Pearson History New South Wales 10 Teaching Program 10 12 … · 2014. 10. 29. · Pearson History...

Pearson History New South Wales 10 Teaching Program 10–12 weeks (Based on a full year History program) Chapter 5: Migration Experiences (1945-present)

Copyright © Pearson Australia 2014 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4860 14019 of 33

Overview The modern world and Australia

The history of the modern world and Australia from 1945 to the present, with emphasis on Australia in its global context,

follows. The twentieth century became a critical period in Australia’s social, cultural, economic and political development.

The transformation of the modern world during a time of political turmoil, global conflict and international cooperation

provides a necessary context for understanding Australia’s development, its place within the Asia-Pacific region, and its

global standing.

NSW

Syllabus

Stage 5

Depth study 5: The Globalising World

Migration Experiences (1945–present)

Historical

content

The waves of post-World War II migration to Australia, including the influence of significant world events

Students:

describe the size and composition of Australia’s population in 1945

sequence the main waves of migration to Australia in the 40 years following World War II, identifying numbers of

migrants and countries of origin

identify significant world events which influenced post-World War II migration to Australia, eg World War II, the

Cold War, the Vietnam War, the Gulf Wars and the war in Afghanistan

The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia

Policy, ‘Populate or Perish’

Students:

outline government policies and practices that restricted migration to Australia before World War II, such as the

White Australia Policy, and explain subsequent policies since 1945

explain why the government attempted to attract more migrants to Australia during the 1950s and 1960s, with



reference to the slogan ‘Populate or Perish’

using a range of sources, describe the hardships faced by migrants, with a particular focus on the experiences of

ONE group who came to Australia between 1945 and 1970

The impact of at least ONE world event or development and its significance for Australia, such as the Vietnam War and

Indochinese refugees

Students:

describe the impact of the Vietnam War or ONE other world event on Australia’s migration policy

discuss the responses of Australians, including the Australian media, to the arrival of refugees from Indochina in

the 1970s and 1980s OR refuges from Afghanistan and Iraq since 2001

using a range of sources, describe the experiences of ONE group of refugees on their journey to Australia and their

experiences on arrival after 1975

The contribution of migration to Australia’s changing identity as a nation and its international relationships

Students:

assess the contribution of migrant men and women to Australia’s social, cultural and economic development and

Australia’s changing identity

explain how Australia’s changing migration policies have affected relationships with other nations

Historical

skills

Comprehension: chronology, terms and concepts

read and understand historical texts

use historical terms and concepts in appropriate contexts

sequence historical events to demonstrate the relationship between different periods, people and places



Analysis and use of sources

identify different types of sources

identify the origin, content, context and purpose of primary and secondary sources

process and synthesise information from a range of sources as evidence in an historical argument

evaluate the reliability and usefulness of primary and secondary sources for a specific historical inquiry

Perspective and interpretations

identify and analyse the reasons for different perspectives in a particular historical context

recognise that historians may interpret events and developments differently

Empathetic understanding

interpret history within the context of the actions, values, attitudes and motives of people in the context of the past

Research

ask and evaluate different kinds of questions about the past to inform an historical inquiry

plan historical research to suit the purpose of an investigation

identify, locate, select and organise information from a variety of sources, including ICT and other methods

Explanation and communication

develop historical texts, particularly explanations and historical arguments that use evidence from a range of

sources

select and use a range of communication forms, such as oral, graphic, written and digital, to communicate

effectively about the past for different audiences and different purposes



Unit 1 Australia’s changing population since 1945

NSW Syllabus Stage 5

Depth study 5: The globalising

world

Migration Experiences (1945–

present)

Suggested teaching and

learning strategies

Pearson History

NSW 10 resources

Historical content

The waves of post-World War II

migration to Australia, including the

influence of significant world events

Students:

describe the size and

composition of Australia’s

population in 1945

sequence the main waves of

migration to Australia in the 40

years following World War II,

identifying numbers of migrants

and countries of origin

identify significant world events

which influenced post-World War

II migration to Australia, eg

World War II, the Cold War, the

Vietnam War, the Gulf Wars and

Background and policies

The White Australia Policy and

its impact on immigration.

Pearson History NSW SB10

Page 120

Australia’s population in

1945

The total population and its

composition.


Page 120

Migration 1945–85

Waves of migration and reasons

for encouraging migration. The

populate or perish policy.


Page 120

Snowy Mountains Hydro-

Electric Scheme

Interactive activity.

eBook 3.0 Pearson History

NSW10



Historical skills

the war in Afghanistan

The impact of changing government

policies on Australia’s migration

patterns, including abolition of the

White Australia Policy, ‘Populate or

Perish’

Students:

outline government policies and

practices that restricted

migration to Australia before

World War II, such as the White

Australia Policy, and explain

subsequent policies since 1945

explain why the government

attempted to attract more

migrants to Australia during the

1950s and 1960s, with reference

to the slogan ‘Populate or Perish’

Comprehension: chronology, terms

and concepts

read and understand historical

texts

Australia’s population



NSW10

Source ranking

Evaluate sources for historical

usefulness.

Pearson History NSW TC10

Pages 120–123

Population in 1945

Interpretation of population

statistics.


Page 121

Populate or perish

Reasons for the policy.


Page 122

White Australia Policy

A research task.


Page 122

KEY TERMS

Introduce and explain the key

terms:


Page 121



use historical terms and

concepts in appropriate contexts

sequence historical events to

demonstrate the relationship

between different periods,

people and places


identify different types of

sources

identify the origin, content,

context and purpose of primary

and secondary sources

process and synthesise

information from a range of

sources as evidence in an

historical argument


develop historical texts,

particularly explanations and

historical arguments that use

evidence from a range of

sources

select and use a range of

assimilate—to take on the

customs of another culture and

to give up your own customs

and way of life

displaced person—person who

is forced to leave their home

because of war or political

persecution, and seeks refuge

within their own country

Immigration Restriction

Act—also known as the White

Australia Policy, this law only

allowed immigration into

Australia from Britain and

certain European countries

infrastructure—a country’s

basic physical facilities such as

roads, railways and buildings

that are needed for the society

and business to operate

‘Populate or perish’—the

slogan used to try to increase



communication forms, such as

oral, graphic, written and digital,

to communicate effectively

about the past for different

audiences and different purposes

the population of Australia after

World War II

refugee—person who is forced

to leave their home country

because of the dangers of war,

or of political or religious

persecution, and who asks for

safe refuge in another country

Unit assessment Check student answers to selected questions and worksheets.



Unit 2 Government immigration policies



world


present)


learning strategies

Pearson History

NSW 10 resources

Historical content





Perish’

Students:







explain why the government

attempted to attract more

migrants to Australia during the

1950s and 1960s, with reference

to the slogan ‘Populate or Perish’

White Australia Policy

The context the policy was

written in. Justification of the

policy and immigration laws.


Page 124

‘Populate or perish’

Arguments to increase

Australia’s immigration. Reasons

why people came to Australia.


Page 126

Undoing the White Australia

Policy

Influence of the Colombo Plan,

gradual relaxation of

immigration restrictions.


Pages 126–127

Migration poster



NSW10



Historical skills


and concepts


texts






people and places



sources







historical argument


identify and analyse the reasons

for different perspectives in a

Dictation Test

Worksheet analysing a dictation

test.


NSW10

Australian immigration

policies

Policies after World War II.

Bonegilla Migrant Centre.

Pearson History NSW AB10

Pages 59–61

Arthur Caldwell

Respond to questions.


Page 125

Source analysis

An analysis of a source.


Page 125

Migration

Identify migration push and pull

factors.


Page 126

The Colombo Plan

A research task.


Page 126



particular historical context






sources







KEY TERMS


terms:

Anglo-Celtic—people of British

or Irish descent

Kanakas—people from the

Pacific Islands who worked on

the sugar cane plantations

pull factors—characteristics

that make a country attractive

to migrants, such as

employment

push factors—reasons why

people may want to leave a

country and migrate to another

country, such as war or

economic difficulties


Page 125




Unit 3 Post-war migration



world


present)


learning strategies

Pearson History

NSW 10 resources

Historical content




Students:












The impact of at least ONE world event

Impact of world events

Summary of events that affected

immigration.


Page 128

World War II

Australian government

immigration policy after the

war.


Page 128

The Cold War

The tensions between the

Eastern and Western blocs.


Page 128

The Vietnam war

Boat people and Australia’s role.


Page 129



Historical skills

or development and its significance for

Australia, such as the Vietnam War and


Students:

describe the impact of the

Vietnam War or ONE other world

event on Australia’s migration

policy

discuss the responses of

Australians, including the

Australian media, to the arrival

of refugees from Indochina in

the 1970s and 1980s OR refuges

from Afghanistan and Iraq since

2001


and concepts


texts




The Tiananmen Square

massacre

Australia’s humanitarian

response.


Page 130

The Gulf War

Refuges from the Middle East.


Page 131

The war in Afghanistan

The war, refugees and the UN.


Page 131

Immigration



NSW10

The social acceptance of

Italian migrant centre

through food

Italian food and its influence on

modern cuisine.


Pages 62–63





people and places



sources







historical argument

evaluate the reliability and

usefulness of primary and

secondary sources for a specific

historical inquiry






sources

Push or pull?

An activity that summarises key

points in the unit.


Page 129

Read the caption

Analysis of a source.


Page 129

Sudanese immigrants

A research task.


Page 130

KEY TERMS


terms:

Baltic countries—countries

bordering the Baltic Sea

including Estonia, Latvia and

Lithuania

boat people—asylum seekers

(people who had not been

granted refugee status) from

Vietnam who arrived in Australia


Page 129









by boat without permission to

enter the country

communism—political system

in which all property is in theory

owned collectively; in practice,

government ownership of farms,

factories, businesses and banks

counter-revolutionary—

protestor who wants to reverse

the changes made by an earlier

revolution

puppet regime—government

appointed by an outside

authority and controlled by that

outside authority




Unit 4 Italian immigrants to Australia in the 1950s


Depth study 5: The globalising world


present)


learning strategies

Pearson History

NSW 10 resources

Historical content


policies on Australia’s migration patterns,

including abolition of the White Australia

Policy, ‘Populate or Perish’

Students:

using a range of sources, describe

the hardships faced by migrants,

with a particular focus on the

experiences of ONE group who

came to Australia between 1945

and 1970

The contribution of migration to

Australia’s changing identity as a nation

and its international relationships

Students:

assess the contribution of migrant

men and women to Australia’s

social, cultural and economic

Reasons Italian people chose

to emigrate

Political, social and economic

reasons.


Page 132

Hardships experienced by

Italian migrants

Explanation of the many

difficulties.


Page 132

Settling in

The jobs Italians did and

difficulties faced.


Pages 132–134

Resistance to assimilation

Immigrants brought their

cultures with them.


Page 134



Historical skills

development and Australia’s

changing identity


and concepts


texts

use historical terms and concepts

in appropriate contexts


process and synthesise information

from a range of sources as

evidence in an historical argument


interpret history within the context

of the actions, values, attitudes

and motives of people in the

context of the past

Research

ask and evaluate different kinds of

questions about the past to inform

an historical inquiry

Development of cultural

enclaves.

Integration

Assimilation replaced by

integration of migrants.


Page 134

Changing government

policies

Community efforts to assist

migrants.


Page 135

Migration arrival

experiences

Interactive case study that

includes a worksheet.


NSW10

The Special Broadcasting

Service (SBS)

Multicultural radio and

television.


Pages 64–65



identify, locate, select and organise

information from a variety of

sources, including ICT and other

methods





evidence from a range of sources



oral, graphic, written and digital, to

communicate effectively about the

past for different audiences and

different purposes

Then and now

Create an annotated visual

display.


Page 133

Interview

Interview a migrant.


Page 133

The Arrival

Analysis of Shaun Tan’s picture

book.


Page 134

KEY TERMS


terms:

assimilate—to take on the

customs of another culture and

to give up your own customs

and way of life

enclave—suburbs that were

dominated by particular cultural

groups, with culturally specific


Page 133



sporting groups, churches and

clubs

‘factory fodder’—cheap labour

working in unskilled factory jobs

integration—government policy

that viewed migrants as having

something different and valuable

to offer to society and that

encouraged them to keep their

culture and traditions

‘invisible luggage’—language,

culture, religion, beliefs,

customs, music, art, literature,

cuisine and sport that migrants

brought with them from their

countries of origin

‘visible luggage’—tangible

items like clothes, photos,

books, documents that migrants

brought with them from their

countries of origin




Unit 5 Impact of the Vietnam War

NSW Syllabus Stage 5 Depth study 5: The globalising

world


present)


learning strategies Pearson History

NSW 10 resources

Historical content




Students:













The end of the White

Australia Policy

The last parts of the policy are

dismantled.


Page 136

Impact of the war on

Australian immigration

Refugees escaping Vietnam at

the end of the war.


Page 136

Classification of

Vietnamese refugees

The waves of refugees and their

backgrounds.


Page 137






Perish’

Students:











Students:




policy



Australia’s reaction

The end of the White Australia

Policy. Public reactions.


Page 138

A multicultural society

Government policy and the

challenges of implementing it.

Some opposition to

multiculturalism.


Pages 138–139

Multiculturalism



NSW10

School population

Collect primary data and collate

results.


Page 138

My local area

Create a photomontage.


Page 138



Historical skills





2001




Students:

assess the contribution of

migrant men and women to

Australia’s social, cultural and

economic development and



and concepts


texts




Reactions to Pauline

Hanson

Discuss Hanson’s speech.


Pages 136–139

Multiculturalism and

universities

Evaluate the multicultural

offerings of Universities.


Page 137

KEY TERMS


terms:

metaphor—a thing that is

symbolic of something else

multiculturalism—recognition

of and acceptance of many

different cultures in a society

ratify—sign or formally agree to

a treaty making it officially valid




Page 137





people and places



sources







historical argument


identify and analyse the reasons

for different perspectives in a

particular historical context

recognise that historians may

interpret events and

developments differently


interpret history within the

context of the actions, values,





reprisals—retaliation or

revenge



attitudes and motives of people

in the context of the past

Research

ask and evaluate different kinds

of questions about the past to

inform an historical inquiry

plan historical research to suit

the purpose of an investigation






sources










Unit 6 Source study: Experiences of Vietnamese ‘boat people’



world


present)


learning strategies

Pearson History

NSW 10 resources

Historical content




Students:











Perish’

Students:

Vietnamese ‘boat people’

Asylum seekers from Vietnam

and number of refugees.


Pages 140–141

Settling into life in

Australia

Examples of Vietnamese

refugees and their

achievements.


Pages 142–143

Vietnamese migration

True or false interactive task.


NSW10

Vietnamese Australians

Research task.


Pages 141–142









using a range of sources,

describe the hardships faced by

migrants, with a particular focus

on the experiences of ONE group

who came to Australia between

1945 and 1970





Students:




policy


Refugee resettlement

Look at refugee camps.


Page 142

KEY TERMS


terms:

asylum seeker—a person who

tries to enter a country without

refugee status

boat people—asylum seekers

(people who had not been

granted refugee status) from

Vietnam who arrived in Australia

by boat without permission to

enter the country

Indochina—peninsula of South-

East Asia, including Vietnam,

which was colonised and

occupied by the French from

1862 to 1954




Page 141








2001

using a range of sources,

describe the experiences of ONE

group of refugees on their

journey to Australia and their

experiences on arrival after 1975




Students:






explain how Australia’s changing

migration policies have affected





Vietnam War—military conflict

from 1954–75 between

communist forces (supported by

China and Soviet Union) of

North Vietnam and the non-

communist South Vietnamese

(supported by the US)



Historical skills

relationships with other nations


and concepts


texts






people and places








historical argument

evaluate the reliability and

usefulness of primary and



secondary sources for a specific

historical inquiry






sources










Unit 7 The contribution of migration to the Australian identity



world


present)


learning strategies

Pearson History

NSW 10 resources

Historical content

Historical skills




Students:






explain how Australia’s changing

migration policies have affected

relationships with other nations


and concepts


texts

Australia’s national identity

The composition of Australia’s

population.


Page 144

Social and cultural

contribution

Ways migrants contributed to

Australia.


Pages 144–145

Contribution to the

Australian economy

Skilled labour and jobs migrants

worked in.


Page 146

Australia’s changing

immigration policies


Page 146








people and places








historical argument


interpret history within the

context of the actions, values,

attitudes and motives of people

in the context of the past





From a British to a multicultural

society.

Migrant impacts



NSW10

Contemporary Australian

identity

Australian multiculturalism and

migrants.


Pages 56–58

Successful migrant

contributions

The contributions of two

successful migrants to Australian

culture and/or society.


Pages 66–67

Religion and

multiculturalism

Examination of Blacktown’s

religions.


Page 68




sources







Multiculturalism and me

Create an annotated photo

collage.


Page 145

The Snowy Mountains

Scheme

Research task on migrant

workers on this project.


Page 145

Interview an award winner

of migrant ancestry

Investigate one of the people on

the list provided.


Page 146

KEY TERMS


terms:

Anglo-Celtic—people of British

or Irish descent

national identity—a country’s

sense of what it is, as reflected


Page 144



in its culture, traditions,

language and politics




Chapter review

Suggested teaching and learning strategies Pearson History New South Wales 10 resources

Complete the chapter investigating history task/s at the end of the

chapter. There are four tasks:

a creative project

a rich culture

movers and shakers

the personal and the political

Pearson History NSW Student Book 10

Pages 148–149

Complete the chapter multiple-choice interactive quiz. eBook 3.0 Pearson History NSW 10

Complete the chapter test. eBook 3.0 Pearson History NSW 10

Pearson History New South Wales 10 Teaching Program 10 12 … · 2014. 10. 29. · Pearson History...

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