March 2017 archive

History Lesson 5

History Lesson 5-20th Century Migration-comparing perspectives

Goal: I can analyse the different perspectives of migrants to australia in the 20 century.

APK: discuss video you watched for homework


Refer back to the thinking skills document that is located in their books and go through the steps of a perspective analysis.

1.  I describe a situation – what was it like for different migrant groups to move to Australia in the 20th century?

2.  I tell how one person sees it – Vietnamese take notes to answer the following questions: Why did they come? How were they welcomed? What was there experience like? How did they change, influence or contribute to Australia? How were their ideas, beliefs and values integrated (kept in Australia) or impacted on (changed when they arrived)?

3.  I tell how a different person sees it.

Use these links:

migrant stories

more migration stories

a range of interviews and primary sources

stories of child migrants

take notes on another or more than one other migrant perspective, and answer the same questions.

4.  I give my opinion about the similarities and differences. Write a paragraph saying how the experiences for each group were similar and different.

Goal reflection: Step 5: Use what you have learned to write a paragraph about how Australians could make the migration experience more positive for future migrants?

Last Homework for Term 1

This is the last week of term 1, so we are only going to have 2 homework tasks to complete.

Buddy Letter
Create a letter for your buddy. It should introduce you and let your buddy get to know a little bit about you. You should also ask them some questions. Remember to think about your audience-what words will they understand? What things will interest them? How can you publish/illustrate/decorate it so that it helps them understand and appeals to them? This letter will form the basis for your first meeting with your buddy. You will get to meet your buddy at the start of term 2, so this letter needs to be done by the first day back.
Due: First day of term 2

100 word challenge
This weeks prompt is:  Hard   Beautiful   Brown   Worried   Camera. Include these 5 words in your piece. Perhaps try to include some of the techniques we have been learning about in writing lessons.
Due: Friday 31st March

History Reflection.
Create a ‘3 recalls/2 questions/1 insight’ reflection for this video about Anh Doh’s experience as a refugee form Vietnam. This NEEDS to be completed by WEDNESDAY for our history lesson:

Due: Wednesday 29th March

History Lesson 4

Goal: I can use primary sources to help me argue about the reasons Australia became a Federation.

APK:  discuss video you watched for homework:

What did you find interesting? What did you learn? What was surprising?

New Information:

Federation definition: Joining together of a group of independent parts

In 1901 the government of Australia independent of the government of Great Britain was formed.

Before this, the states of Australia (New South Wales, Victoria, Queensland, South Australia, Tasmania and Western Australia) had separate governments and were colonies of Great Britain).

Why did we “Federate”?- brainstorm first ideas

As a class, take notes on this BTN:!/media/1957410/federation

(25 min)

Refer back to the thinking skills document  and go through the steps of an argument.

Why is step five is irrelevant in a historical argument?

Your task is to decide which is, in your opinion, the most important reason why people voted to join the States into a Federation.

Read together to decide on an argument you will research

Summary of reasons for Federation- take notes

Below are a series of ‘Primary Sources’ that show 5 reasons people gave for wanting Australia to become a Federation.  Work with mentor partners, read over them, ask your teacher questions, and decide which were the most effective arguments for people at the time.

Take notes- at the end of the lesson you will use these notes to:

  • create an argument for which was the most important/influential reason that people voted to become a Federation.
  • OR Write a brief speech pretending you are in 1900 to convince people to vote for Federation.

1.Military Defence

SERVICE (able seaman) — “Well mates, you wouldn’t federate when I wanted you to; but if yonder craft comes this way, Federation or no Federation, you’ll have to work together.” (‘SERVICE’ is a reference to Victorian Premier James Service [8 March 1883 – 18 February 1886])

Australian Tit-Bits, Vol 1, No 42, 26 March 1885, National Library of Australia.

2. Fear of people from other cultures (racism)

Victoria. — ‘Girls, there’s but one way to rid ourselves of this unsightly thing, and that’s by all taking hold together. A strong unanimous heave with this lever and the job is done.’
 Chorus. — ‘Yes and if John should be the means of bringing us together, we’d have something to thank the Chinese question for after all.’
 (‘John’ is an abbreviated version of ‘John Chinaman’ – a racist term commonly used by white colonists at the time.)
 Students, please note: today, a cartoon such as ‘the Chinese pest’ would be considered racist.

Cartoon of Victoria urging the Federation to get rid of the ‘Chinese pest’, Melbourne Punch, 10 May 1888, National Library of Australia.


Students, please note: today, a cartoon such as ‘The Mongolian octopus— would be considered racist.

The Bulletin, 14 July 1888, National Library of Australia.

‘The good qualities’

In this speech, Alfred Deakin explains why Australians were afraid of immigration from cultures that were unfamiliar. By Federating Australians hoped that immigration laws could be stronger to keep only British immigration to Australia.

“It is not the bad qualities, but the good qualities of these alien races that make them so dangerous to us. It is their inexhaustible energy, their power of applying themselves to new tasks, their endurance and low standard of living that make them such competitors.”

Commonwealth Parliamentary Debates, 12 September 1901.

3. Trade

This cartoon describes ways people would smuggle (illegally sneak) things to sell from state to state to avoid paying tax. By Federating states would no longer receive the money from these taxes, but trade between states would be much smoother and people wouldn’t break laws in order to save or make money. Also companies would be able to make more money, and this would create jobs and boost the economy.

  1. A waistcoat with up to 170 hidden inside pockets for smuggling watches.
  2.  A dummy umbrella used for sneaking jewellery, such as rings, across the border.
  3. A false-bottomed box.
  4. Cigars and drugs could be smuggled across the border in a belt worn around the chest. 
  5. Smuggled goods could be held in place with braces that were used to hold up men’s pants.
  6. When in fashion, women could use their fur muffs (hand warmers) to smuggle goods across the border.
  7.  Hats could be used for smuggling small items.

The Australasian, 7 June 1890, National Library of Australia.

4. Power to make Laws for all

By Federating people believed it would make it easier to create and enforce important laws. Taxes could be the same throughout the nation (as well as things like the railway track size!)

As well as laws about migration, other laws such as the women’s right to vote laws were seen as more likely in a Federated Australia.

Australian Tit-Bits, Vol 1, No 42, 26 March 1885, National Library of Australia.

To the Honourable the Speaker and Members of the Legislative Assembly of the Colony of Victoria, in Parliament assembled.

The Humble Petition of the undersigned

Women of Victoria respectfully sheweth:

That your Petitioners believe:

That Government of the People by the People, and for the People, should mean all the People, and not one-half.

That Taxation and Representation should go together without regard to the sex of the Taxed.

That all Adult Persons should have a voice in Making the Laws which they are required to obey.

That, in short, Women should Vote on Equal Terms with Men.

Your Petitioners, therefore, humbly pray your Honourable House to pass a Measure for conferring the Parliamentary Franchise upon Women, regarding this as a right which they most humbly desire

Women’s Suffrage League petition, 1891, PROV, VPRS 3253/P0, Unit 851. Reproduced with permission of the Keeper of the Public Records, Public Record
Office, Victoria, Australia, © State of Victoria.

1891 Women’s Suffrage Petition

But other people didn’t want women to vote- they created this petition with these reasons below:


…It will be the cause of dissension (breaking apart) in families… it will force women from the peacefulness and quiet of their homes into the arena of politics and impose a burden upon them… The women of Victoria have never yet expressed their opinion upon the subject of women’s suffrage (being able to vote)… and we believe if they had the opportunity of so doing they would be against its adoption.

Anti-Suffrage Petition, 1900, Public Records Office of Victoria, PROV, VPRS 02599/P0, Unit 193, cited from Office of Women’s Policy, Victorian Government.

Rose Scott Papers, MLMSS 38, Mitchell Library, State Library of New South Wales.

5. Patriotism-National Identity

Both of these ads appeal to Australian’s sense of patriotism- a feeling of pride in the identity of being Australian. Something that was newly emerging as Australia had been started doing more things together, including fighting together in the Boer War in South Africa.

Australia’s cricket team had just won against England for the first time

A feeling of coming together as a young nation:


by Edward Dyson

Men of all the lands Australian from the Gulf to Derwent River,
From the Heads of Sydney Harbour to the waters of the West,
There’s a spirit loudly calling where the saplings dip and quiver,
Where the city crowds are thronging, and the range uplifts its crest!
Do ye feel the holy fervour of a new-born exultation?
For the task the Lord has set us is a trust of noblest pride—
We are named to march unblooded to the winning of a nation,
And to crown her with a glory that may evermore abide.

Miners in the dripping workings, farmers, pioneers who settle
On the bush lands, city workers of the benches and the marts
Swarthy mechanics at the forges, beating out the glowing metal,
Thinkers, planners, if ye feel the love of country stir your hearts,
Help to write the bravest chapter of a fair young nation’s story—
Great she’ll be as Europe’s greatest, more magnificent in truth!—
That our children’s children standing in the rose light of her glory
May all honour us who loved her, and who crowned her in her youth!

The Argus, 1 June 1898.

These 2 posters summarised the reasons people voted for federation:

Federation referendum leaflet, 20 June 1899, National Library of Australia.

Advance Australia, May 1898, State Library of South Australia.

1 hr 20 min

Use your information to write an argument for which was the most important/influential reason that people voted to become a Federation


write a brief speech pretending you are in 1900 to convince people to vote for Federation.

This weeks homework

This week we will complete 3 items for homework

  1. BTN reflection. This week’s item will help us understand our topic lesson this Thursday about Australia’s Federation. Make sure you complete it before Thursday. Click the link below to watch the video.!/media/1961881/federation-explained
  2.  100 word challenge- this week’s prompt is        “…but how can something so tiny…
  3. Hotmaths– This week’s Hotmaths is about decimal place value

History Lesson 3


Learning Goal: I can use an analogy to understand the experience of migrants to colonial Australia.

APK: Turn and talk with a partner; discussing the game you played for homework.

New Information:

What is an ANALOGY?
Using a comparison of something familiar to help you understand aspects of something unfamiliar (brainstorm some examples like riding a bike).

Look at thinking skills document that is in your books and go through the steps of an analogy.

Step 1: define the migrant experience.
Step 2: pick a topic to use (eg: moving house, moving school).

Application: Read through these primary and secondary resources and take notes.





For people migrating to Australia it would have been like

Homework 14/3/2017

There will be no BTN response for homework this week. Instead you are going to play a game. This needs to be done before Thursday as we will be discussing what you learned at school as part of hour history lesson.

Click on the picture to open up the game- playing it will give you an idea of some of the different sorts of struggles and joys of different groups of people who lived at the goldfields in the 1850s. Try to play it more than once and using two or more characters so you get a picture of the different possibilities that may have awaited these groups.

The other Homework to be done this week is HotMaths and 100 word challenge.

Visit my ‘homework information’ page to get the links to Hotmaths and 100 word challenge.

Australian History Lesson 2

Learning Goal:

I understand how convict settlement shaped the development of Australia.


Find a partner and discuss the video you watched for homework. What did you find interesting?

New Information

What are primary and secondary sources?

Primary Sources are  written or created at the time, most reliable but hardest to interpret/understand.

Secondary Sources are written about the time at a later point, easier to understand but also may not be as reliable.

Look at the thinking skills document you got from your teacher in the last lesson. Find the column that is titled investigation. You will go through the steps of an investigation with your teacher. 

Convicts were the key population in the first wave of European migration to Australia.

 List some questions you might want to answer about this.


Step 1: Select one or more sources that you think you will understand and might answet your questions

Step 2: Click on the links below to start your task. Try to use both a primary or secondary source and identify the title and author.


As you do your research make sure you take notes (FKEYS?).


Step 3: Once you have finished taking notes you will need to create a summary. Did you get answers to your questions? Did you find out anything you hadn’t expected (what was it?) Did it create more questions for you?

Step 4: Select another source to extend your knowledge. Remember to take notes and write a summary.

Goal Reflection

Explain the ways in which your different sources connect.

Week 2 of Homework

There are two homework tasks this week. The first one is Hot Maths. Log on with your user name and password and complete the activity that has been assigned to you.

This week’s viewing reflection

This week our viewing reflection is not from BTN. it’s actually from the National Film and Sound Archive ( But you should still complete your reflection in the same way as you would a BTN reflection. Click the link to watch the video.

Make sure you have it finished before Friday as our lesson on it will be this Friday.

If you want to go further (completely voluntary!), this link will take you to a really interesting radio presentation about convict life in ‘The Rocks” in Sydney:

(click on the picture)

It has LOADS of interesting information about what life was like for early convict settlers and goes for 13 minutes. You could choose to write your reflection on this radio interview instead of the video if you’d prefer.

Australian History Lesson 1

Comparing Perspectives- Australian Aborigines and British Colonists


I can use a comparison matrix to help me understand the differences between the perspectives of indigenous Australians and British colonists.


Discuss the videos you watch for homework-what did you find interesting or surprising?

New information:

How to compare-

Collect the thinking skills sheet from Senada

Take a look at the ‘Comparison’ Steps- this can be done using a comparison matrix.

As a class we’ll give the comparison matrix a try with a familiar topic (eg: fruits, sports, pop bands).

What to compare-

Look at the comparison matrix for groups of people .

Discuss what might be some aspects that be compared for the lives of these 3 groups of people-note all possible ways in your New Information.

Choose at least 1 resource for each of the 2 perspectives from the 1780s and take notes (keep in mind some ways you might compare

First Australians

The day the First Fleet arrived video

My Place website skipthe intro; go to right of screen and click on handprints (before time section)- click on a character & read about them- to get back to the campsite, click on the leaves at the top right.

These skwirk pages have lots of information on the traditional life of Aboriginal people. You may need to close pop up by clicking “No thanks-remind me later” at bottom of pop-up, and to the right there are :

Skwirk 1

Skwirk 2

Skwirk 3

First Australians– this colourful book has LOADS of facts about Australia’s first people- you won’t have time to read it all so try to skim through it to find sections you think will help you, then take some notes

Introduction to Aboriginal history-advanced readers only





Turn and talk with someone next to you, how would you compare the two? Tell your partner something that stand out to you about each perspective.

Working in pairs you can choose some ‘considerations’ to help you compare the 3 groups of people, and fill it in using the knowledge you have gathered about indigenous Australians, British colonists and what you already know about modern Australians.

Goal Reflection:

Which group of people would you have wanted to be a part of? Which would be the worst? Explain why you think this.