determine YES argument in 1967 referendum; complete US 2, p.
191.
Extension research task on the 1967 referendum, R&C, p. 191.
Extension: hold a class mock referendum on a controversial issue, with opposing sides
preparing posters, brochures and slogans.
7.4 The stolen
generations (pp.
192-195)
Teacher narration of text pp. 192-195 followed by class oral responses to CYU 1-7 p. 195.
Individual examination/reading of sources 7.4.1-7.4.6 followed by class discussion of the
impact of forced removal of children, students answer US 1-4, p. 195.
Individual literacy task, news report, US 5, p. 195.
Class discussion of contemporary opinion on the Stolen Generation issue and saying ‘sorry’.
See also ‘Review and exam practice’ p. 211, ‘Investigate further’ qs. 2, 3 and 5.
View movie Rabbit Proof Fence or extracts and assess as a historical source.
Group work to respond to R&C 1, 2 or 3, p. 195, share findings with class.
Sample work program using Retroactive 2 Second Edition
47
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch
7):
TEACHING/LEARNING STRATEGIES:
7.5 Activists for
change (pp. 196197)
Individual reading of pp. 196-197 on significant activists, include study of Charles Perkins
(pp. 244-247). Respond to CYU 1-3 and US 1-2.
Include analysis of source 7.10.1 p. 211, Kevin Gilbert’s experience of discrimination in
1940s and 1950s.
ICT research on black power movement, R&C, p. 197.
See also Worksheet 7.1 on activism and speaking out.
7.6 The Tent
Embassy and land
rights in the ‘lucky
country’ (pp. 198199)
Individual reading of text pp. 198-199 followed by class discussion using CYU 1-3 p. 199 as
focus questions.
Analysis and discussion of sources 7.6.1, 7.6.2 & 7.6.3 to establish an understanding of the
tent embassy and government reaction. Complete US 1-3 p. 199 to consolidate understanding
of motives for tent embassy and significance for Aboriginal pride.
7.7 Land rights,
policies and the
law c. 1972-1990
(pp. 200-203)
Group reading of text pp. 200-201 followed by group discussion and notemaking to answer
CYU 1-4 and US 1 p. 203.
Teacher exposition of information on concept of land rights.
Students may access Aboriginal Land Rights Act 1983 (NSW) via web, eg:
http://www.daa.nsw.gov.au/landandculture/landrights.html
See also information by NSW Aboriginal land Council at: http://www.alc.org.au/
Analysis and group discussion of written source 7.7.2 p. 201 to contrast with the view of
mining as presented in photo source 7.7.3; follow up with response to US 2&3 p. 203.
Examine sources 7.7.4 & 7.7.5 and discuss the different view of the bicentennial being
expressed, respond to US 4 & 5 p. 203.
Students take turns to read aloud points from Barunga statement source 7.7.5 p. 202 to
establish the message conveyed and the audience it was intended for; class responses to US 6,
p. 203.
Individual reading of source 7.7.7 followed by class discussion of need to understand
Aboriginal perspectives by studying history, students summarise then express own viewpoint,
US 7 p. 203.
Film review – Babakiueria, R&C 1-4, p. 203.
See also Worksheet 7.2 on creating a memorial.
Sample work program using Retroactive 2 Second Edition
48
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch
7):
TEACHING/LEARNING STRATEGIES:
7.8 Mabo, Wik
and native title
issues (pp. 204207)
Teacher exposition and class discussion to understand concept of Mabo, terra nullius and
native title.
Invite volunteers to narrate text pp. 204-205 followed by class discussion of CYU 1-6, p. 207.
Establish the geographic location of Mer and the Torres Strait through study of map source
7.8.3 p. 204.
Analysis of written source 7.8.2 and discussion of what Mabo decision meant for land rights
in Australia (US 2 p. 207).
See also Worksheets 7.3 and 7.4 on Eddie Mabo and empathy task using photos.
Class reading of text on Wik decision and 10-point plan pp. 206-207 followed by group
discussion and responses to CYU 7-12 p. 207.
Discuss success of Harbour Bridge walk for reconciliation on 27 May 2000.
Summarise indigenous issues for future Australians and importance of each identified issue by
drawing mind map on whiteboard.
Use Worksheet 7.5 to check learning of terminology in topic.
Individual or group research using R&C 1-2, p. 207. Weblinks: www.nntt.gov.au
www.australianpolitics.com/issues/aborigines/amended-10-point-plan.shtml
See also website of Australians for Native Title and Reconciliation at: www.antar.org.au.
Information on indigenous human rights and social justice at:
http://www.hreoc.gov.au/social_justice/info_sheet.html
7.9 Cultural
identity – a bran
nue dae (pp. 208209)
Shared class reading of pp. 209-209 and discussion of positive cultural identity, importance of
cultural acceptance and recognition, class responses to CYU 1-4.
If possible listen in class to contemporary indigenous music and/or language.
Australian Museum site for indigenous culture:
http://www.dreamtime.net.au/indigenous/culture.cfm
Students work individually to analyse sources and answer US 1-3, literacy and ICT tasks.
Students could choose to research and present PowerPoint on an indigenous sportsperson,
musician or actor, politician or other leader or spokesperson (see p. 211, q. 1). Suggest choose
a person recently recognised in the Deadlys cultural awards, see photos and descriptions at:
http://deadlys.vibe.com.au/deadlys_new/winners/index.asp
http://deadlys.vibe.com.au/deadlys_new/winners/2003/index.asp
Sample work program using Retroactive 2 Second Edition
49
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch
7):
TEACHING/LEARNING STRATEGIES:
Review and exam
practice (pp. 210211)
Individual work on Multiple choice practice questions 1-10, and extended response pp. 210211.
Answers to multiple choice: 1B; 2C; 3D; 4C; 5B; 6D; 7C; 8B; 9D; 10C.
Revision through glossary terms (p. 183).
Additional activities on indigenous culture and stolen generations, ‘Investigate further’ p. 211.
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on ‘Aboriginal rights and
freedoms’; see icon to click at top of p. 210 or open test from main menu. Students complete
15 questions on CD, click on typewriter illustration at bottom right to view results, print out or
email score.
See also On-Line Testing at www.jaconline.com.au/retroactive/retroactive2 (20 multiple
choice questions for topic revision).
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
50
RESOURCES FOR ‘CHANGING RIGHTS AND FREEDOMS: SECTION A: Aboriginal peoples’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
51
HISTORY REGISTER – STAGE 5
TOPIC 6: Changing rights and freedoms: Section A (Aboriginal peoples)
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
 Change over time:  protection
 assimilation
 integration
 self-determination
 Group: varying experiences of the stolen generations
 Events/Issues: role in struggle for rights and freedoms:  1967 Referendum
 Land Rights and Native Title
 Other: ____________________________
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
52
TOPIC 6: Changing rights and freedoms (Section C)
Retroactive 2, 2nd ed., Chapter 8, pp. 2-35: Women
INQUIRY QUESTIONS:
How have the rights and freedoms of Aboriginal peoples and other groups
in Australia changed during the post-war period?
TIME ALLOCATION:
OUTCOMES
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.
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 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.
ICT skills appropriate for this topic may include:
 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.
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch.
8):
TEACHING/LEARNING STRATEGIES:


8.1 Roles and role
models c 19451960 (pp. 214-215)
Teacher narration of Introduction p. 212 and discussion of cartoon and photo pp. 212-213.
Individual student reading of text pp. 214-215 followed by class brainstorm on how men’s
and women’s roles have changed since 1945, respond to CYU 1-3, p. 215.
Examine sources 8.1.1-8.1.4 to appreciate the traditional roles of 1950s society and work in
groups to answer US 1-3, p. 215, come together to discuss responses as a class.
Further activity on role models: see ‘Review and exam practice, p. 227, ‘Developing your
historical skills, q. 1 – research a significant individual from 1940s-1950s, display as posters
to share findings with the class. Alternatively, present using PowerPoint.
Change over time: the
achievements of the
women’s movement in
the post-WWII period
account for
continuity and/or
change over time
in the relevant
study
Sample work program using Retroactive 2 Second Edition
53
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch.
8):
TEACHING/LEARNING STRATEGIES:

Group: the experiences
of ONE of the
following:
- women during Great
Depression (see ch 3)
- women’s liberationists
in post-WWII period

examine the
experiences of the
chosen group/s
using a range of
sources
8.2 The equal pay
issue (pp. 216-217)

Events/Issues: 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

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
Group reading of text pp. 216-217 on discrimination and Equal Pay Case, followed by group
discussion and completion of table CYU p. 217.
Teacher-led analysis of cartoon source 8.2.1 to identify cartoonist’s message, US 1, p. 217.
Examine graph source 8.2.2 and table source 8.2.3 to draw conclusions about the male and
female experience, group discussion, US 2 & 3, p. 217.
See also ‘Critical viewing exercise’ in ‘Review and exam practice’, p. 227 – watch television
sit-coms from 1950s-1970s and make notes on male and female characteristics then suggest
updates through group discussion.
Extension tasks: see ‘Review and exam practice, p. 227, ‘Developing your historical skills’,
q. 3 ICT task to find information from UN; and q. 5 on equal pay as ‘unfinished business’.
Weblinks: www.worksite.actu.asn.au
www.actu.asn.au/public/library/equalpay.html www.actu.asn.au/public/news
8.3 ‘I am woman
hear me roar’ –
women’s libbers
re-emerge (pp.
218-221)
Teacher exposition of the methods and significance of the women’s liberation movement
using pp. 218-221, US 1-3.
Incorporate study of Germaine Greer using section 10.2 pp. 248-249.
Individual notemaking on sources to answer of US 1-5, p. 221.
Research and literacy tasks, R&C 1-4, p. 221.
Additional group discussion task in ‘Review and exam practice’, p. 227, q.6 on Zelda
D’Aprano and other activists.
Students investigate WEL’s website at: http://www.wel.org.au/
Weblink for song lyrics: http://www.lyrics.ly/lyrics.php/Helen+Reddy/Lyrics/I+Am+Woman
See also Worksheet 8.2 on politicians’ commitment to women’s rights.
8.4 Creating
equality of
opportunity (pp.
222-223)
Teacher-led discussion and reading of text pp. 222-223, summarise progress in 1980s and
1990s on whiteboard. Class responses to CYU 1-3 and US 1-2, p. 223.
Students work in pairs to create timeline of legislation relating to women’s rights. Class quiz
to check learning
Worksheet 8.2, word find of terms from women study.

Sample work program using Retroactive 2 Second Edition
54
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch.
8):
TEACHING/LEARNING STRATEGIES:
8.5 Sticky floors
and glass ceilings
– the 1990s and
beyond (pp. 224225)
Student volunteers to read text p. 224, then individual work to answer CYU, p. 225.
Class analysis and discussion of messages of cartoons sources 8.5.1 and 8.5.2, US 1-2, p.
225.
Research questions 1-2, p. 225.
Weblink for researching Judy Horacek: http://www.horacek.com.au
Weblink for HREOC: www.hreoc.gov.au
See also Worksheet 8.3 to test understanding of chronology and terms.
Review and exam
practice (pp. 226227)
Individual work on Multiple choice practice questions 1-10, and extended response pp. 226227
Answers to multiple choice: 1A; 2A; 3C; 4B; 5B; 6A; 7C; 8D; 9D; 10C.
Revision through glossary terms (p. 213).
Additional activities to extend learning of topic in ‘Developing your historical skills’ p. 227.
Weblinks for p. 227, q. 5: www.worksite.actu.asn.au
www.actu.asn.au/public/library/equalpay.html www.actu.asn.au/public/news
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on ‘Women’s rights and
freedoms’; see icon to click at top of p. 226 or open test from main menu. Students complete
15 questions on CD, click on typewriter illustration at bottom right to view results, print out
or email score.
See also On-Line Testing at www.jaconline.com.au/retroactive/retroactive2 (20 multiple
choice questions for topic revision).
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
55
RESOURCES FOR ‘CHANGING RIGHTS AND FREEDOMS (SECTION C: Women)’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
56
HISTORY REGISTER – STAGE 5
TOPIC 6: Changing rights and freedoms: Section C (Women)
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
 Change over time: achievements of women’s movement in post WWII period
 Group: experiences of (ONE):  women during Great Depression (ch 3)
 women’s liberationists in post WWII period
 Events/issues: role of (ONE) in changing rights and freedoms:  women’s suffrage
 women in parliament
 equal pay for women
 Other: _______________
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
57
TOPIC 7: People power & politics in post-war period (Section A) Retroactive 2, 2nd ed., Ch 9, pp. 228-241: Global citizen
INQUIRY QUESTIONS:
What role has Australia played in international affairs in the post-war period?
What have been some important political developments in post-war Australian history?
How have significant individuals and groups exercised their democratic rights in the post-war period?
OUTCOMES
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 political developments
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.
STUDENTS LEARN
ABOUT:

Australia’s role in
the following:
- United Nations,
including
UNESCO, and
UN conventions
- regional
agreements,
including
Colombo Plan,
APEC
NB: SECTION ‘A’ IS MANDATORY
TIME ALLOCATION:
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 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.
ICT skills appropriate for this topic may include:
 use knowledge, understandings and relevant evidence to create an
appropriate historical text, using ICT.
STUDENTS LEARN
TO:
CONTENT (Ch
9):
TEACHING/LEARNING STRATEGIES:

outline key
developments in
Australia’s role
within the UN in
the post-war
period
9.1 Australia’s
post-war role
within the UN
(pp. 230-233)

assess an
achievement of
Australia in its role
within the UN
Teacher-led discussion of Introduction and image pp. 228-229, explore students’ existing
understanding of Australia’s international profile.
Student volunteers read aloud pp. 230-233, then use whiteboard to invite and summarise responses
to CYU 1 & 2 p. 233.
Teacher-guided discussion of mandatory detention issue, and class responses to US 5, p. 233.
Work in pairs to examine sources and answer US 1-4, p. 233.
R&C, p. 233, weblink for United Nations: www.un.org/
See also ‘Review and exam practice’, p. 240, ‘Virtual tour of the UN’ web activity, weblink at:
http://www.un.org/cyberschoolbus/untour/
9.2 Australia’s
post-war regional
agreements (pp
234-235)
Teacher exposition of information on pp. 234-235, summary on whiteboard of post-war regional
agreements, students answer CYU, p. 235, by completing table.
Further research and literacy/ICT task on APEC, R&C, p. 235, weblink at:
http://www.apec.org/apec.html

explain the
Sample work program using Retroactive 2 Second Edition
58
STUDENTS LEARN
ABOUT:
STUDENTS LEARN
TO:
purpose of
Australia’s
regional
agreements
CONTENT (Ch
9):
TEACHING/LEARNING STRATEGIES:
9.3 East Timor
case study:
keeping the peace
(pp. 236-239)
Map study source 9.3.2 p. 237, location of East Timor and proximity to Australia, US 2, p. 239.
Individual student reading of information on history of East Timor to independence and Australia’s
role as peacekeepers, pp. 236-239, hold class quiz to check learning, using CYU 1-4 and US 3 & 4
p. 239 as starting point. Discuss East Timor situation as an achievement of Australia in UN role.
Discussion of Dili massacre, nature of political demonstrations and government responses.
Individual work to complete US 1 and 5 p. 239.
Group work to complete research and empathy/literacy tasks, R&C 1-3, p. 239. Weblinks:
www.cia.gov/cia/publications/factbook/docs/refmaps.html
www.cnn.com/2002/WORLD/asiapcf/southeast/04/10/timor.timeline/
www.oxfam.org.au/world/asia/east_timor/history.html
www.cia.gov/cia/publications/factbook/geos/tt.html
Extension tasks - source analysis on East Timor, moral or pragmatic approach, in ‘Review and exam
practice, ‘Extend your skills’ q. 1, p. 241. Additional source work p. 241, qs 2 and 3.
See also Worksheets 9.1 and 9.2, for extension task and revision of Global Citizenship.
Review and exam
practice (pp. 240241)
Individual work on Multiple choice practice questions 1-10, and extended response pp. 240-241.
Answers to multiple choice: 1A; 2B; 3D; 4A; 5C; 6A; 7C; 8A; 9B; 10C.
Revision through glossary terms (p. 229).
Extension tasks in ‘Investigate further’ and Extend your skills’ pp. 240-241. Weblinks at:
www.apec.org/apec/about_apec.html www.colombo-plan.org/
www.unesco.org/webworld/virtual_exhibition/index.shtml
www.unesco.org/webworld/mdm/visite/sommaire.html
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on ‘Australia as a global
citizen’; see icon to click at top of p. 240 or open test from main menu. Students complete 15
questions on CD, click on typewriter at bottom right to view results, print out or email score.
See also On-Line Testing at www.jaconline.com.au/retroactive/retroactive2 (20 multiple choice
questions for topic revision).
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
59
RESOURCES FOR ‘PEOPLE POWER AND POLITICS IN THE POST-WAR PERIOD: SECTION A: Australia as a global citizen’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
60
HISTORY REGISTER – STAGE 5
TOPIC 7: People power and politics in the post-war period: Section A
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
 Australia’s role in:
 United Nations, including UNESCO
 UN conventions
 Australia’s role in regional agreements including:  Colombo Plan
 APEC
 Case study: achievement of Australia in role within UN:
 Other: ____________________________________
 East Timor
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
61
TOPIC 7: People power & politics in post-war period (Section B) Retroactive 2, 2nd ed., Ch. 10, pp. 242-267: People power
INQUIRY QUESTIONS:
NB: Choose ONE study from the 7 events/issues & individuals covered.
What role has Australia played in international affairs in the post-war period?
What have been some important political developments in post-war Australian history?
TIME ALLOCATION:
How have significant individuals and groups exercised their democratic rights in the post-war period?
OUTCOMES
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 political developments
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.
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 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.
ICT skills appropriate for this topic may include:
 use knowledge, understandings and relevant evidence to create an
appropriate historical text, using ICT.
STUDENTS
LEARN ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch 10):
TEACHING/LEARNING STRATEGIES:


examine the role
of the significant
individual in the
chosen study
10.1 Charles Perkins
and the Freedom Ride
(pp. 244-247)
Freedom Rides:
Charles Perkins
Teacher narration of Introduction p. 242 and discussion of the contrasting images on pp. 242-243
to highlight concept of people power and the exercising of democratic rights.
Teacher exposition of information on pp. 244-247, class responses to summarise the role of
Charles Perkins in relation to concept of ‘people power’ and the significance of the Freedom
Rides. Students work in pairs to answer CYU 1-3 and US 1-7, p. 247.
R&C 1-2, p. 247, own ICT research and empathy task.

assess the
significance of the
chosen study for
Australia in the
post-war period
10.2 Germaine Greer
and the women’s
liberation movement
(pp. 248-249)
Teacher narration of Introduction p. 242 and discussion of the contrasting images on pp. 242-243
to highlight concept of people power and the exercising of democratic rights.
Teacher exposition of information on pp. 248-249, class responses to summarise the role of
Germaine Greer in relation to concept of ‘people power’ and the significance of the women’s
liberation movement. Students answer CYU and US 1-5, p. 249.
See also chapter 8, pp. 218-221, for more content on women’s liberation movement.
R&C 1-2, p. 249, own reading from the Female Eunuch and/or film review task.
People power ONE event/issue
and individual from
the following:
Women’s
Liberation:
Germaine Greer
Sample work program using Retroactive 2 Second Edition
62
STUDENTS
LEARN ABOUT:
Green bans: Jack
Mundey
STUDENTS LEARN
TO:
CONTENT (Ch 10):
TEACHING/LEARNING STRATEGIES:
10.3 Jack Mundey and
the green bans (pp.
250-253)
Teacher narration of Introduction p. 242 and discussion of the contrasting images on pp. 242-243
to highlight concept of people power and the exercising of democratic rights.
Teacher exposition of information on pp. 250-253, class responses to summarise the role of Jack
Mundey in relation to concept of ‘people power’ and the significance of the Green Bans. Students
work in pairs to answer CYU 1-4 and US 1-5, p. 253.
R&C 1-3, p. 253, speech writing, film review and research task with PowerPoint presentation.
Extension: ICT web search task on heritage of QVB in Worksheet 10.1.
10.4 Sir John Kerr and
the Whitlam dismissal
(pp. 254-255)
Teacher narration of Introduction p. 242 and discussion of the contrasting images on pp. 242-243
to highlight concept of people power and the exercising of democratic rights.
Teacher exposition of information on pp. 254-255, class responses to summarise the role of Sir
John Kerr in relation to concept of ‘people power’ and the significance of the Whitlam dismissal.
Students work in pairs to answer CYU 1-2 and US 1-2, p. 255.
Refer to chapter 11, sections 11.4 and 11.5, for more background and content on the dismissal.
Extension task in ‘Review and exam practice’ Analysis and debate, q.1, p. 267.
See also Worksheet 10.2, write thought bubbles for main players in dismissal.
10.5 Paul Keating and
republicanism (pp.
256-259)
Teacher narration of Introduction p. 242 and discussion of the contrasting images on pp. 242-243
to highlight concept of people power and the exercising of democratic rights.
Teacher exposition of information on pp. 256-259, class responses to summarise the role of Paul
Keating in relation to concept of ‘people power’ and the significance of the republican debates.
Students work in pairs to answer CYU 1-5 and US 1-4, p. 259.
Weblinks for speech (US 4) at:
http://www.australianpolitics.com/executive/keating/950607republic-speech.shtml
http://www.republic.org.au/ARM-2001/history/history_rac_pjkspeech.htm
Extension tasks on republicanism issue and additional sources in ‘Review and exam practice’
Analysis and debate, qs. 2, 3 and 4, p. 267.
See also Worksheet 10.3, examining yes and no cases.
Whitlam dismissal:
Sir John Kerr
Green politics: Bob
Brown
Republicanism: Paul
Keating
One Nation: Pauline
Hanson
Sample work program using Retroactive 2 Second Edition
63
STUDENTS
LEARN ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch 10):
TEACHING/LEARNING STRATEGIES:
10.6 Bob Brown and
Breen politics (pp.
260-263)
Teacher narration of Introduction p. 242 and discussion of the contrasting images on pp. 242-243
to highlight concept of people power and the exercising of democratic rights.
Teacher exposition of information on pp. 260-263, class responses to summarise the role of Bob
Brown in relation to concept of ‘people power’ and the significance of environmentalism and
Green politics. Students work in pairs to answer CYU 1-2 and US 1-6, p. 263.
Weblinks for CYU 2 research at: http://www.bobbrown.org.au/
http://www.aph.gov.au/Senate/senators/homepages/s-qd4.htm
10.7 Pauline Hanson
stirs up fears in the
community (pp. 264265)
Teacher narration of Introduction p. 242 and discussion of the contrasting images on pp. 242-243
to highlight concept of people power and the exercising of democratic rights.
Teacher exposition of information on pp. 264-265, class responses to summarise the role of
Pauline Hanson in relation to concept of ‘people power’ and the significance of the rise of the One
Nation party. Students work in pairs to answer CYU 1-4 and US 1-4, p. 265.
Weblink for maiden speech at: http://www.lamp.ac.uk/%7Ealh/local/hanson1.html
Review and exam
practice (pp. 266-267)
Individual work on Multiple choice practice questions (select questions on topic of study), and
extended response pp. 266-267.
Answers to multiple choice: 1D; 2D; 3C; 4A; 5A; 6A; 7C; 8A; 9B; 10A; 11D.
Revision through glossary terms (p. 243).
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on ‘People power’; see icon
to click at top of p. 266 or open test from main menu. Students complete 15 questions on CD, click
on typewriter illustration at bottom right to view results, print out or email score.
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
64
RESOURCES FOR ‘PEOPLE POWER AND POLITICS IN THE POST-WAR PERIOD: SECTION B’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
65
HISTORY REGISTER – STAGE 5
TOPIC 7: People power and politics in the post-war period: Section B
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
ONE study from:
 Freedom Ride/Charles Perkins
 Whitlam dismissal/Sir John Kerr
 Women’s liberation/Germaine Greer
 Green politics/Bob Brown
 Green bans/Jack Mundey
 Republicanism/Paul Keating
 One Nation/Pauline Hanson
 Other: _______________________
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
66
TOPIC 7: People power & politics in post-war period (Section C) Retroactive 2, 2nd ed., Ch. 11, pp. 268-285: Whitlam
INQUIRY QUESTIONS:
TIME ALLOCATION:
What role has Australia played in international affairs in the post-war period?
What have been some important political developments in post-war Australian history?
How have significant individuals and groups exercised their democratic rights in the post-war period?
OUTCOMES
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 political developments
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.
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 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.
ICT skills appropriate for this topic may include:
 use knowledge, understandings and relevant evidence to create an
appropriate historical text, using ICT.
STUDENTS
LEARN ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch 11):
TEACHING/LEARNING STRATEGIES:


outline and explain a
major policy or issue
of the term of office
of the chosen Prime
Minister
11.1 It’s time for a new
government (pp. 270271)
Introduction to the Whitlam era through teacher reading of introduction p. 268 and discussion
of the images of Whitlam presented on pp. 268-269.
Teacher invites volunteers to read pp. 270-271, then class discussion of CYU 1-3 p. 271.
Read aloud source 11.1.2 speech and examine 11.1.1 photo to determine the image portrayed
of Labor in 1972 and Whitlam’s characteristics that gained him support, invite class responses
to US 1-3, p. 271.

assess the
contribution of the
chosen Prime
Minister to
Australia’s post-war
development
11.2 Great hopes and
great endeavours (pp.
272-273)
Teacher exposition of information on pp. 272-273 on new domestic policies under Whitlam,
whiteboard mind map to answer CYU, p. 273.
Analyse message of cartoon source 11.2.1 and the popular appeal and image of Gough
Whitlam, respond to US 1 p. 273.
Students carry out further research, note making and report to class, Researching p. 273.
Extension: see ‘Review and exam practice’, ‘Developing your historical skills’, source 11.7.3
and q. 6 on Vincent Lingiari.
Prime ministers
and policies: one
prime minister in
post-war period
- Gough Whitlam
Sample work program using Retroactive 2 Second Edition
67
STUDENTS
LEARN ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch 11):
TEACHING/LEARNING STRATEGIES:
11.3 New directions in
foreign policy (pp. 274277)
Group work to read and identify main points in pp. 274-277, use mind map or table to
summarise foreign policies and Australia’s growing international profile. Class quiz to answer
CYU 1-5 and check learning.
Students work in pairs to examine sources and complete US 1-5, p. 277.
See also Worksheet 11.1 for summary table on Whitlam policies.
Extension research tasks on foreign policies in Whitlam era and today, R&C 1 and 2, p. 277.
11.4 Major issues – the
economy, scandals and
the loans affair (pp.
278-279)
Teacher narration of text on major issues pp. 278-279, class discussion of CYU 1-4 p. 279.
Analysis of source 11.4.1 Consumer Price Index according to US 1 p. 279 as guide, followed
by class discussion of the conclusions and what they meant for average Australians.
Timeline on whiteboard of main points in the loans affair, to consolidate learning.
Class discussion of the image of Labor as presented through Dr Jim Cairns sources 11.4.3 &
11.4.4, respond to US 2 & 3, p. 279.
Discuss Whitlam’s decisions and actions as leader in addressing issues and scandals.
Extend to discuss media treatment of current public figures.
See additional cartoon source 11.7.2 p. 285 commenting on government’s policies and
financial management.
11.5 The Senate and a
government held to
ransom? (pp. 280-281)
Class reading of p. 280 text on the role of the Senate in government followed by individual
note making on CYU 1-3 p. 281.
Use table source 11.5.1 and text to write a brief explanation of why Labor experienced
problems in the period 1972-1975, US 1, p. 281.
Teacher reading of text on extraordinary events p. 281 followed by CYU 4-8 p. 281 class
discussion.
Respond to source 11.5.2 with discussion of the meaning of the quote as determined by US 2
p. 281 answers.
Refer also to section 10.4 pp. 254-255 on role of Governor-General and use of power.
Additional cartoon source on ‘conspiracy’ theory p. 285, source 11.7.1, and activities on
Senate’s power p. 285, qs 4 and 5.
Worksheet 11.2: check understanding of significant individuals and roles under Whitlam.
Sample work program using Retroactive 2 Second Edition
68
STUDENTS
LEARN ABOUT:
STUDENTS LEARN
TO:
CONTENT (Ch 11):
TEACHING/LEARNING STRATEGIES:
11.6 Remembrance
Day 1975 and the
Whitlam legacy (pp.
282-283)
Read text pp. 282-283 in small groups and discuss and complete CYU 1-3 p. 283.
In groups, establish a chronology of events leading up to the dismissal and create timeline.
Discuss the usefulness of source 11.6.1 in indicating the impact of the dismissal of the
Whitlam government on the Australian people., respond to US 1, p. 283.
Examine photo and its caption source 11.6.2, answer US 2, p. 283.
Revisit ‘Time’ magazine cover, p. 255. See also Worksheet 11.3 for expression of viewpoints.
View video ‘The Dismissal’ and hold class discussion on its portrayal of the events.
Class contributions to create a summary table of the positives and negatives of Whitlam’s
years in government, CYU 4, p. 283. Discuss legacy of Whitlam’s government.
Extension: literacy task to examine Whitlam as hero or villain, in ‘Review and exam practice’
‘Developing your historical skills’, p. 285, q. 1.
Review and exam
practice (pp. 284-285)
Individual work on Multiple choice practice questions 1-10, and extended response pp. 284.
Answers to multiple choice: 1A; 2D; 3D (refers to source 11.2.2 instead of 11.2.1 in first
printing); 4A; 5C; 6D; 7D; 8C; 9B; 10D.
Revision through glossary terms (p. 269).
Weblinks p. 285, q. 6, Lingiari/Wave Hill: http://unionsong.com/muse/unionsong/u036.html
www.zip.com.au/~cpa/garchve1/970dod.htm
http://suske.its.unimelb.edu.au/166120/pub/dean1996.htm
http://www.zip.com.au/%7Ecpa/garchve1/970dod.htm
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on ‘Prime Minister
Gough Whitlam’; see icon to click at top of p. 284 or open test from main menu. Students
complete 15 questions on CD, click on typewriter illustration at bottom right to view results,
print out or email score.
See also On-Line Testing at www.jaconline.com.au/retroactive/retroactive2 (20 multiple
choice questions for topic revision).
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
69
RESOURCES FOR ‘PEOPLE POWER AND POLITICS IN THE POST-WAR PERIOD: SECTION C’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
70
HISTORY REGISTER – STAGE 5
TOPIC 7: People power and politics in the post-war period: Section C
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
 Major policies and issues of PM’s term of office
 Contribution of the PM to Australia’s post-war development
 Other: _______________________
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
71
TOPIC 8: Australia’s social/cultural history in post-war period Retroactive 2, 2nd ed., Ch. 12, pp. 286-303: The 1950s
INQUIRY QUESTION:
What have been the major social and cultural features of a post-war decade?
OUTCOMES
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 political developments
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.
TIME ALLOCATION:
WORKING HISTORICALLY
Historical skills to be integrated into this topic:
 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.
ICT skills appropriate for this topic may include:
 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.
STUDENTS LEARN
ABOUT:
STUDENTS
LEARN TO:
CONTENT
(Ch 12):
TEACHING/LEARNING STRATEGIES:


12.1 After the
war is over
(pp. 288-289)
Introduce post-war period and the fifties by reading Introduction p. 286, examining timeline for
chronology of the period and comparing the images of women shoppers and rock’n’roll dancers.
Class discussion of how the nature of Australian society changed as a result of World War II, eg
immigration. Class brainstorm on the other ways in which the nature of Australian society was changed.
Individual reading of text pp. 288-289 followed by notemaking of main points using CYU 1-3 p. 289.
Brainstorm reasons for migration to Australia and read source 12.1.2 to establish an understanding of the
government attitude to post-war migration; complete US 1-4 p. 289.
Teacher-directed discussion of the concept of the ‘lucky country’ using text p. 289.
Discuss discrimination of women in workforce as expressed in source 12.1.4, students answer US 5 p.
289.
R&C 1 and/or 2, p. 289, immigration and the migrant experience. Weblinks at: www.emulateme.com
www.snowyhydro.com.au/levelTwo.asp?pageID=66&parentID=242
See also Worksheet 12.1 for more on Snowy Mountains migrants.
Post-war Australia:
impact of changing
technology on
everyday life in
post-war Australia:
- housing
- home appliances
- entertainment
- transport
- communications
outline the
impact of the
main
technological
changes over
time on
everyday life in
post-war
Australia,
based on a
selection of
sources
Sample work program using Retroactive 2 Second Edition
72
STUDENTS LEARN
ABOUT:

Decade study: the
social and cultural
features of ONE
post-war decade
including:
- fashion
- music
- entertainment
- sport
- British or
American
influences on
popular culture
STUDENTS
LEARN TO:

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
CONTENT
(Ch 12):
TEACHING/LEARNING STRATEGIES:
12.2 The
fifties, fibro
and fridges
(pp. 290-291)
Individual reading of text pp. 290-291 followed by group discussion to answer CYU 1-4 p. 291 to
consolidate understanding.
Examine sources 12.2.2 & 12.2.3 to establish characteristics and symbols of Australian post-war life, US
1-4 p. 291.
Interview a family member or friend who remembers the fifties, R&C, p. 291, or invite guest speakers.
See also chapter 8, section 8.1 pp. 214-215 on traditional roles on women in the 1950s.
12.3
Australia’s
own car (pp.
292-293)
Discuss pp. 292-293 on the Holden and other technologies, class quiz to check learning. Students work
individually to answer CYU 1-3 and US 1-3, p. 293. Weblink for more on the history of the Holden at:
http://www.cultureandrecreation.gov.au/articles/holdencar/
http://www.holden.com.au/www-holden/jsp/corporateinfo/history/history.jsp?link=historical
Class brainstorm on changes in families, fashions and technology by comparing family picnic photo
source 12.3.3 with picnic photo at turn of century source 1.2.1, p. 8.
Extension: design an advertising campaign, R&C, p. 293.
See also photo source 12.7.1 p. 303 of a very early computer, and ICT task in ‘Review and exam practice’
‘Investigate further’ q. 5.
12.4 Turn on
the television
(pp. 294-295)
Teacher exposition of information on the coming of television pp. 294-295 and USA’s influence on
Australian lives, invite class responses to CYU 1-4, p. 295. Draw mind map on whiteboard to collate ideas
for CYU 4 on importance of American culture. View a clip from ‘I Love Lucy’ or ‘77 Sunset Strip’ if
possible and students take notes on characteristics.
Work in pairs to analyse sources and answer US 1-3, p. 295.
Research fashions or write essay on technology and social change, R&C 1 & 2, p. 295.
If possible, view extracts from movies of Brando or James Dean to understand fifties ‘teenager’ concept.
See list of movies in ‘Review and exam practice’ ‘Investigate further’ q. 8, p. 303.
12.5 Rock ’n’
rolling into
the future (pp.
296-297)
Individual reading of text pp. 296-297 followed by class discussion and responses to CYU 1-4 p. 297.
Class discussion on the images of 1950s music, entertainment and fashion presented by sources 12.5.1,
12.5.3, 12.5.4, answer US 1, 3, 4, p. 297. If possible, view clips from Elvis movie or listen to his music.
Literacy/empathy task to analyse and respond to source 12.5.2, US 2, p. 297.
Research ICT task on the history of rock ‘n’ roll using R&C 2 p. 297 as a guide.
Design a CD cover, R&C 2, p 297.
Hold a class debate on the importance of rock ‘n’ roll, R&C 3 p. 297.
See also Worksheet 12.3 on popular films and music.
Sample work program using Retroactive 2 Second Edition
73
STUDENTS LEARN
ABOUT:
STUDENTS
LEARN TO:
CONTENT
(Ch 12):
TEACHING/LEARNING STRATEGIES:
12.6 A nation
of good sports
(pp. 298-301)
Invite students to read in turn the text on Olympics and sportspeople pp. 298-299, note taking of main
points. Work in small groups to answer CYU 1-4 and US 1-4 p. 301, and come together as class to
summarise responses.
Teacher exposition of information pp. 300-301 on the huge interest in the 1954 visit of a very young
Queen and significance of the monarchy in fifties Australia. Discussion of Australia’s relationship with
Britain in terms of continuity and change (option to extend to section 10.5, pp. 256-259 on republican
debates). Work in pairs or invite class responses to answer US 5, p. 301.
Students form groups that each respond to a ‘research or communicate’ task, R&C 1-7, p. 301, come
together to share findings and presentations with the class.
Famous Australians weblink at:
http://encyclopedia.thefreedictionary.com/List%20of%20famous%20Australian%20people
See also Worksheet 12.4 literacy/empathy task, and crossword Worksheet 12.5 for topic revision.
Summary discussion of the decade using ‘Review and exam practice’ ‘Investigate further’, q. 10, p. 303.
Review and
exam practice
(pp. 302-303)
Individual work on Multiple choice practice questions 1-10, and extended response pp. 302-303.
Answers to multiple choice: 1B; 2B; 3A; 4C; 5A; 6D; 7D; 8C; 9D; 10B.
Revision through glossary terms (p. 287).
Research Robert Menzies or another Australian of the 1950s, q. 9, p. 303, weblink at:
http://primeministers.naa.gov.au/meetpm.asp?pmId=12
See also Retroactive 2 CD-ROM for Interactive Multiple Choice test on ‘The post-war period’; see icon to
click at top of p. 302 or open test from main menu. Students complete 15 questions on CD, click on
typewriter illustration at bottom right to view results, print out or email score.
See also On-Line Testing at www.jaconline.com.au/retroactive/retroactive2 (20 multiple choice questions
for topic revision).
Values and attitudes integrated in topic:
Students will value and appreciate: 1. history as a study of human experience 2. the opportunity to develop a lifelong interest and enthusiasm for history 3. the nature of
history as reflecting differing perspectives and viewpoints 4. the opportunity to contribute to a just society through informed citizenship 5. the contribution of past and
present peoples to our shared heritage.
Sample work program using Retroactive 2 Second Edition
74
RESOURCES FOR ‘AUSTRALIA’S SOCIAL AND CULTURAL HISTORY IN THE POST-WAR PERIOD: THE 1950s’:
Main references:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Second edition (Textbook and
CD-ROM), John Wiley & Sons (Jacaranda), Brisbane, 2005
Websites:
M. Anderson, A. Low, J. Conroy, I. Keese, Retroactive 2 Worksheets, John Wiley & Sons
(Jacaranda), Brisbane, 2005
Other Books/CD-ROMs:
Kits:
Videos:
Sample work program using Retroactive 2 Second Edition
75
HISTORY REGISTER – STAGE 5
TOPIC 8: Australia’s social and cultural history in the post-war period: the 1950s
Teacher’s name: _____________________________________
Date commenced: ___________________
Date completed: ___________________
Content covered:
 Impact of changing technology post-war:  housing
 home appliances
 Social & cultural features of 1950s:
 music
 fashion
 entertainment
 entertainment
 transport
 sport
 communications
 British or American influences
Teaching strategies/ learning experiences used:





timelines
paragraph writing
mind maps
diagrams/maps
video/CD/DVD





report writing
source-based studies
research
oral work
tabulating information





locating information
note making
reading/comprehension
role play
group work





debate
discussion
essay
site study
Other: ______________
ICT:
 word processing
 desktop publishing
 PowerPoint
 Internet research
 Other: ______________
Evaluation of program/ student progress:
Signed: ______________________________
Sample work program using Retroactive 2 Second Edition
Date: ___________________
76