Retroactive 2 Stage 5 Australian History

651 Pages·2014·101.853 MB·English

by  Maureen Anderson

Retroactive 2
NSW AUSTRALIAN CURRICULUM HISTORY
STAGE 5: The Making of the Modern World and Australia

Retroactive 2
NSW AUSTRALIAN CURRICULUM HISTORY
STAGE 5: The Making of the Modern World and Australia
Maureen Anderson | Ian Keese | Anne Low
Kate Harvey | Brian Hoepper
SUPPORT MATERIAL
Sennia Stahl | Ben Rood
First published 2014 by This textbook contains images of Indigenous people who
John Wiley & Sons Australia, Ltd are, or may be, deceased. The publisher appreciates that this
42 McDougall Street, Milton, Qld 4064 inclusion may distress some Indigenous communities. These
images have been included so that the young multicultural
Typeset in 9.5/12.5 pt LinoLetter Std audience for this book can better appreciate specific aspects
of Indigenous history and experience.
© Maureen Anderson, Anne Low, Ian Keese,
Kate Harvey, Brian Hoepper 2014
In this book, the word ‘Aborigine’ rather than ‘Koori’ is used
The moral rights of the authors have been asserted. when referring to Indigenous Australians. The issues raised
are not unique to any particular region of Australia so the
National Library of Australia country-wide reference has been maintained.
Cataloguing-in-publication entry
It is recommended that teachers should first preview
resources on Aboriginal topics in relation to their suitability
Author: Anderson, Maureen, author. for the class level or situation. It is also suggested that
Title: Retroactive 2 NSW Australian curriculum Aboriginal parents or community members be invited to help
history stage 5: the making of the modern assess the resources to be shown to Aboriginal children. At
world and Australia / Maureen Anderson, all times the guidelines laid down by the relevant education
Ian Keese, Anne Low, Kate Harvey, authorities should be followed.
Brian Hoepper.
ISBN: 978 1 118 59927 3 (pbk)
978 1 118 59923 5 (ebook)
Notes: Includes index.
Target audience: For secondary school age.
Subjects: History, Modern—Textbooks
Other authors/
contributors: Keese, Ian, author.
Low, Anne, author.
Harvey, Kate (Kathleen Mary), author.
Hoepper, Brian, author.
Stahl, Sennia, author.
Rood, Ben, author.
Dewey number: 909.08
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10 9 8 7 6 5 4 3
Contents
About Retroactive viii
About the authors xi
About eBookPLUS xii
Inside your Retroactive eBookPLUS xiii
Acknowledgements xiv
OVERVIEW 1
ThE makIng Of ThE mOdERn WORld 2 TOPIC 1c ONLINE ONLY
OV1:1 The Industrial Revolution — nature and Progressive ideas and movements
significance 4 1c:1 Emerging ideas and movements
OV1:2 The movement of peoples 10 1c:2 Capitalism
OV1:3 European imperial expansion 15 1c:3 Chartism — 1836–1860
OV1:4 Economic, social and political ideas of the 1c:4 Darwinism
modern world 20
1c:5 Egalitarianism
OV1:5 Between the World Wars 27
1c:6 Imperialism
ProjectsPlUS 34
1c:7 Nationalism
1c:8 Socialism
Practise your historical skills
dEPTh STUdY 1
makIng a bETTER WORld? 36
TOPIC 1a The Industrial Revolution 38
1a:1 Background 40 dEPTh STUdY 2
1a:2 The importance of Empire 44 aUSTRalIa and aSIa 114
1a:3 Improvements in agriculture 46
TOPIC 2a making a nation 116
1a:4 The importance of cotton 49
2a:1 Expansion of settlement 118
1a:5 The age of coal and iron 52
2a:2 Indigenous contact experiences 124
1a:6 Transport 55
2a:3 Non-European experiences 128
1a:7 The impact on Australia 58
2a:4 Living and working conditions 133
1a:8 Changing ways of life 62
2a:5 Self-government and democracy 142
1a:9 The global impact 66
2a:6 Indigenous and women’s rights 151
Practise your historical skills 70
2a:7 Social legislation 154
Practise your historical skills 160
TOPIC 1b movement of peoples 72
ProjectsPlUS 162
1b:1 Influence of the Industrial Revolution 74
1b:2 Experiences of slaves 81
TOPIC 2b China and the world 164
1b:3 Impacts of slavery 89
1b:4 Experiences of convicts 92 2b:1 China — the Middle Kingdom 166
1b:5 Experiences of settlers 98 2b:2 Traditional Chinese society 168
1b:6 Impacts of European settlement on 2b:3 The leadership of the Dragon Throne 172
Aboriginal people 102 2b:4 Chinese culture and beliefs 174
1b:7 Impacts of settlement — the development of 2b:5 Contact, conflict and change 177
Australia 108 2b:6 Empress Dowager Cixi 185
Practise your historical skills 110 2b:7 China in the modern world 186
ProjectsPlUS 112 Practise your historical skills 194
dEPTh STUdY 3 dEPTh STUdY 4
aUSTRalIanS aT WaR RIghTS and fREEdOmS 348
(WORld WaRS I and II) 196 4:1 The UN and the UDHR 350
4:2 Early Aboriginal activism 354
TOPIC 3a World War I 198
4:3 The Stolen Generations 358
3a:1 The origins of World War I 200
4:4 The Civil Rights Movement 364
3a:2 Australia’s involvement 204
4:5 Charles Perkins and the 1965 Freedom
3a:3 The Gallipoli campaign 208
Ride 372
3a:4 The Western Front 218
4:6 Civil rights in Australia in the 1960s 378
3a:5 Prisoners of war 223
4:7 Land rights and Mabo 383
3a:6 The home front 226
4:8 Bringing them home 387
3a:7 Conscription: Australia divided 236
4:9 The Apology 390
3a:8 War’s impact on soldiers and civilians 243
4:10 Securing civil rights and freedoms 392
3a:9 Commemorating World War I 246
Practise your historical skills 396
3 a:10 The Anzac legend 248
ProjectsPlUS 398
Practise your historical skills 252
ProjectsPlUS 254
dEPTh STUdY 5
TOPIC 3b World War II 256
ThE glObalISIng WORld 400
3b:1 The origins of World War II 258
3b:2 The European war begins 268 TOPIC 5a Popular culture 402
3b:3 War in North Africa and the 5a:1 Popular culture at the end of
Mediterranean 271 World War II 404
3b:4 The Eastern Front 275 5a:2 Changes in the post-war period 407
3b:5 The Holocaust 277 5a:3 Influences from the US and Britain 410
3b:6 The Pacific 280 5a:4 The impact of television and communication
3b:7 Prisoners of war 288 technologies 419
3b:8 Ending the war 290 5a:5 Contributions to international sport 424
3b:9 The home front 294 5a:6 Contributions to music, film and
3b:10 The changing roles of women 302 television 430
3b:11 Significance, impact and 5a:7 Continuity and change in beliefs and
commemoration 308 values 434
3b:12 International relationships 314 Practise your historical skills 436
Practise your historical skills 316 ProjectsPlUS 438
ProjectsPlUS 318
TOPIC 5b ONLINE ONLY
OVERVIEW 2 The environment movement
ThE mOdERn WORld and aUSTRalIa 320 5b:1 Two stories about sustainability
OV2:1 Australia after 1945 — war and peace 322 5b:2 The background to environmental
awareness
OV2:2 The fight for rights and freedoms 324
5b:3 The intensification of environmental
OV2:3 The Cold War and beyond 330
effects
OV2:4 A developing world 338
5b:4 Growth and influence of the environment
movement
5b:5 Significant events and campaigns
5b:6 National and international action
Practise your historical skills
vi Contents
TOPIC 5c migration experiences 440
5c:1 Post–World War II migration and world
events 442
5c:2 Government policies and patterns of
migration 445
5c:3 Hardship and hostels 455
5c:4 The impact of world events on immigration to
Australia 461
5c:5 The migrant contribution to Australia 466
Practise your historical skills 474
dEPTh STUdY 6
SChOOl-dEVElOPEd TOPIC
ONLINE ONLY
TOPIC 6a The holocaust
6a:1 The Nazi threat
6a:2 Using the law 1933–38
6a:3 The Kristallnacht,
9–10 November 1938
6a:4 The ghettos 1939–45
6a:5 The ‘Final Solution’
6a:6 Aftermath and contestability
6a:7 What next?
TOPIC 6b ONLINE ONLY
australia in the Vietnam War era
6b:1 Crushing the communists in Australia
6b:2 Why did Australia fight in Vietnam?
6b:3 Australia divided — opposition to or
support for the war
6b:4 The impact of the Vietnam War
6b:5 What next?
ProjectsPlUS
Index 476
ONLINE ONLY
Glossary
Contents vii
about Retroactive
Retroactive 2 NSW Australian Curriculum easy-to-follow information about the topics covered
History Stage 5: The Making of the Modern World in that depth study, whether they are in the print
and Australia is based on the highly successful text or are online-only eBookPLUS content, and
Retroactive Stage 4 and Stage 5 series in New South in which sections of the topic each of the syllabus
Wales and the Retroactive Australian Curriculum content descriptions is covered.
for History 7–10 series. It retains some of the key The content descriptions for each syllabus
features of those books, which were developed topic are thoroughly treated, with further content
from information and ideas gathered from teacher provided that ensures an in-depth and compelling
meetings, surveys and reviews. New features have coverage of these making of the modern world
been added and significant new content written, topics. Full syllabus-links grids and sample teaching
to meet the knowledge, understanding and skills programs for the Stage 5 depth study topics are
objectives and outcomes of the NSW History provided in the eGuidePLUS for this title.
Years 7–10 syllabus for the Australian curriculum. Text content is supplemented and enhanced
through additional resources provided in the
Retroactive 2 and the historical
Retroactive 2 eBookPLUS — see the Inside your
knowledge and Understanding Retroactive eBookPLUS page for details of the many
eBookPLUS extras provided.
outcomes
Where additional eBookPLUS resources exist
Retroactive 2 covers all content in the Stage 5 for a particular topic, they are highlighted on
syllabus — the Making of the Modern World and topic opener spreads, and, within the various
Australia. Depth study topics have been numbered sections of topics, they
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to correspond with their numbering in the NSW are identified by the green lozenge.
syllabus. Depth study opener spreads provide clear,
555DEPTH STUDY Astronaut Buzz Aldrin walks on
THE GLOBALISING the moon, 20 July 1969
WORLD
Print text and
online-only
topics are clearly
TOPIC 5b ONLINE ONLY
identified. TShylela ebnuvs icroonntmenetnt movement
The background to environmental awareness, including
the nineteenth-century National Parks movement in
America and Australia 5b:2
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infl uenced the Australian way of life 5a:7 deforestation and climate change) 5b:6 relationships 5c:5
numbered to
correspond with 400Retroactive 2: Stage 5 History DEPTH STUDY 5 | The globalising world 401
their numbering in 5_61_99276_Retro_2_S5_AC_5a_0.indd 400-401 12/09/13 9:59 AM
the NSW syllabus. Syllabus mapping indicates where within each depth study
topic the syllabus content descriptions are covered.
viii about Retroactive
3 TOPICb In the 1930s, Hitler’s Nazis took power
in Germany, Mussolini’s Italy became
increasingly nationalistic and Japan’s military
leaders made government decisions.
World War II pea Tchee, Lfaeailegdu.e G oefr Nmaatnioyn,s It, aclrye aatnedd J taop mana intain
expanded their territories, and the United
States, Britain and France did not curb the
growing power or ambitions of these nations. Where additional eBookPLUS
By 1939, the world was again at war.
Nearly one million Australians served in
World War II. In 1942, attacks on Darwin and resources exist for a particular
Sydney brought the war to the Australian
mallaeignilaanncde a tnod t hheer Uanlditeedd A Sutsattreasli.a ’s growing topic, they are highlighted on
By war’s end in 1945, up to 25 million
sSoixl dmieilrlsio ann Jde 5w5s mhaildli opne rciisvhileiadn isn hNaadz id ciaemd.p s. topic opener spreads.
Thousands died and suff ered horrifi c burns
when the United States used atomic bombs at
Hiroshima and Nagasaki.
In the postwar world, the United Nations
was founded to promote peace and human
rights at the same time as the United States
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Torres Strait Islander and had to avoid taking a stance on issues where the Australian reality fell short of a number the Rights of the Child (CRC), which Australia signed in
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the General Assembly session at which 48 members voted in favour of the Universal Rights and Equal Opportunity Act 1986 (Cwlth). These
Declaration of Human Rights. Eight members abstained from voting, two were absent incorporate principles related to civil and political rights,
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protection by society and the State.
A• rt(i1cl)e E 2v5e.ryone has the right to a standard of living adequate for the health and well-being In early 1949, the UN printed copies of the UDHR on airmail paper and sent them to children clearly identified.
of himself and of his family, including food, clothing, housing and medical care and all around the world.
necessary social services …
Article 26.
•• ((13)) EPavreernytosn hea hvaes a t hperi orirg rhitg thot etod ucchaotoiosne t…he kind of education that shall be given to their ACTIVITIES
agreemecinnuttsestr,o ncmaotsni,vo tenrneatali tolainewss:,, Sourcceh iqluderesnti.on C1H EWCKha Kt NdiOdW DLocE DEvGaEtt A aNchDi eUvNe DaEt tRhSeT 1A9N4D5I SNaGn Francisco Conference?
tshpoormosgceoee vondraenaaugrettnrrii oee rfreynseep:s mla astr tnoeetughid snpoocae tnpovrt nu mosenatlr rfigeaiant nrrs mdmtmge het eoehte abnh natmnyogett IOtuAtohmspvwr yheoaoprouru dltgld shreh e eIp anma rdnd in inetgehuxcerntimnop houtlbugaeieshlsnrf A tpcgohurefsio s nttc trttoheaounclpireatviyicnn,e , Us tnguh. tsDpeieo e UHnsoosNpRu al reicnn’esdc 4 hot rruapesmao atar iganeuts eri.d idNge ht athottsei eo. vAUnasuDl ustHahtrtRaaet l A iisnaui stghotnra ai sunl ipartea’ strt oain ficta theitoedinos stenh aaaenlg dtlrw aepweool itmcoie oss t • Civil rights movements 2345ee BBWEIEoonxxooh ppwakkllhaatpp aiiinnllstuu twtwsshhhaeeyy lUs iCrtneD howksHem aob RUpsue?D lr1tecHw9teeRe4s e t0.ihsnse o tA hwfu eoos nUrtkrgDasoHlhiinaReg oea rutne tfdl oeo rEvf vtashantietsctpe ’ss w efbocietrth liAioe UunfsDs, t lHaroaRbcloa isautt.eatd nh idunam yrdaosnu? rr iegBhotso.kPLUS
352 Retroactive 2: Stage 5 History TOPIC 4 | Rights and freedoms 353
5_61_99276_Retro_2_S5_AC_4_1.indd 352-353 2/09/13 8:24 AM
about the overviews
The syllabus suggests that the time allocated to approximately 10 per cent teaching time indicated.
the overviews should be approximately 10 per cent This is to allow for the many differing approaches
of the total minimum teaching time (100 hours) that will develop in incorporating Overview content
ascribed to each stage — that is, approximately five in schools. It is understood that different classes
hours for OV1: The Making of the Modern World, will dip in and out of Overview resources, using
and approximately five hours for OV2: The Modern whatever content or sources are relevant to their
World to Australia. teaching and learning programs, as well as to
In Retroactive 2, the Overview content is covered student interests.
at a reasonable depth, notwithstanding the
about Retroactive ix
Retroactive 2 and Historical skills the sources and covering the syllabus’s historical
skills where appropriate.
The NSW syllabus for the Australian curriculum:
• Skill builder mini-tutorials are designed to
History 7–10 emphasises the importance of
guide students in analysing visual and text
historical inquiry in its rationale, including the skills
sources, identifying perspectives and developing
that students develop through the processes of
empathetic understanding of historical events.
historical inquiry. Retroactive 2 integrates the study
Skill builders also support the development
of historical knowledge and understanding with
of research skills and the ability to explain
historical skills.
and communicate findings using a variety of
• Each topic section includes a range of visual and
communication forms.
text sources, along with graded activities using
• Practise your historical skills sections at the end of
all depth study topics use the syllabus’s historical
skills headings as an organiser, providing one or
Skill builder more activities for each of the six key skills.
Ar/en/lai/alybsiPliiestry sa oannndad lu dusosece uofmfu eslnnoetussr ascr eeos vf: ap elurviamabllauer apyrt iismnogaur tyrhc seeo surces of jcfuaadcngt teah ntehdne o ibrpe si naiginonanifil.y Hcsaiesndtco teroi aa dnnesdt eevrvamaluliuneae. tP teeh rtesh doeni ffra eell irdaeobncicluietmy b eoenft wttshe eesne
information, as they provide evidence of a person’s sources by applying the following simple set of questions.
character and motivation, ideas and beliefs. Letters, diary • What is the origin of the source? (Who wrote it, when
entries, memoirs and autobiographies express personal and where?)
opinions and a particular point of view. These sources help • Why was it written? (What is the motive or purpose?)
historians to understand why people acted in the way they • Who was it written for? (Who is the audience?)
dpaidsP ate.n rTsdho henoyaw wl dtihlole cuyus mwuaeelrnleyt s ap ffhr eeascveteen ldtim hbyiist aetotviroeynn ftsrs oa imsn eh ovinsidetoe prnyoc.ine to of ft he •in foWThrhmea aatt niisos nwth enere sce otdone ttdeh nteots odefe q ttuheerems stioinouenr scu esw?eifllu plnroevsisd.e U tshine g the The Skill builder feature Skill builder
vTtoTaT‘ploilLTIaethhhh’hfe Sie f ltri eeeeee esr‘gtetotwmsew t ethytwta utoreeuyorep,,el nrr’ as rpns wgrhisca .a toeehrretaeohnelo eo tsifrohedn ush ’u1t isfere tasphe‘t e2o lhsrtexuo.n eaeuuvoesasrs eyirrui eie mset ’Scsr t hw ip choamyoseie fernfodl po o itfubenslhv fiasade eeit edsc hyi ekn eMg sstrhueooeb urs jncnoeouidcnntr oicgtvfee eHtxs hta ece DIdcritspnorasote uaoeofsd nefl iflienotlJ d sda onfihiebpuuc etrfv ecuceiir est pncodciMeti ntrraeeei elinn 1faatsvsndnsro ei9snabs.med t d r hv6 giesdPy taie eo 6esurn.tosrasle rhsn nedpTenauy.eea sasiddKd ch mdctiAt l d do hnaeeai ttwretmioen ch htetsftnihcnwlseehaosteetoecot icslasnr t:reunrroti hti iindi cn mtafpotnyhggat hntut osei anstahPsl.guh t si t rit th ri seeoaofs tsnw erd u,micysatA teditchehoouts l eaoaetlo uausunctikd mtfghstrunotue crvir rsatammLad eeerieu lyssey peai1feepamen u mto2w na rediiltp snstnannlewof e u oes anen.ttAt olo hs nr.dt teaJ ,e se. ud mttb oobr nhi s oVha ouaeyaotifitnrsnecrr s trtagw satt hpwyoiliinolnioinoaiofsnaaaogndr ru m restl nhseri dloni i s eaeesWo nu dcsv1v tf rav oo9 iet cbdmhroe mne6 eesreeu 6ueneytmrm roVan.cnc l GI.hideu aianlce, n lro haltyitegiooonvwixosesu neampuVltadrm ylorrawni, er eer iecmisdeneantsoons neeewbhn pas dn ysafiohWms ottv ny n uto heash wiedaf arseedhy .n ve,w a ia Ic etna doho agn nam totis- u iwdr aerr gaaadshyeunnnislvddaildtaelo tseyblreoussiuxcpp issntamp t-glsouo es ouvrdnkutitesstirlln ic ulontstehafes. slead i nl l TpctamPt•A/AMcMnhhoaoSlclra n/ioaaaaei nmrrogmmtranco/ntt hiuYneo esm sleyseeeMrtiyot snacd p a eotMeAantos.eygh era rfn‘Ssni:iiFi eors2nttrHHnty aay’hhgipist ironedgtl ssoeeel yhmSerwgnt ust oaspoeey eiea eoifilkprnrodsdyst r ns tnpJoe dnl,c eisMc iooonfinPe etcana bhwst o rriyuhgt rhecipitnr,h mttsneai eniapoe neHec ii iaeooq nlYg not oic c elnuucr gfirwerota erota oniHenahrcslsret’ yearef trisdsonr leobr, a rca w e tytomolahhnada fnpre,edl sc t trosmy /ohac enfo oamerse aartnr ea pomu itcingnoiossucehtionetnirtdtsnnr uigs s ue gtp ryh thtnse rwh emAeoete olv ce1cbayrirva9oddne ewrle9s aMsinac 7taa.toe anP nnFoidttorad ur tlwu t iiroihstmseh isgeecseauread,n geotl e.f s •••••••• ttitltmtetttttoshhhhhhhhhhx ooeeeeeeeeeeepkrrrrr arhpebPceeeee esshxuoer ssiiaiyeiaaidpsssmselrv gddiy teevimileeogrrrs seilrooef esa iMse reinnnnarn neeqwaiyyi n gaemmutat huiieiwrinnnsaeetedaoedt sl tt g es re e bshhlsderhayyaaee hs iure(egcs og mmtpasbke w eioo ngrneea o iusrd sstnrtowohte sshta u asai aaets nnsht ngg mmg cdieieedmto ,a aa foomiajapkgslunnlpcelg sfetd poitt rhtat ohhaer mhealtteers e se eePocs dd xnspmrhfipoov isteahmalerooaryiielrrksrsgey ..s uo i te l)nMsoonn gia uiwo sln lotnnhseihogs oolecketw eo per rmtoevhroeeasmnto n
persuasive. Australians feel threatened by the prospect of a strong militant and unfriendly
Ihctomhotahenspe nwlsireeowrscimtit estiehore ne.cp slowa lyiirmteiitctes arb le low Atodwhfeshe scisitacoer.ohm A—y cm’so wsumo nnbemie esa fummroner e iiecsmn rtt seVhb aeneiteyrei nt eonggdfae mttfoh ohu.er erY tvrGheeeet’or .iyb vrO y ecs ruouonrncum cidrme eiotsnmiwsot en.np d.s u m . itoa iiftlte i s ttooaocbr ymijae pelc ,ota i‘lnviWdcei eeies’scv otoeon f go h‘omaktli tilt clot ha csenht doap poro s gress
TNlahonitsge ui stah gtehe ed. emsacrinip itdiveea . tihmeWp brohovameteb avi neprgo yloioftiu cvrai lmll asigiltieutasa,rt yiko ianlld i.vn .ig .s eorfs msaeyn,, Mwro. mPreens iadnedn tc,h tihlde rbeunr anrien gn oo fw caryo ptos,
People all over the world are tired of military solutions and power politics.
They are tired of anti-communism as a substitute for commonsense. And above
Utos me oafk cea stctrhoyn gp hproaisnetss. anlol tchoenyn eacreti otinre odr oinf flt huee nkcilel iwngit.h A asn oyn peo olift itchaels ep apretyo polre ,o argnadn aissa ati opner wsohna thsaoveivnegr ,
I have written this letter as a matter of personal conscience.
The motive is to Sydney Morning Herald, 22 October 1966.
express personal
coinopvnionslivcoeinem nocenen A tau insndt tr haelia w’sa r. A‘aMultrdh ioePunrgechse i adisde dnnrtee’w, stsshpeead ipn tetoer nredaedde rs. Taphtr ietmh deaa rttyiem steoelu olsrfc utehs.e i tw waar sa wndri tiste an 123S... oWTInouh rwwochh eaaa rqtte u yd teeohsaeetrs i pod tenohos eyp osleuig d tneh opinnick tt ethhdei sidn oc saoorr turoerocfener w2??as published? Give reasons for your answer.
4. What message does the cartoonist want to convey?
TOPIC 6b | Australia in the Vietnam War era 17B ACTIVITIES
5_61_99276_Retro_2_S5_AC_6b_3.indd 17 2/09/13 8:36 AM C1H EWCKha Kt NwOasW rLeEcoDnGcEil iaAtNioDn ?UNDERSTANDING
2 Explain what HREOC is and its role in relation to the Stolen Generations.
The Practise your historical skills section at the end of 3ee BBLooisootkk fipp vlleuu ssconCrcehluleasctiekod ny tsoo uf rtroh emisB osthoeekc tPBioLriUnn.Sg winegb Tlhinekms Htoo fim ned r mepoorret .information or activities
each topic provides one or more activities for each of
the key historical skills from the NSW syllabus. TOPIC 4 | Rights and freedoms 389
5_61_99276_Retro_2_S5_AC_4_8.indd 389 2/09/13 8:39 AM
Practise your historical skills
PERSPECTIVES AND INTERPRETATIONS Source 4
5 TEhuero spoeuarnc ere 4fu pgoesetse rs weeaksi ndge spiegrnmeda ntoe natp hpoemale tso and Afonr Aduissptrlaaylia inn tghoev eErunrmopeenatn i mcammigprsa ftoiorn d pisopsltaecre dde pseigonpeled in 1947
COMPREHENSION: CHRONOLOGY, TERMS AND Source 2 employment opportunities. Imagine that Arthur Calwell
C1O NDhiesdChvieeseasEntnpiotgPteirnsfydTy fa o,Str ihofsn emin mc as htmtkhroeoeirgsny nr oa aoilnntofie dogimt nileca maetdonldi ogAtehrrurda ssaet tnibror,doa nm alt itawraod.je o YAgnroua tupsimeort rtlbeaihco rl yicaeae flrc. dneh tgcauatnrimngiegees st sth ahhenao dtu ld Aeonn wt tiohtoleed dg e oAnl dGgfiar aemvldiens og.f f Eroumch Treh.e I tA udestpriacltass aia mn uSlktiectuclhtuerra olf A 1u8s7t6ra lia haitainmhba s etosmeh udraeiitgiseff 1tr kshae9e troe4dief ov0 nypnastor lp oauaurmnen otg dogool rtefd1ai son9em nos5yani 0oggl-usa nBp. i cr onpHiosto aaiutssvcelthdecre s e irlamo pst ohc tmtaklaoan ti asge cwtsrde a aiud.ltnlcii sohdacnet teul htp soAe st unAhios uedtns er1 taos9rlnaii5gal n0ina ss
2 Under the offi cial policy of assimilation, all migrants and EMPATHETIC UNDERSTANDING
AtoaWahdhgorcobsauios icsvcvogmraeieoerikmdniaprn igavnn.ntfi i aUalngomb arnnnr eritiegmantcidsoanhie e ns angttt romos sn,e p tftm. dshto a oRoh eloTulrietelmoc fhlpgf t yrweeeioirrc nraoreola ui gtcucsncyolh up yt ssS hus ls e pttoouro,rusoa ffamdu s rlmlAiieiiritcassuoc suyIncmnsse,l u tatl c ra1 arisainucagbn snfusdlhood idttl atuhtrehos nu htorime.d sr uwtp aemh smwe la etiaeoshesa anapmre noedndlye n,r v i e t intw ogarthxgahfnhope deBoutterasi erflitcd mig,it tt oiah eiesaspnnesd ffwhas d atec .ie dtnctrh edtome r f n s 6 Iggahb(hbsnoutrryyois oo fbsws cittuunmjmeoo eppttnrnchaea yii tterlnnrl sallucv eg bcyyoilneitrtuoolk hoilwtsneuuehunicigrr nrntpi t cocchaegsio uooeas , mmn mmg isnrn ho adiemmdvg ltm yeeirc uuryao sueobnnonutlcfetiiiutr gtttufr yyoarolsaro r. mlra tb ioicR eeblcyaf i esirol td ltyaahs mhgoe reseaeorynmak n hvc.tcri diYneuhicotso yrghnecmtnu c oiehqttm mkrlhycaueyiaee snuebs n no sgnrpuba ftt ilfipe t)atit oohpynei.con neoFn deanes ri l bnpo. oto,e oIdurlfcgftoe u tahtryoos hotlmnuok e euiutiroc pn v r a geer d e
TCpt whSoeeoemoIbAaYeaw unpnv m umoCyruetli escciturespeehhi eeet antltroiwr r o-rhcne1napys yees e.lo erci is mr, n.se a e e hd eK.gis ne tP uaNin ip ntntdyQwmoouoetogeusl.tr rana i,o ne syIF csentewsmtoyo e.v dtnodorn ehamiii ]ffnignfegb n fiSit n ,uhl gao ttiycd shthslry su dlebeaehsoo l nstte pS twu1irb cceyooi. 9uobrde ywn k.i7sn udmb ’. ese0 uein e bn tneysosCaosee ,teuMlha fssdiltitnoioten hs.n ir rtatteAennIaeooovti s t npuo tetcwo thghirs khhwnyo oetaH eer o1bs sntea cee whu5lr lteknCa ihr edhma ydlh etd panifie ha, tsoyl laree1maca fssr3f c iwmb.sott bteA h iorh[;e uza e ofoCagrteno hf khuWnlo’ rfesssi. f n to r ht e1efwi 9tstei9hec 9e e. E1 S9xocTbhlcCSaip6aseuonuao6cho nrrbsndiasTenpdcl tetn t gt ttehsrL isdih ioi.n enfebv 3aioruIg necueobLt sr no antmoe a raivgtn,e croab w ir dmactnlapoeh ohnsEaawwreem o t,rmmup oa t FAmypcrarrbauormalr lidweeditpsmgsyrn e tehrhwws r ecaai oeias hwetacnfdvli l,rhri aoi e cao obIt pmnronfhtrmy pao imt isg Lphlrrg tcieLmiaehrearhnci b aeendteu,pin oob ,aem5lia t ratanD s0msi anetPcvt,0eun ,oliae1a d ugtd 0gn rcn7,odr t0i hgda8vyiafi0n nrn en awtya iagtshdBmntseu hei da traftgmfa hinu rr5rutGtoosoddii 0rgs hmsm erba0haerea tya lt es0eAawhoo t kd0pnibeftsoa h0 ed eibaGynaoe e nlpsI .rpoenpdr e rloi,o oem sdalh pio,nca,l fdeny ,, RE78XE PSithptEattLtnLoohhhEorannt daeeeoAvtdejAoates ekffr N cRyyleourv lacee n .oniAtm CeotqlChtde TwoamhuoHue,b tfIoilip lrp irlsntOmoewaeliltagcencto N umyiu,ttt or uhle e l ytntnotseAdinhu cer oi oseNenAruywfauf u g olm tlsDtalrish uiuftepsnuteah rr armC tsa neareiphnielO lt c eavabiAhs a mort Mayueyn n icyn ascoeir Mucomdteerdsr ctuss ge atseUoh e irrhlpodnr oinaNaa aefignua r s.mvntscIop h ecCdth ufehaoo oiqaAln enfvtmru igT es ylchoeeir woIutgnissssOhulerest tteaeriruoN oo .mv nc fnrrnOeoathio asn nsolocnn chtApdoitsc,eaurm, hce e imrsy nr.aipm tenoC urnaAagauuosdrst l oneiiei icnaakdi t a. y
A3N ASAabLu oYsuDuhIoYbcomahdtSrmoroffeaninicearsa IulinvgedaeselmtSlte eiigxc io cewa2ngnc prmitrrd Aon e iitotyipdelbae hvletrieN.cle gelevnaea’ s vtpysr eerDtneet iaiunon dhnlceidnots ucomeettidU ipoh ishn tn nna seeent - Sgcaoasorccdns e eantsieEe y tgr ia n no nonoetppi hnhmdfOtefusdhuttu e e tu rietboaiFichr lhtandsntllgya ei uoerpeid ceS tscr Asg rricaee bhneoiotuOrhtercireag vfisrstaasotU ntpi hnttowdtn.nhar .heiirRDeagss nhn sodoslui .eaCdsi,n f faW ir tticu ingmiEna en anfsbh tretgeuSdrghjoeohent tlo oon mohetycttciufh ho nocty s utl pin-uuibdoohsccmrslre uu eet ibp b,murfe r nefeloteacnereota rrsacecuttepierekaotl orlyiai e gasrydcyvy nryrsr,moe so oocd wourh ufhu. eu t ri o,nhsdir tuctde eioern r y 4ftaprowpabyai mherbnruuoeooerUaeesd rrlupeLIslms isos ml tsncmuraoSu airoaai ygnpsnpbeiismimvs nn opgsd t.ota deihf,dgano senro s reanaaft trs odnb.tohuptntpy e me W etueleoyaio rhd lsciromrvl rire a.aiEdcoeetof o tlIhtiv eu cuititnatd— edveeth anrn3em.h mssionetoddn erip atuttn ipagrohh tweensL lnot h aey,sta gadh d t t e an chotib i se rovrynondda eoitaceuodtvnh o nrgasEr ru ete bseowgeg aiu rpirunadtcbeob rehotbotui isvole aaeeloweaeose ipnls ah rcrs rpfnt edcn byaouonemo o l wkwfp timmollon hnun ipCfc hpcde eliio ototyngeoap ihninrwtyns sr-o ititfemarsto sltls ooaaoeieiin nennmcrinfcddntg, s ouiAsic a ,gt.ifart ueeillofoFaeualal nsr rtt ,itsstoA moe t jie—otomrimodr u,ydudaca n aIs iiohtlAoai nnentilas erair tdsty nsnmayr a oonoit eldei oaon,iaionn an bd ebtsate nha ,v uusss tsnewio riti,oa ivd anhu e gos 11901 taWwpsaIApAdlIootpinnohfpurpnroeffrihresv g oeetprispphiaa.pnethgnusctore eitlstDroreomr iarr p aafisteainm oit yn1irslem ucxgna,ite 9a h on othnaGAl ep.eein4’ttf atu.itexPae nt. esy.0tItsayo urm htsY asatetrmo toaetwhrg ar rotaauaty eepe wcago enl d l icmorsigeoGenaedneeln eftsrannta aess h1eetts st dyap rish9nrgytgisiog ntohobeal5i-n apcifipnndacurkn0 i t artrisin baet iesfises oinne yae oot ctsstrtg ycro-on tuaahee Kc kou?s m dnrrneceoog uc i’tvhcot e nfsursIehca eennaostmtllh eturotmy vu s itoyit oigreaafocinigfdaooysnaus drbTApteul i na lliesno Juetroomro nurz ng iweswsafrmityarm enttncaAa airAeulnsm a a ssilgtAwru.gpigm oi lssiyMua‘sirov epa ,mqa stsnp nelaBos.rultuta n-sa kpailcraekoopiea eluurgt sinngptna,lh lrn aituaoa oraer eit e orenwtrcnso neftnnsl, n e a i psy:t nr s pu‘o gTtsobouo rl r it cs eeeeeeBBBBBBooooooooooookkkkkkpppppplllllluuuuuussssss Ute1DA‘io1CaeWdKESnioBonvfnr94esomoet rmecsdodeywe40rite-nvek o - r1t54itpntloanaltskthei1.le,lsntfc el tPho5reii-lsre nenetmttLeia 5 neiAMro 1rttUved7ias - r-npat9AiiSt1 2rc gtthistcrui5 hic4t9errvere risde 9aei17rovaq svetaso t–si95lu Trantiotsccsao1oiioldu- etzsw11lpn9 ii-rst va1i 9oi 7coeRnen i5nlfe9rt0sotxa -5dy A-stt0mc’p3no 5 u.aaiyt–e2knpi,ostngo 4r2:tied ti cd-rsu9‘er30doSa earwnT2 c0te iqlkonic-8oi01toaunpe r3t1y’n.ek ol s R5eoi snwsn 5urahci tlnnr6e-ee ck,d e ke:gt e sey AeiddBedoniottikiofiPneLadUl b Sey nr edths-oeof ug-rtrcoeepesinc a re
eoanc thh ee psitsoordye o af nAuds tthrea lviaa rainouds it sso puerocpelse .of information irmefmugigereast ifornom pr Eougrroapme acfatemre t htoe Aeunsdt oraf lWiao.rld War II and why amnodd aedrnv emrtuislteicmueltnutrsa lt hAauts tyroauli afe.el express the spirit of eBookPLUS lozenge.
474 Retroactive 2: Stage 5 History TOPIC 5c | Migration experiences 447755
5_61_99276_Retro_2_S5_AC_5cPYHS.indd 474-475 16/09/13 1:33 PM
x About Retroactive
5_61_99276_Retro_Stage5_Prelims.indd 10 16/09/13 1:36 PM