Making History Middle Secondary Units Investigating People and Issues in Australia after World War II
Making History: Middle Secondary Units Investigating People and Issues in Australia after World War II was funded by the Commonwealth Department of Education, Science and Training. Commonwealth of Australia, 2003 This work is Commonwealth copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source and it not being used for commercial sale or use. Reproduction for purposes other than those indicated below requires the written permission of the Commonwealth Department of Education, Science and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Branch Manager, Quality Schools Branch, Department of Education, Science and Training, GPO Box 9880, Canberra ACT 2601. The views expressed herein do not necessarily represent the views of the Commonwealth Department of Education, Science and Training. Making History: Middle Secondary Units Investigating People and Issues in Australia after World War II ISBN: 1 86366 553 6 SCIS order number: 1129040 Full bibliographic details are available from Curriculum Corporation. Published by Curriculum Corporation PO Box 177 Carlton South Vic 3053 Australia Tel: (03) 9207 9600 Fax: 1300 780 545 Email: sales@curriculum.edu.au Website: http://www.curriculum.edu.au Copying for educational purposes The Australian Copyright Act 1968 allows a maximum of one chapter or 10 per cent of this book, whichever is greater, to be copied by any educational institution for its educational purposes, provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions, contact CAL, 19/157 Liverpool St, Sydney NSW 2000, tel: (02) 9394 7600, fax: (02) 9394 7601, email: info@copyright.com.au. Copying for other purposes Except as permitted under the Act, for example fair dealing for the purposes of study, research, criticism or review, no part of this book may be reproduced in any form or by any means without the prior written permission of the publisher. Edited by Writers Reign Designed by Sharon Carr, Graphic Divine Illustrations by Ophelia Leviny, Justin Dymott and Paul Dickenson Printed in Australia by Impact Printing (Vic.) Pty Ltd
Foreword The National History Project curriculum resources, an initiative of the Commonwealth Government, are intended to act as exemplary resources for teachers of Australian history in both secondary and primary schools. These resources, produced and published by Curriculum Corporation in book and online form, are part of the larger National History Project, which also involves the National Centre for History Education and its website (http://www.hyperhistory.org). The secondary curriculum resources, Making History: Middle Secondary Units Investigating People and Issues in Australia after World War II, encourage middle secondary students to focus on four key issues and events in the period following World War II. The primary curriculum resources, Making History: Upper Primary Units Investigating Our Land and Legends, allow upper primary school students to explore four in-depth topics which are part of their local and their national history. Both sets of materials allow an in-depth look at problem-based topics that are designed to lead, in an enjoyable way, towards the development of historical literacy among school students. During the production of the resources, extensive consultation and trialling took place at a national level and every attempt has been made to link the units to the relevant sections of the various curriculum frameworks in each State and Territory. I wish you well with these resources and trust that their use in the classroom will lead to a better understanding of the importance of history as well as an appreciation of the pleasure and excitement to be found in studying our past. Associate Professor Tony Taylor Director National Centre for History Education iii
Acknowledgements PROJECT DIRECTORS: Ms Joan Holt, Mr David Brown. PROJECT MANAGER: Mr Robert Baker. PROJECT OFFICER: Mr Terry Hastings. WRITERS: Dr Brian Hoepper, Ms Sarah Mirams. NATIONAL CENTRE FOR HISTORY EDUCATION DIRECTOR: Associate Professor Tony Taylor. Nominees of the State and Territory education systems and the Catholic and Independent education sectors who provided advice through the project Reference Group and Advisory Committee. Teachers in trial schools who provided advice on drafts. Every effort has been made to trace and acknowledge copyright. If accidental infringement has occurred, please contact the publisher. Cover images: Front and back covers (background): Australian Picture Library. Front cover (top): The Fairfax Photo Library Front cover (centre): Commonwealth of Australia. Reproduced with permission of Snowy Hydro Limited under licence from National Archives of Australia. Front cover (bottom): The Herald & Weekly Times Photographic Collection. iv
Contents Foreword Acknowledgements The National History Project State and Territory curriculum links What is historical literacy? The units at a glance iii iv vi vii ix x The units What happened to Stan Harrison? 1 Red menace? 7 Australian story 9 Investigating the evidence 11 Making regional and global connections 19 Making links with today 22 Sunny Australia? 25 Australian story 27 Investigating the evidence 29 Making regional and global connections 36 Making links with today 38 Dream home? 41 Australian story 43 Investigating the evidence 45 Making regional and global connections 53 Making links with today 55 Friendly Games? 57 Australian story 59 Investigating the evidence 63 Making regional and global connections 71 Making links with today 74 v
The National History Project The National History Project is funded by the Commonwealth Government. One of the Project s main aims is to provide teaching and learning resources that will assist schools with the development of history programs. The key aim of the secondary resources is to develop elements of historical empathy and historical literacy in students. In addition, the units provide models of teaching and learning in history. For further information about the National History Project go to the website at http://www.hyperhistory.org/. Using the units in the classroom In line with recommendations from the National Inquiry into School History (The Future of the Past The Final Report of the National Inquiry into School History, Monash University, 2000) these teaching and learning resources are designed to: model exemplary pedagogy in history teaching and learning identify the nature of historical study emphasise content and skills (including the use of information and communications technology) equal one term s teaching in duration improve student outcomes in history be relevant to State and Territory curriculum. The units are designed to stand alone and may be used in sequence or incorporated as extensions to existing units of work. While they provide for development of skills, they are not developmental; that is, the first unit is not necessarily the most basic. The units are structured to guide student investigation in four main stages: Australian story: focusing on a significant issue and examining its impact on an individual Australian life. Investigating the evidence: extending the issue into a broader Australian context and guiding students in the processes of collecting and collating data, analysing evidence and comparing findings. Making regional and global connections: associating the Australian experience with significant international events and exploring the issue in more depth through an extended research activity. Making links with today: weighing up the historical issues, encouraging comparisons with the present and presenting reasoned opinions. vi
State and Territory curriculum links Australian Capital Territory SOSE Curriculum Framework Strands and Outcomes: 4 8 Time, Continuity and Change 5.1a, 5.1b, 5.2, 5.3, 6.1a, 6.1b, 6.2, 6.3, 7.3, 8.1, 8.2 Place and Space 5.4, 5.5, 6.5 Culture 4.7, 4.9, 5.7, 5.9, 8.8 Resources 4.10, 4.11 Natural and Social Systems 6.13 Investigation, Communication and Participation 4.16, 4.17, 4.18, 5.16, 5.17, 5.18, 6.16, 6.17 Across Curriculum Perspective: Aboriginal and Torres Strait Islander; Australian; Environment; Gender; Information; Language for Understanding; Multicultural Education. New South Wales Curriculum links: Stage 5 History Focus issues 3, 5 Topics 5, 6, 7 Areas of Study: Citizenship and migrant Australians; Anti-communism and the Vietnam War; Changing roles of women; Popular culture; Egalitarianism and diversity in Australian society Inquiry Questions: How and why did Australia s patterns of migration change? What contribution did migrants make to Australia s social, cultural and economic development? How did the Australian government respond to the threat of communism in Australia? Why was Australia involved in the Vietnam War? How did various groups respond to Australia s involvement in the Vietnam War? What were the goals, methods and successes of the women s liberation movement? How did the attitude and role of women and men in Australian society change? How and why did American popular culture influence Australian society? Is Australia an egalitarian society? How have images of being Australian changed? Knowledge and Understanding Outcomes: M5.4, M5.6, M5.7, M5.8, M5.11, M5.12 Skills Outcomes: M5.13, M5.14, M5.15, M5.19 Northern Territory These units are resources for SOSE learning area of the Northern Territory Curriculum Framework Bands 4 to Beyond Band 5. Specific outcomes are within the strand Social Systems with the elements of Time, Continuity and Change; Indigenous Studies; Civics, Governance and Social Justice and Values, Beliefs and Cultural Diversity. They also support the following EsseNTial Learning outcomes: Inner 6; Constructive 1; Constructive 2; and Constructive 3. Cross-curricular perspectives represented are: Indigenous; Environment; Studies of Asia; Literacy; Numeracy and Learning Technology. Queensland The learning experiences presented provide opportunities for students to work towards demonstrating the core learning outcomes of the SOSE Years 1 10 Syllabus listed below: Time, Continuity & Change (TCC) 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 6.5 Culture & Identity (CI) 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.4, 6.5 Place & Space (PS) 6.1, 6.5 Systems, Resources and Power (SRP) 5.3, 5.5, 6.4, 6.5 Cross-curricular priorities of Literacy, Numeracy, Lifeskills and Future Perspectives Key values of Democratic Process, Social Justice and Peace vii
South Australia The units link to the Society and Environment Time, Continuity and Change strand Key Ideas in both the Middle Years and Senior Years and Standard 4 and Standard 5 outcomes. Standard 4 outcomes 4.1 Suggests and justifies reasons why groups of people in societies, countries and civilisations have undergone changes in wealth and/or their ability to sustain natural resources. 4.2 Recognises diversity within and between primary and secondary sources, and critically analyses why and how sources can be interpreted differently. 4.3 Interprets people s motives and actions from perspectives of power, and relates this to future possibilities, using a historical or contemporary event or issue. Standard 5 outcomes 5.1 Critically analyses different interpretations of events, ideas and issues, including an understanding of the relationship between power and historical representation 5.2 Researches and analyses primary and secondary sources to contextualise, justify and act on the basis of their interpretation of an issue, event or pattern. 5.3 Explains and justifies a position on continuing and changing aspects of societies, including underlying values, ways to influence the future, and how these are connected to responsible decision-making and action. Tasmania These units will assist in the development of student understandings and outcomes in a range of areas, including: SOSE: all strands including Time, Continuity & Change; Investigation, Communication & Participation; Place & Space; Culture; Resources & Systems; particular emphasis on Essential Learnings about Australia English: all strands including Speaking and Listening; Reading and Viewing; and Writing Tasmanian Literacy Outcomes: particularly Strand 1 Reading (Texts); and Strand 4 Reading and Writing (Contexts) Essential Learnings Frameworks: all Essential Learnings but particularly Thinking; Social Responsibility; and World Futures at Standards 4 and 5. Victoria These units enable students to demonstrate the following SOSE learning outcomes as outlined in the Curriculum and Standards Framework: Analyse the continuing significance of major events and ideas which shaped Australian society (SOHI0602) Analyse the impact of significant events and ideas in shaping world history in the twentieth century (SOHI0604) Explain the key changes in social and political attitudes and values in modern Western society (SOHI0605) Analyse changes in cultural expression in the twentieth century (SOHI0607 extension) Explain how a selected contemporary issue relates to Australia s evolving identity (SOHO0606 extension) Analyse an international issue or development that has economic, political or legal consequences for Australia (SOES0605 extension) Western Australia These resources assist the development of student understandings in the Curriculum Framework s outcomes of Time, Continuity & Change, Culture & Investigation, Communication & Participation. They also provide Australian materials and useful exemplars for essential content about the historical origins of diverse peoples, cultures and institutions and for exploration of the Curriculum Framework s core shared values. viii Making History Middle Secondary Units Investigating People and Issues in Australia after World War II
What is historical literacy? Historical literacy refers to the range of key abilities and concepts that are required to develop a thorough understanding of the nature of history. These abilities and concepts are used in the units and are indicated in The Units at a Glance (on pages x xi) with the following icons. Events of the past knowing and understanding historical events and applying prior knowledge of events, realising the significance of different events within a historical context. Narratives of the past understanding the shape of change and continuity over time and the open-ended nature of historical study; understanding that there are often multiple narratives surrounding an event. Research skills gathering and using evidence; analysing sources (including artefacts, documents and graphics); identifying the origin of sources and their ownership. Language of history understanding and dealing with the language of the past. Historical concepts understanding concepts such as causation and motivation. ICT understandings using, understanding and evaluating information and communication technology-based resources such as online archives. Making connections connecting the past with self and the world today. Contention and contestability understanding the rules and the place of public and professional historical debate. Representational expression understanding and using creativity in representing the past through the arts, for example film, music, fictional writing and multimedia. Moral judgement in history understanding the moral and ethical issues involved in historical explanation. Applied science in history understanding the use and value of scientific and technological expertise and methods used in investigating the past such as DNA analysis or carbon dating. Historical explanation historical reasoning, synthesis and interpretation using a variety of historical literacies to explain the past. More information on historical literacies is provided in the online Making History A Guide for the Teaching and Learning of History in Australian Schools. It can be found on the website of the National Centre for History Education at http://www.hyperhistory.org/. ix
The units at a glance What happened to Stan Harrison? Content History as detective work The death of Stan Harrison (a fictitious character) Activity based on the evaluation of artefacts Teaching and learning activities Building a historical narrative Considering possible causes and motives Understanding the value of scientific methods in investigating the past Using historical reasoning to develop hypotheses based on evidence Red menace? Content Australian story: The Petrov Affair Investigating the evidence: Communism in Australia: The question of the communist threat Making regional and global connections: Communism and the Cold War Making links with today: Balancing liberty and security Teaching and learning activities Considering multiple narratives of events Identifying and evaluating evidence from written, oral and visual sources Internet-based and library-based research Comparing past and current events and making connections Understanding moral and ethical issues Sunny Australia? Content Australian story: The Annie O Keefe story Investigating the evidence: Post-war immigration to Australia Reffos and Ten Quid Tourists Making regional and global connections: Post-war immigration to other parts of the world Making links with today: The world s refugees Teaching and learning activities Considering multiple narratives of events Identifying and evaluating evidence from written, oral and visual sources Internet-based and library-based research Comparing past and current events and making connections Understanding moral and ethical issues x
Dream home? Content Australian story: The wedding date Investigating the evidence: The Australian Dream: Houses, homes and family life Making regional and global connections: Hollywood dreams Making links with today: Investigating a home Teaching and learning activities Considering multiple narratives of events Identifying and evaluating evidence from written, oral and visual sources Internet-based and library-based research Comparing past and current events and making connections Understanding moral and ethical issues Representing the past through film Friendly Games? Content Australian story: The letter of John Ian Wing Investigating the evidence: The 1956 Olympic Games: Australians and the imaginary grandstand Making regional and global connections: Conflicts and controversies Making links with today: Australia and the imaginary grandstand in 2000 Teaching and learning activities Considering multiple narratives of events Identifying and evaluating evidence from written, oral and visual sources Internet-based and library-based research Comparing past and current events and making connections Understanding moral and ethical issues The units at a glance xi