Analysing Australian History VCE Units 3&4 Brochure

ANALYSING

AUSTRALIAN HISTORY VCE UNITS 3&4 Our past is not one story, but many stories, entangled and interwoven

ALL NEW FOR THE 2022–26 STUDY DESIGN

cambridge.edu.au/australianhistory

Written specifically for the new Study Design, Analysing Australian History is the first series of resources to cover all the requirements of the VCE Australian History curriculum.

From Custodianship to the Anthropocene: 60,000 BCE–2010 explores the ways humans have shaped, and been influenced by, the Australian landscape over thousands of years. It investigates how peoples with very different ideas of the world clashed over the use of land and resources, and how differences over the use of the environment have become a key theme of Australian society into the modern era.

Creating a Nation: 1834–2008 examines the ways European settlers struggled to transform themselves into a nation, and the key questions they faced in doing so: How was a nation to be forged and who was to be included in that nation? These questions still play out today in a deep and often tense manner.

Power and Resistance: 1788–1998 investigates how power was wielded in the emerging Australian society. It explores how ideas of freedom and democracy played (and continue to play) out in Australia, and the implications for an imperfect society as groups struggled against that power for justice and the need to be recognised as equal parts of the nation.

War and Upheaval: 1909–1992 investigates why and how Australia has been drawn into global conflicts throughout the twentieth century as alliances shifted and new perceived threats to regional security emerged. It also explores how being drawn into these global conflicts have often led to turmoil and division within Australian society.

1

STUDENTS:

ALL THE TOOLS FOR VCE SUCCESS

3. To what extent were the white Australia policies introduced by the new nation effective in achieving their objectives? (Consider the information in Source 4.4 as you construct your response.)

Ideas, perspectives and experiences 1. Make a list of the ways ideas of race, national identity and class were present in the material discussed throughout this chapter.

Race

National identity

Class

2. Aboriginal people were only mentioned twice in the Constitution, both times were exclusionary. To what extent were the experiences of Aboriginal and Torres Strait Islander peoples unchanged by the creation of a federated Australia? Use the sources in this chapter, as well as your own research to justify your response.

The Whitlam government’s intentions for the Racial Discrimination Act (1975) were explained by Lionel Murphy:

research task

almost one-third of axe heads from Billibellari’s Mt William quarry had FOCUS The basic scheme of the bill is to condemn racial discrimination as being Source 7.3 been traded up to 300 kilometres away from the quarry site.

QUESTIONS 1.6 unlawful and to provide machinery for investigation and conciliation as

In pairs investigate the life of Quong Tart. You may find this website a useful place to start, https://www.sl.nsw.gov.au/learning/who-was-quong-tart.

To what extent does his experience reinforce and challenge ideas about race at this time in Australia?

Clearly, Mt William was widely renowned in Aboriginal society for

Chapter 1. Use Sources 1.26–29timeline well as legal sanctions. Prescribing of acts of racial discrimination will producing the best stone for axe-head blanks. McBryde called it ‘one of the haveevents an important persuasive Date and educative effect. The factevents that racial to discuss how mining World world’s great archaeological quarry sites’.xix However,Australian the Gunai/Kurnai discrimination is unlawful will make it easier for people to resist social and its products were 1975 Actheads, – landmark of Gippsland preferred to use their own 1975: riverRacial stoneDiscrimination pebbles for axe pressures that result in discrimination. managed. legislation against discrimination and few Mt William axe heads have been found in the Otway Ranges or 2. Consider how the north-east of Victoria.

Why was this so, if they were so superior?

The Quoted in John Chesterman, Civil Rights.

How Indigenous Australians Won Formal 1975: Fall of Saigon – this event marked the Aboriginal people Gunai/Kurnai were not friends of the of Central Victoria, of p. which Equality, University of Kulin Queensland Press, Brisbane, 186.

Written by VCE curriculum experts, historians and 2005, leading end of the Vietnam War historically mined

Accessible approach to VCE Australian History

Using historical sources as evidence Analyse Sources 4.37 and 4.38 from 1910 and answer the questions that follow.

The ex-Coranderrk manager John Green supported the Coranderrk people in resisting local settlers’ attempts to seize their lands. Consequently, the Board sacked him. He remained an influential neighbour and adviser to the Coranderrk community. In 1881 the Kulin led by William Barak went over the Board’s head by marching to Melbourne and appealing directly to ministers and parliament. They demanded Green’s return and an end to the Board’s control. Their protest and petition forced a parliamentary select committee into conditions at Coranderrk. Here is their petition of 1881:

the Wurundjeri were a part. This hindered trade between them. The

1977: InofSeptember from material.

How does practising History teachers, Analysing Australian History 9.1) covered matters access: toboats the law; places KulinThe also Act had (section few contacts with Otways people.

It is clear that axes were Vietnam arrive this compare with and facilities; land, housing they and accommodation; goods and services; and distributed not only because were highly valued, but due to an trade accessible interpretation of10–18). the new VCEpolitics theprovides way in which unions and employment (sections It established a Race 1980 which shaped trade relations. non-Aboriginal people Source 1.37 The Boonwurrung and the other Kulin nations were in conflict.

They Discrimination Commissioner (sections 19–47) and reprinted the 1965 UN Australian History Study Design.

1984: Historian Geoffrey Blainey queries Colonisation ended Wurundjeri control of this important site. the mine materials today? argued andatfought.

They their They and neglected their Convention thelife endin of1846 theneglected Act to indicate authority levelchildren. ofitsAsian intake Billibellari lost his to influenza.

By then, Europeanobligations. steel axes

We want the board and the Inspector, Captain Page, to be no longer over us. We want only one man there, and that is Mr John Green, and the station to be [directly] under the Chief Secretary, then we will show the country that the station could self support itself.

land. was neglected. killedmediation but not TheThe Act native had noyam criminal sanctionsThe andanimals workedwere through

were the use of stone axes. However, the Wurundjeri 1986: Fire also at theundermining Chernobyl nuclear This series includes: eaten.

The fish were Commissioner caught during their season. this byalways the Race Discrimination untilspawning 1986, when the As Human

never relinquished their interest in this site. They were recognised as power plant chaosCommission grew the sea took became angry and began to2008 rise untilcalled it covered their Rights over: body the Human custodians in a management plan this drawn upfrom

by Heritagewas Services, Aboriginal Tiananmen Square – 4 to June plain andMassacre threatened flood Commission. the whole of their Rights and Equal Opportunity Thecountry.

Racial Discrimination Act • 1989: activities and questions designed to support Victoria, in 1994.

A few years later, the Macedon Ranges Shire Council, Beijing attackThe on student protestors peoplestate went to Bunjil, their creator and spiritual leader. They inspired similar acts. which in owned the pursuit site, gave the title to the Wurundjeri in a gesture of of students their arising. deep understanding asked Bunjil to stop the sea of from Bunjil told his people that they 1989: End of the Cold War Some of its relevant sections were: reconciliation, thus renewing their custodianship for the site. would have to change theirextend ways wantedknowledge to save their land.of The 1990–91: Gulf War 1990if theytheir Australian history and to people thought about what had to been doing made aa distinction, promise to Section 9.1 It is unlawful for they a person do any actand involving Source 7.4 1992: Redfern Speech – Paul Keating’s Australian history taught in previous years follow Bunjil.

Bunjil walked out to the sea, raised his spear and directed exclusion, restriction or preference based on race, colour, descent or 1.3 Influential ideas from Deep Time to 1788 address of reconciliation the sea toorstop rising.

Bunjil then the Boonwurrung national ethnic origin which hasmade the purpose or effect of promise nullifyingthat or they wouldthe respect the laws.enjoyment or exercise, on an equal footing, impairing recognition, • QUESTION INQUIRY Thehuman place the then chose to meet isinwhere the Parliament of of any rightKulin or fundamental freedom the political, economic, 7.1shape Introduction How did ideas Indigenous approaches to management since Deep Time?

Victoria is noworlocated.

They issues of great importance to the social, cultural anyland other fielddebated of public life. nation; they celebrated, they danced.

Section 20 set out the functions of the Commission: to promote an INQUIRY QUESTIONS This land will always be protected by the creator, Bunjil, who travels Creation knowledge understanding and acceptance of, and compliance with, this act; develop, as an eagle.

• How was multiculturalism received

by Australians? conduct and foster research and educational programs and of the programs Traditional knowledge and beliefs evolved within Aboriginal society over • How did Australians react to Indo-Chinese refugees? for the purpose ofcreation, combating racial discrimination andCountry, prejudices that Carolyn Briggs.

Here is my and Country Creation and Country.

The time of chaos. millenia, explaining the –relations between species lead to racial discrimination; promoting understanding, tolerance and and people. EachCulture local Victoria. group Retrieved or clan from werehttps://victoriancollections.net.au. the traditional custodians friendship racial and ethnic groups, policy implementation.

The Whitlamand government, elected inofDecember under theand slogan recognisedamong owners their local1972 Country, their title deeds being the legend a non-historical FOCUS of ‘It’s Time’, created or unverifiable story FOCUSchanges QUESTIONS 1.7they owned. in Australian society, including end by of their spiritual knowledge and stories These stories the shaped Racial Discrimination Act 1975 https://www.legislation.gov.au/Details/ QUESTION handed down by the 7.1 White Australia Intheir 1973 theofcountry new oftheImmigration 1. InPolicy. your owntowords, listown some the deedsMinister ofand Bunjilits from Sources 1.XXX and Al 1.XXX.. relationship local species. tradition from earlier C2016C00089 Why is theGrassby establishment visited Asia to publicise the policy’s end.

In the Philippines he 2.Aboriginal Compare thesepeoples accounts ofofBunjil’s creation with the Bookthe of Genesis from the What times and particularly Central Australia, Anangu, callChristian such Bible. knowledge i the Racial Discrimination as historical famously said: Tjukurpa ‘give me a shovel’ and he would bury the policy.

Immigration TheofDreaming an similarities and/or differences do you notice? (pronounced çhook-orr-pa).

Tjukurpa sets out the rights and In 1974 John Koowarta, a Wik man and stock worker, sought to accepted religion a belief in a English to were Act an word important event? alsoresponsibilities rates drastically 3. Read theacut. definitions of ‘legend’ and ‘religion’.

Wasland.

Howitttraditional correct to use the word ‘legend’ in money supreme supernatural of being custodians of the In 1953, the anthropologist purchase pastoral lease near his people’s lands using describe Nations What didFirst the act do?

To replaceWilliam immigration policies basedFund. on term ‘whiteness’ and British power or powers reference to stories of Bunjil?Land Stanner popularised the ’, by thethe English word from the Aboriginal He ‘The wasDreaming blocked Queensland peoples’ knowledge thought to control the and spiritual and homogeneity, new were developed and Stanner by athe 4. Ispolicies Briggs’people account aused religious statement, a legend orimplemented a history?wrote that Aboriginal for Tjukurpa. ‘central meaning universe and all living cultural practices Whitlam government (1972–1975); the Fraser conservative government 5.

Why might it be important to decide if it is a religious statement, a legend or a history? of The Dreaming is that of a sacred, heroic time long ago when man things about Country bound andnature the Hawke Labor and came to be asand theyKeating are; but Labor neithergovernments “time” nor “history” as we together in(1976–1983) a system of knowing and doing (1983–1995).

These quitethem consistent policies from differentThe governments, understand is involved in this meaning’. present and the past were Oneness with Country 246 A NATION 1834–2008 at endingCREATING discrimination and introducing multiculturalism, had • aimed carefully chosen and culturally sensitive a Native important implications forElders Aboriginal and the Torres Strait group Islandertopeoples.

Victorian formed Yulendj advise the First Peoples totem American word language that is accessible to all students without exhibition which opened in 2013 at the Bunjilaka Gallery, Museum meaning ‘a relative 30 FROM CUSTODIANSHIP TO THE ANTHROPOCENE of mine’ . The 9781009083553ch07_p00-00.indd 246 12:02 AM word Victoria, Melbourne. shares basic cultural knowledge with all13/05/21 compromising depthThis ofexhibition content to a custodian’s Australians. It tells the story of the Victorian creators, Bunjil the eaglehawk, refers relations 243 to a Chapter 7 MulticulturalisM, 1973–1995 and Waa the crow. William Barak told Alfred Howitt that the Kulin people natural plant, bird or Chapter_01.indd 30/04/21 8:48 PM • 30 a visually engaging textgroups design with were divided into two equal or moieties, Bunjil and Waang (Waa) animal species and determines their Waa. Barak said ‘Bunjil should marry Waang,illustrations and Wang marry Bunjil’. pedagogically appropriate maps, and These relationship to 9781009083553ch07_p00-00.indd 243 were the people’s main (but not only) totem that connected them intimately 13/05/21 12:02people AM Country, and photographs to Country and determined kin relations. Local custodians were all of the all living things. In essence, it underpins one totem – eaglehawk or crow – so marriage had to be into adjoining land- Aboriginal custodial owning groups, thereby cementing relationships with neighbouring groups. views of the world and • close alignment to ‘employability skills’, guided spirituality.

This knowledge to marry beyond one’s group made good genetic sense.

by the VCE Australian History Study Design to aid life-long learning.

CHAPTER 1 ABORIGINAL LAND MANAGEMENT

A wide range of historical sources and research Chapter_01.indd 35

Analysing Australian History features an extensive range of primary and secondary historical sources, historical interpretations and detailed coverage of recent historiographical research across both the Foundations and Transformations areas of study.

Source 3.18

Sir

These are the names of those that wish this to be done: Wm Barak X Thos. [Bamfield]X Dick Richard X Source 4.37 ‘Unoccupied White Australia’ political advertisement ‘Something [and 43 others signed below these names, including some women for the Rising Generation’, 1910. Artist: Gordon H. Woodhouse. Courtesy of State and children].

Library of Victoria.

Petition submitted 16 November 1881 in Giordano Nanni and Andrew James 155 (eds.), Coranderrk: We Will Show You the Country, Aboriginal Studies Press,

ChApter 4 Making australian Britons, 1890–1913

Canberra, 2013, pp. 175–6.

12/05/21 Using historical sources as evidence 3.5

9781009083553ch04_p00-00.indd 155

35

30/04/21 8:48 PM

10:11 PM

1. Outline the views presented in Source 3.17 on Aboriginal people.

2. Explain how Darwin’s theory is challenged by Sources 3.17 and 3.18.

FOCUS QUESTIONS 3.3 1. analyse the views of The Age in Source 3.17 and consider whether they are based on fact or opinion.

2. What idea(s) lay behind The Age’s view that aboriginal people were ‘vanishing’ and that ‘nature is absolutely and wisely pitiless’?

3. do the petition and address from the coranderrk people confirm or not The Age’s view that ‘they pass away without a struggle’?

4. What do these documents reveal about the government’s administration of the reserves and the petitioners’ grievances and aspirations?

5. From this time to the Uluru Statement from the Heart in 2017, aboriginal people have often addressed government in petitions. Why do you think they adopted this method?

Exceptional exam and assessment preparation support

Each Analysing Australian History textbook comprehensively covers Politicians, all curriculum outcomes including Chief Secretary Graham Berry, wereand often more sympathetic to the Kulin’s appeals than the Central Board. In 1884 Berry made Coranderrk afor permanent reserve after meeting the Coranderrk provides thorough preparation internal andwithexternal ChaptER 3 NatioN, Race aNd empiRe 1860–1890 assessment tasks.

97

Clearly labelled source-based questions and other exam-style questions in each chapter link to each historical skill in the Study Design. Annotated responses for some questions guide students in their answers.

9781009083553ch03_p00-00.indd 97

12/05/21 11:57 PM

Summaries at the end of each chapter and Area of Study are included to assist students with revision of content.

Glossary definitions are highlighted and explain key terms in the content.

Perfect for classroom and homework use Available at a great price for both classroom and homework use, this new series provides everything students need to cover the course comprehensively and develop the skills they need to excel in the study of Australian History.

Chapter timeline

CHAPTER 2

World events

Date

Australian events

1845–9: Irish Potato Famine begins

Diggers and Settlers in the 1850s

1848: California, USA Gold Rush – gold discovered near Sacramento 1848: The Communist Manifesto published 1848: Revolutions of 1848 in Europe 1850

Engaging written and visual Australian historical sources are accompanied by analysis activities to assist students to respond to the source material.

1851: New South Wales gold discovery – Edward Hargraves discovers gold near Bathurst 1851: Victorian separation – in July Port Phillip District becomes a separate colony, Victoria 1851: Victorian gold discovery – in July a squatter discovers gold near Clunes 1852: News of Australian gold discoveries inspires rush of migrants from Britain

Preliminary content written by series editors, Emeritus Professor Richard Broome and Ashley Keith Pratt, includes a guide to terminology to help students understand the context behind any outdated language in primary sources.

1853: US gunships in Edo Bay force Japan to end their isolation and open up trade 1854: Eureka Stockade – police and troops attack protesting diggers in Ballarat 1855

1855: Chinese entry tax – government imposes £10 entry tax on Chinese immigrants 1856: Victorian Electoral Act for new Victorian Parliament introduces secret ballot 1857: Buckland river riots – diggers attack Chinese miners allegedly encroaching on their claims

48

AREA OF STUDY 1 FOUNDATIONS: 60,000 BCE – 1901

Chapter 2 Diggers anD settlers in the 1850s

Source 2.0 Ford Maddox Brown, The Last of England, 1855

9781009083553ch02_p00-00.indd 48

49

12/05/21 11:48 PM

9781009083553ch02_p00-00.indd 49

12/05/21 11:48 PM

2

SUPPORTING YOUR DELIVERY OF THE NEW STUDY DESIGN

TEACHERS:

Comprehensive coverage of the new Study Design for the first time Analysing Australian History has been written specifically for the new VCE Australian History Study Design and features comprehensive coverage of all curriculum outcomes.

‘Using Historical Sources as Evidence’ questions start with relatively simple comprehension-type questions, progressing through to more difficult questions for higherability students.

Using historical sources as evidence 2.7 1. Using Source 2.20, outline George Higinbotham’s arguments in favour of manhood suffrage.

2. Explain how the gold rushes contributed to political progress in Victoria.

Refer to Source 2.19 and other evidence.

3. Describe the experiences of women during the gold rush decade. Refer to Source 2.21 and other evidence within your response.

All four historical investigations have their own dedicated textbook, allowing teachers to confidently cover all curriculum requirements relevant to their selected studies.

Source-based resource with differentiated activities Analysing Australian History includes a range of primary and secondary historical sources and historical interpretations with pedagogically designed activity types for all learners, allowing teachers to differentiate with ease.

Source 2.22 A Great Public Meeting at Melbourne, Victoria 1857. Courtesy National Library of Australia.

2.5 Experiences from the 1850s

Expert author team you can trust INQUIRY QUESTION

What do experiences in the 1850s reveal about the past?

We will examine different experiences of immigration to the colonies. and Ashley Led by Emeritus Professor Richard Broome and empire Keith Pratt,raceour expert author team consists of VCE the new gold mountain: Chinese diggers curriculum The experts, historians practising first Chinese immigrants to Australiaand arrived inleading the late 1840s to work as contract labourers on pastoral stations, but with the discovery of gold the History teachers whountilknow what are needed in influx grew rapidly by 1857 there were 23resources 000, mostly young single men, living and working on the Victorian fields. In Kwantung and Fukien, the Australian History classroom. the provinces of southern China where most of the emigrants originated, it

8.7 End-of-chapter activities The following tasks are designed to help strengthen your understanding of the material explored in this chapter and to encourage you to further analyse and evaluate the events, ideas, perspectives and experiences that led to contested policies between 1996 and 2008.

3. Find one source about your event and choose two others from this chapter to create a three-question source analysis activity that examines the key perspectives and experiences of Indigenous people from 1996 to 2008. Some suggested command terms to use for your questions are below: • Identify, describe, outline • Explain, discuss, compare • Analyse, evaluate, examine Once completed you may wish to exchange your activity with one of your peers so you can brainstorm and discuss potential responses.

Consolidating your understanding events

Copy and complete the table below to help you strengthen your understanding of the key events that shaped debates between 1996 and 2008.

Events

Summary

Evidence

Rise of Pauline Hanson and One Nation Bringing Them Home Report

Analysing causes and consequences

Reconciliation

1. What were the causes and consequences of the Pacific Solution?

2. Read the following extract from Rudd’s apology to the Stolen Generations (see Source 8.22).

Australia’s Pacific relations Migration and refugee policies

Ideas

was common for young men to travel in search of work. The social dislocation following the Taiping Rebellion – a response to foreign penetration – and the

lure of riches in ‘The New Gold Mountain’ flow.

Analysing Australian History hasstimulated alsothebeen reviewed by 68 A NATION 1834–2008 a range of CREATING notable academics, teachers and high-profile Indigenous scholars with a key focus on the clarity of language used, and the appropriateness of content from an Indigenous perspective.

‘A future where we harness the determination of all Australians, Indigenous and non-Indigenous, to close the gap that lies between us in life expectancy, educational achievement and economic opportunity … A future based on mutual respect, mutual resolve and mutual responsibility. A future where all Australians whatever their origins, are truly equal partners, with equal opportunities and an equal stake in shaping the next chapter in the history of this great country, Australia.’

According to the criteria outlined by Andrew Markus in Source 8.12 is Pauline Hanson a populist politician? Justify your response.

Perspectives 1. Malcolm Fraser and John Howard were both Liberal Prime Ministers.

How were their views on multiculturalism, immigration and boat people different? You may wish to complete this question as a Venn diagram.

2. Did Howard help or hinder the process of reconciliation? Refer to two sources within your response.

3. How did Hanson contribute to the immigration controversy of 1996?

In small groups, discuss to what extent you think this has been achieved since 2008? Consider the words in bold as part of your discussion.

9781009083553ch02_p00-00.indd 68

experiences 1. Explain the challenges faced by Pacific Islander migrants in Australia.

2. Describe Australian attitudes to Asian immigration as outlined in Source 8.30. Does this reinforce or challenge Hanson’s perspective?

Asking historical questions: research task Research and examine one of the following events.

• Native Title Amendment Act 1998 • Northern Territory Intervention 1. Write a brief summary outlining what happened, why it occurred and when it took place.

2. Explain how the event impacted Aboriginal and Torres Strait Islander peoples.

ChaPter 8 Contested PoliCies, 1996–2008

9781009083553ch08_p00-00.indd 311

Each sale leads to a charitable donation

311

12/05/21 11:12 PM

312

CREATING A NATION 1834–2008

9781009083553ch08_p00-00.indd 312

12/05/21 11:12 PM

Focus questions begin with simple comprehension questions in page margins, enabling all students to check their understanding.

Fire, grass, kangaroos, and human inhabitants, seem all dependent on each other for existence in Australia. For anyone of these being wanting, the others could no longer continue. Fire is necessary to burn the grass, and form those open forests, in which we find large forest-kangaroo; the native applies that fire to the grass at certain seasons, in order that young green crop may subsequently spring up, and so attract and enable him to kill or take the kangaroo with nets. In summer, the burning of the long grass also discloses vermin, bird’s nests etc., on which the females and the children, who chiefly burn the grass, feed.

Source 1.3

natives a colonial word for first nations people of Australia, which is no longer used as it has derogatory meanings

T. Mitchell. (1848). Three Expeditions into the Interior of Eastern Australia; with Descriptions of Recently Explored Region of Australia Felix, and of the Present Colony of New South Wales. London: T. & W. Boone, pp. 412–13.

FOCUS QUESTION 1.1 Write down the key words and ideas used by Leichhardt and Mitchell about Aboriginal use of fire.

3

Source 1.4 Aborigines using fire to hunt kangaroo, Joseph Lycett, c. 1820

Using historical sources as evidence 1.1 Consider Source 1.4.

12/05/21 11:48 PM

A percentage of the proceeds of each sale of these books will be donated to the Indigenous Reading Project.

Learn more about their valuable work at https://irp.org.au.

CONTENTS

FROM CUSTODIANSHIP TO THE ANTHROPOCENE (60,000 BCE–2010) Available September 2021

CREATING A NATION (1834–2008) Available October 2021

Area of Study 1: Foundations: 60,000 BCE–1901

Area of Study 1: Foundations 1834–1913

1 Aboriginal land management in deep time to 1788

1 Migration and settlement, 1835–1850

2 European land use & changes to the land, 1788–1850

2 Diggers and settlers in the 1850s

3 Aboriginal responses to colonisation, 1788–1901

3 Nation, race and empire, 1860–1890

4 Colonial land use & changes to the land, 1851–1901

4 Making Australian Britons, 1890–1913

Area of Study 2: Transformations: 1950–2010

Area of Study 2: Transformations 1945–2008

5 Nuclear energy debates, 1956–1986

5 ‘Displaced persons’, 1945–1960

6 Four environmental campaigns, 1950–1983

6 Rise of diversity & demise of White Australia, 1958–1972

7 Growth, land and mining, 1950–2010

7 Multiculturalism, 1973–1995

8 Environmental movements contest the Anthropocene, 1986–2010

8 Contested policies, 1996–2008 9 The extent of continuity and change, 1834–2008

9 The extent of continuity and change, 60,000 BCE–2010

POWER AND RESISTANCE (1788–1998) Available November 2021

WAR AND UPHEAVAL (1909–1992) Available November 2021

Area of Study 1: Foundations 1788–1913

Area of Study 1: Foundations 1909–1950

1 Invasion and the Frontier Wars, 1788–1928

1 Challenges to Australia’s political, social and economic cohesion, 1914–1918

2 Self-government, 1788–1857 3 A federated nation 4 The fight for female suffrage 5 A working man’s paradise Area of Study 2: Transformations 1957–1998 6 “From Little Things, Big Things Grow”, 1957–1966 7 “Right wrongs, write Yes”, 1967–1975

2 The perspectives and experiences of different social groups on the home front, 1914–1918 3 Challenges to Australia’s political, social and economic cohesion, 1939–1950 4 Experiences of different groups on the home front, 1939–1950

8 Celebration of a nation?, 1975–1988

5 Summary of Area of Study 1: the Australian home front in the World Wars

9 “Establishes a fundamental truth and… basis

Area of Study 2: Transformations 1950–1992

for justice”, 1989–1998

6 Australia and the Cold War, 1950–1972

10 The extent of continuity and change, 1788– 1998

7 Australia commits, 1950–72 8 Diverse and competing perspectives, 1960–1992 9 Evolving nature of enlistment and service in the Armed Forces, 1950–1992 10 The extent of continuity and change 1909–1992

Contents are subject to change prior to publication.

4

AUTHORS James Grout has taught History and English for several years in public and private schools. He has an honours qualification in History from Monash University and was a contributing author for a previous VCE Australian History textbook. James is currently teaching junior and senior History at a Kardinia International College.

David Harris taught in regional and metropolitan Victorian Richard Broome (Co-series editor and author) AM, FAHA, FRHSV is an Emeritus Professor in History at La Trobe University and President of the Royal Historical Society of Victoria. He has authored fifteen books, including the award-winning Aboriginal Victorians: A History since 1800 (2005); and the bestselling Aboriginal Australians: A History since 1788 (2019, 5th edition). Patron of the History Teachers’ Association of Victoria (HTAV), Richard has lectured to Year 10+ teachers and students since 1974, also writing the VCE text Colonial Experience, published in four editions (1998-2016). He served on the Victorian Curriculum and Assessment Authority’s revision of the Study Design in 2013 and advised on the 2016 Study Design.

Ashley Keith Pratt (Co-series editor and author) is a passionate History educator with extensive experience teaching history in addition to senior curriculum leadership roles. Ashley has completed postgraduate research in history education at the University of Melbourne and has contributed to curriculum design in Victoria through VCAA review panels for VCE History. Ashley is Vice-President of the History Teachers’ Association of Victoria (HTAV), a contributor to the HTAV journal Agora, a VCAA assessor for VCE History exams and an author for Cambridge University Press for Years 7-10 Humanities projects.

Marian Quartly has taught and researched Australian history for the last 50 years. Her most cited works are The Feminist History of Australia, Creating a Nation (2006), and The Bicentennial History Australians 1838 (1987). She has recently completed a history of her own family that contributes to both family history and South Australian history.

Graeme Davison AO is Emeritus Sir John Monash Distinguished Professor of History at Monash University. He has been a teacher and writer of Australian History for over 40 years. His books include The Rise and Fall of Marvellous Melbourne, The Use and Abuse of Australian History, Car Wars, Lost Relations, City Dreamers and, as co-editor, The Oxford Companion to Australian History. He is a former President of the Australian Historical Association and Chair of the Heritage Council of Victoria.

Bill Lewis is a senior History and Geography teacher at Haileybury College. He has presented extensively to teachers and students for Australian History and in 2018 was presented with the award for excellent and sustained contribution to the teaching and learning of History by the History Teachers’ Association of Victoria.

Jess Chamoff has taught History, Sociology and Politics in public and independent schools for the past 17 years and is currently Dean of Humanities at Kilvington Grammar. Jess has designed and implemented history courses from Years 7 to 12, including VCE Australian History and VCE Revolutions. Jess has been an assessor for the VCAA and is passionate about getting students engaged in our nation’s history. In her positions of curriculum leadership, she has sought to increase the visibility of Australian History and the complex issues surrounding this nation’s past.

Michael Adcock is a History teacher at Melbourne Grammar School. He is also a lecturer and an author and regularly presents illustrated lectures for the History Teachers’ Association of Victoria, Modern History Seminars (Sydney) and the National Gallery of Victoria.

5

Government high schools. He has lectured in teacher education and contributed to federal and state humanities curriculum projects.

He has tutored in environmental history at La Trobe and Monash Universities. His most recent publications concern the environmental history of the Gippsland Lakes. He is an honorary research associate in La Trobe University’s Centre for the Study of the Inland.

James Jacobs has taught Australian History for the past 12 years at Xavier College. He has been a VCE assessor regularly during this time and was a member of the panel that proposed the most recent changes to the Australian History study design. James has a Masters of Education specialising in History Education from the University of Melbourne, and has returned there to deliver specialist lectures on VCE Australian History to students of the History Method course. James has also led study tours for his students to Gallipoli and the Western Front, and was a teacher leader on the Victorian Government’s Spirit of Anzac Prize tour to Gallipoli and Singapore.

Ian Keese has taught for 37 years, including 30 as Head of History Faculties. He has also been a major contributor to a variety of textbooks for junior and senior secondary students. He has been seconded to Education Departments in the areas of Assessment and Curriculum, and has been an examiner for the NSW HSC. He has been a presenter for the HTAV and other organisations and has been published in Agora and other education and history journals.

He was made a Fellow of the Australian College of Educators for his contributions to education.

Geoff Peel has been a teacher and Department Head in Australian schools and overseas for more than two decades. He was also education editor of a daily newspaper for five years and has authored a number of textbooks. Geoff has been a VCE assessor and an examiner for the IB and Cambridge International Examinations.

His Masters thesis at the University of Melbourne focused on VCE curriculum design and he later spent time as a Research Fellow at Deakin University. He is currently head of History at Kardinia International College.

Angie Pollock has taught History for 30 years in Victoria and New South Wales. Angie has presented at many seminars for both students and fellow teachers and has assessed Australian History exams. She has also been a member of curriculum advisory panels. Angie currently teaches at Bendigo Senior Secondary College.

Jenny Pudney has been a teacher for over ten years. She has taught VCE Australian History and English and has presented at HTAV student lectures and history teaching professional learning workshops.

She is currently teaching at Mount Erin College.

Helen Smalley has taught History, Humanities and English for 16 years. For much of that time Helen taught senior History and English including Australian History. She has been a VCAA assessor for Australian History and English and a past member of Study Design Review Panels. Helen has presented at conferences for the History Teachers Association of Victoria and the VCAA and is currently teaching at Mount Erin College.

Offline Textbook

Print Textbook

ORDER

ANALYSING AUSTRALIAN HISTORY VCE UNITS 3&4 Inspect*

Quantity

Cost

FROM CUSTODIANSHIP TO THE ANTHROPOCENE (60,000 BCE–2010) - available Sept 2021 Textbook: print & digital

n

Textbook: digital (code)

n

978-1-009-08352-2

$49.95

n

978-1-009-08767-4

$39.95 n/a

CREATING A NATION (1834–2008) - available Oct 2021 Textbook: print & digital

n

Textbook: digital (code) POWER AND RESISTANCE (1788–1998) - available Nov 2021 Textbook: print & digital

n

Textbook: digital (code) WAR AND UPHEAVAL (1909–1992) - available Nov 2021 Textbook: print & digital

n

Textbook: digital (code)

n

978-1-009-08355-3

$49.95

n

978-1-009-08768-1

$39.95 n/a

n

978-1-009-08356-0 $49.95

n

978-1-009-08770-4 $39.95 n/a

n

978-1-009-08361-4 $49.95

n

978-1-009-08772-8 $39.95 n/a

CODE: access code delivered electronically – please ensure you include your email address in ‘Your delivery details’.

Subtotal $

Private customers should add $AUS 9.90 postage and handling.

P&H $

Note: all prices are GST inclusive and subject to change without notice.

Total $

Your payment details Please select from the options below.

Contact us School account with order number:

Enclosed cheque/postal order (cheques payable to Cambridge University Press)

Credit Card Visa

For more information contact your local Education Resource Consultant or Customer Service.

Your Education Resource Consultants Mastercard

Card No Expiry

Contact your regular Educational Bookseller to place your order or to receive further information. If you do not have a regular Educational Bookseller, return this order form to Customer Service.

­_ _ __ / __ __

Signature

Your delivery details For inspection copy requests please supply an order number if required by your school.

Order no.

Name

Emma Kappler – State Sales Manager Inner City / Bayside / Mornington Peninsula ekappler@cambridge.edu.au 0409 581 312

Paula Kelly West pkelly@cambridge.edu.au 0419 306 193

Carolyn Chillura North cchillura@cambridge.edu.au 0429 577 504

Jenny Nelson East / South East jnelson@cambridge.edu.au 0429 359 339

Customer Service P: 1800 005 210 F: 1800 110 521 enquiries@cambridge.edu.au Private Bag 31 Port Melbourne VIC 3207

cambridge.edu.au/education

Position School School Address

Phone

Email

* Inspection copy service Inspection copies of printed titles which may be adopted for class use are available to teachers who wish to examine them. Please use this order form or contact Customer Service to order your inspection copies of selected titles. You must provide your school delivery.

Print Textbook address forPDF Textbook Interactive Textbook Student CD-ROM Print Workbook After 30 days, inspection copies may be purchased at the published price or returned to Cambridge in good condition and at your school’s expense.

Cambridge University Press and its affiliate Cambridge HOTmaths respect your privacy and will not pass your details on to any third party. Your email address provided here will be used to assist with the processing of this order only. You will only receive product information from us if you have opted in elsewhere to receive communications from us.

ABN 28 508 204 178

ARBN 007 507 584

Electronic Workbook

cambridge.edu.au/australianhistory Also coming in 2021: Analysing Modern History VCE Units 1&2

Analysing Revolutions VCE Units 3&4

cambridge.edu.au/analysingmodern

cambridge.edu.au/analysingrevs

P: 1800 005 210 F: 1800 110 521 enquiries@cambridge.edu.au Private Bag 31 Port Melbourne VIC 3207

ABN 28 508 204 178

ARBN 007 507 584