Teacher Guide

GETTING IT TOGETHER From Colonies to Federation

teacher guide

INVESTIGATIONS OF AUSTRALIA’S JOURNEYInvestigations of Australia’s journey TO NATIONHOOD FOR THE MIDDLE to nationhood for the middle years classroom YEARS CLASSROOM GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA i Getting It Together: From Colonies to Federation has been funded by the Museum of Australian Democracy at Old Parliament House.

Getting It Together: From Colonies to Federation – Teacher Guide

ISBN: 978 1 74200 094 7 SCIS order number: 1427618

Full bibliographic details are available from Curriculum Corporation. PO Box 177 Carlton South Vic 3053 Australia Tel: (03) 9207 9600 Fax: (03) 9910 9800 Email: [email protected] Website: www.curriculum.edu.au

Published by the Museum of Australian Democracy at Old Parliament House PO Box 7088 Canberra BC ACT 2610 Tel: (02) 6270 8222 Fax: (02) 6270 8111 www.moadoph.gov.au

September 2009

This work is copyright. You may download, display, print and reproduce this material in unaltered form only (retaining this notice) for your personal, non-commercial use or use within your organisation. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, Attorney General’s Department, National Circuit, Barton ACT 2600 or posted at www.ag.gov.au/cca

This work is available for download from the Museum of Australian Democracy at Old Parliament House: http://moadoph.gov.au/learning/resources-and-outreach

Edited by Katharine Sturak and Zoe Naughten Designed by Deanna Vener

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA getting it together From Colonies to Federation

contents

Overview...... 2 At a Glance ...... 8 The National Story...... 8 New South Wales...... 9 Queensland ...... 10 South Australia...... 11 Tasmania ...... 12 Victoria...... 13 Western Australia ...... 14 Curriculum Links...... 15 Australian Capital Territory...... 15 New South Wales...... 16 Northern Territory ...... 17 Queensland ...... 18 South Australia...... 18 Tasmania...... 19 Victoria...... 19 Western Australia ...... 20 Federation Timeline...... 22 Glossary and Conversions...... 24 Select Bibliography ...... 27 Graphic Organisers...... 30

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 1 getting it together From Colonies to Federation

overview

Introduction The place of Federation in the history classroom Getting It Together is a middle years resource Federation is an essential part of the story provided by the Museum of Australian Democracy of the Australian nation and the formation at Old Parliament House, Canberra. The Museum’s of an Australian national identity. Exploring central aim is to inspire Australians to celebrate, Federation: debate and experience the past, present and future . is a powerful focus for the development of of Australia’s democracy. students’ historical understandings of social Students use Getting It Together to actively and political developments in Australian discover and explore the story of Federation – the colonies in the late 19th century; social and political journey that led the people of . builds students’ historical understanding of six separate colonies to agree on a Constitution, Australia’s political institutions and the values which brought the nation of Australia and its on which they are based; and Federal Parliament into being in 1901. While . engages students with fundamental historical investigating the past, students are also engaged concepts of continuity and change because of with issues affecting Australia’s development and the unique opportunity this topic provides to identity today and into the future. compare two distinct periods in Australian The connections between past, present and future history: the colonial period and the period are highlighted by several big ideas that underpin since Federation. the Museum of Australian Democracy’s programs. These points also relate directly to the importance These are woven through Getting It Together. of developing ‘historical literacy’. . Australian Democratic Society – Australia has built a democratic society that recognises its past, Historical literacy supports the present, and shapes its future. . Leadership – leadership is (and has always been) This has been defined by the National History critical to defining Australia’s democracy, and we Project and involves the following skills, which all have the opportunity to provide leadership. are embedded in Getting It Together: . Active Citizenship – we shape our own unique . knowing and understanding events of the past; democracy, and the health of our democracy . understanding historical concepts, such as relies on our participation, debate and response causes/consequences, motivation, and change to change. and continuity, particularly by engaging with narratives of the past;

2 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA . research skills, including gathering and The themes for investigation using evidence, and working with primary There are three themes within each package. and secondary material; Each can be explored as a stand-alone module, . using and evaluating ICT-based but student learning will be deepened by historical resources; opportunities to explore all three themes because . understanding and dealing with the they are interrelated aspects of one larger language of the past; story or historical narrative. . using historical reasoning, synthesis People and Places and interpretation; and 1. engages students in investigations of life in the Australian colonies . using creativity in representing the past. during the period before Federation, when there were many changes taking place. This theme provides opportunities for students to discover How Getting It Together why particular social, economic and political brings it all together concerns differed from one colony to another. 2. Road to Federation engages students in The packages: national and an exploration of the journey to Federation colony-specific perspectives in the colonies and nationally. Through an Getting It Together is organised into seven unfolding narrative, this theme addresses the packages. Each is designed so that it can be used issues surrounding Federation, as well as the as a stand-alone teaching/learning resource or resolution of those issues through the federal in conjunction with other packages or select conventions and the referendums in each colony. parts of them. 3. Celebrations and Futures provides opportunities for students to investigate the celebrations that The National Story addresses the journey to took place in 1901 for the inauguration of the Federation from a national perspective, including new Commonwealth of Australia; to explore how the establishment of the national capital. The other Australian nationhood continues to be celebrated packages are for New South Wales, South Australia, today; and to draw on history and contemporary Tasmania, Victoria, Western Australia and experience to think about the future. Queensland. Each engages students in exploring the journey to Federation from the perspective of a Each theme includes an introduction that provides particular colony, and discovering what makes that the historical context for the student investigations. colony’s Federation story unique. The focus is on The introduction also assists teachers in the colony’s particular interests and concerns in establishing students’ prior knowledge, developing the late 1800s; how these were shaped by aspects any necessary background understanding of social, political and economic life at that time and stimulating students’ interest before they and earlier; and how they influenced popular commence their investigations. attitudes towards uniting with the other colonies to become part of an Australian Commonwealth. The investigations

Every package begins with an introduction that An inquiry approach provides the historical background, including Each theme consists of four to six investigations. any issues students will investigate in detail. This The investigations are designed to support inquiry- provides teachers with an accessible ‘background based learning, which encourages students to briefing’ on the three themes that form the body identify, interpret and analyse primary source of the package. material, and to draw reasoned conclusions from historical evidence. By participating in

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 3 the investigations, students develop and apply Students actively consider how their learning about their conceptual knowledge and historical an aspect of history relates to their own experiences understandings of Australia at the time and values, their own participation as active of Federation. citizens in a democracy, and their visions for the future. For example, if students have explored the Each investigation is set out in an engaging lives and motivations of individuals who worked to and accessible format, and includes the improve their society in the late 1880s, they might following elements: identify one thing that they would like to change . a focus question, such as ‘What were the issues in their own community, and plan and implement that had to be resolved before the colonies their own positive action to make a difference. could federate?’; . a brief introduction providing essential historical context and helping students to see where the question ‘fits’ in the overall narrative of the theme; Other features . a statement of the students’ specific task, such as Primary source material ‘Investigate the issues that were debated during Each package in Getting It Together includes a the writing of the Australian Constitution’; wealth of historical material. Texts and images . a ‘You will need’ panel, listing the primary from the past include extracts from newspapers, sources on the Resource sheets, and any letters, leaflets, speeches, stories and poems; song other resources required; and lyrics, cartoons, photographs and posters; and . a series of activity steps to help students clips from silent documentary movies. Throughout work through the investigation efficiently their investigations, students actively engage with and successfully. these materials, developing and applying research The investigations foster collaborative learning and inquiry-learning skills. They interpret and through a balance of whole-class, small-group, interrogate the unique insights into Australia’s past pair and individual activities. They also include that each historical source provides. an important rounding-out stage, which involves Teachers and students can also use this wealth students actively demonstrating and sharing of primary source material as a springboard for understandings gained from the investigations. deeper investigations. This occurs in a variety of ways, from student-led discussion or role-plays to creative responses, including visual presentations and performance. Biographies

Biographies of important Federation figures are ‘What are you thinking now?’ provided in each package. These précis accounts provide insights into the lives of prominent people Reflecting and connecting in the Australian colonies in the late 19th century, Each theme includes a section entitled ‘What are and encourage students to reflect on the values and you thinking now?’ This follows the investigations characteristics of those who participated in shaping and suggests a number of activities that require Australia’s Federation. students to reflect on, and apply the knowledge and understandings they have gained. It also encourages them to make connections between the past, present and future.

4 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA Use the ‘At a glance’ pages in conjunction with Planning choices the suggestions provided in this Planning choices and tips and tips section, which apply to all packages.

There are a number of general choices and ‘tips’ that are helpful for teachers to consider as they Building background familiarise themselves with the resource. Before students undertake the investigations, teachers might consider the following. Selecting packages and themes . Use the introductions within each package and theme to determine what contextual and The resource can be used in a variety of ways conceptual foundations students will need to engage students in investigating Federation. and how to build upon them. Do this through Each package or theme can be used either as discussion and brainstorming. a stand-alone teaching/learning resource or in . Generate ideas for building background relating conjunction with other parts of Getting It Together. to students’ understanding of different kinds of One approach, for example, is to use the national texts and their purposes. For example, if students package followed by a colony package. Examples will be exploring political cartoons of the 1800s, of other approaches are listed below. some contemporary political cartoons might be . The national package could be followed by discussed first. one theme or key issue to further investigate . Support students to understand unfamiliar in relation to multiple colonies. For example, vocabulary and styles of expression in primary students might investigate social history as a source material (See the glossary, pages 24–26). key strand in the story of Federation, completing Model and discuss strategies that assist investigations from several ‘People & Places’ understanding, such as using a dictionary as themes to enhance their understanding of well as drawing on the context for support. commonalities and contrasts in different colonies. . Engage students’ attitudes and understandings . A colony package could be the starting point, regarding issues such as immigration, gender followed by further investigation using the and cultural diversity. Assist the realisation national package. that societal norms have changed over time and . Teachers’ choices of packages and themes may are dramatically different to those of the late be influenced by current or forthcoming events 19th century, which they might encounter in the happening in the classroom, school or wider historical material. See Useful websites: ‘Racism community. There are often opportunities to link – No Way’. Getting It Together to these. Planning matters

Using the ‘At a glance’ overview Teachers will draw on their understanding of the pages for each package materials and their knowledge of their students and See the ‘At a glance’ pages in this Teacher Guide for school-setting in using the packages. The following a convenient overview of each package. By setting tips will provide assistance in using Getting It out the investigation focus questions for all three Together in the classroom. themes and briefly listing primary source material, . Decide how much time to allow for a selected biographies and data provided, these pages provide theme or investigation. Ensure there is ample a convenient tool to assist teachers’ choices and time for students to share and reflect on planning. They also include links to web-based knowledge gained. This may include group resources that will need to be accessed. or individual presentations or ‘performances’

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 5 relating to particular investigations. Planning Some of the primary source material about women for more extended projects may also be important would now be considered sexist. And, the primary for the section ‘What are you thinking now?’ source material expressing anti-immigration views . Identify steps in investigations that involve whole- would now be classified as racist. Be prepared to class, small-group and/or pair activities, and address these issues by explaining the historical decide how you will help to facilitate these, as contexts. Should the need arise, teachers may like to well as the transitions between them. make links to anti-racism education websites such . Decide on the best way/s for students to view any as Racism – No Way: www.racismnoway.com.au web-based resources included in investigations, Sources for students’ biographical research such as movie clips. This could involve using include websites such as: a data projector with the whole class or having . Civics and Citizenship Education Historical students access the resources on individual Biography Gallery: www.civicsandcitizenship.edu. computers. au/cce/historical_gallery,9075.html . Have all printouts ready (Resource sheets from . The Le@rning Federation. Access is through within the package and also, if appropriate, your educational body’s licensing agreement graphic organisers from the Teacher Guide). with Curriculum Corporation. Search under . Collect any materials required for hands-on ‘Biography: Federation people’ activities or creative responses. . the National Library of Australia’s Federation Gateway – People: www.nla.gov.au/guides/ federation/people.html Useful websites Resources relating to Australia’s electoral and law- Investigations use film clips and images from making processes include: the following websites. (Specific links to required . Australian Electoral Commission information on sections of each site are provided within the the preferential voting system: www.aec.gov.au/ investigations.) Voting/counting/index.htm . Australian Screen: http://australianscreen.com.au . Pass the Bill: www.peo.gov.au/kidsview/menu.html . The National Library of Australia’s Picture Catalogue: www.nla.gov.au/apps/picturescatalogue Other useful resources . Museum of Australian Democracy at Old Parliament House catalogue: Stories of Democracy CD-ROM, which was www.flickr.com/photos/old_parliament_house/ distributed to all schools in 1998 as part of the sets/72157613034703192/ Discovering Democracy Program is recommended. . State library websites Although the CD-ROM no longer works on networked systems, it still works on stand-alone computers. Getting It Together provides many opportunities for integration with values education. Reference One Destiny: The Federation Story Centenary to the nine Values for Australian Schooling may edition CD-ROM, Curriculum Corporation 2001. be useful. See: www.curriculum.edu.au/verve/_ resources/9_point_values_with_flag_only.pdf

Ideas for assisting students in understanding each value and where it is enacted in daily life can be accessed from the Civics and Citizenship Education website, Unpacking the Nine Values for Australian Schooling: www.civicsandcitizenship.edu.au/cce/ cce_unpacking_the_nine_values,23546.html

6 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA Acknowledgements

The Museum of Australian Democracy at Old Parliament House acknowledges the following contributors to the project:

Museum of Australian Democracy at Old Parliament House Interpretation and Programs staff

Curriculum Corporation Project Director: David Brown Project Manager: Kurt Ambrose Project Advisor: Dr John Hirst Authors: Donald Eddington, Janet King and Kurt Ambrose, with contributions by Stacey Hattensen, Lisa Winbolt, Terence Hastings and Ann Parry

Curriculum Corporation and the Museum of Australian Democracy at Old Parliament House extend their gratitude to the teachers and students who trialled the materials in their classrooms.

The following sources were drawn on extensively in the preparation of the Getting It Together resources. (Other reference material and further reading can be found in the Bibliography.)

Australian Dictionary of Biography, Melbourne University Press, 1976 (Volumes 3, 5–11, and Supplementary Volume).

Scott Bennett (ed), Federation, North Melbourne, Cassell Australia Limited, 1975.

Helen Irving (ed), The Centenary Companion to Australian Federation, Cambridge University Press, Cambridge, 1999.

W Ross Johnston, Documentary History of Queensland, University of Queensland Press, Maryborough, 1988.

Every effort has been made to contact copyright holders of sources used in this educational resource. If accidental infringement has occurred, please contact the publishers.

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 7 At a the NATIONAL Story glance Investigations and source material

People and Places Road to Federation Celebrations and Futures

Investigation Primary source Investigation Primary source material, Investigation Primary source material focus questions material and data focus questions data and biographies focus questions

Extracts of reports on Newspaper extracts 1. Who were the people of Population data from the 1. What were the 1. What were the official the Australian colonies? Australian Yearbook, 1908. arguments for Federation? Parkes’ Tenterfield speech, celebrations on 1 January reporting on the 1889; cartoons, 1889; 1901 like? celebrations; photos; map extract from Barton’s of procession route; lyrics, 2. What was life like in the Extracts about city and resolution at the National ‘God Save the Queen’ and Australian colonies in the country Australia; images Australasian Convention ‘Advance Australia Fair’. late 1800s? of Sydney, Adelaide and in Adelaide, 1897. Melbourne in the late 2. How did Australians Ode to Commonwealth 1890s; cartoon about inter- 2. How did the people Extract from 1893 Australian feel about their new Day, a poem by George colonial travel from the of the colonies become Federal Congress Bill, 1894; Commonwealth and nation? Essex Evans. Australian Sketcher. involved in Federation? cartoon ‘Britannia (to New South Wales)’, 1893. 3. How was the opening Newspaper extracts of Parliament celebrated in reporting on the How did the people of Extracts of reports from The 3. Who were some of the Biographies of delegates Melbourne? celebrations; invitation the colonies feel about being Brisbane Courier on Jubilee 3. prominent figures on the to the 1897–98 Federal to the celebratory part of the British Empire? celebrations in London road to Federation? Convention; biography of reception; extract from the and in Queensland, 1897; Catherine Helen Spence. Australian Constitution; map of the British Empire, (Reference to the nine Values photo of the citizens’ arch; 1886; photo of Jubilee for Australian Schooling painting of the Opening of celebrations in Australia may also be helpful.)* Parliament. (Students also and the Tour of the Colonies research the role of the board game. 4. What were the issues Selected clauses of Governor-General today.1) that had to be resolved the draft Constitution; 4. How did the people of Membership certificate before the colonies could Suffrage League petition, 4. What kind of national Students use understandings the colonies see their future of the Australian Natives federate? 1897; newspaper, speech monument should gained through previous as Australians? Association (ANA); and diary extracts about commemorate Federation? investigations together newspaper report on the the Constitution and with their own ideas formation of an ANA branch Federation cartoon, 1898. and research. in Brisbane, 1885; sketch of an ANA meeting, 1883; 5. What role did national Extracts from speeches cartoon, 1855; extract from identity have in influencing and newspaper reports, The Bulletin, 1890. Federation? 1898; poem Men of Australia; campaign poster ‘To the Australian Born’; How did democracy Extracts of arguments 5. referendum results. 1 www.gg.gov.au expand in the colonies for and against women’s during the time of suffrage; ‘Just out of reach’ 6. Where would the capital Extracts of the debate at * See Useful websites in Teacher Guide Federation? cartoon; cartoon from The of the Commonwealth of the National Australasian Worker, 1900. Australia be located? Convention’s Melbourne session, 1898.

GETTING IT TOGETHER THE NATIONAL STORY – AT A GLANCE © COMMONWEALTH OF AUSTRALIA 8 GETTING IT TOGETHER THE NATIONAL STORY – AT A GLANCE © COMMONWEALTH OF AUSTRALIA

At a NEW SOUTH WALES glance Investigations and source material

People and Places Road to Federation Celebrations and Futures

Investigation Primary source Investigation Primary source Investigation Primary source material focus questions material and biographies focus questions material and data focus questions

Extracts of speeches ‘Parade for the 1. What was life like in Descriptions and photo of 1. What were the issues 1. How was Federation New South Wales in the Sydney, 1881–90; extract as the people of New by New South Wales celebrated in Sydney? Inauguration of the late 1800s? from the Henry Lawson South Wales considered politicians; a New South Commonwealth’ film 1 story The Drover’s Wife. whether or not to support Wales resident’s letter to a clip ; map of Federation Federation? newspaper editor regarding procession route; photo of customs regulations; the Commonwealth Arch. ‘The labour crisis’ cartoon, 2. How was New South photo of a customs house, (Additional images may be 1890; ‘Waltzing Matilda’ Wales affected by the labour ‘The Mongolian Octopus’ accessed from the Museum (original lyrics, 1895); crisis of the 1890s? cartoon, 1888 (see Useful of Australian Democracy photo of a swagman. websites re racism); at Old Parliament House leaflet, and extracts from website.*) 3. Who were some of Biographies of New South suffragists’ writings. the political figures from Wales political leaders Sir 2. What anthems and ‘God Save the Queen’ New South Wales that Henry Parkes, Sir Edmund 2. Why did the proposed ‘We want a fair Federation’ ceremonies marked lyrics; ‘Advance Australia played a leading role in the Barton and George Reid. structure of the Federal poster; population figures the official beginning of Fair’ lyrics (version sung on Federation movement? Parliament cause concern for 1899 and proposed the Commonwealth of 1 January 1901); film clip for New South Wales? representation of each Australia? ‘Signing oath of allegiance’.2 colony in the Federal Biography of Louisa 4. Who were some of Parliament. 3. How was Federation Extracts from The Sydney the women in New South Lawson. (Additional celebrated throughout New Morning Herald newspaper Wales who made important material is researched 3. How did the views Extract of a speech by South Wales? 2 January 1901, reporting contributions to social and by students.*) of Premier George Reid George Reid; ‘The Yes–No on 1 January celebrations. political change in the late influence the people of Federationist’ cartoon 1880s and 1890s? New South Wales? about Reid, (both 1898). 4. What images and ‘Federated Australia’ symbols represent the drawing, 1900. 4. What happened in New Results of the 1898 spirit and importance South Wales at the first referendum on the of Federation? referendum on Federation? Constitutional Bill. 5. How can your Students use 5. When did New South Newspaper extract 1899; community remember understandings gained Wales decide in favour ‘To the Australian Born’ and celebrate Federation? through previous of Federation, and what leaflet and ‘Voters of investigations together contributed to the positive NSW’ campaign poster; with own ideas. result? referendum results data. 1 http://australianscreen.com.au/titles/inauguration-commonwealth/clip1 6. If you had been a New Students use 2 http://australianscreen.com.au/titles/inauguration-commonwealth/clip2 South Wales voter, would understandings gained you have been in favour of through previous * See Useful websites in Teacher Guide Federation or against it? investigations.

GETTING IT TOGETHER new south wales – AT A GLANCE © COMMONWEALTH OF AUSTRALIA 9 At a Queensland glance Investigations and source material

People and Places Road to Federation Celebrations and Futures

Investigation Primary source Investigation Primary source Investigation Primary source material focus questions material and biographies focus questions material and data focus questions

Map of Queensland showing Newspaper extracts 1. What was life like on the List of station supplies, 1855; 1. How did Queensland’s 1. How was Federation land in Queensland in the extract from Steele Rudd’s regional interests affect financial divisions, 1901; celebrated in Brisbane? describing the celebrations late 1800s? On Our Selection; photos of attitudes to Federation? newspaper extracts on and official proceedings dwellings in rural Queensland, separation and Federation. in Brisbane on 1 January c 1870 and 1880. 1901; photos. 2. What were the attitudes Cartoons ‘The workers’ of Queensland workers to design for a triumphal 2. How did Queenslanders Newspaper extracts 2. Why were workers from Extract about a sugar factory Federation? arch’, 1900, and ‘Barton outside Brisbane celebrate describing celebrations in the South Pacific Islands and the use of Polynesian defies the kanaka interest Federation? Toowoomba and Mackay; important to Queensland’s labour in the sugar cane and cleans up Queensland’, referendum results for development? fields; photo of South Pacific 1901; extracts from these regions; photo from Islander workers. political speeches, 1899.* celebration in Townsville.

Why didn’t Queensland Extracts from debates in How did Queenslanders ‘On the new citizenship’ What were the Description of Gympie 3. 3. 3. participate in the Queensland Parliament, feel about being part of the by SW Griffith, reported characteristics of and Cape River goldfields, Australasian Federal 1897. new Commonwealth? in the Brisbane Courier Queensland’s mining 1860s; photo of Gympie Conventions to draft the 1 January 1901; ‘A Federal communities in the late goldfields, 1870s; photo Australian Constitution? Song’ by George Essex 1800s? and illustration of Chinese Evans. miners; extracts from How were voters Brisbane Courier report Northern Miner newspaper 4. influenced during the on meeting at Brisbane’s How should Students use and from a petition against 4. Federation campaign? Exhibition Hall, May 1899, Queenslanders understandings gained Chinese working on the including excerpts from commemorate Federation through previous goldfields, 1877.* speeches by leaders of the now and into the future? investigations together Federation movement. with their own ideas 4. Why did workers Extract about voting by and research. want fairer voting for the Anthony Trollope, 1873; 5. How did Queensland Queensland’s referendum Queensland Parliament in extract from The Worker on vote in the referendum on results by region; the 1890s? one-man-one-vote, 1891. Federation in 1899? ‘Provincialism’ cartoon, (Student research on voting 1899. eligibility today may also be useful.1) 1 www.aec.gov.au/FAQs/Enrolment.htm 5. Who were some of the Biographies of Sir Samuel * See Useful websites in Teacher Guide political leaders in the Griffith, Emma Miller, colony of Queensland in the Anderson Dawson and late 1800s? John Macrossan. (Reference to the nine Values for Australian Schooling may also be helpful.*)

GETTING IT TOGETHER queensland – AT A GLANCE © COMMONWEALTH OF AUSTRALIA 10 GETTING IT TOGETHER queensland – AT A GLANCE © COMMONWEALTH OF AUSTRALIA

At a south australia glance Investigations and source material

People and Places Road to Federation Celebrations and Futures

Investigation Primary source Investigation Primary source Investigation Primary source material focus questions material and biographies focus questions material and data focus questions

Extracts from South South Australian newspaper 1. What was South Australia Descriptions and photos 1. What were the issues 1. How was Federation like in the late 1800s? of Adelaide in the 1890s; surrounding Federation for Australian newspapers and celebrated in Adelaide? extracts reporting on descriptions of Port South Australians? speeches about defence, Adelaide’s 1 January 1901 Augusta, Strathalbyn and trade, rivers, the Northern celebrations; photo of Palmerston, 1870–90s. Territory and the nation’s the swearing-in of Lord (Students may access capital, 1894–98. Tennyson as the first State additional images from the Governor of South Australia; What resolutions Resolutions passed at the Picture Australia website1.) 2. poster for Adelaide’s grand passed at the first first Australasian Federal Commonwealth continental Australasian Federal Convention, Adelaide, concert. 2. How did newspapers in Mastheads from Frearson’s Convention addressed 1897. South Australia represent Weekly and The Illustrated the issues that concerned 2. How did South Extracts from newspaper life in the colony? Adelaide Post, late 1800s. South Australians? Australians outside reports on celebrations in Adelaide celebrate Palmerston, Petersburg, Would the proposed Extracts from South What impact did the Map of South Australia 3. Federation? Watervale and Yorketown. 3. representation for the new Australia’s The Register construction of South and its Northern Territory. Federal Parliament be fair newspaper and a speech How was the spirit of Lyrics of ‘The Song of Australia’s Overland Telegraph 3. for South Australia? on the issue of State Federation captured in Australia’ by Caroline line have on the colonies? rights, 1897; proposed South Australia? Carlton, 1859 (printed in representation of each The Register newspaper 4. Who were some of Biographies of Charles colony in the Federal 1898). the political figures from Cameron Kingston, Thomas Parliament; population South Australia that Playford, Sir John William figures for 1899. 4. How should South Students use played a leading role in the Downer and Sir Frederick Australians commemorate understandings gained Federation movement? William Holder. (Reference 4. What were the Campaign poster from the Federation now and into through previous to the nine Values for arguments for and against Commonwealth League and the future? investigations together Australian Schooling may Federation that were put to flyer and summary from with their own ideas and also be helpful.*) South Australians? the Anti-Commonwealth research. Bill League. Cartoon ‘The Whisper of 5. Who were some South What were the results Breakdown of South a “Shriek” ’, 1898; 5. Australian women that made of the referendums on Australia’s referendum biography of Mary Lee; important contributions to Federation? results from the Adelaide social and political change additional biographies Observer newspaper, June in the late 1800s? researched 1898 and May 1899. by students.*

1 www.pictureaustralia.org

* See Useful websites in Teacher Guide GETTING IT TOGETHER South australIa – AT A GLANCE © COMMONWEALTH OF AUSTRALIA 11 At a TASMANIA glance Investigations and source material

People and Places Road to Federation Celebrations and Futures

Investigation Primary source material, Investigation Primary source Investigation Primary source material focus questions data and biographies focus questions material and data focus questions

The Mercury Extracts from poem ‘Sons 1. What were Tasmania’s Newspaper extracts 1. Why were intercolonial Extracts from 1. What do poems and towns and rural areas like describing Hobart, tariffs an issue for Tasmania? and other Tasmanian papers songs tell us about the of Australia’ by WH Dawson in the late 1800s? Launceston and several 1898–99 (editorial comment significance of becoming (printed in the Launceston rural areas, with population and a letter addressing a nation? Examiner 1898) and song figures; photos researched issues of intercolonial ‘Fulfilment’ by J Brunton by students1; distances trade and taxes). Stephens (printed in The between Tasmanian towns; Mercury, 1 January 1901). Why was the structure ‘We want a fair Federation’ map showing land use. 2. of the Federal Parliament poster from NSW 2. How was Federation Extracts from newspaper particularly important for (opposing proposed celebrated in Tasmania? reports on official 2. What were Tasmanians Additional newspaper Tasmania? representation of proceedings and like in the late 1800s? extracts describing four smaller colonies such as celebrations in Hobart areas, highlighting aspects Tasmania); population and country Tasmania. of Tasmania’s British figures for 1899; proposed heritage and convict past; numbers of representatives 3. How and why were public Photo of Parliament House, 1901 census data on from each colony. buildings in Tasmania Hobart; extracts from Tasmanian population, decorated for Federation? a newspaper report on including birthplaces and 3. What was the ‘Braddon Data on the method of Federation decorations. religion. clause’ and why were there sharing federal customs conflicting views about it? duties proposed by 4. How should Students use Braddon; extracts from Tasmanians remember and understandings gained Who were some Biographies of Tasmanian 3. a Tasmanian report, and celebrate Federation today? through previous Tasmanians working for politicians Sir Edward a speech by the NSW investigations together change in the 1890s? Braddon, John Henry Premier, expressing with their own ideas Keating and Bolton Stafford and research. Bird and suffragist Jessie opposing views. Spinks Rooke. (Reference What were some of Extracts from a speech by to the nine Values for 4. the arguments presented Edward Braddon and the Australian Schooling may by Tasmanians for and diary of JB Walker. also be helpful.*) against Federation?

4. Who were some other Student research on 5. What happened in Referendum results data prominent people in Andrew Inglis Clark, Philip the referendums on 1898, 1899, 1900. Tasmania in the late 1800s? Oakley Fysh, Adye Douglas, Federation? Henry Dobson and Neil Elliot Lewis.* 6. If you had been a Students use Tasmanian voter, would understandings gained you have been in favour through previous of Federation? investigations. 1 http://portal.archives.tas.gov.au/menu.aspx?search=7

* See Useful websites in Teacher Guide GETTING IT TOGETHER tasmanIa – AT A GLANCE © COMMONWEALTH OF AUSTRALIA 12 GETTING IT TOGETHER tasmanIa – AT A GLANCE © COMMONWEALTH OF AUSTRALIA

At a victoria glance Investigations and source material

People and Places Road to Federation Celebrations and Futures

Investigation Primary source material, Investigation Primary source Investigation Primary source material focus questions data and biographies focus questions material and data focus questions

Extracts and cartoons Newspaper extracts about 1. What was life like in Descriptions and photos 1. What were the issues 1. How was Federation Victoria in the late 1800s? of Melbourne, 1890s; as Victorians considered about immigration*, trade, celebrated in Melbourne? Melbourne’s Federation descriptions of Bendigo, whether or not to support rivers, railways, defence celebrations, from The Age Echuca and Portland; silent Federation? and voting rights for and The Argus 2 January film clip from around 1910 women, 1885–1900. 1901. of ‘Melbourne Buildings’1; How would the system Extract from debate at How did Victorians Newspaper extracts about additional photos 2. 2. of Federal Parliament affect the 1898 Australasian outside Melbourne Federation celebrations researched by students.2 Victorians? Federation Conference, celebrate Federation? in Bendigo, Echuca, Melbourne; population Traralgon, Port Fairy 2. What were Victorians 1901 census data for figures for 1899 and and Wodonga. like in the late 1800s? Victoria, including proposed representation population distribution, of each colony in the 3. How was the spirit Lyrics of the song ‘Australia occupations and Federal Parliament. of Federation captured For Ever’ by Henry F Rix, birthplaces. in Victoria? 1898. (Reference to the 3. What arguments for Extracts from newspapers nine Values for Australian and against Federation and speeches presenting Schooling may also be What was the Australian Australian Natives 3. were presented to Victorian arguments for and against helpful.*) Natives Association? Association membership Federation, 1898. certificate, 1900. voters? 4. How was the opening Newspaper extract from 4. What were the results Breakdown of Victoria’s of the first Commonwealth The Age, May 1901, 4. Who were some Biographies of John of the referendums in results for 1898–99 from Parliament celebrated including descriptions of Victorian political figures Quick, Alfred Deakin, Sir Victoria? The Age newspaper, July in Melbourne? the arches constructed that played a role in the George Turner and Isaac 1899. for the occasion; map Federation movement? Isaacs. (Reference to the of the procession route; nine Values for Australian 5. If you had been a Students use photo of the Municipal Schooling may also be Victorian voter, would you understandings gained Arch; additional photos helpful.*) have been in favour of through previous researched by students.2 Federation? investigations together with their own ideas. How should Victorians Students use understandings Who were some of the Biography of Vida 5. 5. commemorate Federation gained through previous Victorian women that made Goldstein; additional now and into the future? investigations together biographies researched important contributions to with their own ideas by students.* social and political change and research. in the late 1800s?

1 http://australianscreen.com.au/titles/marvellous-melbourne/clip2 2 www.pictureaustralia.org

* See Useful websites in Teacher Guide GETTING IT TOGETHER vIctoIra – AT A GLANCE © COMMONWEALTH OF AUSTRALIA 13 At a western australia glance Investigations and source material

People and Places Road to Federation Celebrations and Futures

Investigation Primary source material, Investigation Primary source Investigation Primary source focus questions data and biographies focus questions material and data focus questions material and data

Newspaper extracts from Reports of Perth’s 1. How did distance and Students use internet 1. What issues led some 1. How was Federation isolation affect Western and library research to Western Australians The West Australian, 1890s. celebrated in Perth? Federation celebrations Australians? explore Western Australia’s to oppose or doubt from The West Australian isolation in the late 1800s, Federation? newspaper, 2 January particularly the Western 1901. Petition to the Queen from Australian Government 2. What concerns about residents of the goldfields, How did Western Reports from The West website1. Federation were important 2. to the communities seeking separation; ‘A Australians outside Perth Australian newspaper, 2 of Western Australia’s Federal Fairy Tale’, satirical celebrate Federation? January 1901; Western 2. What happened in 1890–99 statistics for goldfields? newspaper piece (both Australian referendum Western Australia in the late Western Australia’s 1900). results. 1800s and what were the population and for exports impacts on the colony? (gold, timber and wool); 3. What if Western Sections from the 3. What was the Union, a poem written two photos of Fremantle Australia had decided not Australian Constitution. significance of Federation in honour of Federation, Harbour showing change to join in Federation? for Western Australians? published in The West from 1880s to 1900s. Australian newspaper, 4. Should the people of Selections from Western 2 January 1901. Western Australia have Australian Parliamentary What problems and Storekeepers and butchers’ 3. had a say in the colony’s Debates, 1899. 4. How should Western Students use challenges resulted from letter, 1893; extract from decision about Federation? Australians commemorate understandings gained Henry Lawson’s comments the Western Australian Federation now and into through previous on the ‘curse’ of gold, written gold rush? How was Federation Referendum promotional the future? investigations together Perth 1896; photo of mining 5. promoted, and what were material and results; map with their own ideas settlement, 1894. the results of the Western of Western Australian and research. Australian referendum? electoral districts, 1900. 4. Who were some Biographies of four people influential citizens in participating in different Western Australia ways in Western Australian in the late 1800s? society and politics in the late 1800s: Edith Cowan, Faiz Mohamed, John Kirwan and William Marmion.

5. Who was John Forrest Biography of Sir John and what were his Forrest, first Premier of contributions to Western Western Australia. Australia?

1 www.slwa.wa.gov.au/federation/fed/013_isol.html GETTING IT TOGETHER western australIa – AT A GLANCE © COMMONWEALTH OF AUSTRALIA 14 GETT I NG I T TOGETHER – TEACHER GUIDE TEACHER

a Getting It Together contains teaching and learning History I investigations for the middle years classroom. 21.EA.4 The curriculum links demonstrate how Getting Past and contemporary people, movements, events austral It Together can assist teachers to meet mandated and ideas, which shaped Australia as a nation teaching and learning outcomes for students with a sense of Australian identity (e.g. Federation, in the Studies of Society and Environment and stories of the bush, ANZAC legend, the Great

western History curriculums, or their equivalents, in

Depression, sporting heroes, role of women, their jurisdiction. The student learning outcomes mateship, larrikinism, ‘White Australia’ policy, nominated for each jurisdiction are for the year migration and multiculturalism, 1967 referendum). levels that correspond to the upper primary and lower secondary years of schooling in the stated Contemporary society T TOGETHER T I education system. 21.EA.6 NG NG I The factors that can influence, change, standardise

GETT and perpetuate identity (e.g. media, stereotypes, Australian symbols and global trends). Capital Territory 21.EA.7 The values reflected in national celebrations and Getting It Together assists teachers to meet commemorations, what these represent to diverse Essential Learning Achievements (ELA) in the people and groups and how these have changed Early Adolescence Band of Development in the over time (e.g. Australia Day, ANZAC Day). Every Chance to Learn Curriculum Framework for ACT Schools. Additional

Curriculum document: Every Chance to Learn 21.EA.10 Curriculum Framework for ACT Schools. Sequence key historical events to create a narrative Key learning area: social sciences. of a key period in Australian history. Year level/s: Year 6 to Year 8 (Early Adolescent 21.EA.11 Band). Find out about, discuss and evaluate historical events using appropriate genres, sources and ELA 21 – the student understands evidence. about Australia and Australians

In the early adolescence band of development, students have opportunities to understand and learn about the following areas.

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 15 ELA 22 – the student understands ELA 23 – the student understands and values what it means to be world issues and events a citizen within a democracy Historical and cultural context

Democratic features 23.EA.7 In the early adolescence band of development, The roles of women in different societies and students have opportunities to understand periods of time relating to world issues or events. and learn about the following areas. Additional 22.EA.2 23.EA.12 Features of Australia’s representative democracy, Engage in ‘what if’ discussions about how an issue including the purpose of the Australian or event might have unfolded differently if people Constitution, how the differences between had chosen a different course of action. parliaments and governments, elections, how governments are formed, roles of elected representatives, functions and services provided by the three levels of government and the roles New South Wales of courts. Getting It Together assists teachers to meet 22.EA.4 student learning outcomes in the New South Wales Key events and ideas in the development of Human Society and Its Environment, and History Australian self-government and democracy (e.g. Syllabuses, at Stage 3 and Stage 4, respectively. governors representing the British monarchy, Curriculum document: New South Wales representative democracy). Syllabuses – Board of Studies, New South Wales. Key learning areas: Human Society and Its Democratic principles Environment and History. 22.EA.7 Year level/s: Years 5 and 6 (Stage 3); and Years 7 The principles and institutions that underpin and 8 (Stage 4). Australia’s representative democracy and civil society (e.g. parliament, free and fair elections, political parties, secret ballot, head of state). Human Society and Its Environment

Active citizenship Stage 3 Change and Continuity 22.EA.9 Ways in which individuals and non-government CCS3.1 organisations can contribute to and influence Explains the significance of particular people, representative bodies, including government. groups, places, actions and events in the past in developing Australian identities and heritage. Additional CCS3.2 In the early adolescent band of development, Explains the development of the principles of students have the opportunities to learn to: Australian Democracy. 22.EA.14 Cultures Investigate the contributions of people and groups who have helped achieve civil and political rights CUS3.3 in Australia through historical and contemporary Describes different cultural influences and their examples (e.g. Alfred Deakin, William Spence, contribution to Australian identities. Vida Goldstein, Pearl Gibbs).

16 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA CUS3.4 Examines how cultures change through interactions Northern Territory with other cultures and the environment. Getting It Together assists teachers to meet Essential Learnings in Bands 3 and 4 in the Social Systems and Structures Northern Territory Curriculum Framework. SSS3.8 Curriculum document: Northern Territory Explains the structures, roles, responsibilities and Curriculum Framework – Essential Learnings. decision-making processes of State and federal Key learning area: Studies of Society and governments and explains why Australians value Environment. fairness and socially just principles. Year level/s: Year 6 to Year 8 (Bands 3 and 4).

History Social Systems and Structures Getting It Together affords students at Stage Time, Continuity and Change 4, in the History Syllabus, the opportunity to Soc 3.1 investigate the past and how events have demonstrate the following learning outcomes. impacted on individuals and groups. A student: Soc 4.1 analyse significant ideas, people and 4.1 describes and explains the nature of history, movements that have shaped societies. the main features of past societies and periods Civics, Governance and Social Justice and their legacy; Soc 3.3 research and describe features, such as 4.4 identifies major periods of historical time decision making, of familiar political and law and sequences people and events within specific systems and analyse how choices, opportunities periods of time; and conflict affect people’s life chances.

4.5 identifies the meaning, purpose and context Soc 4.3 explain the roles, rights and of historical sources; responsibilities of citizens on the existing structure

4.6 draws conclusions about the usefulness of Australia’s political and legal systems, and their of sources as evidence in an inquiry; formation; evaluate how these structures protect the rights of individuals and societies. 4.7 identifies different contexts, perspectives and interpretations of the past;

4.8 locates, selects and organises relevant information from a number of sources, including ICT, to conduct basic historical research;

4.9 uses historical terms and concepts in appropriate contexts; and

4.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past.

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 17 Political and Economic Systems Queensland . Australia’s government systems are Getting It Together assists teachers to meet characterised by principles including civil student learning outcomes by the end of Year 7 in society and representative democracy, processes the Knowledge and Understanding section of the including free and fair elections, institutions Queensland Studies of Society and Environment including parliaments and political parties, curriculum, under the organisers Time, Continuity and instruments including the Australian and Change, Culture and Identity, and Political and Constitution. Economic Systems.

Curriculum document: Queensland Curriculum, Assessment and Reporting Framework. South Australia Key learning area: Studies of Society and Getting It Together assists teachers to meet Environment. student learning outcomes at Standards 3 and Year level/s: Essential Learnings by the end 4 in the South Australian Studies of Society and of Year 7. Environment curriculum in the Time, Continuity Time, Continuity and Change and Change, Societies and Culture, and Social Systems strands. . Events from pre-colonisation to Federation, including Indigenous heritages, European Curriculum document: South Australian colonisation, frontier conflicts, the development Curriculum Standards and Accountability of the economy, and the Federation movement, Framework. have established the Australian nation and Key learning area: Studies of Society and contributed to Australian identities. Environment. . Australia’s relationship with its Asian and Pacific Year level/s: Year 6 (Standard 3) and Year 8 neighbours is linked to events over a range of (Standard 4). time periods, including events associated with the Time, Continuity and Change ‘White Australia’ policy, refugees and immigration, free-trade agreements and military alliances. 3.1 . National traditions, celebrations and Identifies and explains sequences of change commemorations have evolved to reflect public that have occurred in Australia over time, and sentiment and the perspectives, values and recognises various perspectives on events.

interpretations of different groups. 3.2 Researches and discusses the importance of Culture and Identity understanding events and ways of life of some past . Material and non-material elements influence periods, using primary and secondary sources. personal identity and sense of belonging to 3.3 groups. Explains why local and international communities . Perceptions of different cultures and groups have changed and are likely to change in the future. are influenced by personal identity and sense of belonging of groups. 4.2 Recognises diversity within and between primary and secondary sources, and critically analyses why and how sources can be interpreted differently.

18 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 4.3 Identity relationships and culture Interprets people’s motives and actions from . Understand how culture and community shape perspectives of power, and relates this to future identity and relationships. possibilities, using a historical or contemporary event or issue. Democratic values and processes

Societies and Culture . Understand democratic values and processes in society, government and law. 3.7 Considers factors that contribute to personal and Responsible citizenship group identity and social cohesion, and valuing . Understand how individuals and groups take cultural diversity within and outside Australia. action to positively influence change. (Analyses influences that contribute to their personal identities, including perceptions about Historical inquiry being Australian.) . Undertake historical inquiries in relation to continuity and change in society. Social Systems

3.10 Philosophical inquiry Describes examples of forms and structures of . Undertake philosophical inquiries into issues Australian and other governments over time in and beliefs in society. terms of how they impact on people’s lives. Communication (Describes how democracy operates in Australia and how it is similar to, or differs from, how . Acquire, critically examine and communicate democracy operates in another country in relation information. to people’s participation in government.)

3.12 Recognises that individuals, groups or systems hold Victoria

different views, values and beliefs, and identifies Getting It Together assists teachers to meet the those which contribute to the common good. standards of the Victorian Essential Learning Standards at Levels 4 and 5 in the Civics and Citizenship domain and the History domain Tasmania of the Humanities discipline.

Getting It Together assists teachers to meet Curriculum document: Victorian Essential performance criteria for standards 3 and 4 in Learning Standards. the Society and History K–10 syllabus of the Key learning area: Civics and Citizenship; Tasmanian Curriculum. Humanities – History. Curriculum document: Tasmanian Curriculum. Year level/s: Years 5–8 (Levels 4 and 5).

Key learning area: Society and History. Level 4

Year level/s: Years 5–8 (Standards 3 and 4). Civics and Citizenship

Students can achieve learning outcomes in the Civic knowledge and understanding following performance criteria for standards 3 At Level 4, students describe the nature of and 4 in the Society and History K–10 syllabus. Australia’s democracy that developed as a result

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 19 of Federation. They describe the three levels of Humanities – History government and some of the key functions of each Historical reasoning and interpretation level. They explain the basic elements of Australia’s At Level 5, students frame key research questions, Federal Parliamentary system and key democratic plan their investigations, and report on their principles and values such as freedom of speech findings. They use a range of primary and and equality before the law. secondary sources, including visual sources that record features of the societies in their Humanities – History investigations. They identify the content, origin, Historical knowledge and understanding purpose and context of historical sources. They At Level 4, students demonstrate their knowledge evaluate historical sources for meaning, point of and understanding of significant events in view, values and attitudes, and identify some of the Australian history, including Aboriginal and Torres strengths and limitations of historical documents. Strait Islander history, European settlement, the They use relevant historical evidence, concepts and development of the colonies, the development of the historical conventions such as bibliographies to wool industry, the 1850s gold rushes; the moves to present a point of view. Students use a variety of self-government, Federation; and World War I. forms to present their understanding. Historical reasoning and interpretation At Level 4 students use a range of primary and secondary sources to investigate the past. With Western Australia support, they frame research questions and Getting It Together assists teachers to meet the plan their own inquiries. They comprehend and learning outcomes of the Western Australian question sources and make judgments about the Curriculum Framework and K–10 Syllabuses for views being expressed, the completeness of the the Studies of Society and Environment in the evidence, and the values represented. They use Middle Childhood and Early Adolescent phases appropriate historical language and concepts to of development. develop historical explanations. They present their understandings in a range of forms. Curriculum document: Western Australian Curriculum Framework and K–10 Syllabuses. Level 5 Key learning area: Studies of Society and Civics and Citizenship Environment. Year level/s: Years 5–8 (Middle Childhood and Civic knowledge and understanding Early Adolescent phases of development). At Level 5, students explain the origins and features of representative government. They identify Time, Continuity and Change significant developments in the governance and Students understand that people’s actions and achievement of political rights in Australia. They values are shaped by their understanding and explain key features of Australian Government, interpretation of the past. including the responsibilities of the levels of government, the houses of parliament ... They Understanding the Past identify and question the features and values of Australia’s political and legal systems. They identify Methods for sequencing the past and discuss the qualities of leadership through Year 5–6 historical and contemporary examples. . How sequencing chronologically helps to identify relationships between people, events and ideas.

20 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA Year 6–7 . How events and ideas can be compared and contrasted between different time periods Political and Legal Systems in history. The elements and processes of government Year 8 and governance . Turning points are created by significant events. Year 5–6 . People, events and ideas are linked to historical . How Australia’s representative system of time periods. government works. The interrelationship between people, events . How State and Federal members of Parliament and ideas are elected. . The principles of democratic decision-making. Year 8 . Significant people, events and ideas from the past Year 6–7 have shaped present communities by contributing . About the development and evolution of the to or resisting change. principles of democracy. . How notions of citizenship have been influenced Continuity and Change by key civic documents. What the key features of Australian democracy That continuity and heritage are features of all . are. societies . How the federal system of government developed Year 5–6 in Australia. . How heritage is reflected in community life . How representation and decision-making operate through rituals, symbols and buildings. in the Australian democracy.

Year 6–7 Year 8 . How heritage is reflected in the political, social . Australian democracy has evolved from a range and economic life of a community. of political activity. . How, over time, significant people, events and . The Australian constitution outlines the powers, ideas have influenced the beliefs and traditions responsibilities, structures and processes of of a community. parliament and the federal legal system. . How Australia seeks to balance majority rule and Year 8 respect for minorities in civic decision-making. . A sense of heritage can result from continuity of people’s actions, beliefs, values and ideas. The elements and processes of law-making and law enforcement . Continuity can have positive and negative impacts. Year 5–6 . That a constitution is an agreed set of rules Natural and Social Systems or guidelines for an organisation.

. Students understand that systems provide order Year 6–7 to the dynamic natural and social relationships . That the Australian constitution is the legal occurring in the world. framework for governance in Australia.

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 21 getting it together From Colonies to Federation

federation timeline

Dates 1856-1927 Australia’s democracy has been shaped by many people, events and ideas throughout history. This timeline provides a quick reference to the events explored in Getting It Together – From Colonies to Federation. These events are important in Australia’s progress towards nationhood.

1856 Responsible government achieved in New South Wales, Victoria and Tasmania. 1857 Responsible government achieved in South Australia. 1860 Responsible government achieved in Queensland. 1863 Northern Territory comes under South Australian administration from New South Wales. 1887 Queen Victoria’s Golden Jubilee. 1889 Henry Parkes campaigns for Federation in his Tenterfield Oration. Colony Premiers agree to a Federation conference. 1890 The Australasian Federation Conference held in Melbourne in February. Conference decides a convention should be called to write a constitution. Responsible government achieved in Western Australia. 1891 Australasian Convention held in Sydney where a Constitution is drafted (March–April). 1893 Corowa Conference passes the Corowa Plan to implement a new constitutional process. 1894 South Australian women gain the right to vote. 1895 A modified Corowa Plan adopted at the Premiers’ Conference in Hobart. 1896 Bathurst People’s Federal Convention held. 1897 First session of the Australasian Federal Convention held in Adelaide (March–April) Queen Victoria’s Diamond Jubilee. Second session of the Australasian Federal Convention held in Sydney (September). 1898 Third session of the Australasian Federal Convention held in Melbourne. Convention adopts the draft Constitution of the Australian Commonwealth. Unsuccessful referendum on the Constitution Bill in New South Wales. Successful referendums in Victoria, Tasmania and South Australia. 1899 Premiers’ ‘secret’ conference, Melbourne, agrees to amend the Constitution Bill. Successful referendum in South Australia, New South Wales, Tasmania, Victoria and Queensland. Western Australian women gain the right to vote. Outbreak of the South African War (Boer War) and the colonies send troops.

22 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 1900 The British Parliament passes the Constitution Bill and the Bill receives royal assent. Successful referendum held in Western Australia (31 July). Royal Proclamation of the Commonwealth (17 September). 1901 Inauguration of the Commonwealth in Sydney (1 January). Edmund Barton becomes Australia’s first Prime Minister. Death of Queen Victoria (22 January). First elections for the Commonwealth Parliament (29–30 March). The first Federal Parliament officially opened in Melbourne (9 May). The new Commonwealth raises more troop contingents for the Boer War. Commonwealth Parliament passes the Pacific Island Labourers Act to send Pacific Island labourers home (December). Commonwealth Parliament passes Immigration Restriction Act designed to stop Asian immigration (December). 1902 End of hostilities in the Boer War (May). Commonwealth Parliament passes the Commonwealth Franchise Act to give the vote to men and women (June). Women win the right to vote for the New South Wales Parliament. 1903 Women in New South Wales, Queensland, Tasmania and Victoria vote for the first time for the Commonwealth Parliament (December). Women win the right to vote for the Tasmanian Parliament. 1905 Women win the right to vote for the Queensland Parliament. 1908 Women win the right to vote for the Victorian Parliament. Australian Coat of Arms proclaimed. 1909 Australian currency introduced. 1911 Australian Capital Territory established (January). Commonwealth Parliament assumes control of the Northern Territory from South Australia (January). Introduction of compulsory enrolment for Commonwealth elections. 1913 Canberra is chosen as the site of the future national capital. 1914 Outbreak of hostilities in First World War. 1915 Australian and New Zealand troops land at Gallipoli. 1916 First referendum to conscript Australians into battle fails. 1917 Second referendum to conscript Australians into battle fails. Transcontinental Railway completed. 1918 End of hostilities in First World War. 1921 Edith Cowan elected to the Western Australian Legislative Assembly and becomes the first woman elected to an Australian Parliament. 1924 Introduction of compulsory voting for Commonwealth elections. 1927 Canberra becomes the national capital. Commonwealth Parliament begins sitting in Canberra in the Provisional Parliament House.

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 23 getting it together From Colonies to Federation glossary and conversions

convention Glossary A large meeting of people. In colonial Australia in Australian Natives Association (ANA) the 1890s, Federal Conventions were held to draft A society formed by non-Indigenous Australian- the Australian Constitution. born men in 1871 to promote pride in being culture Australian. The ANA was a keen supporter The way of life and customs shared by a group of Federation. of people. bill delegate A proposal for a new law, considered and debated A person who has the authority to make decisions in parliament. on behalf of others. The Federal Conventions campaign consisted of delegates from the Australian colonies, The process of gaining the support of voters for who drafted the Australian Constitution. a candidate in an election. democracy citizen A form of rule where the government is elected A person who belongs to a country and who shares by and accountable to its citizens. the same rights and responsibilities as other people electorate of that country. A geographical area represented in parliament. colony Each electorate consists of approximately the same A distant settlement that is governed by another amount of voters. country. British settlements in New South Wales, equality Victoria, Van Diemen’s Land (Tasmania), Western When people have the same rights and Australia, South Australia and the Northern responsibilities. Territory made up the Australian colonies. Federal Conventions Commonwealth The meetings of leading politicians from the The Commonwealth of Australia refers to the Australian colonies who drafted the Constitution. nation and its national government, brought about The Australian Constitution was drafted at the by the Federation of the Australian colonies. Federal Conventions of 1891 and 1897–98. constitution Federation A document that sets out the rules for government. A country where the power to make laws is shared by constitutional monarchy different levels of government. Also refers to a union A democratic system of government with a of self-governing colonies or territories to form one monarch (queen or king) as a head of state. country. The Australian colonies united on 1 January The monarch’s role is restricted by a constitution. 1901 to form the Commonwealth of Australia.

24 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA franchise plural voting The right to vote. (See also suffrage) A voting system where voters can vote in all the electorates in which they own property. free trade Goods that are sold between countries or colonies, property franchise which are not taxed or have a tariff placed on them. A voting system where only those who own property are allowed to vote. In colonial parliaments, voting government in Legislative Council elections was restricted to A group of people, usually elected officials together people who owned property. with the public service, who manage a country. proportional representation governor A voting system in which candidates must achieve A person who rules a colony or territory and who an agreed quota of votes to be elected. represents the queen or king. Until the Australian colonies achieved responsible government, a protection governor appointed by the British Parliament A system of tariffs or import duties designed governed the colonies. to protect domestic industry from competition. In colonial Australia all the colonies imposed Governor-General duties on goods imported from other colonies. The queen’s (or British monarch’s) representative (See free trade) in the Australian Constitution. The Governor- General is the head of state and the symbol protectionism of government in Australia. The belief that tariffs should be used to protect domestic industry from competition in order House of Representatives to encourage local industrial development and The lower house of the Australian Parliament. employment. The party with the majority of seats in the House of Representatives forms government. racism When people are treated differently or unfairly Legislative Assembly because of their culture or ethnicity. The lower house of the colonial, later ‘State’, parliaments. referendum A vote of all the people on a particular issue, Legislative Council proposed law or constitutional change. The upper house of the colonial, later ‘State’, parliaments. representative A person chosen by the people of a community to migration speak for them. In parliament, each representative Leaving one country to settle or live in another. speaks for their electorate. monarch republic A member of a royal family, usually a king or A nation where citizens rule themselves directly or queen, who is the recognised head of a country. through their representatives. There is no monarch monarchy (king or queen) as head of state. A country or nation ruled by a king or queen. responsible government parliament An elected government that is accountable to the An assembly of elected or appointed parliament and its people. representatives that makes the laws for a country. Senate The upper house of the Australian Parliament. The States are equally represented in the Senate.

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 25 squatters In colonial Australia, they were the wealthy Imperial to pastoralists who occupied large tracts of land to graze metric conversions sheep. Their control of the land gave them economic and political power in the Australian colonies. Length and distance suffrage 1 inch = 25.4 mm The right to vote. (See also franchise) 1 foot = 30.5 cm tariff 1 yard = 0.91 m A government-imposed charge or tax on imported 1 mile = 1.6 km and exported goods. Area tax 1 sq. yard = 0.8 m2 A government charge placed on a good, service 1 acre = 0.40 ha or people’s earnings. The government decides 1 sq. mile = 2.59 km2 how to use the money on behalf of its citizens. trade union Weight An organisation of workers from a particular 1 ounce (oz) = 28.4 gm industry. Trade unions seek to protect workers’ 1 pound (lb)= 0.45 kg rights, and campaign for fair wages and working 1 stone = 6.35 kg conditions. Currency ‘White Australia’ An idea which began in the 19th century, to ensure pounds, shillings and pence where: that a united Australia maintained its British 1 pound (£) = 20 shillings culture by controlling the social make up of the 1 shilling (s) = 12 pence (p) immigrant population. Though never realised, it was instrumental in the Immigration Restriction Act (1901) passed by the first Commonwealth Parliament, and influenced Australian immigration policy for more than 60 years after Federation.

26 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA getting it together From Colonies to Federation

select bibliography

Cremin, Aedeen with David Carment (eds), General 1901: Australian Life at Federation: An Illustrated Aroney, Nicholas, The Constitution of a Federal Chronicle, Sydney, UNSW Press, 2000. Commonwealth: The Making and Meaning of the Crisp, LF, Federation Fathers, Carlton, Melbourne Australian Constitution, Cambridge, UK; New York, University Press, 1990. Cambridge University Press, 2009. Deakin, Alfred, The Federal Story: The Inner Barwick, John & Jennifer, Federation, Port History of the Federal Cause 1880–1900, Carlton, Melbourne, Heinemann Library, 2001. Melbourne University Press, 1963.

Bennett, Scott, Federation, North Melbourne, Dennis, Lionel, Australia Since 1890, Melbourne, Cassell Australia Limited, 1975. Addison Wesley Longman, 1999.

Bereson, Itiel, Building the Nation: From Colonies Dermody, Kathleen, A Nation at Last: The Story to Federation, Port Melbourne, Echidna Books, of Federation, Canberra, Australian Government 2001. Publishing Service, 1997.

Brasch, N, Birth of a Nation: Eyewitness to Docker, John, The Nervous Nineties: Australian Federation, 1850 to 1901, Victoria, Heinemann Cultural Life in the 1890s, Melbourne, Oxford Library, 2007. University Press, 1991.

Brodie, Scott, Creating the Commonwealth Halliday, Ken, Tenterfield Reflections: 1901 and of Australia, NSW, Grollier Australia, 2000. All That, Tenterfield, NSW, 2001.

Brodie, Scott, Our Constitution, Lane Cove, NSW, Hearn, Mark and Greg Patmore (eds), Working the Franklin Watts, c 1999. Nation: Working Life and Federation, 1890 –1914, Brodie, Scott, The Commonwealth of Australia: Annandale, NSW, Pluto Press, 2001. How It Was Created, Sydney, Australian Hirst, John, The Sentimental Nation: The Making Knowledge, 1987. of the Australian Commonwealth, Melbourne, Ciddor, Anna, Federation: Changing Australia, Oxford University Press, 2001. Melbourne, Macmillan Education, 2001. Howard, Ann, From Colonies to Commonwealth, Cochrane, Peter, Colonial Ambition: Foundations Sydney, Bay Books, 1984. of Australian Democracy, Melbourne, Melbourne Irving, Helen (ed), The Centenary Companion to University Press, 2006. Australian Federation, Cambridge, Cambridge Coupe, R, Achieving Nationhood: The Story of University Press, 1999. Federation, NSW, New Holland, 2000.

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 27 Lahey, John, Faces of Federation: An Illustrated History, Melbourne, Royal Historical Society of New South Wales Victoria, 2000. Gard, Stephen, The Colony of New South Wales Macintosh, Cameron, When Australia Got a (A History of Australia), South Yarra, Macmillan, National Parliament: Federation, Port Melbourne, 2000. Victoria, Pearson Education Australia, 2009. Rickard, J, Class and Politics: New South Mirams, Sara, The Road to Federation: A Teachers Wales, Victoria and the Early Commonwealth Guide to the Sentimental Nation, Melbourne, 1890–1910, Australian National University Press, Oxford University Press, 2001. Canberra, 1976.

Norris, R, The Emergent Commonwealth: Australian Federation, Expectations and Fulfilment 1889–1910, Carlton, Victoria, Victoria Melbourne University Press, 1975. Hall, Henry L, Victoria’s Part in the Australian Parry, Ann, Civics Issues: Federation, South Yarra, Federation Movement, 1849-1900, London, Elliot Macmillan Education, 2006. Stock, 1931.

Richardson, Alan & Ted Trudgeon, Australia in the Rickard, J, Class and Politics: New South Making: An Investigation of Nineteenth-Century Wales, Victoria and the Early Commonwealth Australia, Melbourne, Nelson, 1987. 1890–1910, Australian National University Press, Canberra, 1976. Russell, Roslyn & Philip Chubb, One Destiny! The Federation Story, How Australia Became a Turner, Henry Gyles, A History of the Colony of Nation, Ringwood, Victoria, Penguin Books, 1998. Victoria from Its Discovery to Its Absorption into the Commonwealth of Australia: In Two Volumes, Scott, Don & Lindsay Dann, Far Horizons: Melbourne, Heritage Publications, 1973. Australian History to Federation, South Melbourne, Nelson, 1992. Souter, Gavin, Lion & Kangaroo: The Initiation Tasmania of Australia, Melbourne, Text Publishing, 2000. Reynolds, John, A Study of the Federation Ward, John Manning, The State and the People: Movement in Tasmania, 1825–1900, [1929]. Australian Federation and Nation-Making, 1870– 1901, Leichhardt, NSW, Federation Press, 2001. Roe, M, The State of Tasmania: Identity at Federation Time, Hobart, Tasmanian Historical Research Association, 2001. South Australia Townsley, WA, Tasmania: From Colony to Statehood 1803–1945, Hobart, St David’s Park Bannon, John, The Crucial Colony: South Publishing, 1991. Australia’s Role in Reviving Federation, 1891 to 1897, Canberra, Federalism Research Centre, 1994.

Howell, PA, South Australia and Federation, Kent Town, Wakefield Press, 2002.

28 GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA Queensland Electronic material

Cohen, Kay and Kenneth Wiltshire (eds), People, Advance Australia: South Australia and Federation Places and Policies: Aspects of Queensland (State Library of South Australia) Government Administration 1859–1920, St Lucia, www.slsa.sa.gov.au/federation Qld, University of Queensland Press, 1995. Australia’s Centenary of Federation Fitzgerald, R, The Federation Mirror: Queensland www.abc.net.au/federation 1901–2001, St Lucia, University of Queensland Australia’s Federation (Museum of Victoria) Press, 2002. museumvictoria.com.au/federation/journey.htm Thorpe, Bill, Colonial Queensland: Perspectives Documenting a Democracy (National Archives) on a Frontier Society, St Lucia, Qld, University www.foundingdocs.gov.au of Queensland Press, 1996. Federation and the Constitution (National Archives) www.naa.gov.au/collection/explore/federation/index. Northern Territory aspx Federation Gateway (National Library of Australia) Donovan, PF, A Land Full of Possibilities: A History www.nla.gov.au/guides/federation/index.html of South Australia’s Northern Territory, St Lucia, Qld, University of Queensland Press, 1981. Western Australia and Federation (State Library of Western Australia) www.slwa.wa.gov.au/federation/ Reid, Gordon, A Picnic with the Natives: index.htm Aboriginal-European Relations in the Northern Territory to 1910, Carlton, Victoria, Melbourne University Press, 1990. For young readers

Cheng, Christopher, The Melting Pot: The Diary Western Australia of Edward, Chek Chee, Gosford, Scholastic Press, 2007. Hunt, L, Towards Federation: Why Western Australia Joined the Australian Federation Farrer, Vashti, Plagues and Federation: in 1901, Nedlands, Royal Western Australian The Diary of Kitty Barnes, The Rocks, Sydney, Historical Society, 2000. 1901, Lindfield, Scholastic, 2000. Geason, Susan, All Fall Down, Surry Hills, Little Hare Pictures, 2005.

Green, Cliff, The Incredible Steam-Driven Adventures of Riverboat Bill, Montville, McVitty, 1995.

Hattensen, Stacey & Robyn Platt, Australians All!, Carlton South, Curriculum Corporation, 2001.

Newton, Robert, The Black Dog Gang, Camberwell, Penguin, 2007.

Park, Ruth, Playing Beatie Bow, North Ryde, Angus and Robertson, 1987.

GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA GETTING IT TOGETHER – TEACHER GUIDE © COMMONWEALTH OF AUSTRALIA 29 Graphic Organisers A collection of templates will help students sort, organise, present and make sense of information in a variety of forms.

Affinity diagram Fishbone diagram

Affinity diagram Purpose: Fishbone diagram Purpose: To group ideas into categories or themes. To provide a systematic way of considering a problem. Procedure: Procedure: Record the results of a brainstorm by placing an organising Write the problem in the fish’s ‘head’. Use the ‘bones’ for the theme or heading in the top boxes. Write similar concepts questions – how, when, where, why and what. You can modify or items below each theme or heading. this diagram to incorporate a different de Bono ‘thinking hat’ at the end of each stem to direct students’ thinking.

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Concept map Flow chart

Concept map Purpose: Flow chart Purpose: To define a concept by identifying its elements or attributes. To represent a sequence of events. Procedure: Procedure: Write the concept in the centre circle. Record its attributes Write or draw events or activities in order in each box. or elements in the outer circles. Other boxes can be added to show related events.

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Consequences chart Futures line

Consequences chart Purpose: Futures line Purpose: What we’d like to happen To explore options when making decisions. To consider two possible futures. Procedure: Procedure: Start with a ‘what if’ question or problem and write it in the List aspects of a probable future if things were to continue as circle on the left. Students suggest solutions to be written in the they are now, and ideas about what the future could be like if middle circles and the possible consequences of each solution Action particular actions were taken to shape it. in the circles on the right. What could happen

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Diamond ranking chart KWHL chart

Diamond ranking chart Purpose: KWHL chart Purpose: To prioritise a list of nine statements or pictures in order What I know What I want to find out How I can learn more What I have learned To establish what is known and what needs to be found out of importance. to complete an investigation. Procedure: Procedure: Write items to be ordered on separate pieces of paper. Place Students define their information requirements in a research the most important at the top and the least important at the activity, and to reflect on what was learned. What is already bottom. Place the two next most important and two least known is recorded in the first column, and any further research

GETTING IT TOGETHER GRAPHIC ORGANISERS © COMMONWEALTH OF AUSTRALIA 35 important, with the three remaining being neither important GETTING IT TOGETHER GRAPHIC ORGANISERS © COMMONWEALTH OF AUSTRALIA 39 needs are identified in subsequent columns. nor unimportant.

Placemat Venn diagram

Placemat Purpose: Venn diagram Purpose: To consider one’s own opinions before negotiating a group To compare the similarities and differences between response to an issue. two or more groups of people, places or issues. Procedure: Procedure: Each group member has a section to write in. The square Write the items being compared in the circles. Where the circles in the middle is to record the group response. Students are overlap, record similarities. Record the characteristics which given an issue, topic or question to consider. They record their are different in the areas that do not overlap.

GETTING IT TOGETHER GRAPHIC ORGANISERS © COMMONWEALTH OF AUSTRALIA 40 individual responses. They share their responses and as a GETTING IT TOGETHER GRAPHIC ORGANISERS © COMMONWEALTH OF AUSTRALIA 44 group decide the response to be recorded in the middle.

PMI – plus, minus and interesting Web map

PMI Plus, Minus and Interesting Purpose: Web map Purpose: P M I To evaluate thoughts about an issue and clarify issues To assist in activities that involve planning, brainstorming, for further investigation. making notes, organising or problem solving. Procedure: Procedure: Students list the Pluses (positives) of an issue in the first An issue or topic is written in the centre. Related ideas are column, the Minuses (negatives) in the second column. linked to the central issue and other ideas are developed In the third column, they list elements that cannot be from these. Use lines, colours, labels and arrows to show links

GETTING IT TOGETHER GRAPHIC ORGANISERS © COMMONWEALTH OF AUSTRALIA 41 classified precisely as positive or negative as Interesting. GETTING IT TOGETHER GRAPHIC ORGANISERS © COMMONWEALTH OF AUSTRALIA 45 between ideas.

PNQ – positives, negatives and questions X-chart

PNQ Positives, Negatives and Questions Purpose: X-chart Purpose: P N Q To evaluate thoughts about an issue and clarify issues for To brainstorm ideas based on what we would see, hear, smell further investigation. and feel in a given situation.

Looks like

Procedure: Smells like Sounds like Procedure: Students list the Positives of an issue in the first column, the Feels like List ideas in each section as labelled – looks like, sounds like, Negatives in the second column. In the third column, they list smells like, feels like. Questions for further investigation.

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T-chart Y-chart

T-chart Purpose: Y-chart Looks like Purpose: To classify ideas or issues supporting or negating a proposition. To brainstorm ideas based on what we see, hear and feel.

Procedure: Sounds like Feels like Procedure: On either side of the line, children list opposing aspects of an List ideas in each section as labelled – looks like, sounds like, idea or issue that is written at the top. The nature of the two feels like. sides (eg ‘opinions’ and ‘facts’) is determined by the teachers and students, depending on the type of thinking to be undertaken

GETTING IT TOGETHER GRAPHIC ORGANISERS © COMMONWEALTH OF AUSTRALIA 43 (eg critical, analytical or creative). GETTING IT TOGETHER GRAPHIC ORGANISERS © COMMONWEALTH OF AUSTRALIA 47

Action

What could happen

What I know What I want to find out How I can learn more What I have learned

P M I

P N Q

Looks like

Smells like Sounds like

Feels like

Sounds like Feels like

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